CURRICULUM GUIDE
Spanish 3-4
LA3S09
This course reviews and expands upon the skills taught in the first-year of the sequence. Students increase
their vocabulary and competency in grammar usage, idioms, and sentence structure through reading, writing,
and oral proficiency activities. Audio-visual presentations reinforce the above objectives and advance the
study of culture. In addition, Spanish 3-4 is a prerequisite for more advanced study at the high school level.
District 219
Niles Township High Schools
Skokie, Illinois
Prepared by:
Steven Beaver
Linda Capuzelo
Ana Ríos Murphy
Earl I. Nowak
Edmund Murphy, Director
October 2004
Revised: May 2010
This guide may be changed at any time at the sole discretion of the Board of Education and/or the Superintendent, whichever has
appropriate jurisdiction, subject only to mandatory collective bargaining requirements.
Table of Contents
Learning Targets ………………………………………………………………………………… 1
State Benchmarks…………………………………………………………………………………. 4
Curriculum ………………………………………………………………………………………… 7
LEARNING TARGETS – SPANISH 3
I Over-arching Reading Target: I can comprehend (at the literal level) a passage of prose fiction or nonfiction, containing structures and vocabulary presented in the course.
II Over-arching Vocabulary Target: I can recognize and use vocabulary contained in En Español 2.
 I can recognize and use vocabulary from Etapa Preliminar.
 I can recognize and use vocabulary from Unidad 1, Etapa 1.
 I can recognize and use vocabulary from Unidad 1, Etapa 2.
 I can recognize and use vocabulary from Unidad 1, Etapa 3.
 I can recognize and use vocabulary from Unidad 2, Etapa 1.
 I can recognize and use vocabulary from Unidad 2, Etapa 2.
 I can recognize and use number vocabulary 1-1,000,000
III Over-arching Verb Target: I can recognize and use a variety of verbs.
 I can recognize and use verbs conjugated in the present tense of the Indicative Mood.
o I can recognize and use present tense regular verbs.
o I can recognize and use present tense irregular verbs.
o I can recognize and use present tense stem changing verbs.
 I can recognize and use a variety of verbs in the preterite tense of the Indicative Mood.
o I can recognize and use regular preterite tense verbs.
o I can recognize and use preterite spelling change forms (-car, -gar, -zar).
o I can recognize and use irregular preterite tense (ir, ser, hacer, dar, ver)
o I can recognize and use expressions with “tener”.
 I can differentiate between “ser” and “estar.”
 I can recognize and use reflexive verbs.
 I can recognize and use forms of the imperfect tense (regular and irregular).
 I can recognize and use the present and past progressive tenses.
IV Over-arching Usage Target: I can recognize and use a variety of grammatical structures.
 I can recognize and use the personal “a” in appropriate context
 I can recognize and use demonstratives (adjectives and pronouns).
 I can recognize and use ordinal numbers.
 I can recognize and use possessive adjectives (short form)
V Over-arching Culture Target: I can recognize specific cultural nuances and customs particular to the
Hispanic world, appearing in En Español 2.
VI Over-arching Listening Target: I can understand and respond to comprehension questions based on
listening passages of an appropriate level corresponding with the Spanish 3 learning targets.
VII Over-arching Speaking Targets: I can communicate orally at the appropriate level corresponding with
the Spanish 3 learning targets.
LEARNING TARGETS – SPANISH 4
I Over-arching Reading Target: I can comprehend (at the literal level) a passage of prose fiction or nonfiction, containing structures and vocabulary presented in the course.
II Over-arching Vocabulary Target: I can recognize and use vocabulary contained in En Español 2.
 I can recognize and use vocabulary from Unidad 2, Etapa 3.
 I can recognize and use vocabulary from Unidad 3, Etapa 1.
 I can recognize and use vocabulary from Unidad 3, Etapa 2.
 I can recognize and use vocabulary from Unidad 3, Etapa 3.
 I can recognize and use vocabulary from Unidad 4, Etapa 1.
 I can recognize and use vocabulary from Unidad 5, Etapa 1.
 I can recognize and use vocabulary from Unidad 5, Etapa 2.
 I can recognize and use vocabulary from Unidad 5, Etapa 3.
III Over-arching Verb Target: I can recognize and use a variety of verbs.
 I can recognize and use stem-changing verbs in present and preterit tense.
 I can differentiate between the uses of preterite and imperfect tenses: regular and irregular forms.
 I can recognize and use verbs in the Imperative Mood, and the present, preterite, and future tenses of
the Indicative Mood.
 I can recognize and use regular and irregular informal (tú) commands (affirmative and negative).
 I can recognize regular and irregular informal (tú) commands (affirmative and negative) with single
object pronouns (not doubles).
 I can recognize and use the future tense: regular and irregular forms.
 I can recognize and use “gustar” and “gustar”-type constructions, i.e., faltar, doler, parecer, interesar,
encantar and importar.
IV Over-arching Usage Target: I can recognize and use a variety of grammatical structures.
 I can recognize and use negative and indefinite expressions.
 I can recognize and use adverbs ending in –mente.
 I can compare adjectives and adverbs in expressions of equality.
 I can compare adjectives and adverbs in expressions of inequality.
 I can recognize and use weather expressions with the verb “hacer”.
 I can recognize and use direct object pronouns with verb forms.
 I can recognize and use indirect object pronouns with verb forms.
V Over-arching Culture Target: I can recognize specific cultural nuances and customs particular to the
Hispanic world, appearing in En Español 2.
VI Over-arching Listening Target: I can understand and respond to comprehension questions based on
listening passages of an appropriate level corresponding with the Spanish 4 learning targets.
VII Over-arching Speaking Targets: I can communicate orally at the appropriate level corresponding with
the Spanish 4 learning targets.
Addendum:
Culture Target: I can recognize specific cultural nuances and customs particular to the Hispanic world,
appearing in En Español 2.
 Latin art in Chicago
 Spanish media in the United States
 Indigenous cultures of Mexico, i.e., Aztecs, Teotihuacanes,
 Hispanic family traditions
 Geological occurrences in Latin America, i.e., earthquake in Mexico City
 Mexican food
 Important places of interest in Mexico, Puerto Rico, Costa Rica.
 Old and new San Juan, Puerto Rico, El Yunque (El Parque Nacional del Caribe), Puerto Rico, La
isla Vieques, Puerto Rico, El Volcán Poás, Costa Rica
 Ecology of Costa Rica.
Speaking Targets: I can communicate orally at the appropriate level corresponding with the Spanish 3-4
learning targets.
 I can differentiate between “ser” and “estar” with adjective and noun complements, dealing with
nationality, occupations, time, and personal and non-personal characteristics (alto, cansado,
mojado, etc.)
 I can answer questions and describe events in the past.
 I can use reflexive verbs in questions and answers in the present, preterite, imperfect, present and
past progressive tenses as well as in infinitive constructions.
 I can use affirmative and negative formal and informal imperative forms (regular and irregular) to
command people.
 I can express negations.
 I can respond to questions that force the use of either preterite or imperfect.
 I can postulate about the future, using the future tense.
 I can respond to questions using direct and indirect object pronouns.
 I compare and contrast qualities of people, objects and actions using comparatives and superlatives.
 I can produce sentences that require the use of progressive tenses as well as infinitive constructions.
Etapa preliminar
a. Exchange greetings
b. Discuss likes, dislikes
c. Describe people
d. Describe places
e. Talks about school life
28.A.1a Recognize basic language patterns.
28.A.1b Respond appropriately to simple commands in the target language.
28.A.2a Comprehend illustrated stories, audiovisual programs, or websites.
28.A.2b Follow instructions in the target language, given one step at a time for
a wide range of activities.
28 A 3a Comprehend main messages of simple oral and audio presentations
with assistance from resources
28.B.1a Respond to and ask simple questions with prompts.
28.B.1b Imitate pronunciation, intonation, and inflection, including sounds
unique to the target language.
28.B.2a Pose questions spontaneously in structured situations.
28.B.2b Produce language using proper pronuciation, intonation, and
inflection.
28. B 3a Respond to open-ended questions and initiate communication in
various situations.
28. B 3b Produce language with improved pronunciation, intonation and
inflection.
28.C.1a Recognize the written form of familiar spoken language and predict
meaning of key words in a simple story, poem or song.
28.C.1b Infer meaning of cognates from context.
28.C.2a Comprehend written classroom directions, read simple passages, infer
meaning of cognates, and recognize loan words.
28.C.2b Decode new vocabulary using contextual clues and drawing on words
and phrases from prior lessons.
28 C 3a Comprehend the main message of a variety of written materials with
the help of resources (i.e. dictionary, thesaurus, software, internet, e-mail) to
expand vocabulary.
28 C3b Compare word use, phrasing and sentence structures of the target
language with those used in one or more other languages.
28.D.1a Copy/write words, phrases, and simple sentences.
28 D 1b Describe people, activities and objects from school and home.
28.D.2a Write on familiar topics using appropriate grammar, punctuation, and
capitalization.
28.D.2b Present a simple written or oral report on familiar topics..
29.A.1 Use common forms of courtesy, greeting, and leave-takings
appropriate to the time of day and relationship.
a. Actividades 1-2
b. Actividades 3-4
c. Actividades 5,6,8
d. Actividad 7
e. Actividades 21-25
all. Teacher-created activities
Unidad 1/Etapa 1
a. Discuss leisure time
b. Airplane travel
All benchmarks from preceding section, and also:
a. Actividades 1-2
b. Actividad 3
all. Teacher-created activities
Unidad 1/Etapa 2
a. Comments on food
b. Discuss fine art
c. Describes fine art
Unidad 1/Etapa 3
a. Reacts to news
b. Newspapers
c. Television
d. Nationalities
Unidad 2/Etapa 1
a. Describe childhood
experiences
b. Toys and games
c. Activities
d. Descriptions,
expressions
....e. Personal reactions
f. Family relationships
All benchmarks from preceding sections, and also:
28.D.3c Present a simple, original poem or story based on a model.
a. Actividades 1,4,8,9,17
b. Actividad 15
c. Actividad 15
all. Teacher-created activities
a. Actividades 1,4,11
b. Actividades 1,10,17
c. Actividades 1,2
d. Actividades 5-7
all. Teacher-created activities
a. Actividades 4,5
b.Actividad 7
c. Actividad 9
d. Actividad 17
e. Actividad 14
f. Actividades 6,8,15
all. Teacher-created activities
Unidad 2/Etapa 2
a. Family celebrations
b. Trasitional words
c. Ordinal numbers
Unidad 2/Etapa 3
a. Restaurant
b. Things to do in the city
Unidad 3/Etapa 1
a. Diet and exercise
b. Daily routine
c. Personal care
Unidad 3/Etapa 2
a. Chores
b. At the beach
All benchmarks from preceding sections.
All benchmarks from preceding sections.
All benchmarks from preceding sections, and also:
28.D.2c Present an original production using known vocabulary and
grammatical structures.
All benchmarks from preceding sections.
All benchmarks from preceding sections.
All benchmarks from preceding sections.
a. Actividades 1.2.3.15
b. Actividades 10,17
c. Actividad 14`
all. Teacher-created activities
a. Actividades 1,2,5,6,7,8,17
b. Actividades 10, 11,12
all. Teacher-created activities
a. Actividades 3,5,10
b. Actividades 1,2,17,18
c. Actividades 13,14
all. Teacher-created activities
a. Actividades 2,6,7
b. Actividades 1,4,5,14,17
all. Teacher-created activities
Unidad 3/Etapa 3
a. The body
b. Health problems and
solutions
All benchmarks from preceding sections, and also:
a. Actividades 1,9,10,13,14
b. Actividades 7,17
c. Actividades 4,7,10,17
all. Teacher-created activities
Unidad 4/Etapa 1
a. Things in the house
All benchmarks from preceding sections.
a. Actividades 2,3,7,9
b. Actividades
Unidad 5/Etapa 1
a. Nature and
environment
b. Geographic
characteristics
Unidad 5/Etapa 2
a. Ecology
b. Outdoor activities
c. Camping
d. The weather
Unidad 5/Etapa 3
a. Recycling
b. The environment
All benchmarks from preceding sections
a. Actividades 1,4,5,7,12
b. Actividades 13,15,16
all. Teacher-created activities
All benchmarks from preceding sections and also:
30 A1c Use target language vocabulario to indentify simple science terms
referring to weather and nature (e.g., clouds, wind, trees, animals).
30 A2c Use target language vocabulary to indentify and describe basic earth
science content (e.g., mountain range, coast, desert) and life forms.
All benchmarks from preceding sections.
a. Actividades 1-4,17,18
b. Actividades 7,10,14
c. Actividad 9
d. Actividades 10,11
all. Teacher-created activities
a. Actividad 2
b. Actividades 2,3,4,10,
13,14,16
all. Teacher-created activities
Spanish 3-4: CURRICULUM
KEY EE= ¡En español! Text AMSCO=Curso Segundo WB=Más Práctica (dos)
AUD/WB=audio program in WB (CD) LL=Language Lab AUD/EE=audio program in text (CD) LD=laser Disc
1st Quarter/Spanish 3
UNIDAD/ETAPA
(vocabulary)
MATERIAL TO BE COVERED
verbs/usage/culture
EE
WB
AMSCO
TECHNOLOGY
AUD/WB/LL
(AUD/EE)
(LD)
Etapa preliminar
Gustar-type constructions
Review vocabulary
Adjective agreement
from En Español uno Ser & estar ( all uses
Interrogative words
Present tense regular verbs
Present tense irregular verbs
Stem-changing verbs
4-5
6-9
10
13-14
17
23
20-21, 5860
1
2
4
5
7
10
9, 25-26
Regular preterit verbs
36-38
15-16
Los Angeles
28-29, 42,
44-45
222-225
249-258
122-131
11
4-5
6-7
12-13
16-17
20-21
20-21
3-11
31-40
12-17
LL Lesson 5
Numbers 1-1.000.000
Culture
UNIDAD 1/Etapa 1
54-62
9
Airplane travel
Leisure time
Culture
LL Lesson 1
UNIDAD 1/Etapa 2
Food
Culture
Personal a
Preterite of –car/-gar/-zar verbs
Latin Art in Chicago
(Mexican Fine Arts Museum-Pilsen)
38-39
50-51, 62,
66-67
17-18
LL Lesson 9
39
1A(30,32)
Spanish 3-4: CURRICULUM
KEY EE= ¡En español! Text AMSCO=Curso Segundo WB=Más Práctica (dos)
AUD/WB=audio program in WB (CD) AUD/EE=audio program in text (CD) LD=laser Disc
2nd Quarter/Spanish 3
UNIDAD/ETAPA
(vocabulary)
MATERIAL TO BE COVERED
verbs/usage/culture
EE
WB
AMSCO
TECHNOLOGY
AUD/WB/LL
Demonstrative adjectives & pronouns
82-83
37-38
259-267
31
Irregular preterite verbs (ir.dar.ver.hacer)
40-43
19-20
67-71
Spanish media in the United States
72-73, 8889
90-91
(AUD/EE)
(LD)
UNIDAD 1/Etapa 3
Media
communication
(newspaper &
television)
Culture
Miami
1A(74,76)
43
88
LL Lesson 4
UNIDAD 2/Etapa 1
Possessive adjectives (short form only)
Childhood experiences
Family
Personal reaction
verbs
Culture
41
Reflexive verbs
Imperfect tense forms
More expressions with tener
110-111
112-115
114
Aztecs
116117,120
110-101
Mexico City
46
47-48
1B(102,
104)
132-135
76-84
169-172
116-117
113
UNIDAD 2/Etapa 2
Transitional words
Present & past progressive tenses
Ordinal numbers
130-131
132
Hispanic family traditions
Earthquake in Mexico City, 1985
122-123
128,138-139
53-54
107-113
294-297
1B(124,126)
129,13
3
Family Celebrations
Culture
REVIEW FOR THE FINAL
LL Lesson 2
136
132
Spanish 3-4: CURRICULUM
KEY EE= ¡En español! Text AMSCO=Curso Segundo WB=Más Práctica (dos)
AUD/WB=audio program in WB (CD) LL=Language Lab AUD/EE=audio program in text (CD) LD=laser Disc
3rd Quarter/Spanish 4
UNIDAD/ETAPA
(vocabulary)
MATERIAL TO BE COVERED
verbs/usage/culture
EE
WB
AMSCO
TECHNOLOGY
AUD/WB/LL
(AUD/EE)
(LD)
UNIDAD 3/Etapa 3
The body
Health problems and
solutions
culture
Family celebrations
Negatives/indefinites
182-189
Preterite vs. imperfect
85-90
UNIDAD 2/Etapa 3
Ordering in a
restaurant
Activities & events
in the city
Culture
Direct object pronouns
Indirect object pronouns
152-153
154-155
61
62
213-216
217-220
Reinforcement of gustar-like verbs
155-156
66
222-225
Mexican food
144-145,
162
160-161
Teotihuacán
57
LL Lesson 3
2A(146,148)
160-161
UNIDAD 3/Etapa 1
Placement of pronouns
180-181
69-70
213-214
Placement of pronouns with commands
(Recognition only)
Reinforcement of & new reflexive verbs
184-185
72
214
136-138
132-135
138-139
Puerto Rico
172-173,
188
65
2A(174,176)
Health
Daily routine &
personal care
Culture
181
51-52
190-197
LL Lesson 10
UNIDAD 3/Etapa 2
Affirmative tú commands
202-203
77-78
46
Chores
Negative tú commands
204-205
79
53
At the beach
Adverbs ending in –mente
206-207
80
311-313
Culture
El Yunque
210-211
73
48-49,
50-51
48-49,
50-51
318-319
LL Lesson 11
UNIDAD 4/Etapa 1
Describe room,
furniture, and
appliances.
Preterite of stem-changing verbs
84-86
39
65-66
Spelling changes in the preterite (i-y)
85
40
63-64
84-85
2B(196,198)
Spanish 3-4: CURRICULUM
KEY EE= ¡En español! Text AMSCO=Curso Segundo WB=Más Práctica (dos)
AUD/WB=audio program in WB (CD) AUD/EE=audio program in text (CD) LD=laser Disc
4th Quarter/Spanish 4
UNIDAD/ETAPA
(vocabulary)
MATERIAL TO BE COVERED
verbs/usage/culture
EE
WB
AMSCO
Comparatives/superlatives
Future tense
More irregular preterite verbs (U-J-I)
296
324
61-63
109-110
117-118
27-30
157-159
72-76
69-75
Costa Rica/El Volcán Poás
332-333
TECHNOLOGY
(AUD/WB)
(AUD/EE)
(LD)
64
1A(52,54)
UNIDAD 5/Etapa 1
Geography
Nature and the
environment
Culture
LL Lesson 7
UNIDAD 5/Etapa 2
The
Weather expressions with hacer
environment/ecology
Weather
Future tense irreg. Forms
348
127
166-169
346
125-126
93-98
Culture
354-355
Costa Rica
UNIDAD 5/Etapa 3
Culture
Costa Rica/Ecology/Leyendas
REVIEW FOR THE FINAL
376-379
133
21