OSAT Spanish cheat sheet

Spanish is a null-subject language: subject pronouns are omitted unless needed for emphasis, contrast, or clarity (e.g., «yo» in «Yo lo hice, no ella»).

The subjunctive mood is triggered by W-E-I-R-D-O: Wishes, Emotions, Impersonal expressions, Recommendations, Doubt/denial, and Ojalá; also after «para que», «antes de que», «a menos que».

Preterite vs. imperfect: preterite for completed, bounded events; imperfect for background, habitual actions, and ongoing states. Signal words: «ayer» (preterite), «siempre» (imperfect).

Ser vs. estar: ser for inherent/identifying traits (origin, nationality, profession, time); estar for location, temporary states, and progressive constructions.

Por vs. para: por = cause, exchange, duration, movement through; para = purpose, destination, deadline, recipient, opinion.

Direct object pronouns: lo/la/los/las; indirect: me/te/le/nos/os/les. With both, indirect precedes direct: «Me lo dio». Leísmo is regional and nonstandard in most exam contexts.

Reflexive vs. pronominal verbs: reflexive requires subject = object («se lava»); pronominal verbs change meaning («irse» = to leave, «dormirse» = to fall asleep).

Accent rules: words ending in vowel, -n, or -s stress the penultimate syllable; others stress the final syllable. Written accent marks exceptions and distinguishes homophones (él/el, sí/si, tú/tu).

Second-language acquisition hypotheses (Krashen): input hypothesis (comprehensible input i+1), affective filter, natural order, monitor, and acquisition-learning distinction.

Interpretive tasks require extracting main idea, supporting details, author's purpose, tone, and inferred meaning-not producing a response.

Identify text type by discourse markers: «Estimado señor» (formal letter), «Érase una vez» (narrative), «En primer lugar» (expository), «¡Oferta!» (advertisement).

Cognates help but false friends mislead: «embarazada» = pregnant (not embarrassed), «éxito» = success, «largo» = long, «actual» = current.

Listening: train on connected speech phenomena-sinalefa (vowel blending), linking, and elision-which obscure word boundaries.

Inference questions: the answer is implied, not stated; eliminate options that are literally true but do not answer the question asked.

Register cues: «tú» signals informal; «usted»/«ustedes» signal formal or plural address; «vosotros» is peninsular informal plural.

Scanning vs. skimming: scan for specific data (dates, prices, names); skim for gist and organization before answering detail items.

Author's purpose verbs: informar, persuadir, entretener, describir, comparar, criticar. Match the verb to the text's dominant function.

Interpersonal = two-way negotiation of meaning (conversation, email exchange); presentational = one-way production for an audience (speech, essay, report).

ACTFL proficiency levels: Novice (words/phrases), Intermediate (sentences, ask/answer simple questions), Advanced (paragraphs, narrate and describe in major time frames), Superior (extended discourse, support opinion).

Presentational organization: introduction with thesis, body with transitions («por un lado», «además», «en conclusión»), and conclusion that restates and extends.

Formal register: use «usted», conditional for politeness («¿Podría…?»), and avoid slang; informal register permits «tú», diminutives, and colloquialisms.

Circumlocution strategies for unknown words: describe function («sirve para…»), category («es un tipo de…»), or comparison («es como…»).

Cohesion devices: pronoun reference, synonyms, and discourse connectors (sin embargo, por lo tanto, mientras que) maintain flow in extended speech and writing.

Narrative time frames: use preterite for plot events, imperfect for setting and background, and pluperfect (había + participle) for prior events.

Assessment of interpersonal tasks: focus on comprehensibility, appropriate response, and negotiation of meaning-not grammatical perfection.

The 3 Ps of culture: Products (artifacts, food, music), Practices (rituals, customs), and Perspectives (values, beliefs). Instruction should connect all three.

Cultural comparison framework: describe a product/practice, explain its perspective, and compare with the student's own culture without stereotyping.

Spanish-speaking world: 21 countries designate Spanish as official; regional variation in lexicon (carro/coche/auto), phonology (seseo, yeísmo), and voseo (Argentina, Uruguay, parts of Central America).

Key celebrations: Día de los Muertos (Mexico, Nov 1–2), La Tomatina (Buñol, Spain), Inti Raymi (Peru), Carnaval (widespread), Las Fallas (Valencia).

Instructional methods: comprehensible input (TPR, TPRS), communicative language teaching (CLT), task-based language teaching (TBLT), and ACTFL's 5 Cs (Communication, Cultures, Connections, Comparisons, Communities).

Backward design: identify desired results (standards), determine acceptable evidence (assessment), then plan learning experiences.

Formative vs. summative assessment: formative monitors learning during instruction (exit tickets, thumbs-up checks); summative evaluates achievement at the end (unit test, presentational task).

Differentiation for heritage speakers: build on existing oral proficiency, develop academic literacy, and address biliteracy rather than beginning-level grammar.

Intercultural competence (Byram): attitudes, knowledge, skills of interpreting/relating, skills of discovery/interaction, and critical cultural awareness.