Serrano, jserrano@chatham-nj.org, 1
AP SPANISH
COURSE SYLLABUS and EXPECTATIONS
A. ABOUT THE COURSE:
The AP Spanish Language course, conducted completely in Spanish, aims to prepare students to
demonstrate their level of Spanish proficiency across three communicative modes (Interpersonal [interactive
communication], Interpretive [receptive communication], and Presentational [productive communication]) and
the five goal areas outlined in the Standards for Foreign Language Learning in the 21st Century
(Communications, Cultures, Connections, Comparisons, and Communities).
The course is comparable to advanced level college and university courses that emphasize the use of
Spanish for active communication. It encompasses aural/oral skills, reading comprehension, grammar, and
composition. Students are given ample opportunities throughout the course to provide evidence of their
proficiency through the use of formative and summative assessments. These include, but are not limited to,
individual and group oral presentations, interactive discourses and debates, weekly essay writing, reading and
listening comprehension assessments. At least one form of assessment will be given per week. Course content
reflects a wide variety of academic and cultural topics (i.e. the arts, history, current events, literature, culture,
etc.).
Materials used include authentic resources in the form of recordings, internet, films, newspapers,
magazines, etc. as well as authentic literature and the more traditional texts. Rather than a mastery of any
specific subject matter, the course develops integrated language skills, which are in themselves useful and which
can be applied to various activities and disciplines. Integrating language skills and synthesizing written and
aural materials are an integral part of the AP Spanish Language course.
Course objectives are to help the student:
• understand Spanish spoken by native speakers at a natural pace, with a variety of regional
pronunciations, in both informal and formal contexts;
• develop an active vocabulary sufficient for reading newspaper and magazine articles,
contemporary literature, and other non-technical writings (websites, letters and emails,
advertisements, signs and instructions) in Spanish without dependence on a dictionary;
• express oneself by describing, narrating, inquiring, and developing arguments in Spanish, both
orally and in writing, with reasonable fluency, using different strategies for different audiences
and communicative contexts.
B) RESOURCES USED (but not limited to):
Blanco, José A., et. al. Imagina español sin barreras. Boston: Vista Higher Learning, 2007.
(This textbook offers an integrated program with related internet resources available to the student at
www.imagina.vhlcentral.com , which include audio, video, grammar, etc.)
Abriendo puertas: Lenguaje, McDougal Littell, 2007.
Abriendo puertas: Literatura, McDougal Littell, 2007.
Gatski, Barbara & John McMullan. Triángulo, Wayside Publishing, 2006
Couch, James H., et. al. Una vez más, New York: Longman Publishing Group, 2003
Various Internet sites such as:
Radio Naciones Unidas http://www.un.org/radio/es/; http://www.podcast.net/cat/93;
http://www.bbc.co.uk/mundo ; http://www.cnn.com/espanol etc.
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C) SUPPLEMENTARY MATERIAL:
Various other resources will be used such as films, music, literature, etc. Examples of these materials are
listed below; however, this list is neither all-inclusive nor limiting.
• Films – i.e. feature-length films such as “La historia oficial” and “El Norte,” as well as short duration
films from various Hispanic countries (i.e.“El día menos pensado” and “Raíz”)
• Prose and poetry from Spanish and Latin-American authors
• Works of art from such artists as Velázquez, Picasso, Goya, Dalí, Kahlo, Rivera, etc.
• Extensive use of internet resources for current, authentic newspaper articles, radio programs, video news
clips, songs, etc. from a variety of websites all over the world
• Consistent and frequent use of the Language Lab for interpersonal, interpretive and presentational
communication.
D) ABOUT THE AP EXAM:
The AP Spanish Language Exam is not based on specific course content but instead evaluates levels of
performance in the use of the language both in understanding written and spoken Spanish as well as in writing
and speaking with ease in correct and idiomatic Spanish in interpersonal and presentational modes. Samples of
the formats for all parts of the exam will be provided to the students and regularly employed in context via
exercises, homework, and assessments during the course of the year. The AP Spanish Language Exam Format
is shown below. The Final Exam for this AP Spanish Language course will incorporate all aspects of this AP
Exam model, albeit in a shorter version, and be scored in this fashion as well.
Section
Item Type
Number of Questions and %
Weight of Final Score
Time
Section I
Multiple Choice
70 questions
50%
Approx.
80 min.
Approx.
35 min.
Part A:
Listening
Short & Long Dialogues and
Narratives
34 questions
20%
Part B:
Reading
Reading Comprehension
36 questions
30% 45 min.
Section II
Free Response
Interpersonal Writing
Part A:
Writing
Part B:
Speaking
Presentational Writing
(Integrated Skills)
Interpersonal Speaking –
Simulated conversation
Presentational Speaking
(Integrated Skills)
50%
Approx.
85 min.
30%
Approx.
65 min.
20%
Approx.
20 min.
1 prompt (10%)
10 minutes
1 prompt (20%)
Approx. 55 minutes
5-6 response prompts
(10%)
20 seconds to respond to
each prompt
1 prompt (10%)
2 minutes to respond
(Additional information regarding the AP Spanish Language Exam structure is found on the last page of this document.)
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E) UNITS (subject to change):
1) My fellow man and I (“El prójimo y yo”)
a) Themes: explore personal relationships; reaction to others; family & friends; city life; typical daily
activities (i.e. visiting the doctor, shopping, etc.)
b) Text: Imagina, lessons 1 (“Sentir y vivir”), 2 (“Vivir en la ciudad”) & 4 (“Generaciones en
movimiento”)
c) Other Sources: Literature-“Una sortija para mi novia” (Padró), “El nieto” (Rojo), “Balada de los
dos abuelos” (Guillén); Film- “Momentos de estación” (Cabaña), “Raíz”(Urresti), “Adiós mamá”
(Gordon); Music- “Ojalá” (S Rodríguez), “Veinte años” (Buena Vista Social Club),
d) Grammar: pronunciation & accentuation, ser vs. estar, verbs like gustar, por vs. para, reflexive
verbs; basic verb tenses (i.e. present, preterite vs. imperfect, future, conditional, present
subjunctive); “Do Now” review activities
2) Beliefs & Ideologies (“Creencias e ideologías”)
a) Themes: differing opinions; human rights; terrorism; war & peace; the world around us (i.e.
environmental issues)
b) Text: Imagina, lessons 5 (“Las riquezas naturales”) & 6 (“El valor de las ideas”)
c) Other Sources: Art- “Guernica,” (Picasso),“El tres de mayo” (Goya); Literature- “Masa”
(Vallejo), “Preso sin nombre, celda sin número” (Timerman), “Un día de estos” (García Márquez),
“Caminante son tus huellas” (Machado); Music- “¿Dónde jugarán los niños?” (Maná); Film- “El
día menos pensado” (Plá), “La historia oficial” (Piñeyro); Current events- news articles, radio
broadcasts
d) Grammar: indicative vs. subjunctive, past subjunctive, if/then clauses (real vs. hypothetical),
comparisons/superlatives, commands, “Do Now” review activities
3) Diversity and Immigration (“Inmigrantes y la diversidad”)
a) Themes: advantages and disadvantages of immigrants and diversity; changes/problems/solutions
b) Text: Imagina, lesson 10 (“Destino y diversidad”)
c) Other Sources: Literature- “Cajas de cartón” (Jiménez), “Un puñado de tierra” (Campos Cervera),
“Letanía del mar” (de Burgos), “Mi raza” (Martí); Film- “El Norte” (Thomas), “Un día sin
mexicanos” (movie critiques); Music- “Hablemos el mismo idioma” (Estefan), “Visa para un
sueño” (J L Guerra); Current events- news articles, radio programas vía Radio Naciones Unidas,
etc.
d) Grammar: object pronouns, passive voice, negative/indefinite expressions, adjective & noun
clauses, “Do Now” review activities
4) Work and Play (“Oficio y ocio”)
a) Themes: cultural and professional identity; who am I, what do I do and why?
b) Text: Imagina, lessons 7 (“Perspectivas laborales”) & 9 (“Las diversiones”)
c) Other Sources: Art- Botero, Rivera; Literature- “El delantal blanco” (Vodanovic), “Dos Palabras”
(Allende), “Borges y yo” (Borges), bios regarding Hispanics in various professions and sports;
Film- “Espíritu deportivo” (Bourges); Current events- newspaper articles (“Busco profesión”),
radio broadcasts
d) Grammar: the perfect tenses (indicative & subjunctive), review indicative vs. subjunctive,
infinitive vs. gerund, “Do Now” review activities
5) Communication & Technology (“La comunicación y la tecnología”) [time-permitting]
a) Themes: media and technology; science – friend or foe?
b) Text: Imagina, lessons 3 (“La influencia de los medios”) & 8 (“Ciencia y tecnología”)
c) Other Sources: Literature- “La intrusa” (Orgamibide); Film- “Happy Cool” (Dodero); Current
events- news items, radio broadcasts
d) Grammar: review adjective & noun clauses, relative pronouns, prepositions, “Do Now” review
activities
6) Culminating Project - See description in “Grading” section below
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F) CLASS EXPECTATIONS:
The study of a foreign language requires an ongoing and fairly intense effort. For this course, it is not
unreasonable to assume that the average student put in additional hours of study and preparation per week. This
preparation includes keeping abreast of assigned readings, creating personalized notes from class materials,
performing independent listening activities in the Language Lab and/or at home (i.e. watching news on Spanish
TV), doing homework assignments and preparing for exams. Be aware of the fact that learning a foreign
language definitely takes preparation before class and focus and concentration during class sessions.
You are expected to participate to the fullest during each class period – sharing ideas, expressing yourself in
Spanish, encouraging your classmates, and listening and respecting others. Participation is vital to the existence
of a foreign language class because the goal is to help you express what you think, believe, and feel in the target
language (i.e. Spanish). You must use Spanish exclusively. I will keep a running evaluation of each student’s
participation in class and take participation into account for each marking period grade. If you are not in class,
you cannot participate; therefore, requests to leave the classroom should be kept to a minimum and only used
when absolutely necessary. Excessive and/or frequent requests to leave the classroom to visit the bathroom,
nurse, other teachers, etc. will be duly noted.
Finally, you must feel free to come for extra help from me any time you are unsure about any of our class
topics. But please understand that you must demonstrate that you have tried to learn the material in the
classroom and at home. “I don’t understand grammar” or “Spanish grammar is impossible” are not valid
complaints. But, “I don’t understand how to use the conditional verb tense when I pose cause-and-effect
statements in Spanish” or “Please help me clarify how an author’s use of symbols in a story can parallel an
artist’s visual images in a painting to draw attention to the plight of war-torn citizens and people affected by
terrorism” demonstrates that you have put forth some effort and require help on my part. The more timely that
we address a question, the better!
G) HOMEWORK:
Each week you will receive various homework assignments that may consist of activities related to
grammar, building vocabulary, writing/reading assignments, listening assignments to which you may need to
respond via recording, etc. Another part of your homework responsibility will be to personally choose an
activity to perform every month. Your “Personal Homework Activity” will always be graded; they will be due
on specific dates and will not be accepted late. The options are as follows:
•
•
•
Choose a grammar topic in which you feel a particular weakness or need to review. You will then study that
point and complete 3 different grammar exercises related to that specific topic to hand in to me for corrections and
grading. With your exercises, provide a synopsis in the form of a well-developed paragraph detailing what the
topic was, why you chose it, and why you found the activities beneficial. You will also present the grammar point
to the class to enrich your classmates’ grammar understanding.
Read a brief authentic piece in Spanish (i.e. newspaper/magazine article, short story, etc.), summarize and analyze
it, then provide a synopsis of your analysis in short essay format and briefly present your findings to the class
verbally. Be sure to present your own point of view and support your position with valid substantiation from the
material you read. You will also compare/contrast what you read in Spanish to something else you have
read/watched/experienced and/or a related current event.
Watch or listen to an hour of authentic Spanish programming, summarize and analyze the program, then provide
a synopsis of your analysis in short essay format and briefly present your findings to the class verbally. Be sure to
present your point of view and support your position with valid substantiation from the material you watched.
This may also be done with an authentic Spanish-language film (movie or documentary.) You will also
compare/contrast what you read in Spanish to something else you have read/watched/experienced and/or a related
current event.
This personal exercise is in addition to any other homework that may be assigned each. You may choose
grammar exercises from Imagina, supplementary grammar texts, and/or internet sites. Similarly, printed
magazines, Spanish-language films, short stories, newspapers, poems, etc. can be found in class and/or in the
Language Lab via the internet. Your “Personal Homework Activity” must be VARIED and handed as per the
schedule provided to you under separate cover (whether we meet for class that day or not) and will not be
accepted late. The personal homework activities may be completed in the Language Lab during lunch lab times.
Other assigned homework may be graded periodically and grades will be added into the final grading tally;
you may not know ahead of time when I will collect the homework for grading.
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H) ASSESSMENTS
Students will have weekly assessments of various types, i.e. essays, reading comprehension, etc.
Periodically, you will be given quizzes and tests regarding the material learned over the course of the class.
They may cover grammar, vocabulary, and/or content. Particular care will be taken to administer assessments in
keeping with the spirit of the AP Exam in that they will address listening, reading, writing, and speaking.
However, every assessment will not always cover every one of the four areas. For example, an oral
assessment/presentation may be required one time, while a written essay may be assigned another. Some
assessments will be individual, while others may be in a cooperative environment and presented in groups. I
usually prefer to give an idea of what the assessment will entail a few days prior to administering it; however,
“Pop Quizzes” may come up, so it is important to keep up with assignments. Oral presentations or written
essays may be preceded by a rubric or specific instruction provided to the students in advance so you are aware
of the specific expectations and the time limits/deadlines involved. Grammar quizzes are an integral part of
assessments so as to verify students’ continued growth of syntax and comprehensibility in the target language.
At the end of each unit and/or marking period, students can expect a more comprehensive test to assess the
material covered over the course of that unit and/or marking period. Writing assignments may also be in the
form of journal entries, compositions, creative pieces, personal responses to current events in Spanish,
answering questions, etc. Some may be given in the form of homework assignments to be handed in for
grading. As with related readings, writing assignments will help you see the principles we are learning in an
authentic way as you respond to stories, poems, newspaper articles, etc. Please keep in mind that the majority of
the work in this course will demand that students comprehend, summarize, analyze, and synthesize the material
covered. You are always welcomed to provide your own opinion, but you must always be prepared to document
and support your stand with the information provided for your analysis. Your creation/production of any/all
responses will always be completely in Spanish.
I) GRADING:
All assignments, quizzes, tests, homework, etc. that are to be graded will have a specific point value related
to them. The students will receive points based on how well they perform on each assessment. Class
participation points will also be added into this calculation in the same manner. At the end of the marking
period, the total amount of points you received will be divided by the total number of possible points available
from all assessments, and the resulting percentage will be your grade for the marking period. The interactive
and presentational rubrics used for assessment purposes are in keeping with the AP Spanish Language rubrics
for writing and speaking. These are provided to the students.
This is an AP course so the expectation is that students who take the course will take the AP Exam in the
Spring. Only students taking the AP Exam and maintaining a cumulative average grade of 85% (across the 4
marking periods) or better will be considered for exemption from taking a Final Exam at the end of the school
year. However, the students' continued class participation and attendance AFTER taking the AP Exam will
determine his/her actual exemption of the final exam. Students who are exempt will be advised in due course.
Additionally, after the AP Exam, all students will participate in a year-end authentic task to synthesize the
concepts discussed during the year and perform a culminating project. This may be a thesis paper, Powerpoint
presentation, original work of literature/art, video production, etc. and will likely be in response to research or a
visual prompt (i.e. full length movie) that must be analyzed and/or an authentic situation for student
consideration and action (i.e. the planning of a College year abroad in a Spanish-speaking country). In any case,
the prompt/situation will encompass the unit themes we have discussed in class during the year and your project
will necessarily give appropriate reference to them. A full explanation, due dates and rubrics will be provided
for this when the project is introduced.
J) My contact information: Josephine A. Serrano, Chatham High School,
jserrano@chatham-nj.org or 973-457-2505, ext. 2835
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AP Spanish Language Exam – Additional information regarding structure of the exam
The exam is approximately three hours long and consists of two sections:
•
Section I (the multiple-choice section) consists of two parts that assess the students' understanding of
spoken Spanish (listening) and of literary and non-literary prose selections (reading).
•
Section II (the free-response section) has two parts, which are designed to measure a student's writing
and speaking skills in Spanish.
The four skills are tested as follows:
•
The listening comprehension part of the exam begins with several short dialogues and narratives. For
these exercises, the questions are spoken on the master recording but are not printed in the exam book, while
the answer choices are printed but not spoken.
After these short pieces, there are two longer selections each lasting about 3 - 5 minutes. During the
recording, students may take notes and can see the printed questions; these questions are not spoken on the
master recording. Students' notes will not affect their scores.
•
•
For the reading comprehension portion of the exam, the student must read several passages, each of
which is followed by multiple-choice comprehension questions. The passages are typically prose fiction,
journalistic articles, or essays.
The writing part of the exam has the following sections:
The first part of the writing section will be an interpersonal writing task. Students will be have 10 minutes
to read a prompt and write their response. Examples may include writing an email message, a letter, a journal
entry, or a postcard.
The second writing exercise reflects an integration of the following skills: listening, reading, and writing (an
example of the interpretive and presentational modes). Students will be required to read two documents,
listen to a related source/recording, and respond to a written prompt. All sources, both written and aural,
will be authentic -- either in their original format or rerecorded. Students will be encouraged to make
reference to and cite all of the sources. Students will have 7 minutes to read the printed sources and then
will listen to a stimulus of 3 - 5 minutes. After listening to the sound file, students will have 5 minutes to plan
their responses and 40 minutes to write their essays. The total time allotted to this section will be
approximately 55 minutes.
•
The speaking part of the exam has the following sections:
The first speaking task is an example of the interpersonal mode of communication. It integrates listening
and speaking in an informal setting of a conversation role-play. Students will be asked to interact with a
recorded conversation. There will be five or six opportunities for the student to answer. Each response will be
approximately 20 seconds in length. Students will have time to read an outline of the stimulus conversation
and the instructions before participating in the simulated conversation.
The second part of the speaking section is an example of the interpretive and presentational modes. It
integrates three skills: reading, listening and speaking. Students need to give an oral presentation in a formal
and/or academic setting. They will be asked to read one document and listen to a recording, after which
they will have two minutes to prepare for the presentation and two minutes to reply to the related
question/prompt, making reference to both sources.