Spanish 11 Course Outline 2015-2016
Instructor: Ms. C. Ferreira
Rationale
The study of Spanish enables students to develop knowledge, skills, and attitudes needed to
understand and communicate effectively in Spanish. Living in a culturally diverse and ever-changing
society, students also need to acquire understanding of, and positive attitudes toward, cultures that
may vary from their own. In Spanish language study, students are provided with opportunities to
recognize and learn about cultural links that affect communication in Spanish, such as social position,
gender roles, family, and age. Communicating in real-life situations helps students gain selfconfidence and develop their risk-taking, interpersonal, and critical thinking skills. Using Spanish to
create and convey meaning encourages students to discover new means of expressing their
individuality. In addition, Spanish language education helps students develop strategies for continued
learning outside the classroom and at the same time enhances their learning of first and additional
languages.
Spanish 11 at a glance:
SEPTIEMBRE - OCTUBRE
UNIT I - UNIDAD 1
Repaso:
verbos que terminan en: -ar,-er y en -ir
preguntas: formas affirmativas y negativas
el uso del infinitivo
Repaso:
verbos: ser y tener
el género, singular y el plural de sustantivos, artículos, y adjetivos
el artículo definido
Las contracciones "a+el=al” y "de+el=del”
Los verbos "estar" e "ir"; la construccion "ir + a" + infinitivo, y el uso de "ser" o "estar"
NOVIEMBRE – DICIEMBRE (Exam Review and Exam)
UNIT 2 - UNIDAD 2
Repaso:
verbos conocer y saber, y decir
'de' para indicar posesion
adjetivos posesivos
complementos directos y indirectos
adjetivos y pronombres demonstrativos
complemento: 'le', 'les'
Repaso:
pronombres 'me', 'te', 'nos'
pronombre indirecto y pronombre directo
pronombres 'se' y 'lo'
Repaso:
uso del artículo en sentido general
la construcción 'me gusta(n)'
la construcción 'el (la, los, las) + adjectivo'
la construcción 'el (la, los, las) + que'
ENERO-FEBRERO
St. Patrick Secondary
September, 2015
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Spanish 11 Course Outline 2015-2016
Instructor: Ms. C. Ferreira
UNIT 3 - UNIDAD 3
Repaso:
los verbos con cambio en el radical (e → ie; o, u → ue; e → i)
verbos irregulares
Verbos reflexivos indicando reciprocidad
Verbos reflexivos en el infinitivo y con el verbo 'estar' + el participio presente
MARZO-ABRIL
UNIT 4 - UNIDAD 4
Repaso:
verbo 'hace' + el presente, 'acabar de' + infinitivo
los numerales ordinales
adjetivos indefinidos
Adjetivos y pronombres posesivos
Repaso:
preterito de los verbos que terminan en: -ar, -er y -ir
El diminutivo '-ito'
Repaso:
pretéfito de los verbos irregulares y con cambios que terminan en '-ir'
pretérito de ‘ir' y 'ser'
Las contracciones "a+el=al” y "de+el=del”
Repaso:
Los adverbios que terminan en '-mente'
MAYO~JUNIO
UNIT 5 - UNIDAD 5
La construcción negativa
La construcción 'lo' + adjetivo , y el pronombre "lo" y "lo que"
El imperfecto de los verbos que terminan en '-ar', '-er', y '-ir'
El imperfecto de 'ir', 'ser', y 'ver'
El uso del imperfecto para describir acciones continuas
Textbooks and Resources:
•
Spanish for Mastery 2, Entre Nosotros, by Valette & Valette, 1997.
•
Expanded Workbook, Spanish for Mastery 2, Entre Nosotros, by Valette & Valette, 1997.
•
Vistazos: Lecturas Faciles 1, by Carrera-Hanley, Vallette, Valette, 1986
•
Various cultural and instructional videos, music and additional material
•
Various online learning tools: DuoLingo…
St. Patrick Secondary
September, 2015
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Spanish 11 Course Outline 2015-2016
Instructor: Ms. C. Ferreira
Evaluation:
Linear Evaluation
Trabajos, Projectos, y Tareas
30%
Pruebas (Unit Tests)
25%
Quizzes
15%
Participación
10%
Examenes (Mid-term? & Final)
20%
Classwork, Homework and Assignments:
1. Completion is expected by the next class period or by the assigned date. Students must be
responsible for completing their own homework. At home practice is essential to students overall
success in this course.
2. Late assignments
If you are absent on an assignment due date please submit the work the day you return. If there is
a reason for homework or assignments not being completed, please arrange to speak to your
teacher. An “I”, (Incomplete) will be given until the assignment is submitted.
3. Presentation is extremely important. Make sure it is neat. Be proud of your work.
Your name, the subject, the block, your teacher and the date must be listed on the lefthand side of any page of notes or class exercises. On the right hand side of the page state
the type of exercise. Below write the title of the topic being studied.
CLASSROOM STANDARDS:
1. Be respectful.
2. Be a willing participant and contributor in class.
3. Be polite and courteous to others, particularly during discussions. Everyone’s ideas count.
4. Bring your electronic device, textbook and workbook to every class.
St. Patrick Secondary
September, 2015
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Spanish 11
Instructor: Ms. C. Ferreira
Prescribed Learning Outcomes for Spanish 11 with Corresponding
Instructional Strategies:
Communicating: It is expected that students will:
1. Communicate needs, desires and emotions
•
Sentence and Question Formation – each lesson contains scenarios in which newlyacquired vocabulary and grammatical skills are used in order to form sentences and
transfer information. Vocabulary focuses on emotional and physical states.
2. Describe events and experiences in logical progression
•
Students create a “daily routine” in which they describe their progression and process
throughout a day.
•
Students also create a daily school timetable using Spanish language for subjects,
activities, etc.
3. Exchange opinions and give reasons for preferences on topics of personal interest
•
“Preguntas Personales” – every chapter includes the personal questions section. Also,
quizzes and tests feature personal responses to questions related to interests and
hobbies. The focus of these activities in on the students’ underlying reasons for
preferences and opinions.
4. Participate in a variety of situations drawn from real life
•
Students engage in small role-plays and skits enacting real-life situations such as
introductions, telephone conversations, social gatherings and outings, shopping scenarios,
etc.
St. Patrick Secondary
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Spanish 11
Instructor: Ms. C. Ferreira
Acquiring Information: It is expected that students will:
1. Process and adapt information from age-appropriate Spanish-language resources to complete
authentic tasks
•
Students plan party invitations, given details such as potential party-goers, location, time,
etc. Students are required to make their party suitable to the theme, venue, audience, etc.
2. Convey acquired information in formats that show growing independence in oral and written
language
•
Students do a research project related to a Spanish-language speaking country. This
project includes written and visual components and is also presented orally by students to
the class.
•
Students write and present skits based on various topics. Students are given a great deal
of autonomy in their topic material and modes of presentation.
Experiencing Creative Works: It is expected that students will:
1. View, listen to, and read creative works, and respond to them in various ways
•
At the beginning of every chapter, students will either read or listen to a short narrative
piece and reply orally or in written form to a series of related questions.
•
Students participate in oral testing based on creative works during every quiz and test
•
Students view appropriate Spanish-language film and movie presentations, discuss them
in a class setting and answer related questions.
•
Students read stories and cultural expositions, responding to them in various ways
including orally, in written form, completing crossword puzzles, etc.
St. Patrick Secondary
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Spanish 11
Instructor: Ms. C. Ferreira
Understanding Culture and Society: It is expected that students will:
1. Examine aspects of culture, both traditional and contemporary, in Spanish-speaking regions of
North America.
•
“Nota Cultural” – every section briefly introduces the culture, geography and people of a
Spanish-speaking country. “Nota Cultural” at the 10th grade level provides expanded detail
and information over that in the 9th grade.
•
Students do a research project related to a Spanish-language speaking country. This
project includes written and visual components and is also presented orally by students to
the class.
2. Explore lifestyles in Spanish-speaking countries.
•
In addition to “Nota Cultural”, the research projects and presentations, students view film
and video material related to the cultures and customs of various Spanish-speaking
countries.
3. Describe their own customs, and discuss similarities to those of Spanish-speaking cultures.
•
Students frequently discuss their own cultural traditions when class discussions are
featuring those of Spanish-speaking countries. Discussions frequently centre on the
culture and traditions of the Philippine Islands.
St. Patrick Secondary
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