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AP Spanish Language
Course Long Plan
Brief Description of Course
Although the 6 themes for World Languages are not officially part of the 2011-2012 AP Spanish Language course description, my school district's curriculum and
scope/sequence documents for Spanish V/AP Spanish Language are organized around these themes; therefore, they are the basis for the organization of my AP
Spanish Language course. The reviewer(s) will note that there is continuous recycling/overlapping of structures, skills/functions, unit themes and theme subtopics throughout the year, thereby adding extra layers of depth and richness to the curriculum, and allowing for judicious incorporation of timely, appropriate,
up-to-the-minute authentic cultural resources and constant reinforcement of critical language skills.
The AP Spanish Language course is conducted almost exclusively in Spanish. With the exception of explanations of administrative procedures and complex
grammatical structures, both students and the teacher will communicate completely in Spanish. To hold both students and the teacher accountable for this
curricular requirement, everyone will be expected to sign and submit a copy of the student/teacher course contract/honor code; in addition, the student's
participation grade will reflect adherence to this requirement. All lectures and instructions are presented to students in Spanish, and all student activities, group
work, assignments and projects are conducted in Spanish. The goal of the course is to provide students with daily opportunities to develop their skills in the 3
communicative modes: Interpersonal, Interpretive, and Presentational, with culture infused throughout. Students will use Spanish in ways that will allow them to
reach or approach a high level of proficiency--at the Intermediate-Mid to Advanced-Low level as defined in the ACTFL Proficiency Guidelines. As often as possible,
the focus of class activities, assignments, projects and assessments will be on the integration of language skills. On a weekly basis, students will be exposed to
authentic written texts (newspaper and magazine articles, literary texts, and song lyrics), authentic audio recordings, authentic videos (BBC Mundo, Radio
Naciones Unidas, YouTube, etc.) and DVD recordings. Textbooks, manuals, exam prep workbooks and their ancillaries will be used on a daily basis--either in class
or for homework. Other activities rotated regularly throughout the course will include class discussions of authentic readings and recordings, information gap
activities, oral surveys/reports of survey results, interviews, explanations and instructions, and stories.
The AP Spanish Language course grade will be divided into the following categories:
20%--Interpersonal Speaking (includes impromptu paired role plays/simulations) and Presentational Speaking (includes formal oral presentations, Google Voice or
Audacity recordings)
20%--Interpersonal Writing (includes blog/journal entries) and Presentational Writing (includes essays)
30%--Exams, quizzes, projects
20%--Daily work and participation (includes BOPs/warmup activities; speaking only in Spanish)
10%--Homework
Unit Information
Unit Name or Timeframe:
Semester 1, Quarter 1-->Unit 1: Personal and Public Identities
Unit length: About 6 weeks
Enduring understanding: Who I am is perpetually redefined by changes in my culture, my values/beliefs, my political views, and my life experiences.
Unit guiding questions:
1. What is my cultural identity?
2. What are my values and beliefs?
3. What are my political views?
4. How is my identity defined by the laws of my country and the rights that are guaranteed to me?
5. How are new immigrants assimilated into my culture?
Content and/or Skills Taught:
FORMAT, CONTENT, ORGANIZATION OF THE AP SPANISH LANGUAGE EXAM
DIRECT INSTRUCTION IN HOW TO WRITE A GOOD ESSAY: narrative and
persuasive essays: steps in effective writing: brainstorming/graphic organizers, pre-writing, effective thesis statements, writing a good introduction, body,
conclusion; cohesive devices/sequencing and transition words/expressions; demonstrate/practice peer-editing using common error abbreviation code
CONTEXT: government/politics, laws/human rights, immigration, personal/public identities, global challenges, beliefs/values, stereotypes, social norms,
nationalism/patriotism, argument/debate, idioms, sequencing/transitions
STRUCTURE: all simple tenses, present subjunctive, present perfect, past perfect, imperfect subjunctive, commands, object pronouns, prepositions, idiomatic
expressions
SKILLS/FUNCTIONS: express hopes/dreams/concerns; analyze/synthesize; summarize/interpret; evaluate; critique; elaborate; design/create/invent with language;
hypothesize; argue/debate; persuade others; explain a problem; propose solutions; justify and support opinions; summarize, interpret and analyze authentic
materials and literary works
Major Assignments and/or Assessments:
Selected exercises/activities from Triangulo:
Capitulo VII: La educacion-personas
Capitulo IX: El projimo- caracteristicas fisicas, emociones, personalidad
Capitulo X: De todo un poco-derecho, policia, politica
Readings from Abriendo paso: Lectura
1. Cajas de carton-Jimenez
2. Cartas de amor traicionado-Allende
3. El delantal blanco-Vodanovic
4. Continuidad de los parques-Cortazar
Readings from Album:
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1. Preguntas-Santiago
Selected exercises from Abriendo paso: Gramatica
Unidad 1: preterite/imperfecto, present perfect, past perfect
Unidad 2: adjectives
Unidad 3: present tense; ser/estar; gerunds
Unidad 4: present subjunctive; imperative-commands
Unidad 5: future tense; more uses of present subjunctive
Unidad 6: imperfect subjunctive, conditional tense, conditional perfect
Paso 3: object pronouns
Paso 8: gustar/verbs like gustar
Appendix C: prepositions
Appendix F: idiomatic expressions
Major assignments and assessments centered around unit theme subtopics of: cultural identity, government, politics, immigration, human rights, gender roles,
beliefs/values; each assignment/assessment below will have explicit requirements to incorporate unit vocabulary/contexts, structures, integration of
skills/functions
1. interpersonal speaking opportunities: role plays/simulations/skits
2. authentic readings from newspapers and magazines-provided by both the teacher and researched/downloaded/brought to class by students
3. authentic audio/video recordings selected from course materials list/websites
4. 2 narrative and/or persuasive essays-each requiring a variety of authentic audio and printed sources, and integration of reading, listening, writing skills; each
essay will be accompanied by evidence of pre-writing--such as a mind map, word web, outline or other graphic organizer; each essay will be peer-edited using a
common error abbreviation code, before final draft is submitted to the teacher
5. 2 debates--will be required to cite authentic sources
6. 3 blog/journal entries-at least one of which will include requirement to read/write a summary and/or reaction to an authentic written text; there will be at least
one blog entry written in an informal register and one entry designed to be written in a formal register
7. formal oral presentation (presentational speaking)
8. group video project
9. weekly trip to language lab to practice speaking skills-make audio recordings that may be informal or formal, presentational or interpersonal--may use Google
Voice, Audacity
10. daily warmup activity: will always have both a written and an oral component--such as writing an email extending an invitation to a friend; then accept or
decline the invitation; then simulate a short phone conversation trying to persuade the friend to accept or to suggest an alternate plan
11. weekly in-class timed writing--may be a 10-minute interpersonal writing such as an email, postcard, letter, or a 45-minute composition/essay
12. submit biweekly (= every 2 weeks) a log sheet of at least 90 minutes of authentic listening/viewing/reading activities/include a reflection on each different
source--required to have at least 4 different sources every 2 weeks, and 30 minutes of the 90 must be from
BBC Mundo, Radio Naciones Unidas, or equivalent authentic Spanish-language news source/outlet
Unit Name or Timeframe:
Semester 1, Quarters 1-2-->Unit 2: Families and Communities
Unit length: About 6 weeks
Enduring understanding: Family relationships and friendships are complex and enduring.
Unit guiding questions:
1. What is my place and my role in my family and community?
2. What is the nature of my relationships with family and friends?
3. How are my family and my community interconnected?
Content and/or Skills Taught:
CONTINUED DIRECT INSTRUCTION IN HOW TO WRITE A GOOD ESSAY: narrative,
persuasive, AND SYNTHESIS: steps in effective writing: brainstorming/graphic organizers, pre-writing, effective thesis statements, writing a good introduction,
body, conclusion; cohesive devices/sequencing and transition words/expressions; demonstrate/practice peer-editing using common error abbreviation code
CONTEXT: family life/structures, interpersonal relationships, stages of life, personality, cultural beliefs/values/practices; customs/ceremonies; idioms;
sequencing/transitions
STRUCTURE: preterite/imperfect, present perfect, past perfect, reflexive verbs, commands, present subjunctive, present perfect subjunctive, imperfect
subjunctive, past perfect subjunctive, object pronouns, relative pronouns, affirmative/negative words, adjectives
SKILLS/FUNCTIONS: hypothesize; propose solutions; persuade others; analyze; evaluate; design/create/invent with language/critique; synthesize; elaborate;
make predictions; justify and support opinions; express hopes/dreams/concerns; narrate and elaborate on present, past and future events; summarize, interpret
and analyze authentic materials and literary works
Major Assignments and/or Assessments:
Selected exercises/activities from Triangulo:
Capitulo I: El hogar
Capitulo V: El ocio
Capitulo VII: La educacion
Capitulo IX: El projimo
Readings from Abriendo paso: Lectura:
1. El decimo-Pardo Bazan
2. Un oso y un amor-Ulibarri
3. No oyes ladrar los perros-Rulfo
4. Emma Zunz-Borges
5. Me gustas cuando callas-Neruda
Readings from Album:
1. Leyenda-Borges
Selected exercises/activities from Abriendo paso: Gramatica
Unidad 1: preterite, imperfect, present perfect, past perfect
Unidad 3: gerunds, reflexive verbs
Unidad 4: present subjunctive, present perfect subjunctive, imperative-commands
Unidad 5: other uses of the present subjunctive
Unidad 6: imperfect subjunctive and past perfect subjunctive
Major assignments and assessments centered around unit theme subtopics of: contemporary life, family/communities, interpersonal relationships, stages of life,
personal/public identities, beauty/aesthetics, cultural beliefs/values/practices; each assignment/assessment below will have explicit requirements to incorporate
unit vocabulary/contexts, structures, integration of skills/functions
1. interpersonal speaking opportunities: role plays/simulations/skits: the above subtopics plus: family dynamics/friendships
2. authentic readings from newspapers and magazines--provided by both the teacher and researched/downloaded/brought to class by students
3. authentic audio/video recordings selected from course materials list/websites
https://apcourseaudit.epiconline.org/syllabus.view.php
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4. 2 essays, at least one synthesis-each requiring a variety of authentic audio and printed sources, and integration of reading, listening, writing skills; each essay
will be accompanied by evidence of pre-writing--such as a mind map, word web, outline or other graphic organizer; each essay will be peer-edited using a
common error abbreviation code, before final draft is submitted to the teacher
5. 1-2 debates--will be required to cite authentic sources
6. 3 blog/journal topics-at least one of which will include requirement to read and summarize and/or write a reaction to an authentic written text; there will be at
least one blog entry written in an informal register and one entry designed to be written in a formal register
7. formal oral presentation (presentational speaking)
8. group video project
9. weekly trip to language lab to practice speaking skills-make audio recordings that may be informal or formal, presentational or interpersonal--may use Google
Voice or Audacity
10. daily warmup activity: will always have both a written and an oral component--such as writing an email extending an invitation to a friend; then accept or
decline the invitation; then simulate a short phone conversation trying to persuade the friend to accept or to suggest an alternate plan
11. weekly in-class timed writing--may be a 10-minute interpersonal writing such as an email, postcard, letter, or a 45-minute composition/essay
12. submit biweekly (= every 2 weeks) a log sheet of at least 90 minutes of authentic listening/viewing/reading activities/include a reflection on each different
source--required to have at least 4 different sources every 2 weeks, and 30 minutes of the 90 must be from
BBC Mundo, Radio Naciones Unidas, or equivalent authentic Spanish-language news source/outlet
Unit Name or Timeframe:
Semester 1, Quarter 2-->Unit 3: Contemporary Life
Unit length: about 6 weeks
Enduring understanding: How/where people live, what/how they celebrate, what they do for fun and how they observe rites of passage real deep insights into
their culture.
Unit guiding questions:
1. What contemporary life issues are most profoundly affecting Spanish-speaking countries?
2. What are some unique holidays/celebrations/rites of passage in Spanish-speaking countries?
Content and/or Skills Taught:
CONTINUED INSTRUCTION IN THE FORMAT, CONTENT, ORGANIZATION OF THE AP SPANISH LANGUAGE EXAM
CONTINUED DIRECT INSTRUCTION IN HOW TO WRITE A GOOD ESSAY: narrative,
persuasive, AND SYNTHESIS: steps in effective writing: brainstorming/graphic organizers, pre-writing, effective thesis statements, writing a good introduction,
body, conclusion; cohesive devices/sequencing and transition words/expressions; demonstrate/practice peer-editing using common error abbreviation code
CONTEXT: careers/professions, economy/finance, contemporary life, holidays/celebrations, argument/debate, personal/public identities, communities, idioms,
sequencing/transitions
STRUCTURE: present tense, preterite/imperfect, present subjunctive, ser/estar, adjectives, reflexive verbs, commands, demonstratives, por/para
SKILLS/FUNCTIONS: persuade others, propose solutions, discuss careers, request/give advice, justify/support opinions, analyze/synthesize, summarize, interpret
and analyze authentic materials and literary works
Major Assignments and/or Assessments:
Selected exercises/activities from Triangulo:
Capitulo V: El ocio
Capitulo VI: Los deportes
Capitulo VIII: El comercio
Readings from Abriendo paso: Lectura:
1. Jacinto Contreras recibe su paga extraordinaria-Cela
2. Jaque mate en dos jugadas-Aisemberg
3. Cancion de otono en primavera-Dario (rites of passage through life)
4. La fiesta de San Fermin (article)
5. La Tomatina (article)
Selected exercises/activities from Abriendo paso: Gramatica
Unidad 1: preterite/imperfect
Unidad 2: adjectives, demonstratives
Unidad 3: present tense, ser/estar, reflexive verbs
Unidad 4: present subjunctive, imperative-commands
Paso 10: por/para
Major assignments and assessments centered around unit theme subtopics of: careers/professions, economy/finance, contemporary life, holidays/celebrations,
rites of passage, argument/debate, personal/public identities, communities; each assignment/assessment below will have explicit requirements to incorporate unit
vocabulary/contexts, structures, integration of skills/functions
1. interpersonal speaking opportunities: role plays/simulations/skits
2. authentic readings from newspapers and magazines--provided by both the teacher and researched/downloaded/brought to class by students
3. authentic audio/video recordings selected from course materials list/websites
4. 2 essays, at least one synthesis-each requiring a variety of authentic audio and printed sources, and integration of reading, listening, writing skills; each essay
will be accompanied by evidence of pre-writing--such as a mind map, word web, outline or other graphic organizer; each essay will be peer-edited using a
common error abbreviation code, before final draft is submitted to the teacher
5. 1-2 debates--will be required to cite authentic sources
6. 3 blog/journal topics-at least one of which will include requirement to read and summarize and/or write a reaction to an authentic written text; there will be at
least one blog entry written in an informal register and one entry designed to be written in a formal register
7. formal oral presentation (presentational speaking)--current issues about everyday life: where/how people live, what they do for fun, rites of passage,
holidays/celebrations
8. group video project
9. weekly trip to language lab to practice speaking skills-make audio recordings that may be informal or formal, presentational or interpersonal--may use Google
Voice or Audacity
10. daily warmup activity: will always have both a written and an oral component--such as writing an email extending an invitation to a friend; then accept or
decline the invitation; then simulate a short phone conversation trying to persuade the friend to accept or to suggest an alternate plan
11. weekly in-class timed writing--may be a 10-minute interpersonal writing such as an email, postcard, letter, or a 45-minute composition/essay
12. submit biweekly (= every 2 weeks) a log sheet of at least 90 minutes of authentic listening/viewing/reading activities/include a reflection on each different
source--required to have at least 4 different sources every 2 weeks, and 30 minutes of the 90 must be from
BBC Mundo, Radio Naciones Unidas, or equivalent authentic Spanish-language news source/outlet
13. FIRST SEMESTER EXAM: 2007 Released AP Spanish Language Exam:
Multiple Choice and Free Response Sections
Unit Name or Timeframe:
Semester 2, Quarter 3-->Unit 4: World Artistic Heritage/Spain and Latin America
Unit length: About 6 weeks
Enduring understanding: The cultural heritage of Spain and Latin America has greatly influenced world civilizations.
Unit guiding question:
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What are contributions that Spanish and Latin American culture have made to world artistic heritage?
Content and/or Skills Taught:
CONTINUED DIRECT INSTRUCTION/PRACTICE ON THE FORMAT, CONTENT, ORGANIZATION OF THE AP SPANISH LANGUAGE EXAM
CONTEXT: historical terms/periods, environment, geography, government/politics, personal/public identities, family/communities, economy/finance,
beauty/aesthetics: art/artists of Spain and Latin America, from 1492-->present time, architecture, linguistic influences, idioms, sequencing/transitions
STRUCTURE: present tense, preterite/imperfect, future tense, present perfect, impersonal se, ser/estar, present subjunctive, imperfect subjunctive, conditional
tense
SKILLS/FUNCTIONS: report events, narrate and elaborate on past events, describe in detail, research/investigate, draw conclusions, hypothesize,
analyze/synthesize, cite evidence, evaluate, create/invent,
summarize, interpret and analyze authentic materials and literary works
Major Assignments and/or Assessments:
Readings from Abriendo paso: Lectura:
1. Rima III-Becquer
2. Proverbios y cantares, XXIX-Machado
3. Cancion de jinete-Lorca
4. Versos sencillos-Marti
5. Cancion de otono en primavera
6. Las odas (varias)-Neruda
7. articulo: Fernando Botero, El espejo convexo
8. articulo: Los indios kunas
Readings from Album:
1. Un dia de estos-Garcia Marquez
2.
Unit Name or Timeframe:
Semester 2, Quarters 3-4-->Unit 5: Global Challenges
Unit length: About 6 weeks
Enduring understanding: How we respond to global challenges has a profound effect on our quality of life.
Unit guiding questions:
1. What current global challenges are being confronted by Spanish-speaking countries?
2. How are the peoples of Spanish-speaking countries responding to current global challenges?
3. What are some alternative ways to respond to current global challenges?
Content and/or Skills Taught:
CONTINUED DIRECT INSTRUCTION/PRACTICE ON THE FORMAT, CONTENT,
ORGANIZATION OF THE AP SPANISH LANGUAGE EXAM
CONTEXT: environment, flora/fauna, global challenges, government/politics, health/wellness, diversity, indigenous peoples, human rights, geography,
argument/debate, idioms, sequencing/transitions
STRUCTURE: present tense, preterite/imperfect tenses, past perfect,
ser/estar, adjectives, reflexive verbs, commands, imperfect subjunctive, past perfect subjunctive, por/para
SKILLS/FUNCTIONS: discuss nature and environment, explain a problem, propose solutions, make suggestions, give advice, persuade others, give/respond to
commands, justify and support opinions, express hopes/dreams/concerns, analyze/synthesize, hypothesize, create/invent with language, narrate and elaborate
present, past, and future events, summarize, interpret and analyze authentic materials and literary works, argue/debate
Major Assignments and/or Assessments:
Selected exercises/activities from Triangulo:
Capitulo II: La salud
Capitulo III: El medio ambiente
Capitulo X: De todo un poco--avances tecnologicos, derecho, politica
Alternate Approaches
Textbooks/Course Materials
Textbooks
Author: Gatski, Barbara
Second Author: John, McMullan
Title: Triangulo
Publisher: Wayside Publishing
Published Date: 2006
Description: Triangulo is a workbook that is organized into thematically based units, and it is geared toward building students' Spanish vocabulary. It contains
exercises and activities that are similar in format to those on the AP Exam, and is accompanied by a set of audio CDs for listening comprehension practice.
EACH STUDENT WILL HAVE A COPY OF TRIANGULO FOR INDIVIDUAL USE.
Author: Diaz, Jose M.
Second Author: Maria, Nadel
Title: Abriendo paso: Gramatica
Publisher: Prentice Hall
Published Date: 2007
Description: Abriendo paso: Gramatica is a textbook designed to reinforce Spanish grammar at an advanced level. It contains 6 overarching themes, and gives
special attention to transition/sequencing words, prepositions, expressions useful in oral and written communication, and idiomatic expressions. It provides
activities and exercises that are designed specifically to prepare students for the format of the AP Spanish Language Exam, and is accompanied by a set of audio
CDs.
EACH STUDENT WILL HAVE A COPY OF ABRIENDO PASO: GRAMATICA FOR INDIVIDUAL USE.
Author: Diaz, Jose M.
Second Author: Maria, Nadel
Title: Abriendo paso: Lectura
Publisher: Prentice Hall
Published Date: 2007
Description: Abriendo paso: Lectura is a companion volume to Abriendo paso: Gramatica. It uses authentic materials to develop students' proficiency in the three
communicative modes, with attention to the integration of skills expected for success on the AP Spanish Language Exam. It includes short stories, a play, poetry
selections, and printed media articles by writers from Spain, Latin America and the United States. It is accompanied by a series of listening comprehension
activities.
EACH STUDENT WILL HAVE A COPY OF ABRIENDO PASO: LECTURA FOR INDIVIDUAL USE.
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Author: Diaz, Jose M.
Second Author: Leicher-Prieto, Margarita
Title: AP Spanish: Preparing for the Language Examination
Publisher: Prentice Hall
Published Date: 2007
Description: This textbook is specifically designed to prepare students for the AP Spanish Language Exam. It provides strategies and activities for each of the
sections on the AP exam, and is accompanied by an audio program with authentic materials from print media recorded as audio, a wide range of voices/accents
from the Spanish-speaking world, and appendices with thematic vocabulary, idiomatic expressions, transition words, prepositions, and useful expressions for
interpersonal communication.
EACH STUDENT WILL HAVE A COPY OF AP SPANISH: PREPARING FOR THE LANGUAGE EXAMINATION FOR INDIVIDUAL USE.
Other Course Materials
Material Type: Primary Source
Description: Authentic listening/viewing resources:
(All students will visit the language lab once per week and also have Internet access at home)
1. BBC Mundo:
http://www.bbc.co.uk.com/
2. Radio Naciones Unidas:
http://www.unmultimedia.org/radio/spanish/
3. Podcasts in Spanish-Notes in Spanish:
http://www.notesinspanish.com/
4. Nuevos Horizontes: a variety of native speakers from Latin America:
http://www.nuevoshorizontes.org/
5. University of Texas at Austin-Spanish Proficiency Exercises: video clips of a variety of Spanish speakers from Spain and Latin America:
http://www.laits.utexas.edu/spe/
6. TVE: http://www.tve.es
7. Gustavo Fares: http://www.lawrence.edu/fast/faresg/sites.htm
8. Telemundo: http://www.telemundochicago.com/index.html
9. TV Azteca: http://www.tvazteca.com/
10. Canal 13-la Argentina: http://www.eltrecetv.com.ar/
11. Teleamazonas: http://www.teleamazonas.com/
12. TV Chile:
http://tvchile.cl/noticias.aspx
13. Noticieros Televisa: http://www.televisa.com/programas/noticieros-y-analisis/
14. CNN en Mexico: http://mexico.cnn.com/
15. MSN en espanol: http://noticias.prodigy.msn.com/
16. Canal 7 Costa Rica: http://www.teletica.com/seccion.php?idp=1
17. Daily Motion: http://www.dailymotion.com/es
18. http://www.audiria.com
19. http://www.colombia.com/radio/
20. http://www.prensaescrita.com/ Un enlace a todos los periodicos diarios del mundo hispanohablante--Directorio con todos los periodicos diarios en espanol
alrededor del mundo
21. YouTube videos of various musical artists from the Spanish-speaking world
Material Type: Primary Source
Description: Authentic reading sources:
(All students will visit the language lab once per week and also have Internet access at home)
1. BBC Mundo
2. Radio Naciones Unidas
3. El Pais-un periodico de Espana
4. http://www.prensaescrita.com/ Un enlace a todos los periodicos diarios del mundo hispanohablante--Directorio con todos los periodicos diarios en espanol
alrededor del mundo
5. terra.com Un sitio con muchisimos articulos de interes
6. Instituto Cervantes: aprender de la cultura de Espana e Hispanoamerica
http://www.cervantes.es/default.htm
7. Various reading selections from literary textbooks, such as Galeria de arte y vida, Album, Encuentros maravillosos
Websites
URL: www.madamefifi.com
Description: Over 1,000 conversation starters-great resource for speaking practice.
URL: www.conjuguemos.com
Description: Website to practice verb conjugations in a variety of tenses.
URL: www.studyspanish.com
Description: Another website to practice Spanish vocabulary and grammar.
URL: http://www.colby.edu/~bknelson/SLC/
Description: Spanish grammar and culture--study modules with authentic song recordings, cloze passages with song lyrics, grammar exercises.
URL: http://www.wordle.net
Description: A great resource to pull out key vocabulary from reading selections; also a way to measure the frequency of certain vocabulary words in a written
essay.
URL: http://www.prezi.com
Description: Free website for the students to give 2-3 minute presentations.
URL: http://www.voicethread.com
Description: Teacher creates a voice thread/prompt--students call a number and record a spoken comment for the teacher.
URL: http://www.voki.com
Description: Students create avatars who "speak" short messages in Spanish. Teacher can also create a Voki to give classroom instructions.
URL: http://www.animoto.com
Description: Students can create a music video.
URL: http://es.akinator.com
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Description: Create games in Spanish for language practice--is like "20 Questions."
URL: http://todoele.net
Description: Lots of great practice resources on this website.
URL: http://www.googlevoice.com
Description: Site for students to record voice files in response to a variety of prompts. An invaluable resource for practicing presentational speaking.
URL: http://tvhsspanishclasses.wikispaces.com
Description: Teacher-designed class website for homework and project updates, links to resources for integrated skills practice.
URL: http://tvhsespanol5aplengua.blogspot.com
Description: Teacher-designed blog site with prompts for
student writing practice, with some integrated skills practice as well.
Periodicals
Additional Information
Copyright © 2002-2011 University of Oregon
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