MADISON PUBLIC SCHOOL DISTRICT
CONVERSATIONAL SPANISH
Authored by: Laura Lee
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Stacy Snider
Supervisor of Visual & Performing Arts/World Language
Adopted by the Board: January, 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I. OVERVIEW
Conversational Spanish is an introductory course offered to students with difficulty in
language acquisition. The emphasis of this course will be to develop the study and language
acquisition skills to enable the student to begin learning Spanish for communication. Students will
begin to learn how to survive in an environment where Spanish is spoken and will also learn about
the culture of several Spanish speaking countries. The basic communication skills of listening,
speaking, reading and writing will be emphasized. The course will be personalized to meet the
diverse needs of the students enrolled. Flexibility in content, order and length of each lesson may be
necessary to accommodate the students’ educational needs.
Three out of five of the following criteria would be considered estimators for entrance into
this course:
1. Students enrolled in low level Science
2. Students enrolled in low level Math
3. Students enrolled in low level English
4. Low eighth grade standardized test scores
5. An IEP that indicates language difficulty—spelling, reading, writing, auditory, oral
Students completing this course could then opt for Spanish 1.
All objectives are practiced with the goal of communicative and cultural awareness. Students will
communicate in spoken and written forms using interpretive. interpersonal and presentational
modes. Students will demonstrate understanding of a culture via the same three modes.
II. GOALS (Linked to NJ Core Content Standards)
Standard 7.1 (Communication) All students will be able to communicate in at least one world
language in addition to English. They will use language to: engage in conversation; understand and
interpret spoken and written language; present information, concepts and ideas while making
connections with other disciplines; compare the language/culture studied with their own; and
participate in multilingual communities.
A. Interpretive Mode (Understanding and interpretation of spoken or written communication )
1. Demonstrate comprehension of a series of oral directions, commands and requests through
appropriate physical response.
2. Recognize common gestures, intonation and other visual or auditory cues of the target
culture.
3. Identify people, places, objects and activities in daily life based on oral or written
descriptions.
4. Comprehend short conversations and brief written messages on familiar topics.
5. Connect the learning of the target language to information studied in other core content
areas.
6. Demonstrate comprehension of the main idea, and identify the principal characters in
readings from age-appropriate, culturally authentic selections. (Language Arts literacy
standard 3.1 )
B. Interpersonal Mode ( Direct or written communication)
1. Give and follow a series of oral directions, command and requests for participating in ageappropriate classroom and cultural activities.
2. Imitate common idiomatic expressions, culturally appropriate vocabulary and
Gestures of the target culture (Social Studies standards)
3. Ask and respond to questions, make requests and express preferences in various social
situations using learned expression and strings of sentences.
4. Participate in guided conversations on a variety of familiar topics and/or topics studied in
other core content areas.
5. Identify the main idea, characters, setting and events found in age-appropriate, culturally
authentic texts. ( Language Arts literacy standards)
C. Presentational Mode (Spoken or written communication for an audience)
1. Create and present orally or in writing brief messages, poems, rhymes, songs, short plays or
role-plays using familiar vocabulary in a guided format ( Visual and Performing Arts
standard 1.2)
2. Describe orally or in writing people and things from the home/school environment. (
Language Arts standards )
3. Tell or retell stories from age-appropriate, culturally authentic selections orally or in writing.
( Language Arts literacy standards)
4. Tell or write about products of the target language and simulate common cultural practices. (
Language Arts literacy and Social Studies standards )
Standard 7.2 (Culture) All students will demonstrate an understanding of the perspectives of a
culture through experiences with its products and practices.
A. Interpretive Mode ( Understanding and interpretation of spoken or written communication)
1. Compare daily practices of people in the target culture(s) with their own. (Social Studies
standards)
2. Describe the geographical features, types and effects of climate in countries where the target
language is spoken. ( Social Studies and Science standards )
3. Identify aspects of culture presented in photographs, plays or films. ( Visual and Performing
Arts standards)
4. Studies standards)
B. Interpersonal Mode (Direct spoken and written communication)
1. Interact in everyday social situations using culturally appropriate etiquette in verbal and nonverbal communication.
2. Participate in a variety of oral and/or written activities after listening to and/or reading ageappropriate, culturally authentic selections. ( Language Arts literacy standards)
C. Presentational Mode ( Spoken and written communication for an audience)
1. Compare and contrast similarities and differences between tangible products of the target
culture(s) and their own. ( Social Studies standards)
2. Describe and reproduce expressive products of the target culture. ( Visual and Performing
Arts standards)
3. Participate in activities related to special events celebrated in the target culture and make
comparisons with the U.S. (Social Studies standards)
III. CONTENT OUTLINE
I.
Capítulo 1
A.
Communicative Goals
1.
Ask for and give names
2.
Ask or tell where someone is from
3.
Ask for and state age
4.
Greet people and say goodbye
B.
C.
D.
D.
II.
5.
Ask and tell how someone is feeling
6.
Express courtesy
7.
Ask for and state time
Culture
1.
Maps of the Americas
2.
Celebrating birthdays
3.
Using appropriate gestures
4.
Using tú and usted
Structure
1.
The Spanish alphabet
2.
Numbers 0-100
3.
Definite articles with country names
4.
Spanish punctuation
5.
Telling time
Reading/Writing Strategies
1.
Recognizing cognates
2.
Using cognates to understand Spanish
3.
Preparing a survey
4.
Reading a simple narrative in Spanish
5.
Using the dictionary
6.
Recognizing community connections
7.
Learning vocabulary names
4.
Spanish punctuation
5.
Telling time
Reading/Writing Strategies
1.
Recognizing cognates
2.
Using cognates to understand Spanish
3.
Preparing a survey
4.
Reading a simple narrative in Spanish
5.
Using the dictionary
6.
Recognizing community connections
7.
Learning vocabulary
Capítulo 2
A.
Communicative Goals
1.
Identify people and classroom objects
2.
Ask for and give names
3.
Ask or tell where someone is from
4.
Discuss school schedule and daily activities
5.
Describe classroom objects and clothing
6.
Say some things people do
7.
State location
8.
Talk about how someone feels
B.
Culture
1.
Influence of Hispanic culture in the U.S.
2.
The use of Spanish in the United States
3.
Advantages of being bilingual
4.
Schools in Spanish speaking countries
5.
Report card grades in Spanish speaking countries
6.
The numerical grading system
C.
Structure
1.
Subject pronouns
2.
The verb ser
D.
3.
Definite articles with nouns
4.
Indefinite articles with nouns
5.
Using adjectives to describe nouns
6.
Present tense of –ar verbs
7.
The verb estar
8.
The days of the week
Reading/Writing Strategies
1.
Scanning
2.
Writing a dialogue journal
3.
Activating background knowledge
4.
Interviewing
5.
Writing to a pen pal
III.
Capítulo 3
A.
Communicative Goals
1.
Talk about places in a city
2.
Make introductions and express courtesy
3.
Ask and answer questions
4.
Discuss how to go somewhere
5.
Say some things people do
6.
Say where someone is going
7.
Talk about the future
8.
Order food and beverages
B.
Culture
1.
Mexico City
2.
The subway system in Mexico City
3.
The Federal District
4.
Going out to eat
5.
Frida Kahlo
6.
Methods of transportation
C.
Structure
1.
Infinitives
2.
Question-asking words
3.
Making introductions with te, le and les
4.
The verb ir
5.
Expressing the future with ir + a + infinitive
6.
Present tense of –er verbs
D.
Reading/Writing Strategies
1.
The importance of reviewing
2.
Anticipating special vocabulary
3.
Combining images to build word pictures
4.
Taking notes
5.
Planning an itinerary
6.
Making lists
7.
Summarizing
8.
Writing a simple poem
IV.
Capítulo 4
A.
Communicative Goals
1.
Talk about family and relationships
2.
Seek and provide personal information
3.
Express possession
4.
Say some things people do
B.
C.
D.
V.
5.
Express an opinion
6.
State likes and dislikes
7.
Describe people and things
Culture
1.
The family unit
2.
The Dominican Republic
3.
Merengue music
4.
The importance of baseball in Hispanic countries
5.
Puerto Rico
Structure
1.
Formation of adjectives
2.
Adjective agreement
3.
Possessive adjectives
4.
Present tense of –ir verbs
5.
Describing people and things with estar
6.
Gustar
7.
Using a to clarify or emphasize what you are saying
8.
Ser vs. estar
Reading/Writing Strategies
1.
Using contextual clues
2.
Skimming
3.
Creating an outline
4.
Making lists
Capítulo 5
A.
Communicative Goals
1.
Describe everyday activities
2.
Say what someone is going to do
3.
Seek and provide personal information
4.
Write about everyday life
5.
Say what someone likes or dislikes
6.
Express strong feelings
7.
Talk about dates and holidays
8.
Tell where someone is coming from
B.
Culture
1.
Geography of Costa Rica
2.
Daily life in Costa Rica
3.
Shopping
4.
Regional words and expressions
5.
Nicaragua
6.
Celebrating birthdays
7.
Important holidays in the Spanish speaking world
C.
Structure
1.
The verb tener
2.
Expressing strong feelings with I Qué + adjective + noun!
3.
Direct object pronouns
4.
The verb venir
5.
Present tense to indicate the future
6.
Months of the year
7.
The date
8.
The numbers 101 – 999,999
D.
Reading/Writing Strategies
1.
Avoiding interference with English
2.
3.
Scanning for details before reading
Brainstorming
IV. OBJECTIVES AND ACTIVITIES
I.
COMMUNICATIVE GOALS
A.
OBJECTIVES: Students should be able to:
1.
Exchange greetings and say goodbye
2.
Talk about feelings
3.
Tell time
4.
Make and respond to introductions
5.
Ask and give directions
6.
Describe locations
7.
Name and order food and beverages
8.
Describe family members and relationships
9.
Express likes and dislikes
10.
Describe people, places and things
11.
Describe everyday activities and daily life
12.
Name classroom objects and supplies
13.
Make a purchase
14.
Ask questions
15.
Make requests
16.
Make commands
17.
Ask for and give the date
B.
ACTIVITIES: Students will:
1.
Complete Capítulos 1 – 5
2.
Complete teacher-made transparencies/ worksheets
3.
Complete oral/ aural exercises
4.
Write and perform skits and dialogues
5.
Perform end of chapter communication activities using situation
cards
6.
Listen and respond to tapes and CDs
7.
Listen and respond to video
8.
Do Total Physical Response ( TPR ) storytelling activities
9.
Do partner practice
II.
CULTURE
A.
OBJECTIVES: Students should be able to:
1.
Identify influences of Hispanic culture in the U.S.
2.
Describe birthday celebrations in Hispanic countries
3.
Describe appropriate forms of address for adults and friends
4.
Explain the educational system in Spanish speaking countries
5.
Identify and locate Spanish speaking countries
6.
Describe weekend and free-time activities for Mexican young
people
B.
ACTIVITIES: Students will:
1.
Complete Capítulos 1 – 5
2.
Complete teacher-made transparencies/worksheets
3.
Complete workbook exercises
4.
Write original sentences about cultural topics
5.
Retell cultural information
6.
Role-play cultural situations
III.
STRUCTURE
A.
OBJECTIVES: Students should be able to:
1.
Identify numbers 0 – 999,999
2.
Identify gender of nouns, definite and indefinite articles
3.
Use the verb ser and subject pronouns
4.
Use nouns and definite and indefinite articles
5.
Use adjective agreement with nouns
6.
Use the present tense of –ar, -er and –ir verbs
7.
Use question words
8.
Use the verbs ir, ir a , estar, gustar, tener and venir
9.
Use possessive adjectives
B.
ACTIVITIES: Students will:
1.
Complete Capítulos 1 – 5
2.
Complete teacher-made transparencies/worksheets
3.
Complete workbook exercises
4.
Write original sentences with vocabulary
5.
Perform end of chapter interaction exercises
6.
Do partner practice
7.
Do completion ( fill-in) activities
8.
Write paragraphs and compositions
9.
Answer questions based on partner dittos
IV.
READING AND WRITING
A.
OBJECTIVES: Students should be able to:
1.
Read aloud
2.
Take notes and make an outline
3.
Identify the main idea
4.
Write a poem
5.
Skim
6.
Retell a story or event in written form
7.
Read for detailed information
8.
Use context clues
9.
Prepare a survey
10.
Write a dialogue poem
11.
Write a letter to a pen pal
12.
Read a simple narrative in Spanish
B.
ACTIVITIES: Students will:
1.
Complete Capítulos 1 – 5
2.
Complete teacher-made transparencies/worksheets
3.
Complete workbook exercises
4.
Write original sentences with vocabulary
5.
Do partner practice
6.
Write compositions
7.
Respond to reading comprehension questions
8.
Write postcards
V. EVALUATION
A.
B.
Tests and quizzes that accompany the text
Teacher-made tests and quizzes
C.
D.
E.
Regular oral / aural testing to determine:
1.
Hearing acuity
2.
Sound reproduction
3.
Oral reproduction and reading ability
4.
Listening comprehension
Student compositions
Student projects
Listening, speaking, reading and writing will be considered when determining the final grade for the
course.
VI. RESOURCES
A.
Basic Texts:
Funston, James F.; Bonilla, Alejandro Vargas. NAVEGANDO 1. Saint Paul, Minnesota: 2005
Samaniego, Fabián A. ; Brown, M. Carol; Carlin, Patricia Hamilton; Sparks, Carol L. iDIME!
Uno. Massachusetts: 1993
1.
Cuaderno de Actividades to accompany the text
2.
Cassette tapes to accompany the text
3.
Audio cassette tapes to accompany the text
4.
Video tapes to accompany the text
5.
Transparencies to accompany the text
6.
Travel posters, street signs. Postcards and assorted realia on display in the
classroom
7.
Video clips of television programs and movies
8.
Slides and photographs
9.
Flashcards
10.
Teacher and student-made transparencies and worksheets
11.
Games
12.
Wall maps, transparency maps and ditto master maps of Spanish speaking
countries
13.
Bulletin board displays
14.
Clocks
15.
Flags of the Spanish speaking countries
16.
DVD video clips of conversational Spanish in real-world settings
highlighting cultural aspects
B.
Supplemental Text:
Connell, Tim; Keble, Antony. IN MEXICO . Minnesota. 1999