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EXAMEN FINAL: UNIDADES 2.2-4.1

Get ready for your final exam! ¡Mucha suerte!

• Your final exam will cover Units 2.2-4.1 in your text.

• There are 4 sections on the test and a total of 150 questions/points (the number of questions may vary

slightly):

o Listening Comprehension

o Reading Comprehension

o Vocabulary

o Grammar

• The exam is 100% multiple-choice and will be given over the course of 2 days 5/21 (Listening and

Vocabulary) and 5/22 (Reading Comprehension and Grammar).

Extra Credit for Final: (Due 5/20) Re-Do the Chapter Review Worksheets – each one is worth 1 EC point.

You must actually print (from Edline) & re-do the work. Use your original worksheets to check for accuracy.

Do the math! It is worth the effort! If you get a 130/150 =86% + 6 EC points 136/150 = 90.6%

HOW TO PREPARE:

1. DON’T WAIT UNTIL THE LAST MINUTE!!!!! There is too much information to know to wait until

the night before. Start studying now and spend some time each night so as not to get overwhelmed.

2. Make sure you understand everything included in the review worksheets.

3. Use the flashcards you made and/or classzone.com to review all vocabulary.

4. Read and study your notes – make sure to practice each concept.

5. Study with a friend and quiz each other on vocabulary and grammar concepts.

6. Come see me at lunch on 5/20 if you have any questions.

7. Relax, get some sleep, and eat healthfully.

Study Guide Assignment: PAGE TWO Due Tuesday, May 7

For every test the effective studier has a plan of action. They pre-determine how much, what, and when they

will study for the test. Your assignment is to write a study guide that will structure your study time over the

next several days. It is best to spread out your studies – do a little every day, so as not to get overwhelmed

and/or not have enough time.

There are 2 major components of Spanish – Grammar and Vocabulary – and you must know all the vocabulary

and grammar from chapters 2.2, all of Unit 3, and chapters 4.1

You have the following resources available:

1. Your class notes and vocab lists

2. This packet

3. The book / classzone.com/ Studyspanish.com/ quizzlet

4. Your homework packets and class exercises

You are not required to put something for every day, but doing so would most likely make your studying

easier and more effective. While creating your guide, make sure you determine an appropriate amount of time

to spend on each item – if something is difficult for you leave a lot of time to study it and if something is easy

spend a little time studying it.

EXAMPLE: On 5/ 7I will... Spend 30 min. on Unidad 2, Etapa 2: reviewing the vocabulary, reading my notes,

completing this chapter’s review packet portions, & re-doing the chapter review worksheet for EC.

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On 5/7 I will….

On 5/8 I will…

On 5/9 I will…

On 5/10 I will…

On 5/13 I will…

On 5/14 I will…

On 5/15 I will…

On 5/16 I will

On 5/17 I will…

On 5/20 I will… Turn in completed and

corrected packet for credit! Packet answers will

be posted on Edlio.

On 5/20 I will… Turn in any EC work & Come

to the lunchtime review ! I will also…

On 5/21 I will Take part 1 of the final. I will

also…

On 5/22 I will…Take part 2 of the final & smile

because I am done !!!

Parent Comment & Signature Approving Plan:

__________________________________________

__________________________________________

__________________________________________

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Español 2 MEGA-REPASO DE LA GRAMÁTICA PARA EL EXAMEN FINAL U2E2 – U4E1

DUE: Monday, May 20, 2019 HW POINTS: 35 – COMPLETE OR INCOMPLETE

Unidad 2 Etapa 2 (p. 126 -147) Los números ordinales:

1. Ordinal numbers are placed before the noun and agree in number and gender with the noun. 2. Before a singular, masculine noun “primero” and “tercero” change to: _________________

and __________________.

3. In Spanish ordinal numbers after 10 are rarely used. After ten, we typically use cardinal numbers (11, 12, 13 etc.) & they come _________________ the noun & do NOT agree in number/gender.

Actividad:

El el texto: haz actividad 16, página 140:

1. ______________

2. ______________

3. ______________

4. ______________

5. ______________

6. ______________

7. ______________

8. ______________

9. ______________

10. ______________

El presente progresivo:

1. We use the present progressive to talk about: ____________________________

2. To form the present progressive we use a form of the verb ________________ followed

by a ___________________.

3. The forms of estar in the present tense are:

estar =

yo nosotros

tú vosotros

él, ella, Ud. ellos, ellas, Uds.

4. The regular present participle / gerund ending for –ar verbs is __________, and for –er/-

ir verbs is ____________. These endings mean ____________ in English.

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5. When an –er or –ir verb’s stem ends in a vowel, they require a special gerund ending. Instead

of –iendo, we will use ______________. This makes it easy to say!

6. Stem-changing _____ & _____ verbs do not stem change in the present participle, but

stem-changing _________ verbs do. The _________ verbs that change e—ie and e—i in

the present tense change e--_______ in the present participle, and _______ verbs that

change o—ue in the present tense change o--_______ in the present participle.

7. Keeping the information in points 4-6 in mind, translate these present participles:

1. falling = _________________

2. constructing = _________________

3. dancing = ________________

4. believing = _____________

5. reading = _________________

6. eating = _________________

7. asking for = _________________

8. bringing = _________________

9. serving = _________________

10. thinking = _________________

11. writing = _________________

12. hearing = _________________

13. swimming = _________________

14. sleeping = ________________

8. Direct, Indirect, or Reflexive pronouns are placed either before ___________________,

or attached _______________. When attaching the pronoun we must _______________.

Actividad:

1. I am talking. _____________________________________________

2. They are reading. _______________________________________________________

3. She is buying it (the gift). ________________________________________________

4. He is falling asleep.______________________________________________________

5. We are serving the cake.__________________________________________________

6. You (informal) are breaking the piñata.________________________________________

7. You (formal) are washing your hair. __________________________________________

El pasado progresivo:

1. The past progressive is the __________________ tense of the verb estar and a present participle (-ando/-iendo/yendo).

2. The past progressive describes an action that was in progress at the moment you are describing. Examples: I was waiting. We were exercising.

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3. The past progressive is often used to scene set when you are telling at story. It is used to describe what was happening when (cuando) something occurred. EX: I was mowing the lawn (past progressive) when the accident occurred (preterite).

4. The forms of estar in the imperfect tense are:

estar =

yo nosotros

tú vosotros

él, ella, Ud. ellos, ellas, Uds.

Actividad: Escribe en español:

1. The boys were exercising. ___________________________________________ 2. Felipe was shaving. _________________________________________________ 3. The waiters were serving us. __________________________________________ 4. I was sleeping. _____________________________________________________ 5. My parents & I were reading. __________________________________________ El pretérito y el imperfecto:

TO UNDERSTAND THE PAST TENSES, WE MUST TALK ABOUT THE PAST FROM THE

PERSPECTIVE OF THE PAST – GET IN THE TIME MACHINE & GO TO THE MOMENT YOU ARE

DESCRIBING! ASK YOURSELF: 1. IS THIS ACTION IN PROGRESS? PAST PROGRESSIVE / IMPERFECT

2. IS THIS ACTION / STATE OF BEING ONGOING, INCOMPLETE, OR INTERUPTED – NO

SPECIFIC START / STOP? IMPERFECT

3. IS THIS ACTION COMPLETED – SPECIFIC START/STOP? PRETERITE

4. IS THIS A CHANGE IN STATE OF BEING THAT OCCURRED IN A MOMENT? PRETERITE

PRETERITE: COMPLETED ACTION – SPECIFIC START/STOP

Some expressions that indicate a start or stop & therefore the preterit are:

a. one time = b. one day = k. suddenly =

c. yesterday = d. last night =

e. the day before yesterday = f. last year =

g. on Friday = h. at two o’clock =

i. three days ago = j. on May 8th =

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ir/ser

dar *ver has the same conjugation

-car/-gar/-zar buscar – yo ___________ jugar – yo ____________ almorzar – yo ___________

i—y verbs: LEER

*caer, creer, oír, construir stem-changing –ir verbs- DORMIR

stem-changing –ir verbs - PEDIR

Write the correct stem & the endings you use with these verbs: walked andar: ______- was, were/became estar: ______- got, received tener: ______- fit caber: ______- -______ had (helping) haber: ______- -______ managed/failed poder: ______- -______ put, placed poner: ______- -______ found out/learned saber: ______- -______ tried/refused querer: ______- -______ made, did hacer: ______- (hizo) °-______ came venir: ______- said, told decir: ______-° brought traer: ______-° drove conducir: conduj-°

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DIFFERENT MEANINGS: WRITE THE MEANING OF EACH VERB IMPERFECTO PRETÉRITO ____________—saber—____________ ____________—conocer—____________ ____________—querer—____________ ____________—poder—____________ ____________—tener—____________

IMPERFECT: ONGOING, INCOMPLETE, INTERUPTED ACTION / STATE OF BEING– NO

SPECIFIC START / STOP Some expressions that indicate the ongoing or incomplete nature of an activity / state of being

a. sometimes = b. everyday =

c. each day = d. often =

e. always = f. while =

g. on Tuesdays = h. it was two o’clock =

i. many times = j. it was May 8th =

k. once in a while l. when I was young =

m. never = n. I was 10 years old =

Actividad - ¡A conjugar!: Verbos Regulares: hablar comer escribir yo tú él/ella/Ud. nosotros vosotros ellos/ellas/Uds.

Verbos Irregulares: ir ser ver yo tú él/ella/Ud. nosotros vosotros ellos/ellas/Uds.

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Fill in the blank with the verb in the preterite or the imperfect.

El caballo con los dientes pequeños

Gary _____________(ser) un caballo que _____________(vivir) en las montañas. Él siempre _____________(tener) hambre y _____________(querer) comer zanahorias. Todos los días _____________(ir) a un restaurante local que _____________(tener) zanahorias especiales. _____________(ser) especiales porque _____________(ser) zanahorias muy pequeñas. Gary _____________(necesitar) comer estas zanahorias porque _____________(ser) un caballo único porque _____________(tener) los dientes muy pequeños. Todos los demás caballos en la montaña los _____________(tener) muy grandes. Todos los otros caballos _____________(poder) comer zanahorias grandes, pero Gary no _____________(poder). Un día, Gary _____________(entrar) a su restaurante favorito y _____________(ver) un cartel. El cartel _____________(decir), “Hoy no hay zanahorias.” ¡Qué lástima! Gary _______________ (pensar) que _____________(tener) un problema grande. _____________(pensar) que _____________ (necesitar) un trasplante de dientes. Entonces _____________(hablar) con su mamá y ella le _____________(decir), “Es importante que visites al doctor.” Ellos _____________(ir) al hospital de animales y _____________(entrar) en la sala de emergencias. Una vez dentro de la sala _____________(haber) muchos animales tristes - un conejo con orejas pequeñas, una zebra con el cuello corto y un gato con la nariz grande. Todos _____________ (necesitar) un trasplante como Gary. La enfermera _____________(llamar) a Gary y él _____________(entrar) en el consultorio. Le _____________(decir) al doctor, “¡Socorro! Cuando como zanahorias normales me duelen los dientes. Hace cinco años desde que _____________ (comer) mi comida favorita.” El doctor hace una radiografía de la boca de Gary y le dice, “Es verdad, tus dientes son muy pequeños para un caballo. Necesitas un trasplante.” Ese día Gary _____________ (tener) suerte, porque el doctor _____________ (tener) unos dientes falsos. Gary _____________(ponerse) muy contento. El doctor le _____________(hacer) el trasplante y ahora Gary tiene los dientes más grandes y bonitos de toda la montaña. Siempre va a su restaurante favorito y por fin puede comer platos y platos de zanahorias grandes. ¡Tiene los dientes perfectos!

Unidad 2, Etapa 3 (p. 129-171) Direct object pronouns:

1. The direct object receives the ________________ in a sentence.

2. A direct object pronoun replaces the direct object. The DOPs are:

a. me (a mí) = e. us (a nosotros) =

b. you (a ti) = f. you all (a vosotros) =

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c. him/you/it (m) = g. them/you all (m) =

d. her/you/it (f) = h. them/you all (f) =

Indirect Object Pronouns:

1. The indirect object tells us where the direct object is going. Maria buys flowers for her mom. Where are the flowers going? To her mom = IO

2. An indirect object pronoun replaces or clarifies the indirect object. The IOPs are: a. to/for me (a mí) = _____ d. to/for us (a nosotros) =_____

b. to/for you (a ti) = _____ e. to/for you all (a vosotros) =____

c. to/for him/her/you (a person) = _____ f. to/for them/ you all (a people) =____

Reflexive Pronouns:

1. The reflexive pronouns refer back to the performer of an action. The subject is also the direct recipient of the actions – they are the subject & the direct object. Yo me despierto. = I wake myself up.

2. The reflexive pronouns are:

a. me (a mí) = e. us (a nosotros) =

b. you (a ti) = f. you all (a vosotros) =

c. him/you/it (m) = g. them/you all (m) =

d. her/you/it (f) = h. them/you all (f) =

Direct, Indirect, & Relfexive Object Pronoun Placement in Sentences:

1. All 3 types of pronouns share the same rules of placement. They are placed before the

_______________ OR attached to the ___________________ or attached to the

progressive _______________.

2. If two pronouns are attached to the end of an infinitive an accent is needed (ár/ér/ír). If

one or two pronoun(s) is/are attached to the end of a present participle an accent is needed

(ándo/iéndo/yéndo).

3. If using a direct & an indirect object pronoun or direct & reflexive object pronoun in the

same sentence the order of the pronouns is: _________________ then

___________________.

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4. When working with a indirect & direct object pronoun in the same sentence & both pronouns

are in the third person (le, les & lo,la,los,las), the indirect object pronoun is changed to

________________.

ACTIVIDAD: Escribe las oraciones usando un complemento directo y un complemento indirecto. (USE the optional placements (attached the infinitive / participle) when posible) 1. Yo dije una mentira a mis padres. ___________________________________________

2. La madre está comprando a su hijo un helado. ___________________________________

3. Juana no dio los cubiertos a mí. ___________________________________________

4. Yo voy a traer la servilleta a ti. ___________________________________________

5. Luis está haciendo a nosotros las galletas. _____________________________________

Verbs like gustar: 1. There are several verbs that function like the verb gustar:

a. To delight/love = d. to matter / be important to = g. to hurt = b. To lack = e. to interest = c. To fascinate = f. to bother =

2. The formula: a. A + proper noun / pronoun + IOP + verb (3rd person singular or plural) + infinitive/noun

3. Use the 3rd person singular form of the verb with an infinitive or singular noun 4. Use the 3rd person plural form of the verb with a plural noun

Actividad: Escribe las oraciones en español:

1. maritza/ gustar/ soap operas ______________________________________________

2. tú y yo/ encantar / la comida mexicana _____________________________________

3. Mis hermanos /interesar/ estudiar la historia ___________________________________

4. tú / faltar / los lápices____________________________________________________

5. yo / molestar / tomar el sol ________________________________________________

6. Ud. / doler / los pies _____________________________________________________

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Unidad 3 Etapa 1 (p. 178-199)

Formal commands (Ud., Uds.)

1. Formation of formal positive & negative commands:

a. Start with the ___________ form of verb

b. Drop the ___________

c. Add the following endings: -ar = Ud. ____, Uds. ______ , -er/-ir = Ud. ____, Uds. ___

d. for negative commands just add No infront of the command.

2. Remember start with the yo form – there are many verbs with irregular yo forms!

Actividad: Write the yo form & then the positive Ud. Command:

caer(se) ______________ conducir ______________

conocer ______________ construir ______________

decir ______________ hacer ______________

oír ______________ poner(se) ______________

salir ______________ tener ______________

traer ______________ venir ______________

ver ______________

3. Stem-changing verbs change as they normally do. Write the formal Uds. commands:

e—ie o—ue e--i Cerrar _________ Contar __________ Competir ___________

Despertarse __________ dormir(se) __________ Pedir ______________ 4. Irregular Formal (Ud. & Uds.) Commands:

a. ir = _______ / ________ d. dar = _______ / ________

b. ser = _______ / ________ e. estar = _______ / ________

c. saber = _______ / ________

5. Spelling Changes: Verbs that end in –car change to____; -gar to ____ and -zar to ____. Actividad: Escribe los mandatos formales (Ud.)

-car -gar -zar

Buscar ________ jugar (u—ue) ________ almorzar (o—ue)

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________

Practicar ________ Llegar ________ empezar (e—ie)

________ Sacar ________ Pagar ________ Tocar ________

Secarse ________ 6. Using formal positive & negative commands with pronouns (reflexive, indirect, direct):

a. Positive: The pronoun(s) are ___________________ to the end of the command.

a. You must add an accent to keep the original sound of the command. You can think

of this 2 ways – place the accent on the 2nd to last syllable of the original command

OR 3 vowels back with ________ pronoun & 4 vowels back with _______ pronouns.

b. Remember the order of the pronouns: indirect-direct & reflexive-direct.

b. Negative: The pronouns go after the _________ and _______________ the command.

Actividad:

Escribe el mandato formal (ud.) positivo o negativo. Usa un pronombre reflexivo.

1. No ________________________________________

2. ________________________________________

3. No ________________________________________

Escribe el mandato formal (Uds.) positivo o negativo. Usa un pronombre reflexivo y un complemento directo. 4. no lavarse la cara ________________________________________

5. cepillarse los dientes ________________________________________

6. ponerse la ropa ________________________________________

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7. no secarse el pelo ________________________________________

Escribe un mandato formal y usa un complemento directo para el objeto.

8. no perder ________________________________________

9. comprar ________________________________________

10. buscar ________________________________________

11. no comer ________________________________________

Usa un mandato formal con “dar” y un complemento indirecto y directo.

12. a Pilar ________________________________________

13. a mí No ________________________________________

14. a Ramón ________________________________________

15. a nosotros No ________________________________________

16.

a ellos No ________________________________________

Unidad 3, Etapa 2 (p. 200-221)

Formation of Positive Informal (tú) Commands:

1. The positive informal command is simply the ________________ form of the verb.

Irregular Positive Informal Commands:

1. We sang a song to remember all of these!

Actividad: fill in the blanks with the missing information:

Infinitive Irregular Command Meaning of Command

Decir

Hacer

Ir

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Poner

Salir

Ser

Tener

Venir

Formation of Negative Informal (tú) commands:

1. Start with the _________ form

2. Don’t forget that many verbs have an irregular yo form – review the list on p. 9!

3. Drop the ______

4. Add the opposite tú ending – for –ar verbs add ________ & for –er & -ir verbs add ______.

5. Don’t forget to put NO before all negative command forms!

6. Remember some verbs will require a spelling change in the negative command form:

i. Car _______

ii. Gar _______

iii. Zar _______

Irregular Negative Informal Commands:

Infinitive Irregular Command Meaning Dar Estar Ir Saber Ser Using informal positive & negative commands with pronouns (reflexive, indirect, direct):

1. Positive: The pronoun(s) are ___________________ to the end of the command.

a. You must add an accent to keep the original sound of the command. You can think of

this 2 ways – place the accent on the 2nd to last syllable of the original command OR 3

vowels back with ________ pronoun & 4 vowels back with _______ pronouns.

b. Remember the order of the pronouns: indirect-direct & reflexive-direct.

c. If there are only 2 vowels/syllables (ie. Dime, Ponlo aquí) – no accent is required!

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2. Negative: The pronouns go after the _________ and _______________ the

command.

a. If using a direct & an indirect object pronoun or direct & reflexive object pronoun

in the same sentence the order of the pronouns is: _________________ then

___________________.

b. When working with a indirect & direct object pronoun in the same sentence & both

pronouns are in the third person (le, les & lo,la,los,las), the indirect object pronoun is

changed to ________________.

Actividad: Escribe en español usando mandatos informales: 1. Bring the towel here! Bring it here! __________________________________________

2. Tell me the story! Tell me it! ______________________________________________

3. Don’t play in big waves! __________________________________________________

4. Don’t go to the beach! ___________________________________________________

5. Don’t bring him the vacuum! Don’t bring it to him! (use IOP & DOP)

____________________________________________________________________

6. Put on sunscreen! Put it on! ________________________________________________

Adverbs ending in –mente:

1. The adverb ending -mente is the Spanish equivalent of the English ending -____.

2. To form these adverbs start with __________ form of an ____________ and add –

mente to the end.

3. Remember! If the adjective has an __________ the adverb does too!

4. What do you do when you want to use 2 –mente adverbs in a row?

a. The first: ______________________________________

b. The second: _____________________________________

Actividad: Escribe las oraciones en español:

1. We walked quickly to the store. _________________________________________

2. They went to the beach frequently. ______________________________________

3. She looked for shells happily and slowly. ___________________________________

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Acabar de + infinitive:

1. We use acabar de + infinitive to express: _______________________________

Actividad: Escribe las oraciones en español:

1. I just got ready. ______________________________________

2. She just took out the trash. _________________________________

3. We just cleaned the kitchen. _________________________________

Unidad 3, Etapa 3 (p250-273) & Unidad 4, Etapa 1 (p248-273)

Doler

1. Doler means ___________________________ and is used like the verb ________.

2. The patterns for a sentence using doler are:

a. (A + indirect object) Indirect object pronoun + duele + the singular body part.

b. (A + indirect object) Indirect object pronoun + duelen + the plural body part.

3. The 6 indirect object pronouns are:

a mí = a nosotros =

a ti = a vosotros =

a él, ella, Ud. = a ellos, ellas, Uds. =

Actividad: Escribe qué parte de cuerpo le duele a cada persona.

1. A mí ____________________________________________________

1.

A Teresa ___________________________________________

2.

A ti ___________________________________________________

3. A ellos ______________________________________________

Present Subjunctive – The mood of DOUBT / OPINION / HOPES / WANTS!

Formation of regular verbs: 1. Verbs in the present subjunctive are formed the same way as _________ commands.

A. Start with the ___________ form

B. Drop the _____

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C. Add the ___________ endings

2. Regular verbs have the opposite endings. Write the subjunctive endings below:

-ar

yo nosotros

tú vosotros

él, ella, Ud. ellos, ellas, Uds.

-er/-ir

yo nosotros

tú vosotros

él, ella, Ud. ellos, ellas, Uds.

Subjunctive: -car, -gar, -zar verbs

1. Don’t forget that verbs ending in –car, -gar, & -zar have spelling changes in their formal command forms:

A. –car _________

B. –gar _________

C. –zar _________

2. These spelling changes will occur in ALL forms of the subjunctive.

tocar

yo nosotros

tú vosotros

él, ella, Ud. ellos, ellas, Uds.

pagar

yo nosotros

tú vosotros

él, ella, Ud. ellos, ellas, Uds.

cruzar

yo nosotros

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tú vosotros

él, ella, Ud. ellos, ellas, Uds.

Present Subjunctive: USES - WEIRDO

Impersonal Expressions (WEIRDO): The present subjunctive is used after most impersonal expressions because they express an opinion. Examples of these expressions include:

es importante (que) es bueno (que) es malo (que) es mejor (que) es una lástima (que) es peligroso (que) es interesante (que) es raro/extraño (que) es lógico (que) es triste (que) es necesario (que) es posible (que)

1. The subjunctive is required when these phrases are used to express an opinion about the

actions of someone / something else. Example: Es necesario que ustedes escuchen a la maestra. 2. When these phrases are used to express an opinion about an action, but not about a specific

person or thing, “que” is not used and the second verb is in the infinitive. Example: Es necesario escuchar a la maestra.

Actividad: Escribe las oraciones en español:

1. It’s important that you follow the doctor’s advice.

_________________________________________________________________

2. It’s a pity that they have to wear casts.

_________________________________________________________________

3. It’s better that Ana takes the pills the doctor gave her.

_________________________________________________________________

4. It’s necessary to go to the doctor’s office each year.

_________________________________________________________________

Wants & Wishes for Others (WEIRDO):

1. When expressing hopes/wants for someone/something else, use the subjunctive because there is DOUBT / UNCERTAINTY that what is wanted will happen.

A. EX: Espero que ella venga a la fiesta – She might come, but she might not.

2. When someone is expressing a want or a wish, but no new subject is introduced, the infinitive is typically used.

A. EX: Espero ir a la fiesta. Ella quiere ir a la playa.

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3. Verbs commonly used to express wants/wishes:

To want: _____________ To hope: _____________ To need: _______

To prefer: ____________ To desire: ____________

Recommendations / Requests for Others (WEIRDO):

1. When expressing a request that someone else do something, the subjunctive is used because there is DOUBT/UNCERTAINTY that they will actually do it. 1. EX: Ellos necesitan que nosotros hagamos la reserva. We might do it, we might not!

2. Verbs commonly used to express requests:

To need = _________________ To insist = _________________

To recommend = __________ To suggest = _______________

To advise = ______________

Ojalá (WEIRDO):

1. Hopefully or God willing – always requires the subjunctive. There is DOUBT / UNCERTAINTY that what is hoped for will happen

A. EX: Ojalá que nosotros saquemos una buena nota en el examen final.

Actividad:

We just had A LOT of practice on this! Go back and review & re-do the worksheets on

this topic – make sure you have learned from your mistakes

El fin – Olé