New Albany Global Languages Department
Spanish 3 Graded Course of Study
Unit 1 (Ch. 1): ¡Qué bien lo pasé este verano! (I had a great summer)
Objectives: Expressing interest, indifference, and displeasure; asking for information;
describing yourself and others; discussing hobbies (sports and others); Global review of
Spanish 1 & 2.
Grammar: Stem-changing verbs in the present tense, present tense of –ar, -er, and –ir
verbs; preterite tense of –ar, -er, and –ir verbs; spelling change of o to u, and y to e to
avoid vowel repetition; adjectives and use of adjectives; saber versus conocer.
Culture: Vacation activities of teenage students from Costa Rica, Spain, and Miami;
typical seafood in Spain.
Additional Resources: Vocabulary flash cards; ¡Ven Conmigo! overhead maps of the
Spanish-speaking world; whiteboards/dry erase boards; ¡Ven Conmigo! Audio cd’s; ¡Ven
conmigo! Overhead Transparencies; communicative student activities; authentic readings
and print material from Spanish-speaking countries..
Assessment: Content quizzes per “paso,” student skit/presentations (oral), unit 1 test,
TPR activities, one-on-one interviews, peer evaluations (speaking and writing),
cooperative learning activities.
Unit 2 (Ch. 2): Por una vida sana (For a healthy lifestyle)
Objectives: Asking for and giving advice; talking about taking care of yourself;
discussing your daily routine; describing your feelings and the stress in your life;
discussing how to relieve stress from your life; comparing your lifestyle now to how your
lifestyle used to be; Global review of Spanish 1 & 2.
Grammar: Informal commands; irregular informal commands; using reflexive, direct
and indirect object pronouns with informal commands; reflexive verbs and reflexive
pronouns; the imperfect of –ar, -er, and –ir verbs; the imperfect tense versus the preterite
tense; irregular preterite tense verbs and verbs that change meaning in the preterite.
Culture: Regional dialects of Spain; work schedules in Spain; health habits of people in
Spain and Latin America; socializing with friends in Spain.
Additional Resources: ¡Ven Conmigo! Audio cd’s, vocabulary flashcards; ¡Ven
Conmigo! overhead maps and transparencies; communicative student activities;
whiteboards/dry erase boards; authentic readings and print material from Spanishspeaking countries; QUACK Reflexive Video.
Assessment: Content quizzes per “paso,” student skit/presentations (oral), unit 2 test,
TPR activities, one-on-one interviews, peer evaluations (speaking and writing),
cooperative learning activities.
Revised 11/10/10
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Unit 3 (Ch. 3): El ayer y el mañana (Yesterday and today)
Objectives: Talking about what has happened; expressing and supporting a point of
view; using conversation fillers; talking about future events; talking about
responsibilities; discussing modern day technological advances; talking about changes in
society from the past to the present; talking about protecting the environment.
Grammar: The present perfect tense; the future tense; irregulars in the future tense;
direct object pronouns; using tocar with indirect object pronouns; let’s (vamos a +
infinitive); comparisons of equality and inequality; todavía, ya, alguna vez; lo que.
Culture: Technology in the Spanish-speaking world; the importance of oil in Venezuela;
the benefits of technology for Venezuela and the Spanish-speaking world.
Additional Resources: ¡Ven Conmigo! Audio cd’s, vocabulary flashcards; ¡Ven
Conmigo! Overhead maps and transparencies; communicative student activities;
whiteboards/dry erase boards; daily routine realia; authentic readings and print material
from Spanish-speaking countries; Food for the Ancestors Video (PBS); History of
Halloween Video (The History Channel); authentic Hispanic recipes.
Assessment: Content quizzes per “paso,” student skit/presentations (oral), unit 3 test,
TPR activities, one-on-one interviews, peer evaluations (speaking and writing),
cooperative learning activities.
Unit 4 (Ch. 4): Alrededor de la mesa (Around the dinner table)
Objectives: Talking about how food tastes; talking about unintentional events; asking
for help and requesting favors; making explanations and excuses; discussing meal time
habits; talking about the various specialty stores that we shop at; discussing typical foods
and dishes; ordering a meal.
Grammar: Se + indirect object pronouns; por versus para; double object pronouns; the
suffix –ísimo; informal and formal commands; attachment of pronouns to commands.
Culture: The sobremesa; ways of getting assistance from emergency service personnel;
foods and holiday dishes of Venezuela.
Additional Resources: ¡Ven Conmigo! Audio cd’s, vocabulary flashcards; ¡Ven
Conmigo! Overhead maps and transparencies; communicative student activities,
whiteboards/dry erase boards; authentic readings and print material from Spanishspeaking countries; Food video; authentic recipes.
Assessment: Content quizzes per “paso,” student skit/presentations (oral), unit 4 test,
TPR activities, one-on-one interviews, peer evaluations (speaking and writing),
cooperative learning activities.
Revised 11/10/10
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Unit 5 (Ch 5): Nuestras leyendas (Our legends)
Objectives: Expressing qualified agreement and disagreement; expressing indifference;
reporting what others say and think; talking about hopes and wishes; talking about war
and peace.
Grammar: The impersonal se; the subjunctive; the irregular subjunctive forms of ir, ser,
dar, and estar; verbs followed by an infinitive; the subjunctive mood versus the indicative
mood; the subjunctive mood vs. infinitives vs the indicative mood.
Culture: Spanish idioms; la “Leyenda negra”; Aztec pictographs; the Hispanic legends:
La llorona, La carreta sin bueyes, Quetzalcóatl, and El Quetzal.
Additional Resources: ¡Ven Conmigo! Audio cd’s, vocabulary flashcards; ¡Ven
Conmigo! Overhead maps and transparencies; communicative student activities,
whiteboards/dry erase boards; authentic readings and print material from Spanishspeaking countries; additional Hispanic legends.
Assessment: Content quizzes per “paso,” student skit/presentations (oral), unit 5 test,
TPR activities, one-on-one interviews, peer evaluations (speaking and writing),
cooperative learning activities.
Unit 6 (Ch. 6): El arte y la música (The arts and fine music)
Objectives: Introducing and changing a topic of conversation; expressing what needs to
be done; expressing an opinion; making suggestions and recommendations; turning down
an invitation; describing and critiquing art; making comparisons.
Grammar: Gender of words ending in –o and –a; the subjunctive with expressions of
need; the subjunctive with recommendations; nosotros commands; the use of the
infinitive versus the subjunctive; subjunctive versus indicative mood.
Culture: The murals of Orozco and other Hispanic muralists; the role of murals in the
Hispanic community; expressing oneself through art; musical instruments; the life of
Frida Kahlo.
Additional Resources: ¡Ven Conmigo! Audio cd’s, vocabulary flashcards; ¡Ven
Conmigo! Overhead maps and transparencies; communicative student activities,
whiteboards/dry erase boards; authentic readings and print material from Spanishspeaking countries; Frida video.
Assessment: Content quizzes per “paso,” student skit/presentations (oral), unit 6 test,
TPR activities, one-on-one interviews, peer evaluations (speaking and writing),
cooperative learning activities.
Revised 11/10/10
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Unit 7 (Ch. 7): Dime con quién andas (Birds of a feather…)
Objectives: Expressing happiness and unhappiness; talking about friendships;
comforting someone; apologizing; describing an ideal relationship; talking about what we
might do.
Grammar: The subjunctive with expressions of feeling; reflexive verbs for reciprocal
actions; the present perfect subjunctive; the subjunctive with the unknown or nonexistent;
the present subjunctive of Saber; irregular subjunctive forms; past participle forms;
affirmative and negative words.
Culture: The use of Vos; the organization of American states; how Spanish-speaking
teenagers solve interpersonal problems; the popularity of television and movies in
Hispanic cultures; the popularity of soccer in Hispanic cultures.
Additional Resources: ¡Ven Conmigo! Audio cd’s, vocabulary flashcards; ¡Ven
Conmigo! Overhead maps and transparencies; communicative student activities,
whiteboards/dry erase boards; authentic readings and print material from Spanishspeaking countries.
Assessment: Content quizzes per “paso,” student skit/presentations (oral), unit 7 test,
TPR activities, one-on-one interviews, peer evaluations (speaking and writing),
cooperative learning activities, student-created arts and crafts (as related to our cultural
and language studies), video assessment.
Unit 8 (Ch. 8): Los medios de comunicación (Methods of communication)
Objectives: Expressing doubt and disbelief; expressing certainty; talking about
possibility and impossibility; expressing surprise; talking about television; reading
newspapers.
Grammar: The subjunctive after expressions of doubt and disbelief; por in fixed
expressions; the subjunctive after impersonal expressions; the uses of “se”.
Culture: The importance of the radio in Latin America; the use of the internet in
Argentina; the impact of commercials on attitudes and behavior; newsstands in Spanishspeaking countries.
Additional Resources: ¡Ven Conmigo! Audio cd’s, vocabulary flashcards; ¡Ven
Conmigo! Overhead maps and transparencies; communicative student activities,
whiteboards/dry erase boards; authentic readings and print material from Spanishspeaking countries.
Assessment: Content quizzes per “paso,” student skit/presentations (oral), unit 8 test,
TPR activities, one-on-one interviews, peer evaluations (speaking and writing),
cooperative learning activities, student-created arts and crafts (as related to our cultural
and language studies), video assessment.
Revised 11/10/10
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