SPANISH

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AP
®

Language
Strategy & Tips to Boost Your Score

Format of the Exam Introduction

No. of • This guide contains effective strategies for each section of the exam, helpful vocabulary,
Section Type % of Score Time
Questions checklists, and diagrams to prepare you for success
Section I Multiple Choice 70 50% Approx. 80 min. • As you prepare, think about how the structure of the exam builds – you will go from
Part A: Listening Short dialogues & 34 20% 35 min. listening to authentic Spanish speakers for approximately 35 minutes, to reading the
narratives language for approximately 45 minutes, to finally both speaking and writing in formal and
Long dialogues & informal modes
narratives • Actively thinking and functioning exclusively in Spanish for 80 minutes or so will help you
to prepare for the second part of the exam
Part B: Reading Reading 36 30% 45 min.
comprehension
Special Note for Free-Response Sections
The grading rubrics are designed to weigh three elements: task completion, topic
Section II Free Response 50% Approx. 85 min. development, and language use (although interpersonal writing combines task completion
Part A: Writing Interpersonal 1 prompt; 10% Approx. 65 and topic development); pay special attention to strategies in this guide to help you
writing 10 minutes min. understand what is expected
Presentational 1 prompt; 20% Task Completion
writing 55 minutes • Have you responded to the prompt fully and included all that is requested?
Part B: Speaking Interpersonal 5–6 response 10% Approx. 20 • Have you addressed each bullet in the interpersonal tasks?
speaking prompts; min. • Have you referred to and integrated all sources in the presentational sections?
(simulated 20 seconds to Topic Development
conversation) respond to each • Have you responded fully and with relevance?
Presentational 1 prompt; 10% • Is your communication organized, and does it flow smoothly (effective transitions)?
speaking 2 minutes to • In the presentational tasks: Is the information accurate? Have you understood the
(integrated skills) respond sources? Have you synthesized the information rather than simply summarizing?
Language Use
• Have you shown excellent control of elementary structures (knowing that elementary
errors weigh more heavily)?
Acciones y Actitudes Imprescindibles • Have you used a variety of tenses, moods, and structures (as appropriate to the task)?
• Is your vocabulary rich, precise, and varied, showing ease of expression?
This summary of attitudes and actions will help you to be successful on the • Have you displayed a command of language conventions: correct paragraphing,
exam; it is printed in Spanish because you should be thinking in Spanish; read it sentence structure, spelling, and punctuation?
often and evaluate yourself: Am I following these guidelines about my attitude and • Is the register (formal vs. informal) highly appropriate?
actions toward preparing for the AP Spanish Language Exam? • In speaking: Have you used excellent pronunciation and a high level of fluency
without gaps?
Acciones imprescindibles Actitudes imprescindibles Access AP Spanish Language scoring guidelines, print them, and refer to them often as you
prepare for each free-response section; note the descriptions of the task completion, topic
• Comunicarse diariamente en español…Buscar • La dedicación necesaria para development, and language use descriptors in each of the rubrics; they are available in
oportunidades para usar la lengua dentro y perfeccionar su gramática,
fuera de la escuela
PDF format at http://apcentral.collegeboard.com; the PDF file contains sample exam
aprender de los errores pasados y
• Acostumbrarse a leer una variedad de textos questions, juried scores, and scoring guidelines for previous exams
evitarlos
para adquirir un vocabulario más rico y diverso • El deseo de mejorar siempre…
• Leer y escuchar una variedad de textos aunque lo hagan muy bien…siempre
auténticos/originales en español para existe la posibilidad de aprender Section I – Multiple Choice
interpretar la lengua natural y común • Una actitud positiva hacia la
• Comparar y contrastar elementos de fuentes participación oral…Sí, yo puedo
escritas y auditivas
hacerlo Part A1: Listening – Short Dialogues & Narratives
• Sintetizar e integrar las fuentes escritas y Short dialogues and narratives are spoken on a recording, followed by multiple-choice
• La fe en sus habilidades para
auditivas en vez de resumirlas para desarrollar questions; the questions are spoken on the recording but not printed in the test booklet;
presentaciones orales y escritas comunicarse en español: escuchar,
hablar, leer y escribir the answer choices are printed in the booklet
• Establecer la costumbre de referir
frecuentemente a esta publicación y otros • La dedicación de pronunciar Strategies
recursos para estar bien preparado/a para el como un hispanohablante requiere • Since you have only the answer choices in front of you, not the questions, always read
examen en mayo mucha práctica y perseverancia over the options before you listen to know what information you will need
• Prestar más atención al desarrollo de • Una mente abierta y dispuesta • The questions can be tricky – words used in the recording may lead you to the wrong
composiciones con tesis, dos o tres párrafos para comprender las culturas choice; do not select an answer choice just because you heard a particular word; use
de desarrollo y una conclusión con ideas/ hispanohablantes del mundo: reasoning and logic
opiniones personales sus costumbres, sus historias, sus • Do your best to follow along; do not fall behind when answering the questions after
• Aprovecharse de los recursos útiles ofrecidos habitantes, sus inquietudes, sus the dialogues
por la red problemas, sus gobiernos, etc. • Don’t worry about taking notes; just listen and try to remember the context of the
• Escuchar y leer regularmente las noticias en español • La decisión de seguir estas
• Aprender a interpretar y aplicar las rúbricas dialogues
sugerencias y recomendaciones
del College Board • Use process of elimination to rule out wrong answers
• La actitud de “tocar el cielo” y de
• Evitar usar los anglicanismos y errores “soñar a lo grande” Part A2: Listening – Long Dialogues & Narratives
comunes entre los angloparlantes Long dialogues and narratives are spoken on a recording; the questions and answers are
both printed in the booklet; the questions are not spoken
REMEMBER: You will be required to raise the bar, challenge yourself, and use Strategies
a higher level of Spanish on the exam; practice speaking in a variety of contexts, • These dialogues are longer; try not to lose focus
sometimes digitally recording your voice and self-evaluating for progress; in • You will have two minutes to read the questions and answer choices prior to hearing
addition, as you prepare for the exam, you are expected to communicate in the recording; use the full two minutes to read the questions and note clues such as
Spanish routinely; take risks with the language – try to use new structures, verb forms, setting and other general information
and vocabulary to build skills • Take notes while listening to the dialogues/narratives
Interpretive Challenges throughout the Exam • You may complete the multiple-choice questions as you go or take notes and answer
• Variety of contexts and vocabularies later; as you practice for the exam, figure out which method works best for you
• Variety of regional accents and registers (in listening sections) • Do not linger on previous phrases or words you heard and did not understand; focus
• Background noise and natural atmosphere (in some listening sections) on the main ideas

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Section I – Multiple Choice Register References Chart

(continued) Appropriate Subject Tú Usted

With close friends and family More formal situations,
members business situations,
Part B: Reading Comprehension interoffice correspondence
Journalistic and/or literary passages followed by multiple-choice questions; usually 4–6
passages Greetings/Salutations Hola amigo/a Muy Señor mío
Strategies for Reading Comprehension Querido/a Muy Señora mía
• If a literary passage, the text is an excerpt; focus on the segment provided and do Queridísimo/a Estimado Señor
not worry about the rest
Mi querido/a Estimada Señora
• You may need to “insert” an additional sentence where it could be placed in the text; this
is a statement that you will place at position A, B, C, or D (letters are placed in various Estimado Señor Pérez
spots in the text and you decide if the statement makes sense at position A, B, C, or D; Estimada Señora González
the challenge is having time to go back and reread the text for correct placement) Closings/Message Un afectuoso saludo Le saluda atentamente
• Pace yourself so that you can get through all the selections Endings Un cordial saludo Atentamente
• Note any visual components provided (e.g., maps, graphics, charts)
NOTE: There are Mis recuerdos a tu familia Un cordial saludo
• Underline or circle what seems most important to help focus on what you may need
later; there is not enough time to completely reread every selection; read for topic different degrees Afectuosamente Cordialmente
and structure of being familiar Un beso Mis recuerdos a su familia
• Concentrate on main points; identify who, what, where, when, why or formal; consider Besos
each situation and its Un fuerte abrazo
TIP: There is no longer a penalty for guessing, so do your best to
complete all questions context Abrazos
TIP: For vocabulary building and general comprehension practice, Con todo mi cariño
regularly listen to and read a variety of authentic news resources; Con todo mi afecto
vary the themes to include government and politics, science, Tu amigo/a
medicine, healthy living, economy, business, education, sports, Possessive Adjectives & tu, tus su, sus
shopping, entertainment, and so on; use a graphic organizer, similar Pronouns tuyo, tuya, tuyos, tuyas suyo, suya, suyos, suyas
to the one shown here, to help you keep a record that is diverse in
themes and vocabulary Direct & Indirect te lo, la
Object Pronouns le
Fuentes Auténticas/Originales de Lectura y Comprensión Auditiva
NOTE: Decide the register for the person, tú or usted, with whom you are communicat-
Fecha Publicación/ ¿Audio/ El título Lo que aprendí Vocabulario ing, and stick to it – be consistent!
fuente Escrito? del tema nuevo
Part A2: Presentational Writing
One prompt focusing on integrated skills (listening, reading, and writing)
55 minutes – 7 minutes to read the documents, 3 minutes to listen to audio sources, 5
minutes to plan your response, 40 minutes to write your formal essay (200 words or
more)
TIP: Use word root and word family strategies to determine the meaning 3 fuentes, or sources (2 written, 1 oral)
of unknown words; EX: el crecimiento (growth) is related to crecer (to
Strategies for Presentational Writing
grow, increase) [see Word-Building Table, p. 6, for examples to help
• Read the prompt and underline key words
you make these associations]
EX: How are world governments investing money and developing regulations
for the proper disposal of chemical waste to preserve the environment for
future generations?
Recommended Authentic • Include and properly cite all three sources; EX: La fuente escrita comenta…BBC
Listening & Reading Sources mundo afirma… [see Higher-Order Thinking Verbs & Guide for Citing Sources, p. 3]
• Use the 5 minutes provided to plan your essay as follows:
− Introductory paragraph with your thesis statement, based on information
Radio de las Naciones Unidas (United Nations Radio) – http://www.unmultimedia.org/radio/spanish/ obtained from all three sources
Univisión – http://noticias.univision.com/ − Three to four paragraphs, each with a main point to develop and support the
BBC Mundo (Spanish news) – http://www.bbc.co.uk/mundo/ thesis (use a graphic organizer, similar to the one below, to help; make sure to
Informativos Telecinco from Spain; castellano Spanish pronunciation and vocabulary – http:// cite all three sources)
www.telecinco.es/informativos/
− Concluding paragraph to reinforce the thesis and wrap up, but do not simply
La Sexta Noticias (news about Spain and the world; castellano Spanish pronunciation and
reiterate the thesis
vocabulary) – http://www.lasextanoticias.com/inicio
Clarín.com (news from Argentina; the audio here will give you practice hearing the Argentine
voseo and the pronunciation as well) – http://www.clarin.com/ Sample Graphic Organizer for Presentational Writing
El universal (news broadcasted from Mexico) – http://www.eluniversaltv.com.mx/
Centro de Noticias ONU (United Nations News) – http://www.un.org/spanish/News/ Thesis statement – introductory paragraph
Radio Cervantes (from Spain) – http://radiocervantes.es/ (written based on information gathered from all three sources)
TV broadcasts from Mexico – http://www.mexicoradiotv.com/live.htm
CNN (in Spanish) – http://www.cnn.com/espanol
3–4 main points to support thesis
(each should be a separate paragraph, led in by appropriate transitions)
Section II – Free Response

Part A1: Interpersonal Writing Main point or Main point or Main point or
One prompt with a clearly stated task; context may be a friendly email message, letter, idea #1 supported idea #2 supported idea #3 supported
postcard, etc.; you will have 10 minutes to read the question and write your response (60 by evidence by evidence by evidence
words or more) (correctly cited and (correctly cited and (correctly cited and
EX: Escribe un correo electrónico. Imagina que escribes al(a la) estudiante de paraphrased) from: paraphrased) from: paraphrased) from:
intercambio que va a llegar en una semana para vivir en tu casa y asistir a las clases a) Fuente/Source 1 a) Fuente/Source 1 a) Fuente/Source 1
contigo. Quieres que esta persona se sienta cómodo(a) antes de llegar. Salúdalo(la) y b) Fuente/Source 2 b) Fuente/Source 2 b) Fuente/Source 2
• explícale el propósito del correo y cómo te sientes por su llegada c) Fuente/Source 3 c) Fuente/Source 3 c) Fuente/Source 3
• descríbele los preparativos que tu familia ha hecho para recibirlo(la)
• dale información con respecto a su llegada al aeropuerto y dónde lo(la) buscarás
• despídete
Strategies for Interpersonal Writing
• Carefully read the prompt and address each part of the question (each bullet) Use a transition to introduce your concluding paragraph
• Include date, although not necessary if writing an email (EX: A fin de cuentas, para concluir, etc.)
• Always include an appropriate greeting and closing according to register Conclusion – closing paragraph
• Use correct punctuation throughout (this is a good place to add personal conclusions, predictions, evaluations, etc.)
• Tenses – use the bullet points in the question for direction

2
 TIP: Recognize, identify, interpret, infer, evaluate, and synthesize: Part B1: Interpersonal Speaking
✔ Recognize important points – know how to identify what will help You will have 30 seconds to examine a brief description/outline of the simulated
support your thesis conversation but no text of what the other person will say; a short message or prompt
✔ Interpret key ideas from the sources that will help develop your will be played; you will have another minute to reread the outline of the conversation
presentation and plan your responses; then the recording will begin, during which you will interact/
✔ Some information is not explicitly stated, so you may have to infer role-play with the recorded conversation; you will have 5–6 opportunities to speak and
the underlying meaning or draw conclusions on your own 20 seconds for each response
✔ Evaluate the sources for the most important information to Strategies for Interpersonal Speaking
prove your thesis statement • While studying the outline of the conversation, jot down ideas for your responses
✔ Do not simply summarize each source independently; in the time provided
synthesis is the key; show evidence of your understanding • Respond as fully as possible, making sure to answer the question, comment, react, etc.
and interpretation of all three sources; do not simply copy, • Speak for the full 20 seconds given for each prompt, but “finish” what you need to say
summarize, or restate what you read or heard without giving • Address each part of the question while trying to keep a smooth flow to the
your own evaluation or synthesis of ideas conversation and using a tone of voice to further emphasize what you are saying
✔ Add your own evaluation and conclusions through predictions, − Does your voice show that you understand what you are communicating?
solutions, and suggestions; this is how you go from simple − Does your voice reflect agreement, disagreement, surprise, happiness, etc.?
understanding to thorough evaluation; it is appropriate to draw • Use “muletillas” to support speaking and to avoid gaps while you are gathering your
your own conclusions thoughts to respond [see Muletillas, below]
• Self-correct if you hear yourself make an error
Editing Checklist • Toward the end of the conversation, the speaker on the recording could throw you
Leave time to edit, using the following checklist for avoiding common pitfalls and errors: a curve; still say something that at least fits the topic, even if you are unsure of what
✔ Verbs: Have you conjugated correctly? Does each verb ending go with the subject was said; this is a good place for a muletilla to support you as you think of how to
used? Check endings on all verbs for each tense used answer
✔ Subjunctive vs. Indicative: Check for the correct mood for all verbs • Cross off or check prompts completed: try to avoid getting “lost” or confused
✔ Preterite vs. Imperfect: Check all verbs for correct past tenses [see Preterite vs.
• Listen for tenses used by your speaking partner in questions and statements – take
Imperfect, p. 5]
these cues and respond accordingly
✔ Ser vs. estar [see p. 5]
✔ Have you used the personal “a” where necessary? [see p. 6] ¡No me digas! No way!/You’re kidding!
✔ Por vs. para [see p. 4] Muletillas
These expressions are called ¿Sabes? You know?
✔ Agreement of all adjectives, both in gender and number, with the nouns they modify
muletillas because they A ver… Let’s see…
✔ Correct spelling and use of accent marks (Remember: Days of the week and months
of the year are not capitalized in Spanish) support you, like crutches, Así que So, therefore
✔ Check that you have used correct punctuation throughout as you think of what to say Bueno… Well…
✔ Remember to use inverted question (¿) and exclamation marks (¡) at the beginning of in response to a prompt and Comprendo… I understand…
questions and exclamations and to use regular ones at the end (? !) avoid gaps in conversation; Creo que sí I think/believe so
EX: ¡Me siento muy bien! you can also use them to Entonces Then/So
✔ Place direct quotes in quotation marks clarify or probe in a way as Es obvio Obviously
you are thinking; they add a Es que… It’s that…
Higher-Order Thinking Verbs & Guide for Citing Sources natural lead-in to what you Este… Umm…
Higher-order thinking moves from the bottom (simple acquaintance with the subject) to are going to say
the top (actual evaluation); the information is stated in Spanish because you should No es cierto. No es verdad. That’s not true.
be thinking in Spanish; the escritor refers to the student writing on the exam O sea… I mean…
Pues… Well…
Acciones cognitivas y los Para citar las fuentes Para expresar verbos Quiero decir que… I would like to say…
verbos que las apoyan (Una variedad de maneras más interesantes que Sí Yes
(Use estos verbos para añadir de citar) “La fuente dice o Vale Okay
fuerza a sus palabras) piensa”
Vamos Let’s go/Let’s begin
Evaluación Como comenta/relata/ En vez de usar dice: Y bueno And well
indica/muestra la primera afirma ¿Sabes lo que quiero decir? Do you know what I mean?
El escritor puede (segunda, tercera) informa Y tal And such
valorar, argumentar, fuente… reporta
defender, juzgar, calificar, comunica Simulated Conversation Verb Guide & Sample Conversation
seleccionar, apoyar, resumir, Según la primera explica
These are common verbs Sample simulated conversation:
concluir (segunda, tercera) indica
used in the prompts for Imagina que estás comiendo el almuerzo en la cafetería de la
fuente… escribe simulated interpersonal escuela y tu amigo Carlos llega y se sienta contigo.
Síntesis analiza conversations; you will have (You will hear a situation described on the recording that
El escritor puede Según la fuente difunde to be ready to respond as provides more information; once the conversation begins, the
organizar, recopilar, crear, auditiva… menciona directed—as stated in the text in red is what you hear and the black text areas are your
planear, formular, sintetizar, comenta outline—within the context prompts; make sure to answer each part of the question and
predecir, comparar, investigar Según el artículo de of the conversation, the check off each part as you address it so that you do not get
Ecos… En vez de usar cree o topic about which one has no “lost” or confused as to where you are in the conversation)
definite idea until it begins
Análisis piensa, use usted estos
and develops Carlos: Te saluda y comienza la conversación.
El escritor puede Según la primera sinónimos:
Tú: Salúdalo.
analizar, valorizar, (segunda) fuente escrita… opina Acepta (accept) Reacciona a lo que te dijo.
categorizar, distinguir, sostiene Aconseja (advise) Carlos: Te da más información.
examinar La primera (segunda, expresa Cuenta (tell) Tú: Expresa como te sientes.
tercera) fuente comenta insiste Da (give) Pídele más información.
Aplicación que… interpreta Describe (describe) Carlos: Continúa la conversación.
El escritor puede enfatiza Despide (say goodbye) Tú: Explica tu opinión.
Di (say, tell) Ofrécele una sugerencia.
escoger, ilustrar, interpretar, Tanto la primera fuente destaca
Explica (explain) Trata de convencerlo.
esbozar, utilizar, solucionar, como la segunda (tercera) Expresa (express) Carlos: Reacciona a tu sugerencia y te hace una pregunta.
comparar, referir fuente concluyen que… Finaliza (finalize) Tú: Responde a su pregunta detalladamente.
Haz (make) Dale más consejos.
Comprensión El locutor de la fuente Incluye (include) Carlos: Continúa la conversación.
El escritor puede auditiva resume… Insiste (insist) Tú: Menciona lo que pasó la última vez que
clasificar, describir, Menciona (mention) él no siguió tus consejos.
identificar, reconocer, Ambas fuentes escritas Ofrece (offer) Carlos: Continúa la conversación y te invita a
Pide (ask, request) acompañarlo este fin de semana.
decir, resumir, destacar indican que…
Pregunta (ask [a question]) Tú: Acepta la invitación y finaliza los planes.
Propón (propose) Carlos: Se despide y sale para su clase.
Conocimiento El periodista de El País Reacciona (react)
El escritor puede afirma que… Recomienda (recommend)
recordar, reconocer, Saluda (greet)
nombrar, ordenar, repetir La señora López Sugiere (suggest)
describe… Trata de (try)

3
 Section II – Free General Strategies for Writing
Response (continued) & Speaking on the Exam

Part B2: Presentational Speaking
One prompt focusing on integrated skills (listening, reading, speaking)
5 minutes to read the printed source; then you will hear the audio source; 2
minutes to plan your answer, and 2 minutes to record your answer
2 fuentes, or sources (1 oral, 1 written)
Strategies
• Read the prompt and underline key words
EX: Compare how Barcelona, España, and Bogotá, Colombia, have
launched publicity campaigns to attract tourists to their cities.
• Use the 2 minutes provided to plan your presentation as follows:
− Thesis statement or declaration, based on both sources
− Two to three main points to develop and support the thesis; in speaking,
this is often comparing and/or contrasting; although time is limited,
make sure to cite both sources; EX: La fuente escrita comenta…
− Concluding statement to wrap up, but do not simply reiterate the thesis
− As you develop your presentation, think synthesis, just like in
presentational writing
• Use transitions for fluency of expression wherever appropriate, especially between
paragraphs
• Show evidence of your understanding and interpretation of the sources; do not
simply restate what you read or heard without giving your own evaluation
• Pay attention to cultural references and include them where appropriate (cities,
monuments, people, products, anything cultural)
• Be careful with register – is this a business call or interview? Are you speaking with a
friend or family member? Should you use tú or usted? [see Register References Chart, p. 2]
• Use a variety of tenses and both the subjunctive and indicative moods, as
appropriate; exam scorers want to hear/read evidence of a variety of structures and
tenses, focusing on more advanced composition/speaking
• Make sure that you have avoided elementary errors, such as agreement issues, verb
conjugation problems, word order problems, and the like
• In speaking, self-correct; the error is ignored once corrected
• Use a rich, higher level of vocabulary; remember that there are other ways to express
dice and piensa [refer to Higher-Order Thinking Verbs & Guide for Citing Sources, p. 3]
• Avoid English or other language interference: EX: Población is correct, not populación

Transitions
To Conclude, Show a Result, or Summarize
para continuar to continue a causa de on account of, because of
To Begin an Idea or Introduce a Point
también also a fin de cuentas in the end
a partir de beginning with tampoco neither…nor, either al fin finally, at last, in the end
al considerar upon…considering y and al fin y al cabo after all
al principio at the beginning
To Add a Different or Opposing Idea/Point of View al parecer apparently, seemingly
como punto de partida as a point of departure
a pesar de (que) in spite of the fact that así que so, therefore
en primer lugar in the first place
aunque although como because
para empezar to begin
como as, in as much as como consecuencia as a consequence
primero first
de lo contrario otherwise como resultado as a result
To Continue Along the Same Thread or to de ninguna manera by no means de todos modos at any rate, anyhow
Elaborate Further debido a owing to, because of
en cambio on the other hand
a la (misma) vez at the same time pero but en conclusión in conclusion
actualmente presently sin embargo however, nevertheless en conformidad accordingly
además besides, furthermore sino but en definitiva in conclusion, definitely
ahora mismo right now sino que but rather en fin finally, in short
al mismo tiempo at the same time en resumen in summary
asimismo likewise To Add Examples, Clarify, or Stress a Point en resumidas cuentas in short
con respecto a with respect to a mi parecer in my opinion en todo caso in any case
de aquí (ahora, hoy) en from now on además furthermore, in addition finalmente finally
adelante de hecho in fact para concluir to conclude
en la actualidad presently en otras palabras in other words para resumir to summarize
entonces then en realidad actually para terminar to end
específicamente specifically es decir that is to say, in other words por because of
hace poco a short while ago hay que tener en cuenta que one must realize that por consiguiente accordingly
hasta el momento, hasta until now lo importante es que what is important is that por ese motivo for that reason
la fecha lo que importa es que what matters is that por eso for that reason
hoy día nowadays o sea that is to say, in other words por fin finally, at last
igualmente equally para ilustrar to illustrate por lo mismo or the same reason
mientras while por ejemplo for example por lo tanto hence, therefore
mientras tanto meanwhile, in the sin duda without a doubt porque because
meantime sobre todo above all puesto que because, since

Por vs. Para

POR is used in a much wider variety of contexts and to
convey a great variety of meanings:
• FOR, as in an exchange, exchanging/giving
something for something else, also for giving thanks
Te agradezco por tu ayuda.
Carlos pagó 25 dólares por la camisa.
Ella me dio su libro por mi disco compacto.
• FOR, as in on behalf of or in place of
Marcos no pudo ir al mercado pues yo fui
por él.
No nos dio tiempo, así que ella lo termina por
nosotros.
• FOR, as in favor of
Mis amigos votaron por ese candidato.
• FOR, as in mistaking or confusing something or
someone FOR something or someone else
Me tomaron por el autor del libro.
La tomaste por loca, pero ella reaccionó con
mucha paciencia.
• FOR, as in a duration or length of time
Los marineros remaron por quince horas para
llegar al puerto.
• FOR or ABOUT, as in coming for (venir por),
sending for (mandar por), going for or to get (ir
por), and asking about (preguntar por)
Enrique pasa por ti a las tres.
El médico pregunta por mi padre enfermo.
Nosotros fuimos al mercado por verduras
frescas.
• BY, in passive-voice constructions as in by
whom or by what something occurs or is done
El examen fue escrito por los profesores.
El CD fue grabado por mi cantante
favorito.
• BY, as in a means of transportation or
communication
Los futbolistas viajaron por avión pero
no podían hablar por sus móviles en esa
región.
• BY, THROUGH, AROUND, as in going by,
through a place, or being located around
Los amigos pasaron por el parque ayer.
¿Hay un banco por aquí?
• YET or NOT YET, as in an action not yet
done or about to be done, in the construction
POR + infinitive
La casa está por construir.
• FEELING LIKE OR INCLINED TO do
something, in the construction POR + infinitive
Estamos por visitar ese museo.
• FOR THE SAKE OF, as in for one’s well-
being or survival
Ese padre trabaja duro por su familia.
Los profesores enseñan bien por sus
alumnos.
• BECAUSE OF, as in due to
4
Estamos felices por las buenas noticias.
Por perder tanto tiempo, no voy a llegar a las
tres como quería.
• PER, as in rate or speed
Trabaja cinco horas por día.
Distribuyo 10 tarjetas por persona.
PARA has much fewer uses than por, but its uses are
more clearly defined:
• FOR, as in for whom or for what something is
intended or destined; this can also refer to purpose,
reason
Hice la cena para mis hijos.
Compraste los regalos para la Navidad.
• FOR, when making a comparison
Para ser un joven americano, no mira mucha
televisión.
Tomás es muy bajo para su edad.
No es muy atlético para jugador de tenis.
• FOR, IN ORDER TO, as in purpose or reason to
do an action
Estudiamos para tener éxito en la clase.
Tienes que leer bien para comprender el texto.
• FOR, BY, as in by a due date or future date in time
Ella tiene que estar preparada para el lunes.
¿Tienes planes para el fin de semana?
• ABOUT, in the construction estar para, as in about
to occur/on the verge of
La película está para comenzar.
Estamos para salir.
Ser vs. Estar
SER is generally used for permanent
characteristics and unchanging inherent qualities;
SER is used for characteristics of identification
that are lasting, only changing over a period of
time; common situations for using SER are:
• Telling where an event or activity takes place
La fiesta es en la casa de Linda.
La reunión es en la sala de conferencias.
• Outward physical characteristics of persons,
places, and things (color, size, etc.)
Las casas son grandes y modernas.
Jorge es guapo, moreno y alto.
• Telling time
Son las dos y media. Era mediodía.
• Origin and nationality
Pierre es francés y es de Marsella.
Esa falda es de lana.
Las naranjas son de Valencia.
• Identifying professions
Somos médicos.
Mi hermana es una ingeniera pero mi
hermano es abogado.
• Telling what someone or something is like
(inherently)
Es muy tímido.
Eres inteligente y amable.
Past Tenses: Preterite vs. Imperfect
PRETERITE: This is the past tense used for
actions definitely completed in the past tense;
there is no doubt that the action both began
and ended in the past; this is the “snapshot”
past tense – once the picture is taken, it is over;
situations include:
• Single, completed one-time actions of which
we know both the beginning and the end
• A series of single, completed actions, each
one finished before the next action happened
• A mental action that would normally be
imperfect but occurred at one distinct point
in time and “happened”: En ese momento me
di cuenta de la importancia de mi decisión.
(This is preterite because at that moment,
I realized the importance of my decision;
once I realized it, I knew it and the action of
realizing is completed)
• A verb that states that something began
or ended in the past: Elena inició la
conversación.
• An action that took place a certain number
of times and is over: Ella fue a la Argentina
cinco veces el año pasado.
Common Errors to Avoid
1. Pluralization
• recomendación ➜ recomendaciones: the plural of words ending on a syllable with a written accent lose
the accent when adding -es to form the plural
2. Gender
• el problema, el tema, el programa: most -ma words are masculine
• la recomendación, la televisión, las vacaciones, etc.: all -ción and -sión words are always feminine
• la libertad, la juventud, la bondad, la pared: words ending in -tad, -tud, -dad, -ed are feminine
3. Vocabulary & False Cognate Issues
• Correct terms to express high school and college
− el colegio = junior high school or high school; you cannot use this for higher education!
− el instituto = used for high school in many countries
− la universidad = college; you must use this for higher education, even when the name of the
institution has the English word college in it
• a tiempo = on time, not en tiempo
• asistir a vs. atender: asistir a = to attend; atender a = to attend to, as in to take care of:
Mis amigos asisten a muchas clases universitarias.
La enfermera atiende al paciente.
• conocer vs. saber: conocer = to know, as in acquaintance – one can be acquainted with a person, place,
or thing; saber = to know, as in facts or information about a person, place, or thing – it can also mean
to know how
ESTAR is generally used for temporary
conditions and states of being that may change,
including location; ESTAR is more about the
moment and what is happening now; common
situations for using ESTAR are:
• Physical or geographical location of persons,
places, or things
Estamos en la clase de español.
¿Dónde están mis joyas?
Colombia está en el continente de la
América del Sur.
• Mental actions, emotions, and feelings
Los atletas están cansados.
Estoy triste hoy.
¿Estás enojado?
• Telling what someone or something is like at
the moment or for now, but in a temporary
way as a result of an action
¡Estás muy loco hoy! (but you are not
normally so)
• Progressive constructions
Las secretarias estaban archivando las
carpetas.
Estoy escribiendo el ensayo.
• Asking/telling how someone or something is
feeling or its condition
¿Cómo están tus hijos? Están muy bien
gracias.
IMPERFECT: This is the “imperfectly
completed” past tense that is used for everything
else and includes:
• Setting the scene and providing description
in the past that was ongoing with no clear
“snapshot” ending but rather an ongoing
“painting in progress”; logical, since most
descriptions are ongoing and lasting;
descriptions include:
− Outward physical description
− Time
− Location
− How someone was feeling, mental states,
thoughts, and attitudes
• Was-ing and were-ing actions that leave us
hanging; we know that the subject began the
action in the past but never heard the end
of the action
• Repeated, habitual past actions or used to
actions that were ongoing over a period of
time and we do not know that they ended
• This tense can “set the scene” for a preterite
action; therefore, both tenses can occur
together in the same sentence: Mi abuelo
miraba la película cuando mi madre entró en
la sala.
5
• trabajar vs. funcionar: use trabajar for the subject
performing work as in toil, earning money, tasks, etc.;
use funcionar for to work, as in to function
Mi padre trabaja en la oficina.
La máquina no funciona hoy.
• pedir vs. preguntar: pedir is for requesting; preguntar is
for questioning
• salir (de) vs. dejar: salir is used when the subject leaves
a place; dejar takes a direct object and means to leave
something behind; also make sure that you use de after
salir to say from where a person is leaving: Mis amigos
salen de Alaska.
• aplicar vs. solicitar: aplicar is to apply, as in applying a
theory; solicitar is for applying for admission, for a job,
a scholarship, etc.
• la aplicación vs. la solicitud: same reasoning as previous item
• la erudición vs. la beca: erudición is scholarship, as in
wisdom, knowledge, learning; beca is scholarship, as in
money for college, etc.
• decir, hablar, discutir: use decir for to say or tell; use
hablar for to speak or talk; and use discutir for to
discuss or to argue
• involucrado, tomar parte en ➜ involucrarse: use these
expressions instead of trying to state as in English: I am
in Spanish Club. Yo estoy involucrada en el Club de español.
Yo tomo parte en el Club de español. NOT: Estoy en
• amar, querer vs. encantar: only use amar and querer for
loving people, pets; use Me encanta, Me encantan, Te
encanta, Te encantan, etc., to state that you love something
Me encanta el esquí.➜ I love skiing.
• este vs. ese: “This and these have the t’s”; so, este, esta,
estos, estas = this, these; ese, esa, esos, esas = that, those
• el tiempo vs. la vez: tiempo is for time in general, e.g.,
¿Cuánto tiempo tenemos? (How much time do we
have?); use vez for time, as in instances: tres veces,
muchas veces, varias veces, la primera vez, la última vez
• volver vs. devolver: use volver when the subject him/
herself returns; use devolver with a direct object
Los profesores vuelven a la escuela.
Los profesores les devuelven los papeles a los
estudiantes.
• bien vs. buena: just like in English – bueno/a/os/as =
adjective; bien = adverb
• MORE FALSE COGNATES:
− la carpeta vs. la alfombra: carpeta = folder;
alfombra = carpet/floor covering
− la cuestión vs. la pregunta: cuestión refers to a
matter/issue/question to be resolved; pregunta =
question to be answered
− largo vs. grande: largo = long; grande = big
− sensible vs. razonable: sensible = sensitive;
razonable = reasonable
− el éxito vs. la salida: éxito = success; salida = the exit
− los padres vs. los parientes: padres = parents;
parientes = relatives
− recordar vs. grabar: recordar(ue) = to remember or
remind; grabar = to record something
− efectivo vs. eficaz: efectivo = real, actual, cash
(money); eficaz = effective
− la fábrica vs. la tela: fábrica = factory; tela = fabric
or cloth
− entusiasmado vs. excitado: entusiasmado = excited,
as in enthusiastic; excitado = excited sexually
− educado vs. enseñado, formado: educado = brought
up, cultivated, polite, or reared; enseñado, instruido,
formado = educated
− la facultad vs. el profesorado: facultad = mental
faculty, power, ability, but it can mean a university
department; profesorado = faculty of a school
− la falta vs. la culpa: falta = lack, need, absence,
shortage; culpa = fault or blame
− la letra vs. la carta: letra = letter of the alphabet;
carta = letter (correspondence)
− la lectura vs. la conferencia: lectura = reading
or reading material; conferencia = lecture or
conference
− presentar vs. introducir: presentar = to introduce a
person; introducir = to introduce a topic
− suceder vs. tener éxito: suceder = happen, follow,
come next; tener éxito = to succeed
− el suceso vs. el éxito: suceso = event, happening;
éxito = success
− la desgracia vs. la vergüenza/la deshonra: desgracia
= misfortune or mistake; vergüenza/deshonra =
shame or disgrace
− la ganga vs. la pandilla: ganga = bargain; pandilla =
street gang (Mexico and U.S.) or group of friends
(Spain)
− el delito vs. el deleite/el placer: delito = minor crime
or offense; deleite or placer = delight
Common Errors to Avoid (continued) Thematic Vocabulary Lists

4. Structure & Grammar NOTE: These lists briefly cover common themes in everyday news and world issues
• más que vs. más de: más que = more than, but use más de as more than before according to the AP World Language and Culture themes; these lists are certainly not
numbers exhaustive but provide examples of higher-level vocabulary with which you should
Mi hermano tiene más libros que yo. familiarize yourself in preparation for the exam
Mi hermano tiene más de cincuenta libros.
• que vs. quien: when you wish to say “who” as a relative pronoun, use que unless Family & Traditions Conflict & War
preceded by a comma, then you may use quien (Familia y Tradiciones) (Conflicto y Guerra)
El hombre que habla francés vive en Francia. babysitter el la ni ero a armed forces las fuerzas armadas
El hombre, quien habla francés, vive en Francia.
Marta es una mujer que ayuda a la gente. fianc groom el novio, la novia casualty la baja (death)
Marta, quien ayuda a mucha gente, es una mujer inteligente. fianc e bride cease fire el alto al fuego
• ningún vs. ninguna: shorten ninguno to ningún before masculine singular nouns, first name el nombre de pila combat el combate
but do not shorten ninguna last name el apellido con ict el con icto
Ella no tiene ningún dinero. older, oldest mayor, el la mayor destroy destruir
Ella no tiene ninguna comida. only son, daughter, el hijo, la hija nico a
• una otra, un otro: never say un otro or una otra humanitarian humanitario a
• tener interés por: In Spanish: tener interés por = to be interested in child human rights los derechos humanos
• todo el dinero, toda la comida: not todo de; never say all of in Spanish relative el la pariente military intelligence la inteligencia militar
• antes de + inf. = before doing twin el la gemelo a, el soldier, fighter el la militar, el la
Elena se pone el abrigo antes de salir de su casa. mellizo a soldado
• después de + inf. = after doing widower, widow el viudo, la viuda
Elena sale después de ponerse el abrigo. to stri e, to hit sacudir
younger, youngest menor, el la menor troops las tropas
Government & Politics Verbs Associated with Health & Medicine
Tabla Para Construir Palabras (Gobierno y Politíca) (Verbos Asociados con Salud y Medicina)
(Word-Building Table) ballot el voto to be nauseated tener náuseas
bill el proyecto de ley to brea (a body part) romperse
Examples are provided, but create a similar table to apply vocabulary-building skills endorsement la aprobación, el to cough toser
or to determine the meanings of words from their roots respaldo to get better mejorarse
ideology la ideología to get sic enfermarse
SUSTANTIVO(s) ADJETIVO(s) VERBO(s) ADVERBIO(s) left-wing izquierdista to prescribe recetar
BASE
noun(s) adjective(s) verb(s) adverb(s) to lobby ejercer presión sobre to put a cast on enyesar
el peso (weight) poll (opinion) la encuesta to refill (a repetir (i) (una receta)
pesar (to pesadamente
el peso la pesa (weight, for pesado (heavy) right-wing derechista prescription)
weigh) (heavily)
lifting) to run for president ser candidato a to sneeze estornudar
hacer feliz presidente to sprain, twist (a torcer(se) (ue)
la felicidad (make happy) felizmente tax el impuesto body part)
feliz feliz (happy)
(happiness) felicitar (to (happily)
congratulate) Banking, Economy & Finances Technology
(Banca, Economía, Finanzas) (Tecnología)
account la cuenta to connect to conectarse a
foreign exchange la divisa to disconnect from desconectarse de
Personal “a” Guide gross national el producto interior file el archivo
product bruto ( ) laptop computer la computadora
Remember to use the personal “a” in the following situations: insurance el seguro portátil
1. Before any direct object noun that refers to a person: investment el ingreso lin el enlace
• Ella ve a su novio. [She sees her boyfriend; her boyfriend is what or who she mortgage la hipoteca online en línea, conectado a
sees – the direct object of sees]
portfolio la cartera password la contrase a
• Mi hermana conoce a los vecinos. [My sister knows the neighbors; neighbors
are what or who my sister knows – the direct object of knows] profit el lucro search engine el motor de b squeda
2. Before the pronouns alguien (somebody), nadie (nobody), and quién (whom), and shareholder el la accionista to type teclear
before alguno (some) and ninguno (none) when referring to people: stoc exchange la bolsa user name el nombre de usuario
• No escuchas a nadie. [You don’t hear anyone.]
• Espero conocer a alguien. [I hope to meet someone.] Environmental Issues Weather & Natural Disasters
• ¿A quién viste? [Whom did you see?] (Temas Ambientales) (Tiempo y Desastres Naturales)
3. Before animals that are pets and members of the family: alternate energy la energía alternativa cloudy nublado
• Cuidamos a nuestro perro. [We take care of our dog.] climate change el cambio climático drought la sequía
• ¿Ves a tu gato Zorro? [Do you see your cat Zorro?]
deforestation la deforestación earthqua e el terremoto, el temblor
4. In situations of personification; a country or object can be personified or treated
as if it were a person, meaning that there is some sort of a personal relationship, environmentally que no da a el medio ood la inundación de agua
such as an emotional attachment, with the noun personified: friendly ambiente fog la neblina, la niebla
• Yo respeto mucho a los Estados Unidos. [I respect the United States a lot.] global warming el calentamiento humidity la humedad
• Mi hija abrazó a la muñeca, su compañera. [My daughter hugged the doll, her friend.] global t s windy ace viento
5. The personal “a” is not used: greenhouse effect el efecto invernadero lightning el relámpago
• After tener noise pollution la contaminación rain la lluvia
− Tengo un amigo. [I have a friend.] ac stica
− No tengo secretaria. [I don’t have a secretary.] storm la tormenta
ozone el ozono thunder el trueno
• Before unspecified nouns
− Ella ve un estudiante. [She sees a student.] (to) recycle reciclar wave la ola
• Before collective nouns smog la niebla tóxica, la windy ventoso
− ¿Conoces el equipo de fútbol? [Do you know the soccer team?] nube tóxica

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