Spanish III - Passaic County Technical Institute

advertisement
Passaic County Technical Institute
SPANISH III CURRICULUM
Revised June 2011
SPANISH III
I.
Course Description
Spanish III is designed for students who have completed Spanish I and II. It starts with a strong language
program in the beginning levels. Students in the upper levels of study are most successful when earlier levels
have featured thematic instruction with integrated vocabulary, grammar, communication and culture. The third
year will provide further development in the areas of speaking, listening and writing. This course will build
communicative activities, pronunciation skills using song and Realidades. It also builds bridges to cultural
understanding through readings on cultural products practices and comparisons.
In Realidades, Spanish III offers technology as a tool and integrating textbook, web site online for additional
practice for vocabulary and grammar, end of chapter self-tests and internet links. It also has a teacher
technology that presents vocabulary and grammar using this time saving teacher presentation tool that
integrates audio, visuals, vocabulary clip art, grammar slides, video answers and instant (and fun) quick take
quizzes. In Realidades, it will enhance the student’s ability to communicate using more complex language and
explore culture at a deeper level. It also helps students see how language works in context.
Each thematic chapter is divided into sections. Each of these sections (1 and 2) presents and practices
vocabulary and grammar.
II.
Instructional Objectives / Course Content
Marking Period I
Objectives:
Students will be able to use Spanish to:
1. Review preterite verbs with the spelling change I y and spelling change e  I
and o  u. 7.1:A.N-H 1
2. Review the preterite vs. the imperfect; estar +participle 7.1:A.N-H 1
3. Vocabulary musical instrument, describing dance, describing drama 7.1:A.N-H 1
4. Grammar ser and estar; verbs with special meanings in the preterite us imperfect.
5. Vocabulary: nutrition, illnesses and pains; medical; habits for good health. 7.1:A.N-H 1
Grammar: Review affirmative tú commands, affirmative and negative commands with ud. and uds.
Language:
The students will:
1. Review the use of preterite with spelling changes. 7.1:A.N-H 1
2. Uses of regular preterite verbs. 7.1.A.N-H 1
3. Use ser and estar. 7.1:A.N-H 1
4. Use the imperfect tense. 7.1:A.N-H 1
5. Use of possessive adjective. 7.1:A.N-H 1
6. Use of the irregular preterite of the verbs ir, ser, hacer, tener, estar, poder. 7.1:A.N-H 1
7. Use direct object pronouns: me, te, nos; irregular affirmative tú commands. 7.1:A.N-H 1
8. Use of the subjunctive with verbs of motion. 7.1:A.N-H 1
9. Use por and para. 7.1:A.N-H 1
10. Review present perfect: (Repaso) the past perfect. 7.1:A.N-H 1
11. Use the present perfect subjunctive; demonstrative adjectives and pronouns. 7.1:A.N-H 1
12.
13.
14.
15.
Use vocabulary: jobs and professions; qualities of good employee. 7.1:A.N-H 1
The future of probability. 7.1:A.N-H 1
Vocabulary: technology; inventions; jobs in the future. 7.1:A.N-H 1
Grammar: the future perfect. 7.1:A.N-H 1
Culture:
The students will:
1. Study the culture and geography of Spanish speaking countries. 7.2:A.N-M 2
2. Study the past traditions of Aztec Mayan, Central/South American people. 7.2:A.N-M1
3. Study Christopher Columbus and his influence in the Caribbean. 7.2:B.I-L2
4. Read a short story of a Cuban family and other Spanish writers.7.2:B.I-L2
5. Learn about famous people who have contributed to the Hispanic world. 7.2:B.I-L 2
6. Expose students to the biography of the entertainment in the Hispanic world. 7.2:B.I-L2
Time frame: 6 to 9 weeks.
Marking Period II
Objectives:
Students will be able to use Spanish for:
1. Environmental prevention programs such as recycling. 7.2:A.I-L 2
2. Activities describing the ecological conditions. 7.2:A.I-L 2
3. Vocabulary: myths and legends; ancient beliefs, pre-Columbian scientific discoveries. 7.2:A.I-L 2
Language:
Grammatical focus on:
1. Reviewing the use of command forms. 7.1:A.I-L 2
2. Reviewing express your opinion about dance, music or theater performance. 7.1.:A.I-L 2
3. Practice verbs that have different meanings in the preterite and the imperfect. 7.1:A.I-L 2
4. Reviewing the use of the conditional tense. 7.1:A.I-L 2
5. Reviewing the use of the present subjective. 7.1:A.I-L 2
6. Reviewing the use of the future perfect tense. 7.1:!.I-L2
7. Using the subjunctive with cuando and other conjunctions of time. 7.1:A.I-L 2
Culture:
The students will:
1. Expose the students to a female Spanish writer: Rigoberta Menchù. 7.2:A.I-L 3
2. Read narrative on Nicaragua “Unidos podemos hacerlo” (Together we can do it). 7.2:A.I-L 3
3. Read the advantages and disadvantages of Costa Rica. 7.2:A.I-L 1
Time frame: 7 to 9 weeks.
Marking Period III
Objectives:
Students will be able to use Spanish to:
1. Describe personal celebrations. 7.1:C.N-H 2
2. Say what people want. 7.1:A.1-L 1
3. Talk about holidays, express doubt, disagree and describe ideals. 7.1:A.I-L 4
4. Describe historic events. 7.1:A.I-L 4
5. Make suggestions and wishes. 7.1:A.I-L 4
6. State cause and effect. 7.1:A.I-L 4
Language:
Grammatical focus on:
1. Reviewing the use of the subjunctive for expressing wishes. 7.1:A.N-H 1
2. Using the imperfect subjective. 7.1:A.N-H 1
3. Using the conditional tenses. 7.1:A.N-H 1
4. Subjective vs. the indicative tense. 7.1:A.N-H 1
Culture:
The students will be able to:
1. Read poem “Ebano Real” written by Cuban Poet, Nicolas Guiller. 7.2B.I-L 2
2. Expose the students to Puerto Rican traditions. 7.2.:A.N-M 1
3. Read poem written by Cuban poet, José Marti de Versos sencilles. 7.2:B.I-L 2
4. Expose the students to Dominican heritage traditions, Cuba, Puerto Rico, Mexico, Peru and many other
writers. 7.2:B.I-L 2
Time frame: 7 to 9 weeks.
Marking Period IV
Objectives:
Students will use Spanish to:
1. Describe their studies. 7.1:A.I-L 1
2. Ask questions. 7.1:A.I-L 1
3. Say what you are doing. 7.1:A.I-L 1
4. Say what you were doing. 7.1:A.I-L 1
5. Talk about careers, related to the fields they study. 7.1:B.I-L 1
6. Learn about Latin American economics.
7. Express possession.
Language:
Grammatical focus on:
1. Review interrogative words and ways to ask questions. 7.1:A.N-H 1
2. Review the present progressive tense. 7.1:A.N-H 1.
3. Use the past progressive tense. 7.1:A.N-H 1
4. Review the use of affirmative and negative expressions. 7.1:A.N-H 1
Culture:
Students will be able to:
1. Expose the students to Central America, Latin America and the Caribbean. 7.2:A.N-M 1
2. Read poem by Argentinean poet, author, Jorge Luis Borge., Gabriela, Colombia. 7.2:B.I-L 2
Time frame: 7 to 9 weeks.
Final exam review: 1 week.
II.
Outline of Course
I.
Etapa Preliminar
 Present tense of regular verbs
 Present tense of irregular yo form
 Past tense of regular verbs
 Verbs with spelling changes in the preterite
 The 20 Spanish speaking countries
 Verbs with stem changes
 Verbs with irregular preterits
 Common ar verbs
 Common er verbs
 Common ir verbs
II.
Realidades
 Describe people with ser and adjectives
 Talk about experiences
 Influence of Spanish speakers in the united States
 Influence of Columbus, Ponce De Leon, the Catholic religion and all the discoverers.
 Talking about the past, present and future
 List accomplishments
 Uses of ser and estar
 Quick start reviews
 Completion of actividades
 Review of imperfect tense of regular and irregular verbs
 Composición actividad 12
 Present and past perfect tenses
 Culture on Hispanohablantes
 Physical appearance
Realidades
 Talk about pastimes
 Talk about the future
 I like/don’t like
 Por and para and their uses
 Uses of the future tenses regular and irregular verbs
 Future tense to express probability
 Story on Oscar De La Renta
 Materials
Realidades
 Talk about household chores
 Say what friends do
 Express feelings
 Reflexive verbs and pronouns
 Uses of the word Se
 Story on Tito Puente, Jr.
 New vocabulary
III.
IV.
V.
Realidades
 Say what you want to do
 Make requests
 Make suggestions
 Formal and TV commands
 Positive and negative
 Nosotros commands
 Conditional and future tenses, regular and irregular
 People, places and things
VI.
Realidades
 React to others actions
 Say what should be done
 Present subjunctive of regular verbs and irregular verbs
 Negative command forms
 Our planet
 Nature
VII.
Realidades
 React to nature
 Express doubt
 Subjunctive with expressions of emotion
 Subjunctive to express doubt
 New vocabulary
VIII. Realidades
 Describe personal celebrations
 Say what people want
 Graduation Day – a party
 Vocabulary
IX.
Realidades
 Talk about Holidays
 Express doubt and disagree
 Give thanks
 Conditional sentences and si clauses
 Typical Spanish meals
 A Puerto Rican tradition
 Vocabulary
X.
Realidades
 Describe historic events
 Express emotion and doubt
 Make suggestions and wishes
 Día De La Raza – Dominican Republic
 Summary of the subjunctive tense parts 1 and 2
III.
Methods of Student Evaluation:
In order to determine if students have achieved the outcomes in the four skills of knowledge of culture,
listening, writing and reading the following evaluation techniques are employed.
Assessment of cultural knowledge will be determined by:
1. homework
2, classroom discussions
3. quizzes and tests
4. marking period exams and the final examination
Assessment of listening skills will be determined by:
1. homework
2. following directions
3. dictation
4. taped activities
5. oral quizzes and tests
6. marking period exams and the final examination.
Assessment of written skills will be determined by:
1. homework
2. class participation
3. giving directions
4. dialogues
5. interpretations
6. oral quizzes and tests
7. marking period exams and the final examination
Assessment of reading skills will be determined by:
1. homework
2. class participation
3. following directions
4. critical analysis
5. quizzes and tests
6. marking period exams and the final examination
IV.
Textbooks and Instructional Materials
Textbook:
Realidades 3
Copyright 2008
Professional Development Handbook
Pearson Prentice Hall
Library Skills
Students will employ research skills necessary for literary analysis and for gathering other pertinent
information.
Instructional Materials/Activities
Workbook En Español III
Short stories
CD’s with every chapter
Spanish commercials
Spanish newspapers
Oral reports
Field trips
Hispanic Heritage month: Bulletin
Discussions: Hispanic current events
Videos: Mi Familia, Don Quijote de la Mancha, Selena, La Bamba, Stand and Deliver
Overhead transparencies
Use of Poetry of target county and culture
Power point presentation, audio devices, internet and blackboard
V. Instructional Strategies
1. Create and maintain a foreign language atmosphere where the use of English is
a breach of etiquette.
2. Conduct class entirely in Spanish.
3. Reinforce grammar patterns from previous years as a tool to continue.
4. Assimilate more complex grammar patterns through readings and practice variations.
5. Improve reading comprehension via group and independent reading.
6. Encourage self-expression by finding similarities in personal and contemporary
situations.
7. Provide for individual differences by peer and/or teacher assistance and/or
enrichment.
8. Refine writing skills through frequent compositions which are re-written after
having been corrected using a writing criteria code.
VI.
Scope and Sequence
Key
I = Introduced
D = Developed in Depth R = Reinforced
Spanish III Curriculum
Suggested Grade Levels
SKILL TO BE LEARNED
Use different verb tenses
Continue to build new vocabulary
Become more proficient in speaking
Become more proficient in reading
Become more proficient in listening and comprehension
Become more proficient in writing Spanish
Learn the Spanish language through different cultures
Storytelling
Oral presentations in Spanish
Articulation of language
Learn Spanish through the use of technology
Identify outstanding achievements of the people of target cultures
Understand and narrow a topic
Understand how to practice a speech in Spanish
Understand how to evaluate a speech
Practice oral interpretations and written translations
9
10
11
IDR
IDR
DR
DR
DR
DR
IDR
IDR
IDR
DR
IDR
IDR
IDR
IDR
IDR
IDR
12
Spanish III
VIII.
Student Handout Course Description and Proficiencies
Course Description
Spanish III is designed for students who have completed Spanish I and II. It starts with a strong language program in the
beginning levels. Students in the upper levels of study are most successful when earlier levels have featured thematic
instruction with integrated vocabulary, grammar, communication and culture. The third year will provide further
development in the areas of speaking, listening and writing. This course will build communicative activities,
pronunciation skills using song and Realidades. It also builds bridges to cultural understanding through readings on
cultural products practices and comparisons.
In Realidades, Spanish III offers technology as a tool and integrating textbook, web site online for additional practice for
vocabulary and grammar, end of chapter self-tests and internet links. It also has a teacher technology that presents
vocabulary and grammar using this time saving teacher presentation tool that integrates audio, visuals, vocabulary clip
art, grammar slides, video answers and instant (and fun) quick take quizzes. In Realidades, it will enhance the student’s
ability to communicate using more complex language and explore culture at a deeper level. It also helps students see
how language works in context.
Each thematic chapter is divided into sections. Each of these sections (1 and 2) presents and practices vocabulary and
grammar.
Proficiencies
In accordance with district policy, the following are proficiencies required for the above named course. However, the
proficiencies are not the sole basis for successful completion of the course.
Culture:
1. Students will compare and contrast patterns and values of the target cultures with the
students’ own culture.
2. Students will identify outstanding achievements of the people of the target cultures in
the fine and performing arts, literature, music, science and politics.
3. Students will identify some historical and contemporary events and important people
in the target culture.
4. Students will demonstrate cultural knowledge related to all curricular topics presented
in the classroom.
Listening:
1. With some repetition, students will understand expanded conversations, messages, descriptions and
narrations that may contain unfamiliar material. They can retain and use information in a new situation.
2. Students will participate in and enhance comprehension by indicating understanding
or by asking for clarification or repetition when needed.
3. Student will comprehend with greater confidence some familiar elements, phrases, idiomatic
expressions, information, etc. in material produced for native speakers of the language and in other
material spoken at a normal rate of speech.
4. Students will use a variety of resources and technologies as tools to develop listening skills.
Some suggestions:
 Interviews and field trips
 non-print materials such as tapes, compact discs, videos foreign films, interactive videos, laser
discs, voi8ce synthesizers and additional communication devices such as telephones
 guest speakers and music
 foreign language broadcasts via television, radio, cable, satellite will enhance student performance
Reading:
Note: For languages that do not use the Roman character system, there may be modifications.
1. Students will comprehend a variety of texts that are edited and glossed for the learner.
2. Students will comprehend main ideas and some details of authentic materials
produced for the general public, e.g. Posters, brochures and popular magazines.
4. Students will use a variety of reading strategies such as skimming and scanning for information,
inferring meaning from context, expanding vocabulary knowledge through word families and using
the Spanish/English dictionary.
5. Students will use a variety of resources and technologies as tools to develop reading skills.
Some suggestions:
 Dictionaries
 Use of Menus
 Newspapers, Magazines
 Periodicals in Spanish
 Spanish telephone books
 Access databases for research and vocabulary development
Speaking:
Speaking Level II topics will recur from time to time. Students will be able to address these on a more
sophisticated level as their command of vocabulary and structure grows with each year of foreign language
study.
1. Students will initiate, sustain and bring to a close a conversation based on previously practiced
material.
2. Students will respond in the major time frames to questions and statements.
3. Under controlled and some non-controlled situations, students will be understood by
narrative speakers; repetition bay be necessary.
4. Students will use a variety of resources and technologies as tools to develop speaking skills.
Some suggestions:
 foreign language dictionaries
 current foreign language periodicals
 word processing to increase comprehension of learned structures and vocabulary, as well as to
improve revising and editing skills.
 databases and HyperCard stacks to provide ready access to vocabulary, grammar and other
information
 on-line services, such as electronic mail dictionaries and encyclopedias or similar technologies
Download
Random flashcards
Radiobiology

39 Cards

Pastoralists

20 Cards

Radioactivity

30 Cards

Nomads

17 Cards

Create flashcards