PHILOSOPHY
The Modern Languages Department of Belen Jesuit Preparatory School
recognizes that, in order to successfully serve others as leaders of society in a multicultural and changing environment, our graduates must understand other cultures as a
basic factor of individual growth and be fluent in more than one language.
The Department views the students as unique individuals and members of the
human race who are endowed with God-given talents to be shared with their brothers and
sisters of the world. The Belen graduates are therefore expected to enrich themselves
with other culture and close the gap created by misconception and prejudice.
The assimilation and comparison of the languages, literatures, cultures and
customs of other countries enable the students to have a broader perspective of the world
in which they live. A basic premise in order to be "men for others" is that a person can
communicate with his fellow human beings.
OBJECTIVES
1.
To develop the ability to communicate fluently in all language skills in daily and
professional situations, particularly in Spanish this is currently the dominant foreign
language in the community.
2.
To provide a foundation and background of the grammatical structure, literature,
customs, history, and current events of the countries in which the target language is
spoken
3.
To promote cross-cultural awareness and heritage consciousness
4.
To facilitate and enhance language learning that is meaningful and relatable to the
students' cultural background and cognitive structure by emphasizing individual
talents, abilities, and interests
5.
To encourage active participation in cultural and artistic events in our community
and abroad
6.
To promote and develop, through the use of the target language, responsible
citizenship and essential Christian values of our Catholic faith by preparing the
student to think critically and to act conscientiously in community involvement and
service to humanity
Mod. Lang., Page 1
Mod. Lang., Page 2
I.
COURSE TITLE: SPANISH I
COURSE NUMBER: ML 4100
II.
DESCRIPTION
This course is designed for the beginners of the Spanish language. The main
goal is to build Spanish vocabulary, expressions, and knowledge of Spanish
grammar in order to practice reading, listening, writing, and speaking in the
target language.
AREAS OF CONCENTRATION
Students receive an intense drill in pronunciation. Dialogues, real life situations,
and short narrations enhance the appreciation for the culture and literature of
Spain and Spanish speaking countries.
GOALS
To develop communicative skills, facilitating expression in the target language;
to introduce vocabulary and basic grammatical structures to enable the use of
the target language since the early stages of learning; to promote skills’
development along with grammatical knowledge, to develop accuracy along
with competency continuum that begins with a non-grammatical word phase
and leads gradually to a strong sentence phase and, ultimately, to a
grammatically correct paragraph phase; to integrate the cultural component of
the Spanish language, enhancing an interest in Hispanic current events; to
foster student awareness of the interaction of language, culture, and society; to
help the student realize that learning to use the Spanish language well will have
daily practical applications now and in the future; to encourage Christian values,
good study habits, an ability to follow directions well, a sense of punctuality,
neatness, responsibility, and honesty.
III.
PRE-REQUISITE OF COURSE
This course is open for students that study Spanish as a foreign language and
have been recommended to this course as a result of the Belen Spanish
Placement Exam.
IV.
TEXTS
Samaniego, F.A., Brown, M.C., Carlin, P.H., Gorman, S.E., & Sparks, C.L.
(1993). ¡Dime! Uno (Textbook), D.C. Heath and Co., Lexington, Mass
Mod. Lang., Page 3
Samaniego, F.A., Brown, M.C., Carlin, P.H., Gorman, S.E., & Sparks, C.L.
(1993). ¡Dime! Uno (Cuaderno de Actividades), D.C. Heath and Co., Lexington,
Mass
V.
SUPPLEMENTARY READING
VI.
Spanish/English Dictionary
Spanish/Spanish Dictionary
PROCEDURE
A.
CLASS LECTURE
1.
2.
3.
B.
WRITTEN/ORAL EXERCISES
1.
2.
3.
C.
Raise questions
Solicit opinions
Analyze, synthesize, and evaluate valid answers
AUDIO PROGRAM
1.
2.
E.
Review new information
Individual/group written exercises
Share and verify responses
CLASS DISCUSSION (CULTURAL EVENTS)
1.
2.
3.
D.
Review
New information
Summarize and reinforce
Listening comprehension activities
Pronunciation practice
VIDEO PROGRAM
1. Lively visual presentation of language
Mod. Lang., Page 4
VII.
SPECIAL ASSIGNMENTS & EVENTS
1. Belen Modern Languages Fair project and other competitions.
2. Miami- Dade County Fair Literary Contest
3. Synonyms contest.
VIII.
EXTRACURRICULAR ACTIVITIES
a.
b.
3.
4.
IX.
Students participate in the Belen Middle School Invitational
Students participate in a synonym contest that reviews the text vocabulary
Cultural events as announced.
Public performances (drama, music, etc.)
AUDIOVISUAL MATERIAL
Listening comprehension activities and pronunciation practice are accomplished
through ¡Dime!'s audio program ¡A escuchar!
Lively presentation of the language is accomplished through ¡Dime!'s video
program.
El Cid and Valentina – movies after school
X.
COURSE OUTLINE
A.
LECCIÓN PRELIMINAR
B.
UNIDAD 1
C.
UNIDAD 2
D.
UNIDAD 3
E.
UNIDAD 4
Mod. Lang., Page 5
XI.
COURSE OBJECTIVES
Upon completion of the procedures of this course, the student will be
able to demonstrate in oral and/or written form the following objectives:
F. LECCIÓN PRELIMINAR
1.
Speaking
-Recognize and name classroom objects and school supplies
2.
Grammar
-Understand and recognize general rules to classify the gender of
nouns
-Recognize and distinguish definite and indefinite articles
3.
Culture and Reading
-Distinguish cultural differences between common Mexican and
Puerto Rican foods
-Recognize and use cognates
B. UNIDAD 1
1.
Speaking
-Recognize and exchange greetings, say good-bye, introduce oneself
and others, respond to introductions
-Recognize, identify location, and name Hispanic countries and their
capitals
-State information about where people are from
-Describe people's personality traits and physical characteristics
-Respond to simple yes/no questions
2.
Grammar
Mod. Lang., Page 6
-Identify and use singular forms of subject pronouns
-Identify and use singular forms of the verb ser
-Identify and use the expressions: Ser de... and ¿De dónde...?
-Identify and differentiate gender of nouns and adjectives
3.
Culture and Reading
In this unit, the student will discover similarities and differences
between the United States and Hispanic countries and communities...
-
When addressing people
When referring to "Americans"
C.UNIDAD 2
1.
Speaking
-Tell time
-Exchange phone numbers
-Describe teachers, friends, classes, class schedules, and afterschool activities
-Give the location of people and things
-Talk about future activities
-List and talk about obligations
2.
Grammar
-Identify and name numbers 0-30
-Recognize and use the agreement of gender and number between
nouns and articles
-Identify and use expressions for telling time
-Identify and use gender of adjectives
-Identify and use subject pronouns
-Recognize and recall examples of infinitives (-ar, -er, -ir)
-Identify and conjugate the verbs: tener, ser, estar, and ir
-Recognize and use the expressions: tener que + infinitive and ir a +
infinitive
3.
Culture and Reading
In this unit, the student will compare and contrast...
-
School schedules in Hispanic countries with their own
Mod. Lang., Page 7
-
A report card from Mexico with their own
The grading systems used in Hispanic countries with
their own
Types of schools in the U.S.
Addresses of Hispanic pen pals with their own
D. UNIDAD 3
1.
Speaking
-State information about the community and where they are going
-Express likes and dislikes
-Make polite requests
-Discuss everyday activities
2.
Grammar
-Identify and recognize new uses with the expression: Ir a (Vamos a)
-Recognize and use the contraction a + el = al
-Identify and use the indefinite article and hay
-Identify and conjugate the verbs gustar and encantar to express likes
and dislikes
-Identify and use polite requests: gustaría, encantaría
-Recognize and conjugate singular and plural forms of -ar, -er, -ir
ending verbs
-Recognize and recall seasons and weather expressions
-Recognize and recall indefinite and negative words
3.
Culture and Reading
In this unit, the student will discover similarities and differences between the
United States and Hispanic countries...
-while shopping; in pop music; use of public parks;
activities teenagers enjoy
E. UNIDAD 4
1.
Speaking
-
Identify family members and relatives by remarriage
-Describe the family, how people feel, and what is happening at the
moment
Mod. Lang., Page 8
-Ask information about families, birthdays and age, professional
goals, and people they know or want to meet
-Ask questions
2.
Grammar
-
Recognize and use possessive adjectives
Identify and name numbers 30-100
Identify and recall the months of the year
Recognize and use the expression: tener años
Identify and conjugate the verbs: conocer, querer, and
venir
Recognize and use the verb estar with adjectives
Recognize and use personal a
Recognize question words and use them in sentences
Recognize the use of the present progressive and -ndo
forms
3.
Culture and Reading
In this unit, the student will study and compare...
V.
First and last names and nicknames
Use of the phone directory
Hispanics in the United States
EVALUATION
A.
SEMESTER WORK
1.
2.
3.
4.
Homework / class work
Quizzes
Tests / projects
Final Exam at the end of each semester
Mod. Lang., Page 9
20%
20%
40%
20%
I.
COURSE TITLE:
COURSE NUMBER:
II.
DESCRIPTION
SPANISH I-S
ML 4102
This course is designed to give the students the necessary communication skills
in the Spanish language and to give an overall background of the culture of
Spain. Latin American stories are read to give a general insight into literary
studies and to enhance reading skills and vocabulary.
AREAS OF CONCENTRATION
Grammar concepts are presented and practiced orally and in writing through the
workbook. Dictations, spelling bees, and the use of the dictionary are
emphasized to promote correct spelling. Special projects of Spanish culture,
literary and reading contests, and current events are used to develop further
interest in Spanish culture.
GOALS
To develop communicative skills by facilitating expression in the target
language; to increase the vocabulary in order to aid in the creative use of
language; to learn basic grammar and spelling rules in the Spanish language; to
integrate the cultural component of the Spanish language, enhancing an interest
in Hispanic history and current events; to help the student realize that learning
to use the Spanish language well will have daily practical applications now and
in the future; to encourage Christian values, good study habits, and an interest
in learning.
III.
PREREQUISITE OF THE COURSE
The student must have placed in the Speaker Program in the Spanish
Placement Exam. He must be able to understand a class conducted in Spanish
at the sixth grade level.
IV.
TEXTS
Nassi, R.J. (1983). AMSCO Workbook Spanish First Year, AMSCO
Publications, New York, NY
Rioseco, R., & Ziliani, M. (1990). Yo pienso y aprendo, Editorial Andrés Bello,
Mod. Lang., Page 10
Santiago de Chile
SUPPLEMENTARY READING
V.
Spanish to Spanish Dictionary
English to Spanish Dictionary
(2000). El Cid, Glencoe, McGraw Hill.
VI.
PROCEDURE
A.
B.
C.
D.
E.
F.
G.
VII.
Grammar explanations followed by oral and written classroom exercises.
Reading from reader followed by comprehensive exercises.
Oral and written competitions
Visits to the computer resource center.
Frequent use of audiovisual and internet supportive materials.
Daily homework that reinforces material learned in class.
Weekly quizzes, monthly tests
SPECIAL ASSIGNMENTS, PRESENTATIONS, CONTESTS, PROJECTS
A.
B.
C.
D.
VIII.
A.
B.
C.
D.
E.
Belen Modern Language Fair Project
Sixth Grade Literary Contest
Spelling Bee Contest for sixth grade
Summer Reading Book
EXTRA CURRICULAR ACTIVITIES, COMMUNITY INVOLVEMENT
Miami-Dade County Fair Project
Miami-Dade County Fair Creative Writing Contest
Miami-Dade County Fair Drama Contest
Belen Jesuit Middle School Invitational
Field trips and other activities as announced
IX. AUDIOVISUAL MATERIALS
A.
Daily use of the SmartBoard
B.
Movies after class: El Cid and Valentina. Others as offered by Dept.
X. COURSE OUTLINE
Mod. Lang., Page 11
FIRST SEMESTER
A.
GRAMMAR
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
B.
SPELLING AND VOCABULARY
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
C.
Present tense of regular, stem changing, and irregular verbs
Negative and interrogative verb forms
Gender of nouns and articles
Plural of nouns and articles
Use and omission of definite and indefinite articles
Contractions and possession
Personal a
Agreement and position of adjectives
Feminine forms of adjectives
Plural forms of adjectives
Possessive Adjectives
Demonstrative adjectives
Shortening of adjectives
Adverbs
Adjectives - possessive and demonstrative; shortening of adjectives
Formation of Adverbs
Spanish alphabet and basic Spanish spelling rules
Vocabulary, use of the dictionary
Speaking skills practiced with reading selections, Summer Reading
assignment, and everyday situations
Direct and indirect cognates
Synonyms and antonyms
Punctuation, capitalization
Rules for the use of the letters B vs. V, G vs. J, H
Syllables; diptongos and hiatos
Word classification: agudas, llanas, esdrújulas
Main parts of a story
Writing a poem, a summary and a report
CULTURE AND CIVILIZATION
1.
2.
Location of Spanish speaking countries and their capitals
General information of Spanish speaking countries in Latin America
Mod. Lang., Page 12
SECOND SEMESTER
A.
GRAMMAR
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
B.
VOCABULARY/ READING
1.
2.
3.
4.
5.
6.
7.
8.
9.
C.
Polite and Familiar Commands
Verbs like gustar
Uses of verbs ser and estar; saber and conocer
Preterit Tense of regular, stem-changing, and irregular verbs
Imperfect Tense of regular and irregular verbs
Uses of the Preterit and Imperfect tenses
Reflexive verbs in the Present, Preterit, and Imperfect tenses
Ordinal and Cardinal Numbers (0 - 1,000,000)
Days of Week, Months, Seasons, Dates
Telling Time and time expressions
Negative words
Interrogative words
Uses of hacer and tener; verbs followed by a preposition
Miscellaneous idioms with verbs.
Idioms with prepositions a, de, en and por
Spelling of words listed on the Sixth Grade Vocabulary; use of the
dictionary
Speaking skills - practiced with reading selections and class
discussions
Literary genres: short story, poetry, essay, skit
Writing a dialogue and a description
Spelling: Use of the letters C, S, Z, CC, X, M, N, R, RR, Y, LL
Accentuation of words
Diacritical accents
Spanish Proverbs
Life and works of José Martí and Rubén Darío
CULTURE AND CIVILIZATION
Unit on Spain:
- geography
- places of interest
Mod. Lang., Page 13
- history
- literature, science and the arts
- people and customs
XI. COURSE OBJECTIVES
Upon completion of the procedures of this course, the student will be able to
demonstrate in oral and/or written form the following objectives:
A.
SPELLING
-
B.
Recite the Spanish alphabet
Pronounce all the letters correctly
Separate words into syllables
Identify phonetic stress on words
Classify words into agudas, llanas, esdrújulas
Identify and recognize one syllable words that take accents.
Identify and recognize the words that use H
Identify and recognize other important uses for the letter H
Distinguish the sounds of C, S
Recognize the words that use Z, CC, X
Identify the difference and choose the correct spelling between the
words that use M or N
Identify the difference and choose the correct spelling between the
words that use Y and LL
Identify the difference and choose the correct spelling between the
words that use R or RR
Use punctuation marks
Capitalize words correctly
GRAMMAR/CIVILIZATION FOUND IN THE AMSCO BOOK
-
-
Identify and conjugate regular verbs in the present tense
Identify and conjugate verbs that have radical change ("e" to "ie"; “o”
to “ue” and “e” to “i”) in 1st, 2nd, 3rd person in singular and 3rd
person in plural
Identify and conjugate verbs that have (-go; -zco) ending in the first
person singular of the present
Identify irregular verbs
Identify and recognize agreement and position of possessive
adjective in the sentences
Identify the demonstrative adjectives and their usage
Mod. Lang., Page 14
C.
Identify idiomatic expressions gustar, hacer, tener in a sentence
Identify and recognize two or more words or expressions with the
same meaning
Identify antonyms, their spellings and their meaning
Identify and use the present participle
Count numbers from 0 to 99
Identify and use reflexive verbs
Identify, conjugate and use of the preterit of regular verbs
Identify, conjugate and use of stem-changing verbs in the Preterit
tense
Identify, conjugate and use of the preterit of irregular verbs
Identify, conjugate and use of regular verbs in the Imperfect tense
Identify, conjugate and use of irregular verbs in the Imperfect tense
Identify and use cardinal number from 100 to 1,000,000
List the days of the week, months, seasons
Express dates correctly
Tell time and use expressions dealing with time
Distinguish and use ser and estar; saber and conocer
Form sentences in the affirmative and negative forms
Recognize prepositions and use of idioms with prepositions
Identify the location of Spanish speaking countries and their capitals
Identify the location, of major rivers and mountain ranges of Spain
Outline possessions and important products
Name and locate all the regions of Spain
Name and locate principal cities and points of interest in Spain
Identify works of major literary figures, scientists and artists of Spain
Describe Spanish customs as covered in the workbook
READING
Yo pienso y aprendo
-
Explain the origin of the Spanish language
Explain context in the José Martí reading
Explain context in the Rubén Darío reading
Analyze a sentence morphologically
Define vocabulary words. Apply vocabulary words in context
Identify interrogative words
Form a question with interrogative words
Explain context of a reading
How to read a narrative story
Explain context of all the poems and narrations in the text
Write a letter, a summary, a description, and a report
Mod. Lang., Page 15
-
XII.
Explain difference in lyric genre, narration, dialogue
Define the degrees of intensity in a short story
Find the place and time of a short story
Discuss the introduction, conflict, climax and ending of a short
story
Write the characteristics and describe something
Describe elements of humor
Define dramatic genre
Evaluation
A.
SEMESTER WORK
1.
2.
3.
4.
Tests & Language Fair Project
Quizzes
Homework, Classwork, Contests
Final Exam
Mod. Lang., Page 16
40%
20%
20%
20%
I.
COURSE TITLE:
COURSE NUMBER:
II.
DESCRIPTION
SPANISH I-S HONORS
ML 4110
This course is designed to give the students the necessary communication skills
in the Spanish language and to give an overall background of the culture of
Spain. Latin American stories are read to give a general insight into literary
studies and to enhance reading skills and vocabulary.
AREAS OF CONCENTRATION
Grammar concepts are presented and practiced orally and in writing through the
workbook. Dictations, spelling bees, and the use of the dictionary are
emphasized to promote correct spelling. Discussions, compositions and extra
materials are presented to enhance the readings. Special projects of Spanish
culture, literary and reading contests, and current events are used to develop
further interest in Spanish culture.
GOALS
To develop communicative skills by facilitating expression in the target
language; to increase the vocabulary in order to aid in the creative use of
language; to learn basic grammar and spelling rules in the Spanish language; to
integrate the cultural component of the Spanish language, enhancing an interest
in Hispanic history and current events; to help the student realize that learning
to use the Spanish language well will have daily practical applications now and
in the future; to encourage Christian values, good study habits, and an interest
in learning.
III.
PREREQUISITE OF THE COURSE
The student must have satisfactorily completed the 5th grade with an A or B
and/or have received an excellent score in the Spanish Placement Exam. An
overall average of 3.4 is required as well as the approval of the Department
Chairperson. Parental and student signature of the Honor's Contract is
Mod. Lang., Page 17
required. A student may decline the invitation to this course.
IV.
V.
TEXTS
Nassi, R.J. (1983). AMSCO Workbook Spanish First Year, AMSCO
Publications, New York, NY
Rioseco, R., & Ziliani, M. (1990). Yo pienso y aprendo, Editorial Andrés' Bello,
Santiago de Chile
SUPPLEMENTARY READING
Spanish to Spanish Dictionary
English to Spanish Dictionary
Cervantes, de M. (1994). La gitanilla, National Textbook Co., Chicago, Ill.
El Cid, Glencoe, McGraw Hill.
VI.
Procedure
A.
B.
C.
D.
E.
F.
F.
G.
VII.
SPECIAL ASSIGNMENTS, PRESENTATIONS, CONTESTS, PROJECTS
A.
B.
C.
D.
E.
VIII.
Grammar explanations followed by oral and written exercises.
Reading from reader followed by comprehensive exercises.
Oral and written competitions
Visits to the computer resource center.
Frequent use of audiovisual and internet supportive materials.
Frequent class discussions and analysis of readings
Daily homework that reinforces material learned in class.
Weekly quizzes, monthly tests
Belen Modern Language Fair Project
Sixth Grade Literary Contest
Spelling Bee Contest for sixth grade
Summer Reading Book
Compositions or summaries required of Honors course
EXTRA CURRICULAR ACTIVITIES, COMMUNITY INVOLVEMENT
A.
B.
C.
D.
Write script and act out play El Cid
Perform in the Belen Modern Languages Christmas Show
Miami-Dade County Fair Project
Miami-Dade County Fair Creative Writing Contest
Mod. Lang., Page 18
E. Miami-Dade County Fair Drama Contest
F. Belen Jesuit Middle School Invitational
G. Field trips and other activities as announced
IX.
AUDIOVISUAL MATERIALS
A. Daily use of the SmartBoard
B. Movies after class: El Cid and Valentina. Others as offered by Dept.
X.
COURSE OUTLINE
FIRST SEMESTER
A.
GRAMMAR
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
B.
Present tense of regular, stem changing, and irregular verbs
Negative and interrogative verb forms
Gender of nouns and articles
Plural of nouns and articles
Use and omission of definite and indefinite articles
Contractions and possession
Personal a
Agreement and position of adjectives
Feminine forms of adjectives
Plural forms of adjectives
Possessive Adjectives
Demonstrative adjectives
Shortening of adjectives
Adverbs
Adjectives - possessive and demonstrative; shortening
adjectives
Formation of Adverbs
Formation of Polite and Familiar Commands
of
SPELLING AND VOCABULARY
1.
2.
3.
4.
5.
6.
Spanish alphabet and basic Spanish spelling rules
Vocabulary, use of the dictionary
Speaking skills practiced with reading selections, Summer Reading
assignment, and everyday situations
Direct and indirect cognates
Synonyms and antonyms
Punctuation, capitalization
Mod. Lang., Page 19
7.
8.
9.
10.
11.
D.
Rules for the use of the letters B vs. V, G vs. J, H
Syllables; diptongos and hiatos
Word classification: agudas, llanas, esdrújulas
Main parts of a story
Writing a poem, a summary and a report
CULTURE AND CIVILIZATION
1.
2.
Location of Spanish speaking countries and their capitals
General information of Spanish speaking countries in Latin America
SECOND SEMESTER
A.
GRAMMAR
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
B.
Verbs like gustar
Uses of verbs ser and estar; saber and conocer
Preterit Tense of regular, stem-changing, and irregular verbs
Imperfect Tense of regular and irregular verbs
Uses of the Preterit and Imperfect tenses
Reflexive verbs in the Present, Preterit, and Imperfect tenses
Ordinal and Cardinal Numbers (0 - 1,000,000)
Days of Week, Months, Seasons, Dates
Telling Time and time expressions
Negative words
Interrogative words
Uses of hacer and tener; verbs followed by a preposition
Miscellaneous idioms with verbs.
Idioms with prepositions a, de, en, and por
Future tense of regular verbs
Pronouns that follow prepositions
Direct and indirect object pronouns
VOCABULARY/ READING
1.
2.
3.
4.
5.
6.
Spelling of words listed on the Sixth Grade Vocabulary; use of the
dictionary
Speaking skills - practiced with reading selections and class
discussions
Literary genres: short story, poetry, essay, skit
Writing a dialogue and a description
Spelling: Use of the letters C, S, Z, CC, X, M, N, R, RR, Y, LL
Accentuation of words
Mod. Lang., Page 20
7.
8.
9.
10.
C.
Diacritical accents
Spanish Proverbs
Life and works of José Martí and Rubén Darío
La gitanilla:
- read novel and answer questions orally
- write a summary and description of main characters
CULTURE AND CIVILIZATION
Unit on Spain:
-
XI.
geography
places of interest
history
literature, science and the arts
people and customs
COURSE OBJECTIVES
Upon completion of the procedures of this course, the student will be able to
demonstrate in oral and/or written form the following objectives:
A.
SPELLING
-
Recite the Spanish alphabet
Pronounce all the letters correctly
Separate words into syllables
Identify phonetic stress on words
Classify words into agudas, llanas, esdrújulas
Identify and recognize one syllable words that take accents.
Identify and recognize the words that use H
Identify and recognize other important uses for the letter H
Distinguish the sounds of C, S
Recognize the words that use Z, CC, X
Identify the difference and choose the correct spelling between the
words that use M or N
Identify the difference and choose the correct spelling between the
words that use Y and LL
Identify the difference and choose the correct spelling between the
words that use R or RR
Use punctuation marks
Capitalize words correctly
Mod. Lang., Page 21
B.
Recognize prepositions and use prepositional pronouns
Identify and use direct and indirect object pronouns
Identify, conjugate and use the future tense of regular verbs
Identify, conjugate and use future tense of irregular verbs
GRAMMAR/CIVILIZATION FOUND IN THE AMSCO BOOK
-
-
Identify and conjugate regular verbs in the present tense
Identify and conjugate verbs that have radical change ("e" to "ie";
“o” to “ue” and “e” to “i”) in 1st, 2nd, 3rd person in singular and 3rd
person in plural
Identify and conjugate verbs that have (-go; -zco) ending in the
first person singular of the present
Identify irregular verbs
Identify and recognize agreement and position of possessive
adjective in the sentences
Identify the demonstrative adjectives and their usage
Identify idiomatic expressions Gustar, Hacer, Tener
Identify and recognize two or more words or expressions with the
same meaning
Identify antonyms, their spellings and their meaning
Identify and use the present participle
Count numbers from 0 to 99
Identify and use reflexive verbs
Identify, conjugate and use of the preterit of regular verbs
Identify, conjugate and use of stem-changing verbs in the Preterit
tense
Identify, conjugate and use of the preterit of irregular verbs
Identify, conjugate and use of regular verbs in the Imperfect tense
Identify, conjugate and use of irregular verbs in the Imperfect tense
Identify and use cardinal number from 100 to 1,000,000
List the days of the week, months, seasons
Express dates correctly
Tell time and use expressions dealing with time
Distinguish and use ser and estar; saber and conocer
Form sentences in the affirmative and negative forms
Recognize prepositions and use of idioms with prepositions
Identify the location of Spanish speaking countries and their
capitals
Identify the location, of major rivers and mountain ranges of
Spain
Outline possessions and important products
Name and locate all the regions of Spain
Mod. Lang., Page 22
Name and locate principal cities and points of interest in Spain
Identify works of major literary figures, scientists and artists of
Spain
Describe Spanish customs as covered in the workbook
C.
READING
Yo pienso y aprendo
-
Explain the origin of the Spanish language
Explain context in the José Martí reading
Explain context in the Rubén Darío reading
Analyze a sentence morphologically
Define vocabulary words. Apply vocabulary words in context
Identify interrogative words
Form a question with interrogative words
Explain context of a reading
How to read a narrative story
Explain context of all the poems and narrations in the text
Write a letter, a summary, a description, and a report
Explain difference in lyric genre, narration, dialogue
Define the degrees of intensity in a short story
Find the place and time of a short story
Discuss the introduction, conflict, climax and ending of a short
story
Write the characteristics and describe something
Describe elements of humor
Define dramatic genre
La gitanilla
-
XII.
Read aloud correctly all readings
Orally answer the questions after the readings
Write a summary of the stories
Read an extra book for the selected list and summarize the
book orally to the class
EVALUATION
A.
SEMESTER WORK
Mod. Lang., Page 23
1.
2.
3.
4.
Tests & Language Fair Project
Quizzes
Homework, Classwork, Contests
Final Exam
Mod. Lang., Page 24
40%
20%
20%
20%
I.
COURSE TITLE:
COURSE NUMBER:
II.
DESCRIPTION
SPANISH II
ML 4200
SPANISH 4200 is an introductory level Spanish course that is designed to
develop and enhance the student’s listening, writing and reading skills in the
target language. The course uses a communicative approach to language
learning. It concentrates on developing the student’s speaking, listening,
reading and writing skills so that they will be able to express their own ideas
and interact with others meaningfully and for real-life purposes. It emphasizes
frequently used vocabulary, pronunciation, and grammatical agreement as
tools for effective communication. The course provides a strong emphasis on
vocabulary building, and on the understanding of complex grammar
structures which facilitate effective and accurate communication in the target
language. Finally, because cultural knowledge is an essential part of the
process of language acquisition and effective communication, the course
introduces the students to the everyday life of Spanish speakers, as well as to
the geography, facts and history of the Spanish speaking countries.
III. PRE-REQUISITE OF COURSE
This course is open for students that study Spanish as a foreign language and
have completed the 4100 or have been recommended to this course by their
current Spanish Belen teacher or as a result of the Belen Spanish Placement
Exam.
IV.
TEXTS
Beginner’s Spanish Reader, Everyday life experiences of young Spanishspeaking people, Dale,C., & Topping, A., Glencoe-McGraw Hill, New York,
New York: 2005.
¡Dime! Uno (Textbook), Samaniego, F.A., Brown, M.C., Carlin, P.H., Gorman,
S.E., & Sparks, C.L., Lexington, Massachusetts: D.C. Heath and Co., 1993.
¡Dime! Uno (Workbook), Samaniego, F.A., Brown, M.C., Carlin, P.H.,
Gorman, S.E., & Sparks, C.L., Lexington, Massachusetts: D.C. Heath and
Co., 1993.
Spanish First Year (Workbook Edition), Levy, Stephen, Nassi, Robert J., New
York, New York: Amsco School Publications, Inc., 1996.
Mod. Lang., Page 25
V.
ADDITIONAL MATERIALS
Dictionary (Spanish/English, English/Spanish)
Binder with dividers
Supplementary texts and handouts
VI.
PROCEDURE AND TEACHING METHODOLOGY
A. Interactive class lectures in which grammar concepts are presented in
detail followed by oral and visual classroom exercises.
B. Written / Oral Exercises developed to enhance the learning process, in
which students will apply concepts acquired in vocabulary, spelling, and
grammatical structures.
C. Class discussion and/or games where students will have the
opportunity to practice the material covered in the Unit.
D. Cultural presentations, current events and issues related to the
Spanish speaking countries.
E. Listening exercises and repetition of words.
F. Conversational activities in which the students can use the grammatical
structures learned in each Unit, the new words acquired, and their
background knowledge to create dialogues in real life context situations.
G. Written / Oral Presentations in which students can practice the
knowledge gained in each Unit and conduct research about the countries
and cultures discussed in class.
VII.
SPECIAL ASSIGNMENTS AND EVENTS
A. Participation in the Miami-Dade County Fair Writing Contest (poem).
B. Belen Modern Languages Fair Project (booths representing Hispanics in
the US and the growing importance of the Spanish language in the US).
C. Belen Jesuit Synonym Contest.
Mod. Lang., Page 26
D. Additional reading comprehension exercises.
E. Other: oral reports about the different groups of Hispanics living in the
United States (Fair), news reports about current events from the countries
studied in the “Impacto Cultural” section of each Unit from Dime, among
others.
VIII.
EXTRACURRICULAR ACTIVITIES
A. Movies in Spanish as offered by the Department.
B. Other activities as announced.
IX.
AUDIOVISUAL MATERIALS
A. Power point presentations of Units.
B. Transparencies related to Units and culture (Spain and Mexico).
C. Movie in class: Valentín
X.
COURSE OUTLINE
1. First Semester:
a. Students will be introduced to the grammatical structures, vocabulary,
and cultural Units covered in units 1-4.
b. Dime Uno Workbook activities corresponding to units 1-4.
c. Spanish First Year Workbook activities corresponding to material
covered in Units 1-4.
d. The Units will concentrate in the following communicative goals:
(1). Identifying origin and nationality.
(2). Apply expressions of courtesy.
(3). Identify nouns and articles. (gender and number) Agreement.
(4). Identify numbers 0-100.
(5). Identify and apply the present tense of the verb “to be” by
distinguishing between the verbs “ser” and “estar”.
(6).Tell time.
(7).Recognize cognates.
(8).Provide telephone numbers and addresses in Spanish.
(9).Identify vocabulary related with greetings, introductions,
courtesy expressions.
(10).Identify vocabulary related to school and university settings.
(11).Write the plural of words. Identify the various forms of plural
formation.
Mod. Lang., Page 27
(12). Identify the Spanish speaking countries, their capitals and
geographical location.
(13). Gain knowledge of statistics and cultural information about
Hispanics in the United States.
(14).Learn how to talk about classes and school life.
(15). Discuss everyday activities.
(16). Ask questions in Spanish.
(17). Describe the location of people and things.
(18). Identify the days of the week and months of the year.
(19). Turn sentences into negative sentences.
(20). Identify, form and conjugate –ar, -er, and –ir ending regular
verbs.
(21). Identify prepositions and prepositional phrases related to the
verb “estar”.
(22). Recognize the regions of Spain and Mexico.
(23). Recognize important and famous Spanish people. (Artists,
writers, etc)
(24). Utilize facts about Spain such as population, capital, food,
languages, and currency. Also, some historical facts and form of
government.
(25). Identify places of interest in Spain such as El Prado Museum,
La Plaza Mayor, Palacio Real, and la Universidad de Salamanca.
(26). Utilize vocabulary related to family and friends.
(27). Describe people and things.
(28). Express ownership.
(29). Create a family tree. Identify relationships using the
vocabulary studied in class.
(30). Acquire cultural and historical knowledge about Mexico.
(31). Identify and use possessive adjectives.
(32). Identify and use descriptive adjectives.
(33). Identify and use the present tense of the verbs to have “tener”
and to come “venir”.
(34). Utilize expressions with tener.
(35). Identify places in a city.
(36). Identify pastimes, weekend activities, and sports.
(37). Make plans and create invitations.
(38). Conjugate verbs with irregular “yo” forms.
(39). Conjugate present tense of stem changing verbs.
(40). Utilize the verb “ir”.
(41). Identify and use the contraction “al”.
(42). Utilize ir +a+ [infinitive] to express future events.
(43). Identify and use the verbs "ver" and "oír".
(44). Discuss and plan a vacation.
Mod. Lang., Page 28
(45). Describe a hotel.
(46). Express feelings.
(47). Identify and use the seasons and expressions for the weather.
(48). Identify ordinal numbers.
(49). Use adjectives for conditions and emotions.
(50). Utilize the present progressive of regular and irregular verbs.
(51). Compare uses of “ser” and “estar”.
2. Second Semester:
a. Students will be introduced to the grammatical structures, vocabulary,
and cultural Units covered in chapters 5-8.
b. Dime Uno Workbook activities corresponding to chapters 5-8.
c. Handouts provided by the teacher.
d. Spanish First Year Workbook activities corresponding to material
covered in Units 5-8.
The units will concentrate in the following communicative goals:
(1) Identify direct objects & substitute them for the direct object pronouns.
(2) Utilize the personal “a”
(3) Talk about and describe clothing
(4) Express preferences in a store
(5) Negotiate and pay for purchased items
(6) Identify colors
(7) Distinguish between direct and indirect objects and their pronouns.
(8) Apply the use of numbers higher than 100.
(9)Utilize punctuation and agreement rules pertaining to numbers.
(10) Apply the use of the past tense of regular verbs: -ir, -ar, and – er.
(11)Utilize vocabulary commonly used with the preterit.
(12)Learn to use demonstrative adjectives and pronouns.
(13)Understand and use reflexive pronouns and verbs, as well as adverbs.
(14)Describe the daily routine.
(15)Talk about personal hygiene.
(16)Identify reflexive verbs and reflexive pronouns.
(17)Distinguish adverbs of time.
(18)Describe sequence of events.
(19)Predict content from title of readings.
(20)Utilize indefinite and negative words.
(21)Write descriptions of places.
(22)Write a tour itinerary.
Mod. Lang., Page 29
(23)Use vocabulary related to daily routine.
(24)Apply the past tense of “ser” and “ir”.
(25)Apply the use of the verb “gustar” and verbs like “gustar”.
(26)Acquire knowledge of the geography, culture, and economy of Perú.
(27)Order food in a restaurant.
(28)Talk about and describe food.
(29)Identify food related terms.
(30)Apply the past tense of stem changing verbs.
(31)Utilize double object pronouns.
(32)Distinguish and use the verbs "saber" and "conocer".
(33)Utilize comparatives and superlatives.
(34)Create comparisons of equality.
(35)Create comparisons of inequality.
(36)Utilize irregular comparisons and superlatives.
(37)Distinguish absolute superlatives.
(38)Express congratulations.
(39)Express gratitude.
(40)Ask for and pay the bill at a restaurant.
(41)Distinguish words for stages of life and interpersonal relations.
(42)Use irregular preterits.
(43)Distinguish verbs that change meaning in the preterit.
(44)Apply pronouns after prepositions.
(45)Recognize word families.
(46)Use “qué” and “cuál” in interrogatory sentences.
(47)Utilize the preterit of "estar".
Specific Course Objectives. The student will be able to...
Upon completion of the procedures of this course, the student will be
able to demonstrate in oral and/or written form the following objectives:
A. First semester
1. Vocabulary
a. Unit 1: identify the vocabulary related to greetings, introductions,
and expressions of courtesy, and to describe physical and
personality traits. School supplies, subjects, schedules, definite
and indefinite articles and plurals.
b. Unit 2: name vocabulary related to classroom and academic life.
Ask and tell time, exchange phone numbers. Identify numbers 030, days of the week and computer lab related vocabulary.
Students will be able to describe professors and classes, as well
as their academic schedule. Students will learn to conjugate the –
Mod. Lang., Page 30
ar ending verbs, and talk about diversions and sports. Verb to go=
“ir”.
c. Unit 3: define and use words related to likes, places in the city,
verbs, use words related to shopping and everyday expressions
as well as weather, seasons, words related to going out to the
park and pastimes. Also apply words that imply frequency, and
use negative and positive words appropriately.
d. Unit 4: accurately describe family members and friends, family
relationships, family celebrations, numbers 30-100, relatives,
interrogatory words, professions, and moods.
2. Grammar:
a. Unit 1: to identify nouns and articles, numbers (0-30), the present
tense of the verb “ser” and telling time. The students will be able to
use greetings, identify themselves and others and use
expressions of courtesy. ¿De dónde…? and "ser de… " gender
of nouns and adjectives. Apply agreement. Describe personality
traits and physical characteristics. Express negative ideas.
b. Unit 2: to use appropriately the present tense of the verb "“tener”",
nouns and definite articles, adjectives, subject pronouns, singular
and plural forms, the verb "estar" and the verb "ser". Form
questions in Spanish, infinitives, ir + a + infinitive, “tener que" and
"tener".
c. Unit 3: to distinguish and use appropriately descriptive and
possessive adjectives, present tense of –ar, –er and –ir ending
verbs, and the present tense of “tener” and “venir”. The indefinite
article and “hay”. The verbs "gustar" and "encantar". Present
tense: plural forms and indefinite and negative words.
d. Unit 4: to use the present tense of "ir", stem-changing verbs, and
verbs with irregular “yo” forms. To use the verb “estar” with
conditions and emotions, the present progressive, distinguish
between “conocer” and “saber”, and utilize possessive adjectives.
3. Reading / Culture
a. Unit 1: to point out and remember important general knowledge
about Hispanics in the United States and Canada, for instance:
statistics, cultural information and facts. To identify the maps of
Central and South America, their countries, location and capitals.
b. Unit 2: to talk about students’ life and pastimes in Spanish
speaking countries, learn about the difference between a
Mod. Lang., Page 31
"colegio" and a university, and private schools in Spanish
speaking countries).
c. Unit 3: to recall basic geographic, cultural and historical
information regarding Mexico and also the students will be able to
compare and contrast the characteristics of this country with other
Spanish speaking countries. They will also learn how Mexican
teenagers spend their free time (weekend activities, pastimes,
etc.) and how is shopping in Oaxaca, Mexico.
d. Unit 4: to mention and explain the importance of the extended
family, Hispanic first names, last names and nicknames. The
students will be able to use a Hispanic telephone directory and
a Mexico City phonebook. The students will also learn about
the Hispanic population in the United States and their
influence in this country.
4. Writing
a. Unit 1: to recognize nouns, write their plural, identify and write
numbers 0-50, use the present tense of the verb ser, write the
time using the typical expressions, write greetings, introductions
and responses to greeting and salutations. Also, the student will
be able to write and identify all of the vocabulary related to
identification, description, greetings, time, expressions of
courtesy and plurals of nouns and articles. The students will be
able to write the Spanish speaking countries and their capitals
correctly.
b. Unit 2: to recognize and spell correctly all of the vocabulary
related to the classroom and academic life. Asking and telling
time, exchanging phone numbers. Numbers 0-30, days of the
week and computer lab related vocabulary. Students will be able
to describe professors and classes as well as their schedule.
Students will learn to conjugate the –ar ending verbs, and talk
about diversions and sports. Verb to go= ir. The students will
also be able to use appropriately the present tense of the verb
“tener”, nouns and definite articles, adjectives, subject pronouns,
singular and plural forms, the verb “estar” and the verb ser.
Students will apply formation of questions in Spanish, use of
infinitives, and “ir” + a + infinitive, “tener que” and “tener”
structures correctly.
c. Unit 3: to locate the main parts of a sentence, spell and use the
vocabulary related to likes and dislikes, places in the city, verbs,
words related to shopping and everyday expressions as well as
Mod. Lang., Page 32
weather, seasons, words related to the going out to the park and
pastimes. Also, words that imply frequency, and negative and
positive words. Students will be able to write and use
appropriately descriptive and possessive adjectives, present
tense of –ar, –er and –ir ending verbs, and the present tense of
“tener” and “venir”. The indefinite article, “hay”, “gustar” and
“encantar”. Apply the present tense: plural forms and indefinite
and negative words.
d. Unit 4: to utilize, both written and orally, all of the vocabulary
related
to family members and friends, family relationships,
family celebrations, numbers 30-100, relatives, interrogatory
words, professions, and moods. To use and write correctly the
present tense of ir, stem-changing verbs, and verbs with irregular
“yo” forms. To use the verb “estar” with conditions and emotions,
the present progressive, distinguish between “conocer” and
“saber”, and utilize possessive adjectives.
B. Second semester (Units 5, 6, 7, and 8,)
Vocabulary
The students will be able to:
a. Unit 5: recognize and use correctly the vocabulary related to
vacations and travel, weather, seasons, days, and months of the
year. The students will be able to use ordinal numbers correctly
and will be able to give directions, use words related to the city,
and learn three and four digit numbers. The students will be able
to identify and use vocabulary related to stores, warehouses,
shopping, and expressions related to them. The students will learn
vocabulary related to food, ordering, restaurants, entertaining,
meals, tips, etc., as well as expressions related to them.
b. Unit 6: utilize and spell correctly all of the vocabulary related to
culture, music, expressions of praise, expressions used to indicate
the past tense, more verbs, arts, and Latin American historical
vocabulary. The students will learn about transportation and
expressions of surprise.
c. Unit 7: identify and write the terms related to sports, games,
demonstrative adjectives, vocabulary related to football, baseball
and expressions related to them. The students will learn
vocabulary related to parts of the body, personal hygiene, and
medical problems. The students will learn parts of the bedroom,
gifts, and vocabulary related to positions either in games or in any
case and the expressions related to them.
Mod. Lang., Page 33
d. Unit 8: use appropriate terms relating to personal hygiene, daily
routine, eating utensils, adverbs, parts of the house, words related
to food, food preparation, words used to compare, and
expressions related to them.
2. Grammar
a. Unit 5: The students will be able to identify, write and substitute
direct objects in a sentence with direct object pronouns. To use
the present progressive grammatical construction correctly and
with the direct object pronouns attached; use affirmative “tú”
commands correctly, numbers 100-1,000,000. Review “gustar”
and “encantar”, stem changing verbs, and indirect object
pronouns.
b. Unit 6: The students will be able to conjugate and write correctly
the past tense of regular verbs, past tense of ir, hacer, ser, dar,
and ver. Preterit of poder, tener, venir, and decir.
c. Unit 7: The students will be able to recognize and apply the use
of demonstratives, spelling changes in the preterit, direct object
pronouns, stem changing verbs in the preterit, irregular affirmative
tú commands, and prepositions of location.
d. Unit 8: to correctly identify and use the reflexive verbs and
pronouns, adverbs, preterit of estar, absolute superlatives,
comparatives, and review of the present tense, preterit tense and
the present progressive tense.
3. Reading / Culture
a. Unit 5: to read and learn about the nightlife in Madrid, various
highlights and landmarks of Madrid and the importance of el
paseo in Spanish culture. Learn how to shop in a department
store, and how to use the directory of a department store.
Order from a clothing catalog and learn about the food and
dishes of the restaurants in Spain.
b. Unit 6: to understand the difference between classical vs.
folk dance, learn about the ballet folklórico and the
Mariachi music. Learn about bargaining in a market and
about the Mexican muralist José Clemente Orozco. Learn
and understand the historical and cultural impact of
Tenochtitlán, the Aztec capital and read 0an Aztec legend.
Mod. Lang., Page 34
c. Unit 7: to learn about popular sports in Latin America,
understand dialectical differences and the effect of loud
music. The students will be presented a view of
contemporary Miami.
d. Unit 8: to recognize the confusion caused by lexical
differences, learn about the Roman influence in Spain by
studying about the Acueducto de Segovia, and variations
in names of foods. Learn about mealtimes in Hispanic
countries and cross cultural variations in the concepts of
time. The students will also learn about the Alcázar de
Segovia and gazpacho andaluz and tortilla española,
among other dishes.
4. Writing
a. Unit 5: to write a travel brochure for a hotel, to create a virtual
web page for Puerto Rico, to write a weather report and to write
about the political relationship between Puerto Rico and the
United States. To use and write correctly all of the vocabulary
related to vacations and travel, weather, seasons, days, and
months of the year. The students will be able to use ordinal
numbers correctly and will be able to give directions, use words
related to the city, and learn three and four digit numbers.
b. Unit 6: to write an advertisement for a sale in a store, to create
a business plan for a store and to describe in detail the products
(clothes, shoes, etc.) sold at the store. To utilize and spell
correctly all of the vocabulary related to culture, music,
expressions of praise, expressions used to indicate the past
tense, more verbs, arts, and Latin American historical
vocabulary. The students will learn about transportation and
expressions of surprise.
c. Unit 7: to read e-mails in the target language, to describe
someone’s daily routine and to create a travel itinerary. To
identify and write the terms related to sports, games,
demonstrative adjectives, vocabulary related to football,
baseball and expressions related to them. The students will
learn vocabulary related to parts of the body, personal hygiene,
and medical problems. The students will learn parts of the
bedroom, gifts, and vocabulary related to positions either in
games or anywhere and the expressions related to them.
d. Unit 8: to write their own restaurant review and to develop the
menu for a restaurant. The students will be able to write
Mod. Lang., Page 35
descriptions of meals, desserts and drinks served in a
restaurant of their choice. To use and write appropriately terms
relating to personal hygiene, daily routine, eating utensils,
adverbs, parts of the house, words related to food, food
preparation, words used to compare, and expressions related to
them.
XI.
EVALUATION
1. Semester Work
80%
a. Chapter Tests
30%
After the completion of a Unit, a chapter test is given which includes:
vocabulary, grammar structures, cultural information, and reading
comprehension exercises.
b. Weekly Quizzes
15%
Every week students take a quiz on the material learned that week. It
could be either on the vocabulary covered in the chapter or a
combination of vocabulary and grammar learned in the featured Unit.
c. Participation in class
15%
Includes active participation, preparation for class, materials, and
constructive comments made during the class.
d. Homework
20%
Homework consists of workbook, textbook, and handout exercises, as
well as readings and reviews of the material covered in class.
2.
Final exam
+
3.
Total
=
Mod. Lang., Page 36
20%
______
100%
I.
COURSE TITLE:
COURSE NUMBER:
II.
DESCRIPTION
SPANISH II-S
ML 4202
This course is designed to improve the student's skills of listening, speaking,
reading, and writing in the Spanish language and to give an overall background
of the culture of Latin America.
AREAS OF CONCENTRATION
Latin American stories are read to give a general insight into literary studies and
to enhance reading skills and vocabulary. Grammar is presented in oral and
written exercises in the workbook. Dictations, verb competitions, and oral
competitions are emphasized to develop listening and speaking skills.
GOALS
To further develop communicative skills, facilitating expression in the target
language; to increase the vocabulary in order to aid in the development of
thinking processes, augment an interest in reading, individual research and
evaluation of written material; to emphasize personalized and creative use of
language; to learn grammar rules in the Spanish language; to integrate the
cultural component of the Spanish language, enhancing an interest in Hispanic
current events; to foster student awareness of the interaction of language,
culture, and society; to help the student realize that learning to use the Spanish
language well will have daily practical applications now and in the future; to
encourage Christian values, good study habits, an ability to follow directions
well, a sense of punctuality, neatness, responsibility, and honesty.
PREREQUISITES
The student must be able to read and understand basic instructions in Spanish
and have passed the Spanish I-S course at Belen. New students are placed in
this course if the Spanish Placement Exam designates them as "speakers".
III.
TEXTS
Samaniego, Alarcón, Otheguy, Rodríguez-Pino. Tu Mundo. Heath & Co. Mass.
1997
Samaniego, Alarcón, Otheguy, Rodríguez-Pino. Tu Mundo. Cuaderno de
Actividades…
Mod. Lang., Page 37
IV.
SUPPLEMENTARY READING
Gonzalez, Olimpia. Leyendas cubanas. McGraw Hill. N.Y. 1997
English-Spanish Dictionary
Spanish Dictionary
V.
PROCEDURE
A. CLASS LECTURE
1.
2.
3.
Review
New information
Summarize and reinforce
B. WRITTEN/ORAL EXERCISES
1.
2.
3.
Review new information
Individual/group written exercises
Share and verify responses
C. CLASS DISCUSSION
1.
2.
3.
Raise questions
Solicit opinions
Analyze, synthesize, evaluate answers
D. REPORTS
Written and oral reports in Spanish explaining cultural and literary events
and activities
VI.
SPECIAL ASSIGNMENTS & EVENTS
During the Summer prior to this course, the student will read Leyendas cubanas
and prepare a report/questionnaire to be submitted at the beginning of the
school year.
The student will participate in the Belen Modern Languages Fair.
Mod. Lang., Page 38
The student will participate in a verb contest.
The student will participate in a drama competition.
Other events to be announced.
VII.
EXTRACURRICULAR ACTIVITIES
The student will participate in the Miami-Dade County Fair's writing and drama
competitions; the Belen Spanish Invitational and the FLTDC drama
competitions.
Field trips and other events to be announced.
VIII.
AUDIOVISUAL MATERIAL
Classroom use: Listening audio exercises from Tu Mundo textbook.
After school optional movies: El Lazarillo de Tormes and Don Quijote de la
Mancha.
IX.
COURSE OUTLINE
First Semester
A.
GRAMMAR
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Present tense of regular verbs
Present tense of irregular verbs
Preterit and imperfect tenses
Present Subjunctive
Commands
Gender & number of nouns
Ser and Estar
Idiomatic Expressions
Cognates
Personal pronouns
Implicit/explicit subject
Uses of the infinitive
Interrogatives and relatives
Subject and object. Personal and object pronouns
Mod. Lang., Page 39
B.
READING/Culture
1.
2.
3.
4.
C.
Geography of Latin America & important places
History of Latin America
Leyendas cubanas (cont.)
Refranes
SPELLING
1.
2.
3.
Syllables/diphthongs
Accentuation: agudas , llanas y esdrújulas
Orthographic rules: k/c/qu
Second Semester
A.
GRAMMAR
1.
2.
3.
4.
Preterit tense of regular verbs and irregular verbs(cont.)
Reflexive verbs
Verbos ecuativos: Ser y estar
Third person direct and indirect object pronouns in the same
sentence
5. Idiomatic expressions
6. Definite articles
7. Adjectives and adverbs
8. Prepositional phrases and prepositional pronouns
9. Uses of se
10. Gerund
B.
READING/Culture
1.
2.
3.
4.
C.
People and customs of Latin America
Latin America poems and short stories
Latin American cultural and historical readings
Refranes
SPELLING
1.
2.
3.
Orthographic rules: s/z/c/ces
Orthographic rules: ga, go, gu
Orthographic rules: I/Y/LL
Mod. Lang., Page 40
4.
5.
6.
7.
8.
9.
10.
X.
Orthographic rules: R/RR
Orthographic rules: Q/K
Orthographic rules: M/N
Orthographic rules: x, ge, gi, j,h
Orthographic rules: b/v
Compound words and prefix
Accent on monosyllables
COURSE OBJECTIVES
Upon completion of the procedures of this course, the student will be able to
demonstrate in oral and/or written form the following objectives:
First Semester
A.
GRAMMAR
1.
Present tense of regular verbs
-Conjugate present tense of common regular -ar ending verbs, their
negative and interrogative forms
-Conjugate present tense of common regular -er and -ir ending
verbs
-Conjugate present tense of common stem-changing verbs (o to ue),
(e to ie), (e to i)
2.
Present tense of irregular verbs
-Identify and conjugate the present tense of verbs that have
irregularities in the first person singular
-Identify and conjugate irregular verbs
3.
Preterit and imperfect of regular verbs
-Conjugate preterit and imperfect tenses
4.
Present tense of the subjunctive
-Identify and conjugate the present tense of the subjunctive
5.
Commands
-Use polite commands with regular and irregular verbs
-Use familiar commands
6.
Gender and number of nouns
-Use proper gender and number agreement in sentences:
article/noun/verb
Mod. Lang., Page 41
7.
Ser/Estar
-Conjugate ser and estar and difference in uses
8.
Idiomatic expressions
-Identify and use in a sentence various idiomatic expressions
9.
Cognates
-Recognize direct and indirect cognates and use them in complete
sentence form
-Recognize the difference between true and false cognates
10.
Personal pronouns
-Recognize and use personal pronouns in agreement with verbs
11.
Implicit and explicit subject
-Recognize the subject in a sentence
-Determine the subject of a sentence when understood or implicit
12.
Uses of the infinitive
-Recognize the different uses of the infinitive
Interrogatives and relatives
-know the difference between relative and interrogative pronouns
-when to accentuate
13.
14.
B.
Subject and object nouns and pronouns
-Recognize the subject and object in a sentence
-replace the subject and object with pronouns
READING/Culture
1.
Geography of Latin America
-Identify and recall 5 major cities, 3 major mountain ranges, and 3
major rivers of Latin America
2.
History of Latin America
-Identify and recall early Indian civilizations
-Identify and recall two important things of early civilizations
3.
Leyendas cubanas
-After practicing aloud reading of 8 Leyendas the student will be able
to identify new words, understand their meaning and use them in
Mod. Lang., Page 42
oral and written discourse
-Identify and paraphrase plot both in writing and orally
4.
C.
Refranes
- Use refranes in everyday conversation
SPELLING
1.
Accentuation
-Apply the rules of accentuation to daily written exercises and long
term projects
2.
Orthographic rules
-Identify and apply the orthographic rules for the use of k,c,qu
3.
Syllables/diphthongs
-divide words in syllables and recognize a diphthong
Second Semester
A.
GRAMMAR
1.
Preterit tense of regular and irregular verbs (cont.)
-Identify and conjugate preterit tense of regular -ar, -er and –ir
ending verbs; also the irregulars
-Difference in uses of the preterit and the imperfect
2.
Reflexive verbs
-Identify, conjugate, and use in sentences reflexive verbs and
corresponding pronouns
3.
Verbos ecuativos: Ser y estar
-Difference in uses of ser and estar
-Recognize sentences without objects when using ser and estar
4.
Direct and indirect third person pronouns
-Recognize both objects in a sentence
-Replace with object pronouns
-Change le, les to se
5.
More idiomatic expressions
Mod. Lang., Page 43
-Recognize and use different idiomatic expressions in every day
conversation and writing
B.
C.
6.
Definite article
-Identify gender and number of articles
-Proper usage of the definite article
-Exceptions: la mano, el alma, etc
7.
Adjectives and adverbs
-difference between and adjective and an adverb
-gender and number of adjectives
-agreement of adjective and nouns
-shortening of adjectives
-adverbs ending in mente
-two adverbs in the same sentence
8.
Prepositional phrases and prepositional pronouns
-recognize the prepositional phrase
-substitute prepositional phrase with prepositional pronoun
9.
Use of se (impersonal)
10.
Gerund
READING
1.
People and customs of Latin America
-Identify, relate, compare and appraise several customs of Latin
America, such as: family names, Saint's day, la tertulia, la siesta, el
Día de los muertos
2.
Latin America literature: poems and short stories
-Identify and recall at least two writers, and artists of Latin America
3.
Latin America cultural and historical readings
-Early American civilizations: Incas, Nazcas
4.
Refranes (cont.)
SPELLING
1.
Orthographic rules: s/c/z, ga/go/gu, ge/gi, x/h/j, b/v, z/ces, ll/y, i/y,
r/rr
Mod. Lang., Page 44
-Identify and apply the orthographic rules that enable us to
discriminate against the difficult pairs and consonantal groups
foretasted
2. Prefixes and compound words
3. Accent on one syllable words
XI.
EVALUATION
A.
SEMESTER WORK
1
2.
3.
4.
5.
Homework
Class work
Quizzes
Exams & special projects
Final Exam at the end of each semester
Mod. Lang., Page 45
15%
15%
20%
30%
20%
I.
COURSE TITLE:
COURSE NUMBER:
II.
DESCRIPTION
SPANISH II-S HONORS
ML 4210
This course is designed to give the students the necessary communication skills
in the Spanish language and to give an overall background of the culture of
Latin America. Latin American stories are read to give a general insight into
literary studies and to enhance reading skills and vocabulary.
Grammar concepts are presented and practiced orally an in writing through the
workbook. Dictations, spelling bees, and the use of the dictionary are
emphasized to promote correct spelling. Discussions, compositions, and extra
materials are presented to enhance the readings. Special projects of Spanish
culture, literary and reading contests, and current events are used to develop
further interest in Spanish culture.
GOALS
To further develop communicative skills, facilitating expression in the target
language; to increase the vocabulary in order to aid in the development of
thinking processes, augment an interest in reading, individual research and
evaluation of written material; to emphasize personalized and creative use of
language; to learn grammar rules in the Spanish language; to integrate the
cultural component of the Spanish language, enhancing an interest in Hispanic
current events; to foster student awareness of the interaction of language,
culture, and society; to help the student realize that learning to use the Spanish
language well will have daily practical applications now and in the future; to
encourage Christian values, good study habits, an ability to follow directions
well, a sense of punctuality, neatness, responsibility, and honesty.
PREREQUISITE OF COURSE
The student must have satisfactorily completed the 6th grade with an A or B
Mod. Lang., Page 46
and/or have received an excellent score in the Spanish Placement Exam. An
overall average of 3.4 is required as well as the approval of the Department
Chairperson. Parental and student signature of the Honor's Contract is
required. A student may decline the invitation to this course.
III.
TEXTS
Samaniego, Alarcón, Otheguy, Rodríguez-Pino. Tu Mundo. Heath & Co. Mass.
1997
Samaniego, Alarcón, Otheguy, Rodríguez-Pino. Tu Mundo Cuaderno de
Actividades… Heath & Co. Mass. 1997.
IV.
SUPPLEMENTARY READING
Gonzalez, Olimpia. Leyendas cubanas. McGraw Hill. N.Y. 1997
English-Spanish Dictionary
Spanish Dictionary
Don Quijote. National Textbook Co.
El Lazarillo. National textbook Co.
V.
PROCEDURE
A.
CLASS LECTURE
1.
2.
3.
B.
WRITTEN/ORAL EXERCISES
1.
2.
3.
C.
Review
New information
Summarize and reinforce
Review new information
Individual/group written exercises
Share and verify responses
CLASS DISCUSSION
1.
Raise questions
Mod. Lang., Page 47
2.
3.
D.
Solicit opinions
Analyze, synthesize, evaluate answers
REPORTS
Written and oral reports in Spanish explaining cultural and literary events
and activities
VI.
SPECIAL ASSIGNMENTS & EVENTS
During the Summer prior to this course, the student will read Leyendas cubanas
and prepare a report/questionnaire to be submitted at the beginning of the
school year.
The student will participate in the Belen Modern Languages Fair.
The student will participate in a verb contest.
The student will participate in a drama competition.
The student will participate in the Hispanic Heritage Essay Contest.
VII.
EXTRACURRICULAR ACTIVITIES
The student will participate in the Miami-Dade County Fair's writing and drama
competitions; the Belen Spanish
Field trips and other events to be announced.
VIII.
AUDIOVISUAL MATERIAL
After school optional movies: El Lazarillo, Don Quijote
Other movies after school as offered by the Department.
Listening exercises from audio material of Tu Mundo
IX.
COURSE OUTLINE
Mod. Lang., Page 48
First Semester
A.
GRAMMAR
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
B.
READING/Culture
1.
2.
3.
4.
C.
Present tense of regular verbs
Present tense of irregular verbs
Preterit and imperfect tenses
Present Subjunctive
Commands
Gender & number of nouns
Ser and Estar
Idiomatic Expressions
Cognates
Personal pronouns
Implicit/explicit subject
Uses of the infinitive
Interrogatives and relatives
Subject and object. Personal and object pronouns
Geography of Latin America & important places
History of Latin America
Leyendas cubanas (cont.)
Refranes
SPELLING
1.
2.
3.
Syllables/diphthongs
Accentuation: agudas , llanas y esdrújulas
Orthographic rules: k/c/qu
Second Semester
A.
GRAMMAR
1.
Preterite tense of regular verbs and irregular verbs(cont.)
2.
Reflexive verbs
3.
Verbos ecuativos: Ser y estar
4.
Third person direct and indirect object pronouns in the same
sentence
5.
Idiomatic expressions
6.
Definite articles
7.
Adjectives and adverbs
Mod. Lang., Page 49
8.
9.
10.
B.
READING/Culture
1.
2.
3.
4.
C.
People and customs of Latin America
Latin America poems and short stories
Latin American cultural and historical readings
Refranes
SPELLING
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
X.
Prepositional phrases and prepositional pronouns
Uses of se
Gerund
Orthographic rules: s/z/c/ces
Orthographic rules: ga, go, gu
Orthographic rules: I/Y/LL
Orthographic rules: R/RR
Orthographic rules: Q/K
Orthographic rules: M/N
Orthographic rules: x, ge, gi, j,h
Orthographic rules: b/v
Compound words and prefix
Accent on monosyllables
COURSE OBJECTIVES
Upon completion of the procedures of this course, the student will be able to
demonstrate in oral and/or written form the following objectives:
First Semester
A.
GRAMMAR
1.
Present tense of regular verbs
-Conjugate present tense of common regular -ar ending verbs,
their negative and interrogative forms
-Conjugate present tense of common regular -er and -ir ending
verbs
-Conjugate present tense of common stem-changing verbs (o to
ue), (e to ie), (e to i)
Mod. Lang., Page 50
2.
Present tense of irregular verbs
-Identify and conjugate the present tense of verbs that have
irregularities in the first person singular
-Identify and conjugate irregular verbs
3.
Preterit and imperfect of regular verbs
-Conjugate preterit and imperfect tenses
4.
Present tense of the subjunctive
-Identify and conjugate the present tense of the subjunctive
5.
Commands
-Use polite commands with regular and irregular verbs
-Use familiar commands
6.
Gender and number of nouns
-Use proper gender and number agreement in sentences:
article/noun/verb
7.
Ser/Estar
-Conjugate ser and estar and difference in uses
8.
Idiomatic expressions
-Identify and use in a sentence various idiomatic expressions
9.
Cognates
-Recognize direct and indirect cognates and use them in complete
sentence form
-Recognize the difference between true and false cognates
10.
Personal pronouns
-Recognize and use personal pronouns in agreement with verbs
11.
Implicit and explicit subject
-Recognize the subject in a sentence
-Determine the subject of a sentence when understood or implicit
12.
Uses of the infinitive
-Recognize the different uses of the infinitive
Mod. Lang., Page 51
B.
C.
13.
Interrogatives and relatives
-know the difference between relative and interrogative pronouns
-when to accentuate
14.
Subject and object nouns and pronouns
-Recognize the subject and object in a sentence
-replace the subject and object with pronouns
READING/Culture
1.
Geography of Latin America
-Identify and recall 5 major cities, 3 major mountain ranges, and 3
major rivers of Latin America
2.
History of Latin America
-Identify and recall early Indian civilizations
-Identify and recall two important things of early civilizations
3.
Leyendas cubanas
-After practicing aloud reading of 8 Leyendas the student will be
able to identify new words, understand their meaning and use
them in oral and written discourse
-Identify and paraphrase plot both in writing and orally
4.
Refranes
- Use refranes in everyday conversation
SPELLING
1.
Accentuation
-Apply the rules of accentuation to daily written exercises and long
term projects
2.
Orthographic rules
-Identify and apply the orthographic rules for the use of k,c,qu
3
Syllables/diphthongs
-divide words in syllables and recognize a diphthong
Second Semester
Mod. Lang., Page 52
A.
GRAMMAR
1.
Preterit tense of regular and irregular verbs (cont.)
-Identify and conjugate preterit tense of regular -ar, -er and –ir
ending verbs; also the irregulars
-Difference in uses of the preterit and the imperfect
2.
Reflexive verbs
-Identify, conjugate, and use in sentences reflexive verbs and
corresponding pronouns
3.
Verbos ecuativos: Ser y estar
-Difference in uses of ser and estar
-Recognize sentences without objects when using ser and estar
4.
Direct and indirect third person pronouns
-Recognize both objects in a sentence
-Replace with object pronouns
-Change le, les to se
5.
More idiomatic expressions
-Recognize and use different idiomatic expressions in every day
conversation and writing
6.
Definite article
-Identify gender and number of articles
-Proper usage of the definite article
-Exceptions: la mano, el alma, etc
7.
Adjectives and adverbs
-difference between and adjective and an adverb
-gender and number of adjectives
-agreement of adjective and nouns
-shortening of adjectives
-adverbs ending in mente
-two adverbs in the same sentence
8.
Prepositional phrases and prepositional pronouns
-recognize the prepositional phrase
-substitute prepositional phrase with prepositional pronoun
9.
Use of se (impersonal)
Mod. Lang., Page 53
10.
B.
Gerund
READING
1.
People and customs of Latin America
-Identify, relate, compare and appraise several customs of Latin
America, such as: family names, Saint's day, la tertulia, la
siesta, el Día de los muertos
2.
Latin America literature: poems and short stories
-Identify and recall at least two writers, scientists, and artists of Latin
America
C.
3.
Latin America cultural and historical readings
-Early American civilizations: Incas, Nazcas
4.
Refranes
SPELLING
1
Orthographic rules: s/c/z, ga/go/gu, ge/gi, x/h/j, b/v, z/ces, ll/y, i/y, r/rr
-Identify and apply the orthographic rules that enable us to
discriminate against the difficult pairs and consonantal groups
aforementioned
2. Prefixes and compound words
3. Accent on one syllable words
IX.
EVALUATION
A. SEMESTER WORK
1
2.
3
4.
5.
Homework
Class work
Quizzes
Exams & special projects
Final Exam at the end of each semester
Mod. Lang., Page 54
15%
15%
20%
30%
20%
I. COURSE TITLE:
SPANISH III
COURSE NUMBER: ML 4300
II. DESCRIPTION
This course is designed to develop and improve the listening, speaking,
reading, and writing skills of non-native Spanish speakers in the target language
with a strong emphasis on communication. It exposes students to the rich and
heterogeneous cultures of Spanish speaking countries through the presentation of
Latin American stories and animated narrations that explain the origin of current
traditions and commonly used proverbs. Multi-media presentations acquaint the
student with real life scenarios and common daily situations. The main goal is to
provide the student a solid foundation of the basic grammar skills needed to
communicate effectively in Spanish. In addition, special projects, films, and current
cultural events are used to promote the student’s interest in the Spanish language.
III. PRE-REQUISITE OF COURSE
This course is open for students that study Spanish as a foreign language and have
completed the 4200 or have been recommended to this course by their current Spanish
Belen teacher or as a result of the Belen Spanish Placement Exam.
IV. TEXT
Samaniego, F.A., Brown, M.C., Carlin, P.H. Gorman, S.E., & Sparks, C.L., (1994).
¡DIME! DOS, D. C. Heath & Co., Lexington, Mass.
Samaniego, Alarcón, & Rojas, (1994). ¡DIME! DOS:
ACTIVIDADES, D. C. Heath & Co., Lexington, Mass.
CUADERNO DE
V. ADDITIONAL MATERIALS
Spanish to Spanish Dictionary
English to Spanish Dictionary
VI. PROCEDURE AND TEACHING METHODOLOGY
A. ANTICIPATING AND CRITICAL THINKING - (ANTICIPEMOS)
1. Individual or group discussion based on the illustrations.
2. Students are asked to make cross-cultural comparisons as they
Mod. Lang., Page 55
discover the theme and the structures introduced in each lesson.
Mod. Lang., Page 56
B. COMPREHENSIBLE INPUT: LISTENING TO AUTHENTIC LANGUAGE
- (PARA EMPEZAR)
1. A short story or legend is narrated.
2. Meaning is communicated by pointing, acting out, contrasting, and by
using the board or overhead transparencies.
3. Comprehension check questions are asked.
4. Frequent repetition of the target language.
C. COMPREHENSIBLE INPUT: LISTENING TO AUTHENTIC LANGUAGE
- (¿QUÉ DECIMOS?)
1. Students review previously acquired knowledge about the characters
in the “fotonovela”.
2. Early production check questions are asked to produce a one-word or
short-phrase answer.
2. Students read aloud or act out the dialogues in order to practice the
pronunciation.
4. The overhead transparencies are used to have groups of students
producing spontaneous dialogues.
5. The video of the lesson video is played without sound and students
narrate the action.
D. GUIDED PRACTICE: EARLY SPEECH PRODUCTION - (CHARLEMOS
UN POCO)
1. Teacher-directed and student-centered communicative pair and group
activities.
2. Some of the activities are assigned for additional written practice.
3. Cross-reference to the grammar section while keeping the student
focused on meaning and content rather than on the manipulation of
grammar.
E. APPLICATION AND EXTENSION: CREATING WITH LANGUAGE –
(CHARLEMOS UN POCO MÁS y DRAMATIZACIONES)
1. Students interact with each other in real-life situations using the vocabulary
and the structures learned in each lesson.
2. Students simulate real-life situations playing different roles and using
the target language.
F. CULTURE - (IMPACTO CULTURAL)
Mod. Lang., Page 57
1. Group reading of the country of focus.
2. Comprehension check questions are asked.
G. READING: CRITICAL THINKING AND SKILLS GETTING - (LEAMOS
AHORA)
1. Group or individual reading.
2. Discussion of responses to the questions.
3. Students review their predictions about the reading content.
H. WRITING: GUIDED PRACTICE
1. Students apply language acquired in a writing task.
VII. SPECIAL ASSIGNMENTS, PRESENTATIONS, PROJECTS
A. Written and oral presentations of countries.
B. Creation of a tri-dimensional model of a particular aspect of a Spanishspeaking country for the Belen Modern Language Fair Project.
A. Poem in Spanish for the Belen Invitational Contest.
B. Synonym contest
VIII. EXTRACURRICULAR ACTIVITIES
A. Miami-Dade County Fair Foreign Language Projects.
B. Field trips and other activities as announced.
IX. AUDIO VISUAL MATERIALS
A. All audio and video ancillaries that accompany the textbook are used to make
classes more stimulating and interactive.
B. Movies:In class the students watch the documentary: The Mexican Americans
and María
C. Students are also encouraged to attend the showing of movies in Spanish
after school for extra credit.
X. COURSE OUTLINE
A. First Semester
Mod. Lang., Page 58
1. UNIDAD 1. ¿CÓMO PASAN EL TIEMPO?
2. UNIDAD 2. ¡QUÉ CHÉVERE!
3. UNIDAD 3. QUERIDOS TELEVIDENTES
3. UNIDAD 4. ERA UNA CIUDAD MUY...
B. Second Semester
1. UNIDAD 5. RECOMIENDO QUE...
2. UNIDAD 6. ¡HAGAMOS UNA EXCURSIÓN!
3. UNIDAD 7. ¡HAY QUE BUSCAR EMPLEO!
4. UNIDAD 8. ¡VOY A VENEZUELA!
XI. COURSE OBJECTIVES. The student will be able to:
A. UNIDAD 1. ¿CÓMO PASAN EL TIEMPO?
1. Communicative Objectives
a. Use greetings and introductions.
b. Discuss likes and dislikes.
c. Name their favorite activities.
d. Use vocabulary used in shopping scenarios.
e. Describe activities, family, school and friends
f. Relate information about where they are going, what they are going
to do, what they have to do, and how long they have been doing
something.
2. Cultural Objectives
a. Mention basic information about El Paso, Texas.
b. Recall the main ideas about two short stories from New Mexico's
Hispanic folklore.
c. Interpret a short poem written by a Chicano poet.
d. Explain basic information about a New Mexican fiesta called The
Whole Enchilada.
3. Reading and Writing Objectives
a. Use pre-reading strategies effectively.
b. Come up with basic ideas for an article for a school newspaper.
Mod. Lang., Page 59
4. Grammar Objectives
a. Use correctly the verbs “gustar” and “encantar”.
b. Recognize the present indicative of regular verbs.
c. Identify question words in Spanish.
d. Conjugate the verbs “estar”, “ser”, “tener”, and “ir” in the present
indicative.
e. Understand the conjugation of stem-changing verbs in the present
Tense.
f. Use adjectives in Spanish.
g. Produce phrases using “hacer” with expressions of time.
B. UNIDAD 2. ¡QUÉ CHÉVERE!
1. Communicative Objectives
a. Formulate questions about family members.
b. Indicate possession with adjectives.
c. Discuss cultural stereotypes.
d. Talk about past summer vacations in Spanish.
e. Identify points of contact with other cultures.
f. Tell about the environment and diversity.
g. Identify geographical features and locations.
h. Establish comparisons.
2. Cultural Objectives
a. Recall main ideas about legends from Venezuela, Honduras and
Bolivia.
b. Remember basic information about Venezuela.
c. Use new vocabulary words to talk about geography and cultural
perceptions.
d. Explain how the rain forest affects our daily lives.
3. Reading and Writing Objectives
a. Identify specific information in a reading passage.
b. Write about cultural experiences they had the previous summer.
3. Grammar Objective
a. Recognize direct object pronouns.
b. Use the possessive adjectives.
c. Understand the uses of the preterit tense.
d. Conjugate frequently used regular and irregular verbs in the preterit
tense.
e. Use adjectives of nationality.
Mod. Lang., Page 60
f. Make comparisons using the comparatives and superlatives.
C. UNIDAD 3. QUERIDOS TELEVIDENTES...
1. Communicative Objectives
a. Describe past activities.
b. Predict and describe the weather.
c. Identify characteristics of specific people and things.
d. Give advice.
e. Give direct commands.
f. Talk about the past.
g. Describe daily routines.
2. Cultural Objectives
a. Recall short stories from South America, Mexico and Peru.
b. Mention basic information about Chile.
c. Recognize one of Chile's most renowned poets: Gabriela Mistral.
d. Explain key information about the mysteries of Chile's Easter
Island.
3. Reading and Writing Objectives
a. Predict the reading content by focusing first on the titles and the pictures.
b. Practice basic writing skills.
4. Grammar Objectives
a. Use the preterit tense of irregular verbs.
b. Recognize the demonstrative adjectives and pronouns.
c. Form affirmative and negative formal commands.
d. Conjugate regular verbs in the imperfect tense.
e. Use correctly the reflexive verbs.
D. UNIDAD 4. ERA UNA CIUDAD MUY...
1. Communicative Objectives
a. Talk about what they used to do when they were younger.
b. Mention the names of the chores they used to do at home.
c. Describe their childhood.
d. Refer to events that happened a long time ago.
e. Describe past events and situations.
f. Ask and answer questions about the past.
g. Describe how they used to feel.
Mod. Lang., Page 61
h. Narrate a short story about past actions.
2. Cultural Objectives
a. Recall main ideas of Guatemalan, Venezuelan, and Peruvian short
story.
b. Explain basic facts about the Incan Empire and Pachacútec, one
of Peru's greatest Incas.
c. Identify main events on the history of Peru.
d. Recognize the importance of the Nasca lines.
3. Reading and Writing Objectives
a. Rephrase the reading selection in his own words.
b. Apply the skill of summarizing to writing.
4. Grammar Objectives
a. Conjugate the verbs “ser”, “ver” and “ir” in the imperfect.
b. Understand the uses of the imperfect.
c. Use accurately the expressions with “hacer”.
d. Recognize the different uses of the imperfect and the preterit.
e. Recall formation of the conjugation in the preterit of stem-changing
verbs.
f. Narrate a short story using the imperfect and the preterit.
E. UNIDAD 5. RECOMIENDO QUE ...
1. Communicative Objectives
a. Express hopes and desires using “Ojalá que…”.
b. Give advice using the subjunctive mood.
c. Recognize opinions.
d. Distinguish between facts and opinions.
e. Use verbs that express persuasion.
e. Formulate suggestions.
f. Talk about emotions.
g. Make recommendations.
2. Cultural Objectives
a. Mention basic information provided in a Guatemalan short story
and two Spanish legends.
b. Recognize the importance of Arab influences in the history, culture,
architecture, language, and education of Spain.
c. Compare Spain’s situation under the regime of Franco to contemporary
Spain.
d. Identify one of Spain's popular young actors: Antonio Banderas.
Mod. Lang., Page 62
3. Reading and Writing Objectives
a. Be aware of the thinking process that takes place as he reads:
predicting, making mental descriptions, and comparing.
b. Conduct an interview to collect information needed to write an
article.
4. Grammar Objectives
a. Recognize and use: the present subjunctive, the regular and
irregular forms; impersonal expressions; expressions of
persuasion; the present subjunctive of stem-changing verbs;
expressions of anticipation or reaction.
F. UNIDAD 6. ¡HAGAMOS UNA EXCURSIÓN!
1. Communicative Objectives
a. Express doubts and opinions.
b. Create original invitations.
c. Respond to invitations.
d. Give directions.
e. Compare and contrast information.
f. Tell where things are located.
g. Narrate past events.
h. Rephrase a story in his own words.
2. Cultural Objectives
a. Identify cultural information in two New Mexican
short stories and a Brazilian myth.
b. Recall basic information about Costa Rica.
c. Identify the differences of the "-tico" dialect in Costa Rica.
d. Paraphrase a poem by Jorge Debravo.
3. Reading and Writing Objectives
a. Use different reading strategy to interpret a poem.
b. Write an original poem.
4. Grammar Objectives
a. Use expressions of doubt with the subjunctive mood.
b. Understand the use of double object pronouns, in the 1st and 2nd
persons.
c. Conjugate regular verbs in the present perfect tense.
d. Use correctly double object pronouns in the 3rd person.
e. Recall the different uses of the preterit and the imperfect.
Mod. Lang., Page 63
f. Use correctly the adjectives in the shortened form.
UNIDAD 7. ¡HAY QUE BUSCAR EMPLEO!
1. Communicative Objectives
a. Create speculations in Spanish.
b. Formulate a negotiation.
c. Explain probability and improbability.
d. Identify job requirements.
e. Compare job descriptions.
f. Explain rules and regulations.
2. Cultural Objectives
a. Recall main events from Mexican short stories.
b. Understand the meaning of several Mexican proverbs.
c. Recall basic information about Ciudad Juárez, Mexico.
d. Acknowledge the historical importance of Benito Juárez.
3. Reading and Writing Objectives
a. Use different types of questions to understand a
newspaper article.
b. Write a personal essay narrating an anecdote from his childhood.
4. Grammar Objectives
a. Recognize “si clauses” in the present tense.
b. Use the prepositions “para” and “por”.
c. Understand the use of the words “quizás” and “tal vez” with the present
subjunctive.
d. Use the present subjunctive in adjective clauses.
e. Distinguish between the use of the “impersonal se” and the “reflexive se”.
UNIDAD 8. ¡VOY A VENEZUELA!
1. Communicative Objectives
a. Talk about future plans and activities.
b. Make suggestions, predictions, and speculations.
c. Give advice and commands.
d. Express emotions and doubts.
e. Mention past, present, and future activities.
f. Indicate doubt and uncertainty.
2. Cultural Objectives
a. Recall main ideas of short stories from Mexico and Argentina.
Mod. Lang., Page 64
b. Analyze current situation in Argentina and acknowledge
importance of the process of consolidation of democracy.
c. Recognize the use of “el voceo” in Argentina.
d. Read a poem by the Chicano poet Francisco X. Alarcón.
3. Reading and Writing Objectives
a. Analyze the relationship between poetic symbols and their
possible meanings.
b. Write a poem about the meaning and importance of language
using metaphors.
4. Grammar Objectives
a. Recognize the future tense.
b. Conjugate regular and irregular verbs in the future tense.
c. Use the conditional tense of regular and irregular verbs.
d. Give commands.
e. Distinguish between the present subjunctive and the present
indicative.
f. Use accurately the preterit and the imperfect tenses.
XII. EVALUATION
A. SEMESTER WORK
1. Quizzes
2. Homework
3. Tests
B. Semester Exam
80%
20%
20%
40%
20%
The Final grade is the average of the grades obtained in the first and
second semesters.
Mod. Lang., Page 65
I. COURSE TITLE: SPANISH III-S
COURSE NUMBER: ML 4302
II. DESCRIPTION
This course is designed to allow the student to practice and improve the skills of
listening, speaking, reading and writing the Spanish language and to give an overall
background of the culture of the Spanish speaking countries. Grammar is
presented through oral and written exercises in context. The use of multi-media
presentations helps the student develop a working knowledge of the language
through the presentation of the history, current celebrities, culture and literature of
countries where Spanish is spoken. Special projects, films, and current cultural
events are used to promote interest in the Spanish language.
PRE-REQUISITE OF COURSE
Student must have satisfactorily completed the Spanish II-S or 4202 course at
Belen or been recommended to this course by his current Spanish teacher or result
of the Belen Spanish Placement Exam.
VI. TEXTS
Samaniego, F.A., Alarcón, F.X., Rojas, N., & Ohara, M. (2005). EL MUNDO 21
HISPANO. Houghton Mifflin Co., Boston & New York.
Samaniego, F.A., Alarcón, F.X., & Rojas, N., (2005). EL MUNDO 21 HISPANO,
CUADERNO DE ACTIVIDADES. Houghton Mifflin Co., Boston & New York.
VII.
SUPPLEMENTARY TEXTS AND AUDIOVISULAS
Spanish to Spanish Dictionary
English to Spanish Dictionary
Mod. Lang., Page 66
Audio CDs, El Mundo 21 Hispano
Video El Mundo 21 Hispano
Movies: In class the students watch the documentary: The Mexican Americans
and María and others after school as offered by the Department
VIII.
PROCEDURE
A. UNIT OPENER
1. Students are introduced to the three or four countries presented in the
unit. Individual or group reading of the country’s brief historical overview.
B. READING PROFILES ON PERSONALITIES OF THE COUNTRY
1. Individual or group reading.
2. Comprehension check questions.
3. Students assume the personalities of the people featured.
C. ACCENTUATION, PRONUNCIATION AND SPELLING
1. Students practice pronouncing the words and writing them. They also
practice correct accentuation.
D. IMPROVING COMMUNICATION
1. Students read these mini-dialogues aloud.
2. Students volunteer to role-play using the vocabulary presented. The
vocabulary relates to topics such as shopping, the theater, the arts, and
world economics.
E. HISTORICAL/CULTURAL READING
1. Pre-reading activity – activate student’s background knowledge
by
asking them what they know about the country. Some of their families
are natives of the country being presented.
2. Group reading activity.
3. Comprehensible input techniques: explaining, defining, describing,
contrasting and illustrating to clarify new language and usage.
Mod. Lang., Page 67
4. Reading comprehension questions in order to acquire a general
understanding of major movements that influenced that country's
culture.
F. LANGUAGE IN USE
1. Students will learn to recognize Latin and Greek prefixes and suffixes, to
understand how Spanish changed as it came in contact with Arabic and
Indigenous languages.
2. Students will think of examples of English words that came directly from
Spanish and vice versa.
3. Students interview their parents and grandparents to see if they know old
Spanish proverbs and tongue twisters, thus trying to maintain the
Spanish oral tradition.
G. LITERARY AND JOURNALISTIC READING
1. Students work on pre-reading activities that foreshadow key content and
vocabulary and background information on the author.
2. Students describe or identify the illustrations accompanying the reading
selection.
3. Reading selection done as a group or individual activity.
4. Post-reading basic comprehension questions encourage students to
analyze and discuss points about the plots, characters, themes and styles.
H. INTRODUCTION TO LITERARY ANALYSIS
1. Introduce the basic concepts of literary analysis in order to facilitate
students’ discussion and understanding of various genres: narratives, short
stories, poetry, legends, and essays.
2. Ask comprehension-check questions to make sure the concepts
presented are understood.
I. LIGHT/CAMERA/ACTION
1. Students are exposed to native speakers in real life situations through the
El Mundo 21 Hispano video footage.
2. Students improve their listening comprehension skills by doing the previewing activities and the post-viewing activities.
J. EXPLORING CYBERSPACE
1. Students practice with the self-scoring quizzes in the Houghton Mifflin
Mod. Lang., Page 68
home page.
2. The multimedia CD-ROM provides additional grammar and vocabulary
practice.
K. GRAMMAR
1. Explanation of grammar points.
2. Exercises that reinforce the concepts in textbook and workbook.
3. Students check their own work as answers are written on the board by
another student or given orally.
L. LISTENING SKILLS
1. Students listen with the audio CDs to approximately sixty minutes of
materials for each unit.
2. Students work on exercises in the workbook that follow the tapes.
IX. SPECIAL ASSIGNMENTS, PRESENTATIONS, PROJECTS
A. Written and oral presentation of countries.
B. Belen Modern Language Fair three dimensional project.
X. EXTRACURRICULAR ACTIVITIES, COMMUNITY INVOLVEMENT
A. Miami-Dade County Fair contests
B. Other activities as announced
XI. COURSE OUTLINE
First Semester
A. UNIDAD 1. Crisol de sueños: Los hispanos en Estados Unidos.
B. UNIDAD 2. Raíces y Esperanza: España, México, Puerto Rico, la República
Dominicana y Cuba
Second Semester
C. UNIDAD 3. Entre el conflicto y la paz: Nicaragua, Honduras, El Salvador y
Guatemala
D. UNIDAD 4. La modernidad en desafío: Costa Rica, Panamá, Colombia y
Venezuela
Mod. Lang., Page 69
E. UNIDAD 5. Camino al sol: Perú, Ecuador y Bolivia
F. UNIDAD 6. Aspiraciones y contrastes: Argentina, Uruguay, Paraguay y Chile
XII. COURSE OBJECTIVES
Upon completion of the procedures of this course, the student will be able to
demonstrate in oral and/or written form the following objectives:
UNIDAD 1. Crisol de sueños: Los hispanos en Estados Unidos.
1. Cultural/Communicative Objectives
-Relate historical events in the unit.
-Acquire knowledge of current political and social issues concerning
Chicanos, Puerto Ricans, Cuban-Americans, Dominicans and
Central Americans.
-Recognize Hispanic folklore in the United States.
-Recognize today's protagonists in politics, the arts, and entertainment.
-Relate the literary selections in the unit.
-Tell about famous Chicanos, Puerto Ricans, Cuban-Americans, Dominicans
and Central Americans.
-Formulate opinions or viewpoints about historical events.
-Formulate opinions and interpretations of literary and journalistic readings.
2. Grammar Structure Objectives
-Recognize and use: the gender and number of nouns, the definite and
indefinite articles, the present indicative of regular verbs,
stem-changing, spelling change and irregular verbs in the
present tense, the descriptive adjectives, the different forms
and use of the verbs ser and estar, the comparatives and
superlatives and the demonstrative adjectives and pronouns.
UNIDAD 2.
Raíces y Esperanza: España, México, Puerto Rico, la República
Dominicana y Cuba
1. Cultural/Communicative Objectives
-Relate historical events.
-Summarize current political and social issues.
-Recall some of the most important historical figures in Spain, Mexico,
Puerto Rico and the Dominican Republic.
-Identify historical and artistic sites.
Mod. Lang., Page 70
-Recognize some of today's protagonists in politics, the arts, and
entertainment.
-Relate the literary selections in the unit.
-Tell about historical and contemporary Spaniards.
-Formulate opinions or viewpoints about historical events presented
2. Grammar Structure Objectives
-Recognize and use: the preterit regular, stem-changing and irregular
verbs, the direct and indirect object pronouns, the
personal a, gustar and similar constructions, the
imperfect of the regular and irregular verbs and
negative words and expressions.
UNIDAD 3. Entre el conflicto y la paz: Nicaragua, Honduras, El Salvador y
Guatemala.
1. Cultural/Communicative Objectives
-Relate historical events.
-Recognize historical and artistic sites.
-Acquire knowledge of current political and social issues.
-Recognize today's protagonists in politics, the arts
entertainment in the unit.
-Relate the literary selection.
-Tell about the important figures in the countries presented.
and
2. Grammar Structure Objectives
-Recognize and use: the Preterit and the Imperfect, the possessive
adjectives and pronouns, the prepositions para and
por, the infinitive
UNIDAD 4. La modernidad en desafío: Costa Rica, Panamá, Colombia y Venezuela.
1. Cultural/Communicative Objectives
-Relate historical events.
-Acquire knowledge of current political and social issues.
-Recognize today’s protagonists in politics, the arts
entertainment.
-Relate the literary selections.
-Rephrase the facts about personalities.
-Formulate opinions or viewpoints in Del pasado al presente.
Mod. Lang., Page 71
and
-Formulate and relate opinions and interpretations of literary and
journalistic readings.
2. Grammar Objectives
-Recognize and use: the past participle, Present Perfect Indicative,
passive constructions, the present subjunctive forms
and their use in main clauses, the formal and familiar
commands and the subjunctive in noun clauses, the
relative pronouns.
UNIDAD 5. Camino al sol: Perú, Ecuador y Bolivia.
1. Cultural / Communicative Objectives
-Relate historical events.
-Acquire knowledge of current political and social issues.
-Recognize major protagonists in politics, the arts and entertainment.
-Identify internationally recognized legendary figures
-Relate the literary selection.
-Formulate opinions or viewpoints about historical events
-Formulate opinions and interpretations of literary and journalistic
readings
2. Grammar Objectives
-Recognize and use: the present subjunctive and its use in adjective
and adverbial clauses, regular and irregular verbs in the Future tense
and in the Conditional tense.
UNIDAD 6. Aspiraciones y Contrastes: Argentina, Uruguay, Paraguay y Chile.
1. Cultural / Communicative Objectives
-Relate historical events
-Acquire knowledge of current political and social issues
-Recognize major protagonists in politics, the arts, and entertainment
-Relate the literary selection.
-Formulate and express opinions or viewpoints on historical events
presented in Del pasado al presente
-Formulate and express opinions and interpretations of literary and
journalistic readings.
2. Grammar Objectives
-Recognize and use: the imperfect subjunctive, and the Si-clauses
Mod. Lang., Page 72
the imperfect subjunctive in noun, adjective and adverbial
clauses, the present perfect in the Indicative and
Subjunctive Mood
XIII. EVALUATION
A.
SEMESTER WORK
1. Quizzes
20%
2. Homework
20%
3. Tests
40%
(Projects, presentations and papers are counted under the category of tests
with different values)
4. Semester Exam
20%
I.
The first and second semesters average to Final Grade
COURSE TITLE: SPANISH III-S HONORS
COURSE NUMBER: ML 4310
II.
DESCRIPTION
This course is designed to allow the student to improve the skills of listening,
speaking, reading and writing the Spanish language and to give an overall
background of the culture of the Spanish speaking countries. Grammar is
presented through oral and written exercises in context. The use of multi-media
presentations helps the student develop a working knowledge of the language
through the presentation of the history, current celebrities, culture
and literature
of countries where Spanish is spoken. Literary analysis is emphasized through
additional readings and individual oral and written book reports. Special projects,
films, and current cultural events are used to promote interest in the Spanish
language. This is an Honors course.
III.
PRE-REQUISITE OF COURSE
Student must have satisfactorily completed the 7th grade with an A or B and have
the recommendation of the teacher. New students must have received an excellent
score in the Spanish Placement Exam, have an overall average of 3.4 and receive
approval of the Department Chairperson. Parental and student signature of the
Honor's Contract is required. A student may decline the invitation to this course.
IV.
TEXTS
Samaniego, F.A., Alarcón, F.X., Rojas, N., & Ohara, M. (2005).
EL MUNDO 21 HISPANO. Houghton Mifflin Co., Boston & New York.
Mod. Lang., Page 73
Samaniego, F.A., Alarcón, F.X., & Rojas, N., (2005).
EL MUNDO 21 HISPANO, CUADERNO DE ACTIVIDADES.
Houghton Mifflin Co., Boston & New York.
V.
SUPPLEMENTARY TEXTS AND AUDIOVISUALS
Cuentos Latinoamericanos
Cuentos de hoy
Spanish to Spanish Dictionary
English to Spanish Dictionary
Audio CDs, El Mundo 21 Hispano
Video El Mundo 21 Hispano
Movies: In class the students watch the documentary: The Mexican Americans
and María and others after school as offered by the Department
VI.
PROCEDURE
A. UNIT OPENER
1. Students are introduced to the three or four countries presented in the
unit. Individual or group reading of the country’s brief historical overview.
B. READING PROFILES ON PERSONALITIES OF THE COUNTRY
1. Individual or group reading.
2. Comprehension check questions.
3. Students assume the personalities of the people featured.
C. ACCENTUATION, PRONUNCIATION AND SPELLING
1. Students practice pronouncing the words and writing them. They also
practice correct accentuation.
D. IMPROVING COMMUNICATION
1. Students read these mini-dialogues aloud.
2. Students volunteer to role-play using the vocabulary presented. The
vocabulary relates to topics such as shopping, the theater, the arts, and
world economics.
E. HISTORICAL/CULTURAL READING
Mod. Lang., Page 74
1. Pre-reading activity – activate student’s background knowledge
by
asking them what they know about the country. Some of their families
are natives of the country being presented.
2. Group reading activity.
3. Comprehensible input techniques: explaining, defining, describing,
contrasting and illustrating to clarify new language and usage.
4. Reading comprehension questions in order to acquire a general
understanding of major movements that influenced that country's
culture.
F. LANGUAGE IN USE
4. Students will learn to recognize Latin and Greek prefixes and suffixes, to
understand how Spanish changed as it came in contact with Arabic and
Indigenous languages.
5. Students will think of examples of English words that came directly from
Spanish and vice versa.
6. Students interview their parents and grandparents to see if they know old
Spanish proverbs and tongue twisters, thus trying to maintain the
Spanish oral tradition.
G. LITERARY AND JOURNALISTIC READING
1. Students work on pre-reading activities that foreshadow key content and
vocabulary and background information on the author.
2. Students describe or identify the illustrations accompanying the reading
selection.
3. Reading selection done as a group or individual activity.
4. Post-reading basic comprehension questions encourage students to
analyze and discuss points about the plots, characters, themes and styles.
H. INTRODUCTION TO LITERARY ANALYSIS
1. Introduce the basic concepts of literary analysis in order to facilitate
students’ discussion and understanding of various genres: narratives, short
stories, poetry, legends, and essays.
2. Ask comprehension-check questions to make sure the concepts
presented are understood.
I. LIGHT/CAMERA/ACTION
1. Students are exposed to native speakers in real life situations through the
Mod. Lang., Page 75
El Mundo 21 Hispano video footage.
2. Students improve their listening comprehension skills by doing the previewing activities and the post-viewing activities.
J. EXPLORING CYBERSPACE
1. Students practice with the self-scoring quizzes in the Houghton Mifflin
home page.
2. The multimedia CD-ROM provides additional grammar and vocabulary
practice.
K. GRAMMAR
1. Explanation of grammar points.
2. Exercises that reinforce the concepts in textbook and workbook.
3. Students check their own work as answers are written on the board by
another student or given orally.
L. LISTENING SKILLS
1. Students listen with the audio CDs to approximately sixty minutes of
materials for each unit.
2. Students work on exercises in the workbook that follow the tapes.
VII. SPECIAL ASSIGNMENTS, PRESENTATIONS, PROJECTS
A. Written and oral presentation of countries.
B. Belen Modern Language Fair three dimensional project.
C. Triatlón contest
VIII. EXTRACURRICULAR ACTIVITIES, COMMUNITY INVOLVEMENT
A. Miami-Dade County Fair contests
B. Other activities as announced
IX. COURSE OUTLINE
First Semester
B. UNIDAD 1. Crisol de sueños: Los hispanos en Estados Unidos.
C. UNIDAD 2. Raíces y Esperanza: España, México, Puerto Rico, la República
Mod. Lang., Page 76
Dominicana y Cuba
Second Semester
D. UNIDAD 3. Entre el conflicto y la paz: Nicaragua, Honduras, El Salvador y
Guatemala
E. UNIDAD 4. La modernidad en desafío: Costa Rica, Panamá, Colombia y
Venezuela
F. UNIDAD 5. Camino al sol: Perú, Ecuador y Bolivia
G. UNIDAD 6. Aspiraciones y contrastes: Argentina, Uruguay, Paraguay y Chile
X. COURSE OBJECTIVES
Upon completion of the procedures of this course, the student will be able to demonstrate
in oral and/or written form the following objectives:
UNIDAD 1. Crisol de sueños: Los hispanos en Estados Unidos.
1. Cultural/Communicative Objectives
-Relate historical events in the unit.
-Acquire knowledge of current political and social issues concerning
Chicanos, Puerto Ricans, Cuban-Americans, Dominicans and
Central Americans.
-Recognize Hispanic folklore in the United States.
-Recognize today's protagonists in politics, the arts, and entertainment.
-Relate the literary selections in the unit.
-Tell about famous Chicanos, Puerto Ricans, Cuban-Americans,
Dominicans and Central Americans.
-Formulate opinions or viewpoints about historical events.
-Formulate opinions and interpretations of literary and journalistic readings.
2. Grammar Structure Objectives
-Recognize and use: the gender and number of nouns, the definite and
indefinite articles, the present indicative of regular verbs,
stem-changing, spelling change and irregular verbs in the
present tense, the descriptive adjectives, the different forms
and use of the verbs ser and estar, the comparatives and
superlatives and the demonstrative adjectives and pronouns.
UNIDAD 2.
Raíces y Esperanza: España, México, Puerto Rico, la República
Mod. Lang., Page 77
Dominicana y Cuba
1. Cultural/Communicative Objectives
-Relate historical events.
-Summarize current political and social issues.
-Recall some of the most important historical figures in Spain, Mexico,
Puerto Rico and the Dominican Republic.
-Identify historical and artistic sites.
-Recognize some of today's protagonists in politics, the arts, and
entertainment.
-Relate the literary selections in the unit.
-Tell about historical and contemporary Spaniards.
-Formulate opinions or viewpoints about historical events presented
2. Grammar Structure Objectives
-Recognize and use: the preterit regular, stem-changing and irregular
verbs, the direct and indirect object pronouns, the
personal a, gustar and similar constructions, the
imperfect of the regular and irregular verbs and
negative words and expressions.
UNIDAD 3. Entre el conflicto y la paz: Nicaragua, Honduras, El Salvador y
Guatemala.
1. Cultural/Communicative Objectives
-Relate historical events.
-Recognize historical and artistic sites.
-Acquire knowledge of current political and social issues.
-Recognize today's protagonists in politics, the arts
entertainment in the unit.
-Relate the literary selection.
-Tell about the important figures in the countries presented.
and
2. Grammar Structure Objectives
-Recognize and use: the Preterit and the Imperfect, the possessive
adjectives and pronouns, the prepositions para and
por, the infinitive
UNIDAD 4. La modernidad en desafío: Costa Rica, Panamá, Colombia y Venezuela.
1. Cultural/Communicative Objectives
Mod. Lang., Page 78
-Relate historical events.
-Acquire knowledge of current political and social issues.
-Recognize today’s protagonists in politics, the arts and
entertainment.
-Relate the literary selections.
-Rephrase the facts about personalities.
-Formulate opinions or viewpoints in Del pasado al presente.
-Formulate and relate opinions and interpretations of literary and
journalistic readings.
2. Grammar Objectives
-Recognize and use: the past participle, Present Perfect Indicative,
passive constructions, the present subjunctive forms
and their use in main clauses, the formal and familiar
commands and the subjunctive in noun clauses, the
relative pronouns.
UNIDAD 5. Camino al sol: Perú, Ecuador y Bolivia.
1. Cultural / Communicative Objectives
-Relate historical events.
-Acquire knowledge of current political and social issues.
-Recognize major protagonists in politics, the arts and entertainment.
-Identify internationally recognized legendary figures
-Relate the literary selection.
-Formulate opinions or viewpoints about historical events
-Formulate opinions and interpretations of literary and journalistic
readings
2. Grammar Objectives
-Recognize and use: the present subjunctive and its use in adjective
and adverbial clauses, regular and irregular verbs in the Future tense
and in the Conditional tense.
UNIDAD 6. Aspiraciones y Contrastes: Argentina, Uruguay, Paraguay y Chile.
1. Cultural / Communicative Objectives
-Relate historical events
-Acquire knowledge of current political and social issues
-Recognize major protagonists in politics, the arts, and entertainment
-Relate the literary selection.
Mod. Lang., Page 79
-Formulate and express opinions or viewpoints on historical events
presented in Del pasado al presente
-Formulate and express opinions and interpretations of literary and
journalistic readings.
2. Grammar Objectives
-Recognize and use: the imperfect subjunctive, and the Si-clauses
the imperfect subjunctive in noun, adjective and adverbial clauses,
the present perfect in the Indicative and Subjunctive Mood
XI. EVALUATION
A.
SEMESTER WORK
1. Quizzes
20%
2. Homework
20%
3. Tests
40%
(Projects, presentations and papers are counted under the category of tests
with different values)
4. Semester Exam
20%
The first and second semesters average to Final Grade
XII. HONORS CONTRACT
Mod. Lang., Page 80
I.
II.
COURSE TITLE: SPANISH SPEECH & WRITING
COURSE NUMBER: 4350
DESCRIPTION
This course is designed to immerse the students of Spanish as a foreign language
in the target language by emphasizing oral and written communication. Dictionary
use is practiced to enhance spelling and vocabulary usage in summaries, letters,
compositions, and creative works. Library skills are introduced and practiced in the
research, footnotes and bibliographies of their assignments. Various readings
serve as models for the students to imitate in their own literary creations.
Speeches, oral interpretations, recitations, debates and short performances are
utilized to develop fluency. Participation in special projects and current cultural
events are encouraged to promote interest in the culture and language. The
teacher will conduct the class in both English and Spanish depending on the level
of proficiency of the students.
III. PRE-REQUISITE OF COURSE
This course is a requirement of all eighth grade students, but it is specifically
designed for students of Spanish as a foreign language.
IV.
TEXTS
Leyendas Latinoamericanas
Leyendas de Puerto Rico
Los cuentos del conde Lucanor
¿Cómo se hace…?
V.
SUPPLEMENTARY READING
Spanish to Spanish Dictionary
English to Spanish Dictionary
VI.
PROCEDURE
A
READINGS
1
Scan readings and prepare new vocabulary lists.
Mod. Lang., Page 81
2
After exhausting the footnotes references, the use of cognates and the
context to gather the meaning of words listed, students get in groups
to help one another to get meaning of words still pending. As a last
resource the group chooses someone to look up in the dictionary the
words still unknown (dictionary words are normally assigned to the
student with most linguistic limitations).
3 Read out loud and answer questions as they read to promote
understanding.
4 Do written exercises at end of readings, outline and summarize readings.
5. Students will read their compositions out loud.
6. Read many representative works of a literary type and are assigned to
create their own.
7. Visit the language lab every two weeks.
8.Students' productions are published or represented in the school literary
magazine, short performances, debates, dramatic readings and different
kind of speeches.
9. Students make frequent use of audiovisual material.
10. Weekly quizzes and monthly tests evaluate their progress.
B.
SPECIAL ASSIGNMENTS
1.
2.
3.
4.
5.
C.
Belen Literary Contests
Belen Modern Language Fair
Summer Reading
Christmas Production
End of the year contest
EXTRACURRICULAR ACTIVITIES
1
2.
3.
4.
5.
Miami-Dade County Fair Creative Writing Contest
Miami-Dade County Fair Drama Contest
Foreign Language Teacher Association contest
Nova and Hispanic Heritage essay contests
Field trips to the theater, opera, lectures, etc.
D. AUDIOVISUAL
1. Movies in class: The Puerto Rican American Story
2. Other movies as offered after school by the Department
VII. COURSE OUTLINE
A.
VOCABULARY
Mod. Lang., Page 82
B.
C.
D.
E.
F.
G.
H.
I.
1
11.
12.
J.
K.
VIII.
OBJECTIVE SUMMARY
LITERARY SUMMARY
PROVERBS AND SAYINGS
LIBRARY
LEYENDAS DE PUERTO RICO/LEYENDAS LATINOAMERICANAS
LETTERS
POEMS
ORAL EXPOSITION
Commercial Video
Riddles
Individual Speeches
NEWSPAPER ARTICLES WITH OPPOSING SIDES
PANEL
COURSE OBJECTIVES
Upon completion of the procedures of this course, the student will be able to
demonstrate in oral and/or written form the following objectives:
H.
VOCABULARY
-Identify new words from English cognates
-Acquire meaning of new vocabulary from footnotes and marginal notes
-Infer the meaning of new words from context
-List a minimal amount of words to be looked up in a dictionary
-Use new words in their writing and speaking assignments
B.
OBJECTIVE SUMMARY
-Distinguish between objective and literary writings
-Identify the title sentence and title paragraph
-Write down the main ideas in a paragraph
-Organize the main ideas, eliminating the least important
-Create a limited summary of the readings
C.
LITERARY SUMMARY
-Distinguish between direct and figurative language
-Outline for interpretation the who, when, where, what, how and why
-Write a summary from the outline, using details to support the main ideas.
An introduction, body and conclusion are to be included
-Identify the purpose of the author
-Recognize the organization and structure of the work, i.e. narrative, short
Mod. Lang., Page 83
story, essay
D.
PROVERBS AND SAYINGS
-Recognize Spanish sayings and proverbs
-Compare English semantics of sayings and proverbs conveying the same
meaning
-Rephrase in direct language the meaning of the saying or proverb
-Apply the right proverb or saying to a given situation
-Pair proverbs or sayings with similar meaning or message
E.
LIBRARY
-Distinguish between the different catalogue files
-Employ the different library sources in order to get information:
Encyclopedia/Computer
-Organize a bibliography
-Use a bibliography in a written assignment
F.
LEYENDAS LATINOAMERICANAS/LEYENDAS DE PUERTO RICO
-Tell briefly what the story is about
-Recall important things in the story
-Analyze character/outcome
-Recognize foreshadowing/climax
-Identify the purpose of the author
-Recognize the relation between the theme and the structure
-Identify literary devices
-Deduce implied message
-Compare with other stories
G.
LETTERS
-Recognize the different parts of a letter
-identify the four different group of letters and their characteristics
-Recall four groups of famous letters
-Formulate a business/intimate letter
H.
POEMS
-Recognize at least three types of poems
-Identify the characteristics of each type
-Recognize the different techniques of the poet to convey emotions, create
Mod. Lang., Page 84
moods, describe things
-Create a poem imitating those read
I.
ORAL EXPOSITION
-Recognize punctuation pauses and tone when reading out loud
-Recognize vocabulary
-Interpret character emotions and state of mind
-Recite by memory poems, proverbs and sayings, and songs
-Relate personal experiences or give oral summaries of events and
situations
-Illustrate how something is done or talk about something he is interested in
1. Commercial Video
-Produce an attention grabbing piece of work
-Use attention getting techniques: verbal and visual
-Convince others of the advantage of a product
-Show the uniqueness of the product by comparison or antithesis
-Organize material leaving the best for last (impacting message)
-Create a piece of work that appeals to a general audience
-Acquire poise and confidence in public speaking
2. Riddles
-Create a fun composition about a person or an object
-Use the descriptive technique of "desfamiliarización"
-Acquire poise and confidence when facing an audience
3. Individual Speeches
-Prepare for outside audience
-Organize and summarize orally a given topic: self, hobby, how to do
something
-Use attention grabbing techniques: a prop, a saying, a joke, etc.
-Relate topic to a general audience
-Use library skills in research
-Write a bibliography if researched
J.
NEWSPAPER ARTICLES WITH OPPOSING SIDES
-Write a summary of the article
Mod. Lang., Page 85
-Interpret and criticize author's point of view
-Justify his own conclusion about the topic
-Acquire poise and confidence in dealing with a controversial issue
K.
PANEL
-Differentiate among the different kinds of group discussions; i.e. speeches,
debates, conferences
-Summarize the "history" of his topic
-Appraise and criticize different points of view
-Support with documentation his own point of view
-Use library skills in researching topic
-Produce a bibliography
IX.
EVALUATION
Upon completing the stated objectives of this course, the following
evaluative methods will be used to measure the student's level of
proficiency:
A.
SEMESTER GRADE
1.
2.
3.
4.
Quizzes
Exams, Projects
Classwork, Homework
Final Exam
20%
30%
30%
20%
B. EXTRA CREDIT
Non-speakers have the opportunity to excel and compete with speakers by
taking advantage of all extra curricular and extra credit activities offered such
as: attending cultural events related to the course, illustrating rather than
writing difficult tasks, attending language lab extra sessions, and/or doing
extra written assignments and reports.
Mod. Lang., Page 86
I. COURSE TITLE: SPANISH SPEECH & WRITING
COURSE NUMBER: 4352
II.
DESCRIPTION
This course is designed to immerse the students in the Spanish language by
emphasizing oral and written communication. Dictionary use is practiced to
enhance spelling and vocabulary usage in summaries, letters, compositions, and
creative works. Library skills are introduced and practiced in the research,
footnotes and bibliographies of their assignments. Various readings serve as
models for the students to imitate in their own literary creations. Speeches, oral
interpretations, recitations, debates and short performances are utilized to develop
fluency. Participation in special projects and current cultural events are
encouraged to promote interest in the culture and language.
III. PRE-REQUISITE OF COURSE
This course is a requirement of all eighth grade Spanish-S students.
IV.
TEXTS
Leyendas Latinoamericanas
Leyendas de Puerto Rico
Los cuentos del conde Lucanor
¿Cómo se hace…
V.
SUPPLEMENTARY READING
Spanish to Spanish Dictionary
English to Spanish Dictionary
VI.
PROCEDURE
A.
READINGS
1. Scan readings and prepare new vocabulary list
2. After exhausting the footnotes references, the use of cognates and the
context to gather the meaning of words listed, students get in groups to
help one another to get meaning of words still pending. As a last resource
Mod. Lang., Page 87
the group chooses someone to look up in the dictionary the words still
unknown (dictionary words are normally assigned to the student with most
linguistic limitations).
3. Read out loud and answer questions as they read to promote
understanding.
4. Do written exercises at end of readings, outline and summarize readings.
5. Students will read their compositions out loud.
6. Read many representative works of a literary type and are assigned to
create their own.
7. Students' productions are published or represented in the school literary
magazine, short performances, debates, dramatic readings and
different kind of speeches.
8. Students make frequent use of audiovisual material.
9. Weekly quizzes and monthly tests evaluate their progress.
B.
SPECIAL ASSIGNMENTS
1.
2.
3.
4.
5.
C.
Belen Literary Contests
Belen Modern Language Fair
Summer Reading
Christmas Production
Triatlón - end of the year contest
EXTRACURRICULAR ACTIVITIES
1
2.
3.
4.
5.
Miami-Dade County Fair Creative Writing Contest
Miami-Dade County Fair Drama Contest
Foreign Language Teacher Association contest
Nova and Hispanic Heritage essay contests
Field trips to the theater, opera, lectures, etc.
E. AUDIOVISUAL
1. Movies in class: The Puerto Rican American Story
2. Other movies as offered after school by the Department
VII. COURSE OUTLINE
A.
VOCABULARY
B.
OBJECTIVE SUMMARY
C.
LITERARY SUMMARY
Mod. Lang., Page 88
VIII.
D.
PROVERBS AND SAYINGS
E.
LIBRARY
F.
LEYENDAS DE PUERTO RICO/LEYENDAS LATINOAMERICANAS
G.
LETTERS
H.
POEMS
I.
ORAL EXPOSITION
1
2
3
Commercial Video
Riddles
Individual Speeches
J.
I.
NEWSPAPER CONTROVERSIAL ARTICLES
K.
J.
PANEL
COURSE OBJECTIVES
Upon completion of the procedures of this course, the student will be able to
demonstrate in oral and/or written form the following objectives:
K.
VOCABULARY
-Identify new words from English cognates
-Acquire meaning of new vocabulary from footnotes and marginal notes
-Infer the meaning of new words from context
-List a minimal amount of words to be looked up in a dictionary
-Use new words in their writing and speaking assignments
B.
OBJECTIVE SUMMARY
-Distinguish between objective and literary writings
-Identify the title sentence and title paragraph
-Write down the main ideas in a paragraph
-Organize the main ideas, eliminating the least important
-Summarize using appropriate transition words and punctuation
C.
LITERARY SUMMARY
Mod. Lang., Page 89
-Distinguish between direct and figurative language
-Outline for interpretation the who, when, where, what, how and why
-Write a summary from the outline, using details to support the main ideas.
An introduction, body and conclusion are to be included
-Identify the purpose of the author
-Recognize the organization and structure of the work, i.e. narrative, short
story, essay
D.
PROVERBS AND SAYINGS
-Recognize Spanish sayings and proverbs
-Compare English semantics of sayings and proverbs conveying the same
meaning
-Rephrase in direct language the meaning of the saying or proverb
-Apply the right proverb or saying to a given situation
-Pair proverbs or sayings with similar meaning or message
E.
LIBRARY
-Distinguish between the different catalogue files
-Employ the different library sources in order to get information:
Encyclopedia/Computer
-Organize a bibliography
-Use a bibliography in a written assignment
F.
LEYENDAS LATINOAMERICANAS/LEYENDAS DE PUERTO RICO
-Tell briefly what the story is about
-Recall important things in the story
-Analyze character/outcome
-Recognize foreshadowing/climax
-Identify the purpose of the author
-Recognize the relation between the theme and the structure
-Identify literary devices
-Deduce implied message
-Compare with other stories
G.
LETTERS
-Recognize the different parts of a letter
-identify the four different group of letters and their characteristics
-Recall four groups of famous letters
-Formulate a business/intimate letter
Mod. Lang., Page 90
H.
POEMS
-Recognize at least three types of poems
-Identify the characteristics of each type
-Recognize the different techniques of the poet to convey emotions, create
moods, describe things
-Create a poem imitating those read
I.
ORAL EXPOSITION
-Recognize punctuation pauses and tone when reading out loud
-Recognize vocabulary
-Interpret character emotions and state of mind
-Recite by memory poems, proverbs and sayings, and songs
-Relate personal experiences or give oral summaries of events and
situations
-Illustrate how something is done or talk about something he is interested in
1. Commercial Video
-Produce an attention grabbing piece of work
-Use attention getting techniques: verbal and visual
-Convince others of the advantage of a product
-Show the uniqueness of the product by comparison or antithesis
-Organize material leaving the best for last (impacting message)
-Create a piece of work that appeals to a general audience
-Acquire poise and confidence in public speaking
2. Riddles
-Create a fun composition about a person or an object
-Use the descriptive technique of "desfamiliarización"
-Acquire poise and confidence when facing an audience
3. Individual Speeches
-Prepare for outside audience
-Organize and summarize orally a given topic: self, hobby, how to do
something
-Use attention grabbing techniques: a prop, a saying, a joke, etc.
-Relate topic to a general audience
Mod. Lang., Page 91
-Use library skills in research
-Write a bibliography if researched
J.
NEWSPAPER ARTICLES WITH OPPOSING VIEWS
-Write a summary of the article
-Interpret and criticize author's point of view
-Justify his own conclusion about the topic
-Acquire poise and confidence in dealing with a controversial issue
K.
PANEL
-Differentiate among different group discussions; i.e. speeches, debates,
conferences
-Summarize the "history" of his topic
-Appraise and criticize different points of view
-Support with documentation his own point of view
-Use library skills in researching topic
-Produce a bibliography
IX.
EVALUATION
Upon completing the stated objectives of this course, the following
evaluative methods will be used to measure the student's level of
proficiency:
A.
SEMESTER WORK
1.
2.
3.
B.
Quizzes
Exams, Projects
Classwork, Homework
Final Exam
20%
30%
30%
20%
Mod. Lang., Page 92
I.
COURSE TITLE:
COURSE NUMBER:
II.
DESCRIPTION
SPANISH IV
ML 4400
SPANISH 4400 is an introductory level Spanish course that is designed to
develop and enhance the student’s listening, writing and reading skills in the
target language. The course uses a communicative approach to language
learning. It concentrates on developing the student’s speaking, listening, reading
and writing skills so that they will be able to express their own ideas and interact
with others meaningfully and for real-life purposes. It emphasizes frequently used
vocabulary, pronunciation, and grammatical agreement as tools for effective
communication. The course provides a strong emphasis on vocabulary building,
and on the understanding of complex grammar structures which facilitate
effective and accurate communication in the target language. Finally, because
cultural knowledge is an essential part of the process of language acquisition and
effective communication, the course introduces the students to the everyday life
of Spanish speakers, as well as to the geography, facts and history of the
Spanish speaking countries.
III.
PRE-REQUISITES OF THE COURSE
Students registered in ML 4400 must have satisfactorily completed
ML 300 during the previous academic year, or have placed accordingly in the
Spanish Placement Exam provided by the Modern Languages Department of
Belén Jesuit Preparatory School. In case that a student is placed in the course
and has not had a previous academic exposure to the language, the student
must complete an introductory level course during the previous summer offered
by the Belén Jesuit Preparatory School Modern Languages Department.
IV.
TEXTS
Vistas: Introducción a la lengua española, 2nd edition, Blanco and Donley,
Boston, Massachusetts: Vista Higher Learning, 2005.
Vistas: Workbook/Video Manual, 2nd edition, Blanco and Donley, Boston,
Massachussets: Vista Higher Learning, 2005.
V.
ADDITIONAL MATERIALS
Mod. Lang., Page 93
Dictionary (Spanish/English, English/Spanish)
Binder with dividers
Supplementary texts, and hand outs.
VI.
PROCEDURE AND TEACHING METHODOLOGY
H.
Interactive class lectures in which grammar concepts are presented in
detail followed by oral and visual classroom exercises.
I.
Written / Oral exercises developed to enhance the learning process, in
which students will apply concepts acquired in vocabulary, spelling, and
grammatical structures.
J.
Class discussion and/or games where students will have the
opportunity to practice the material covered in the lesson.
K.
Cultural presentations, current events and issues related to the
Spanish speaking countries.
L.
Listening exercises and repetition of words.
M.
Conversational activities in which the students can use the grammatical
structures learned in each lesson, the new words acquired, and their
background knowledge to create dialogues in real life context situations.
N.
Written / Oral Presentations in which students can practice the
knowledge gained in each lesson and conduct research about the
countries and cultures discussed in class.
VII.
SPECIAL ASSIGNMENTS AND EXTRACURRICULAR ACTIVITIES
A.
Participation in the Miami-Dade County Fair Writing Contest (poem).
B.
Belen Modern Languages Fair Project (booths representing Hispanics in
the US and the growing importance of the Spanish language in the US).
C.
Additional reading comprehension exercises.
D.
Other: oral reports about the different groups of Hispanics living in the
United States (Fair), news reports about current events from the countries
studied in the “Panorama Cultural” section of each lesson from Vistas,
among others.
E.
Belen Jesuit Synonym Contest
VIII.
AUDIOVISUAL MATERIALS
A.
The “Fotonovela” from Vistas.
Mod. Lang., Page 94
B.
C.
IX.
Foreign movies in Spanish after school: La Celestina, Butterfly, etc.
Powerpoint presentations of lessons.
COURSE OUTLINE
1. First Semester:
a. Students will be introduced to the grammatical structures, vocabulary, and
cultural lessons covered in chapters 1-5.
b. Vistas Workbook activities corresponding to chapters 1-5.
c. The lessons will concentrate in the following communicative goals:
(1). Identifying origin and nationality.
(2). Apply expressions of courtesy.
(3). Identify nouns and articles. (gender and number) Apply agreement.
(4). Identify numbers 0-100.
(5). Identify and apply the present tense of the verb “to be” by
distinguishing between the verbs “ser” and “estar”.
(6).Tell time.
(7).Recognize cognates.
(8).Provide telephone numbers and addresses in Spanish.
(9).Identify vocabulary related with greetings, introductions, courtesy
expressions.
(10).Identify vocabulary related to school and university settings.
(11).Write the plural of words. Identify the various forms of plural
formation.
(12). Identify the Spanish speaking countries, their capitals and location.
(13). Gain knowledge of statistics and cultural information about
Hispanics in the United States and Canada.
(14).Learn how to talk about classes and school life.
(15). Discuss everyday activities.
(16). Ask questions in Spanish.
(17). Describe the location of people and things.
(18). Identify the days of the week and months of the year.
(19). Turn sentences into negative sentences.
(20). Identify, form and conjugate –ar, -er, and –ir ending regular verbs.
(21). Identify prepositions and prepositional phrases related to the verb
“estar”.
(22). Recognize the regions of Spain.
(23). Recognize important and famous Spanish people. (artists, writers,
etc)
(24). Utilize facts about Spain such as population, capital, food,
languages, and currency. Also, some historical facts and form of
government.
(25). Identify places of interest in Spain such as El Prado Museum, La
Plaza Mayor, Palacio Real, and la Universidad de Salamanca.
(26). Utilize vocabulary related to family and friends.
(27). Describe people and things.
Mod. Lang., Page 95
(28). Express ownership.
(29). Create a family tree. Identify relationships using the vocabulary
studied in class.
(30). Acquire cultural and historical knowledge about Ecuador.
(31). Identify and use possessive adjectives.
(32). Identify and use descriptive adjectives.
(33). Identify and use the present tense of the verbs to have “tener” and
to come “venir”.
(34). Utilize expressions with tener.
(35). Identify places in a city.
(36). Identify pastimes, weekend activities, and sports.
(37). Make plans and create invitations.
(38). Conjugate verbs with irregular “yo” forms.
(39). Conjugate present tense of stem changing verbs.
(40). Utilize the verb “ir”.
(41). Identify and use the contraction “al”.
(42). Utilize ir +a+ [infinitive] to express future events.
(43). Identify and use the verbs ver and oír.
(44). Acquire knowledge about Mexico’s geography, history and culture.
(45). Discuss and plan a vacation.
(46). Describe a hotel.
(47). Express feelings.
(48). Identify and use the seasons and expressions for the weather.
(49). Identify ordinal numbers.
(50). Use adjectives for conditions and emotions.
(51). Utilize the present progressive of regular and irregular verbs.
(52). Compare uses of “ser” and “estar”.
5. Second Semester:
a. Students will be introduced to the grammatical structures, vocabulary, and
cultural lessons covered in chapters 5-9.
b. Vistas Workbook activities corresponding to chapters 5-9.
c. Handouts provided by the teacher.
The lessons will concentrate in the following communicative goals:
(1) Identify direct objects and substitute them for the direct object pronouns.
(2) Utilize the personal “a”
(3) Acquire knowledge about the geography, history and culture of Puerto Rico.
(4) Talk about and describe clothing
(5) Express preferences in a store
(6) Negotiate and pay for purchased items
(7) Identify colors
(8) Distinguish between direct and indirect objects and their pronouns.
(9) Apply the use of numbers higher than 100.
Mod. Lang., Page 96
(10)Utilize punctuation and agreement rules pertaining to numbers.
(11) Apply the use of the past tense of regular verbs ending in -ir, -ar, and – er.
(12)Utilize vocabulary commonly used with the preterit.
(13)Learn to use demonstrative adjectives and pronouns.
(14)Acquire knowledge about the geography, culture, and economy of Cuba.
(15)Describe the daily routine.
(16)Talk about personal hygiene.
(17)Identify reflexive verbs and reflexive pronouns.
(18)Distinguish adverbs of time.
(19)Describe sequence of events.
(20)Predict content from title of readings.
(21)Utilize indefinite and negative words.
(22)Write descriptions of places.
(23)Write a tour itinerary.
(24)Use vocabulary related to daily routine.
(25)Apply the past tense of “ser” and “ir”.
(26)Apply the use of the verb “gustar” and verbs like “gustar”.
(27)Acquire knowledge of the geography, culture, and economy of Perú.
(28)Order food in a restaurant.
(29)Talk about and describe food.
(30)Identify food related terms.
(31)Apply the past tense of stem changing verbs.
(32)Utilize double object pronouns.
(33)Distinguish and use saber and conocer.
(34)Utilize comparatives and superlatives.
(35)Create comparisons of equality.
(36)Create comparisons of inequality.
(37)Utilize irregular comparisons and superlatives.
(38)Distinguish absolute superlatives.
(39)Acquire knowledge of the geography and culture of Guatemala.
(40)Express congratulations.
(41)Express gratitude.
(42)Ask for and pay the bill at a restaurant.
(43)Distinguish words for stages of life and interpersonal relations.
(44)Use irregular preterits.
(45)Distinguish verbs that change meaning in the preterit.
(46)Apply pronouns after prepositions.
(47)Recognize word families.
(48)Use “qué” and “cuál”
(49)Acquire knowledge about the geography, culture and economy of Chile.
X.
SPECIFIC COURSE OBJECTIVES
Upon completion of the procedures of this course, the student will be able to
demonstrate in oral and written form an understanding of the following
objectives:
Mod. Lang., Page 97
A.
First semester
1. Vocabulary:
e. Lesson 1: to identify the vocabulary related to greetings,
introductions, and expressions of courtesy.
f. Lesson 2: to name vocabulary related to classroom and academic
life.
g. Lesson 3: to define and use words related to family and friends as
well as identifications for people, professions and occupations.
h. Lesson 4: to accurately describe pastimes, sports and places in the
city.
i. Lesson 5: to identify vocabulary related to traveling and vacations.
Students will distinguish and communicate in the target language
using the months, days, seasons and weather, as well as the ordinal
numbers.
2. Grammar:
e. Lesson 1: to identify nouns and articles, numbers (0-30), the present
tense of ser and telling time. The students will be able to use
greetings, identify themselves and others and use expressions of
courtesy.
f. Lesson 2: to use appropriately the present tense of regular –ar
ending verbs, formation of questions in Spanish, present tense of
“estar” and numbers (31-100).
g. Lesson 3: to distinguish and use appropriately descriptive and
possessive adjectives, present tense of –er and –ir ending verbs, and
the present tense of “tener” and “venir”.
h. Lesson 4: to use the present tense of ir, stem-changing verbs, and
verbs with irregular “yo” forms.
i. Lesson 5: to use the verb “estar” with conditions and emotions, the
present progressive, distinguish between “ser” and “estar”, and utilize
direct object nouns and pronouns.
6. Reading / Culture
e. Lesson 1: to point out and remember important general knowledge
about Hispanics in the United States and Canada, for instance:
statistics, cultural information and facts.
f. Lesson 2: to talk about España, its capital, population, economic
activities, main cities, population, etc., and the student will be able to
relate basic cultural information about this country with other subjects
(History, Social Studies, Economics, Geography).
g. Lesson 3: to recall basic geographic, cultural and historical
information regarding Ecuador and also the student will be able to
compare and contrast the characteristics of this country with other
Spanish speaking countries.
Mod. Lang., Page 98
h. Lesson 4: to mention and explain important basic geographic,
historical and cultural information about Mexico. Students will also be
able to explain importance of this country in Latin America.
i. Lesson 5: to understand the relationship between Puerto Rico and
the United States, its geography, culture and history.
7. Writing
d. Lesson 1: to recognize nouns, write their plural, identify and write
numbers 0-50, use the present tense of the verb ser, write the time
using the typical expressions, write greetings, introductions and
responses to greeting and salutations. Also, the student will be able
to write and identify all of the vocabulary related to identification,
description, greetings, time, expressions of courtesy and plurals of
nouns and articles. The students will be able to write the Spanish
speaking countries and their capitals correctly.
e. Lesson 2: to recognize and spell correctly all of the vocabulary
related to the classroom and academic life, as well as create
sentences describing these items using the verb ser. At the same time
the student will know how to spell the days of the week, languages,
fields of study and the conjugations of the verb estar. The students
will be able to distinguish using capital letters and lower case
according to the word used.
f. Lesson 3: to locate the main parts of a sentence, spell and use the
vocabulary related to the family members, their relationships to each
other, identification of people, professions and occupations. At the
same time the students will be able to write the conjugations of the
regular -ar, -er, and –ir ending verbs. The students will also be able to
write and apply in sentences the conjugations of the verbs tener and
venire.
g. Lesson 4: to utilize, both written and orally, all of the vocabulary
related to pastimes, sports and places in the city. The students will
practice the conjugation of stem changing verbs and verbs with
irregular “yo” forms.
h. Lesson 5: to utilize, both orally and in writing, all of the vocabulary
related to traveling and vacations. The students will be able to spell
correctly the months of the year, seasons, weather expressions and
ordinal numbers. The students will know and apply the use of lower
case for these words instead of the usual capitalization used in the
English language.
B. Second semester (Lessons 5, 6, 7, 8, and 9)
Vocabulary
Mod. Lang., Page 99
The students will be able to:
e. Lesson 5: recognize and use correctly the vocabulary related to
vacations and travel, weather, seasons, days, and months of the year.
The students will be able to use ordinal numbers correctly. The
students will be able to identify, conjugate and distinguish between
the verbs “ser” and “estar”. The students will be able to recognize,
identify and use the adjectives that describe emotions and conditions.
f. Lesson 6: to utilize and spell correctly all of the vocabulary related to
clothing and shopping, as well as negotiations of prices, colors, and
more adjectives.
g. Lesson 7: to identify and write the terms related to daily routine,
personal hygiene, and time expressions.
h. Lesson 8: to use appropriate terms relating to food, food descriptions
and meals.
i. Lesson 9: to recognize and use appropriate terms related to parties
and celebrations, personal relationships and stages of life.
2. Grammar
e. Lesson 5: The students will be able to identify, write and substitute
direct objects in a sentence with direct object pronouns. To use the
present progressive grammatical construction correctly and with the
direct object pronouns attached; to identify, conjugate and distinguish
between the verbs “ser” and “estar”.
f. Lesson 6: The students will be able to conjugate and write correctly
the past tense of regular verbs, demonstrative adjectives, use regular
pronouns, and indirect object pronouns.
g. Lesson 7: The students will be able to recognize and apply the use of
reflexive verbs, indefinite, affirmative and negative words, sequence
words, and the preterit of the verbs “ser” and “ir”. The students will be
able to identify the use of the verb “gustar” and verbs similar to the
verb “gustar”.
h. Lesson 8: to correctly identify and use the preterit of stem changing
verbs, double object pronouns, distinguish between the verbs “saber”
and “conocer” and comparisons and superlatives.
i. Lesson 9: to identify and use correctly irregular preterits, verbs that
change meaning in the preterit, uses of “qué” and “cuál” and pronouns
after prepositions.
3. Reading / Culture
e. Lesson 5: to identify basic cultural, geographic, historical and
economic information regarding Puerto Rico and to understand the
political relationship between Puerto Rico and the United States.
f. Lesson 6: to make inferences and to recall important cultural,
historical, political, and economic information regarding Cuba, the
taíno culture and the origins of salsa music.
Mod. Lang., Page 100
g. Lesson 7: to understand historical, cultural, economic, geographic,
and political information regarding Perú, Machu Picchu, and the
Nazca lines.
h. Lesson 8: to point out important cultural, geographic, economic,
political and historical information relating to Guatemala and the
Mayan civilization. They will also be able to read a menu and
restaurant review.
i. Lesson 9: to recognize the chronological order in a text and to recall
basic cultural, geographic, political and historical information
regarding Chile and Easter Island. They will also be able to read a
society page from a newspaper or magazine and write about various
celebrations. The students will also learn about Winter sports in the
Andes and Chilean wine.
4. Writing
e. Lesson 5: to write a travel brochure for a hotel, to create a virtual web
page for Puerto Rico, to write a weather report and to write about the
political relationship between Puerto Rico and the United States.
f. Lesson 6: to write an advertisement for a sale in a store, to create a
business plan for a store and to describe in detail the products
(clothes, shoes, etc.) sold at the store.
g. Lesson 7: to read e-mails in the target language, to describe
someone’s daily routine and to create a travel itinerary.
h. Lesson 8: to write their own restaurant review and to develop the
menu for a restaurant. The students will be able to write descriptions
of meals, desserts and drinks served in a restaurant of their choice.
i. Lesson 9: to write an essay about celebrations as well as an article
about a Chilean holiday.
XI.
EVALUATION
1. Semester Work
75%
a. Chapter Tests
30%
After the completion of a Lesson, a chapter test is given which
includes: vocabulary, grammar structures, cultural information, and
reading comprehension exercises.
b. Weekly Quizzes
15%
Every week students take a quiz on the material learned that week. It
could be either on the vocabulary covered in the chapter or a
combination of vocabulary and grammar learned in the featured
lesson.
c. Participation in class
15%
Includes active participation, preparation for class, materials, and
constructive comments made during the class.
Mod. Lang., Page 101
d. Homework
15%
Homework consists of workbook, textbook, and handout exercises, as
well as readings and reviews of the material covered in class.
3. Final exam
+
3. Total
=
Mod. Lang., Page 102
25%
______
100%
XIV. COURSE
TITLE: SPANISH IV-S
COURSE NUMBER: ML 4402
XV. DESCRIPTION
This course is designed for Spanish speakers. The main goal is enhance all
communication skills through the study of grammar and the culture and literature of
Spain. In this course the history, geography, art, music, and many customs are
studied. Much emphasis is placed on the survey of the history and literature of
Spain. Grammar and spelling are studied in the workbook with many written and
oral drills. Study skills and organization are emphasized. Daily oral participation,
written work, lectures, movies and extracurricular events are among some of the
activities used to aid in the practice of reading, writing, speaking and understanding
Spanish.
XVI. PRE-REQUISITE OF COURSE
Students must have satisfactorily completed ML 4302 or 4310 or been placed in
this course through the results of the Spanish Placement Examination and/or
current Belen Jesuit Spanish teacher.
XVII. TEXTS
Couch, J.H., et al. Una Vez Más. White Plains: Longman, 1993.
León, Gisela. Cultura, Civilización y Literatura de España, Miami: Belén, 2004.
Barlow, Genevieve and William N. Stivers. Leyendas de España. Lincolnwood:
National Textbook, 1999.
XVIII. SUPPLEMENTARY TEXTS, MAGAZINES, NEWSPAPERS, MATERIALS
Spanish to Spanish Dictionary
English to Spanish Dictionary
XIX. PROCEDURE
A. Grammar explanations followed by oral and written classroom exercises
Mod. Lang., Page 103
B. Reading from text followed by comprehension exercises
C. Lectures and Note taking supported by illustrations projected in Smartboard
followed by comprehension questions
D. Frequent use of audiovisual materials
E. Daily homework assignments, weekly quizzes, monthly tests
XX. SPECIAL ASSIGNMENTS, PRESENTATIONS, CONTESTS, PROJECTS,...
A. Summer Reading
B. Group Project - Oral Presentation and Visual on Spain Region or Early Settlers
C. Video/Play project based on Spain literature or historical event
D. Belen Modern Language Fair Illustrated Slogan
E. Grade level Jeopardy – Sabelotodo Competition
XXI. EXTRACURRICULAR ACTIVITIES, COMMUNITY INVOLVEMENT
A. Miami-Dade County Fair Creative Writing – Short Story
B. Field trips and other cultural activities as announced
XXII. AUDIOVISUAL MATERIALS
A. Movies after school: La Celestina, Butterfly
B. Other movies and play readings as offered by Dept.
XXIII. COURSE OUTLINE
A. GRAMMAR:
1. VERBS – All Tenses of the Indicative Mood
1. Present tense of regular, stem-changing, spelling change, and irregular
2. Preterit tense of regular, stem-changing, spelling change, and irregular
3. Imperfect tense of regular and irregular
4. Uses of the Preterit and Imperfect
5. Future of regular and irregular
6. Conditional of regular and irregular
7. Reflexive Verbs
8. Compound Tenses
a. Progressive Tenses
b. Perfect Tenses
9. Personal Pronouns (Subject and Object)
10. Uses of Ser/Estar
Mod. Lang., Page 104
2. OTHER GRAMMAR POINTS
1. Spelling: Use of the letters g, j, c, z, s, q
2. Use of the accent
3. Use of capital and lower case letters
4. Nouns - Plural and gender
5. Articles - Use and Omission
6. Adjectives and Adverbs
7. Comparison and Superlatives
8. Possessive Adjectives and Pronouns
9. Demonstrative Adjectives and Pronouns
B.
CIVILIZATION
1. The Importance of Studying Spanish
2. Origins and Development of Spanish
3. Geography of Spain
4. Early Settlers of the Iberian Peninsula
5. Art and Architecture in Spain through the Middle Ages
6. History of Spain - XVI Century – Spanish Empire
7. History of Spain – XVII Century – Decadence of the Empire
8. Spanish Painters of the Golden Age
9. History of Spain – XVIII Century – The Bourbon Dynasty
10. Painting in the Neoclassic Period – Francisco de Goya
11. History of Spain – XIX Century
a. The War of Independence
b. The Restoration of the Bourbon Dynasty
12. History of Spain – from Alfonso XIII through Franco to the Present
13. Spanish Art of the XX Century
C. LITERATURE
1. Literary Art - Genres
2. Narrative – Short Story - Matute, Ana M., “Bernardino”
3. Literature in the Middle Ages
4. XI Century – Las jarchas
4. XII Century -El mester de juglaría - Poema del mío Cid
5. El mester de clerecía – Gonzalo de Berceo - Milagros
6. XIII Century – Prose - Alfonso el Sabio. Calila e Dimna excerpt
Mod. Lang., Page 105
7. XIV Century – Prose Don Juan Manuel. El conde Lucanor excerpt
8. XIV Century – Poetry – Arcipreste de Hita – Buen Amor excerpts
9. XV Century – Prose
10. XV Century – Romances
11. XV Century – Poetry - Manrique, Jorge. Coplas excerpts
12. XVI Century – Renaissance - Poetry
a. Garcilaso de la Vega – A Sonnet
b. Fray Luis de León – Oda excerpt
13. XVI Century –Renaissance - Prose
Picaresque novel - El Lazarillo de Tormes tratados 1 and 3
14. XVII Century – Baroque - Prose
Cervantes, Miguel de- Novelas ejemplares y Don Quijote excerpts
15. XVII Century – Baroque – Poetry
a. Quevedo de, Francisco – Two Sonnets
b. Góngora, Luis – A Sonnet
16. The Theatre and its Origins
a. Lope de Vega, Félix – Fuenteovejuna excerpt and film
b. Molina de, Tirso – El burlador de Sevilla excerpt
c. Calderón de la Barca – La vida es sueño - excerpt
17. The Enlightment – Neoclassicism
a. Fernández de Moratín, Leandro –El sí de las niñas excerpt
b. Iriarte, Tomás and Samaniego, Félix - fables
18. The Romantic Period
a. Espronceda, José, “La canción del pirata”
b. Duque de Rivas, Don Álvaro - excerpt
c. Zorrilla, José, Don Juan Tenorio
d. Bécquer, Gustavo
1. Rimas
2. Leyenda “Los ojos verdes”
19. Realism and Naturalism
a. Valera, Juan Pepita Jiménez - excerpt
b. Pérez Galdós, Benito, “Un extraño personaje”
c. Alas, Leopoldo “Clarín” – “Adiós, cordera”
XXIV. COURSE OBJECTIVES
Upon completion of the procedures of this course, the student will be able to
demonstrate in oral and written form an understanding of the following objectives:
A.
GRAMMAR: VERBS
Mod. Lang., Page 106
-Define a verb, state and define 2 voices, 5 moods, all grammatical persons
and number in verbs
-Define an infinitive and state the 3 conjugations
-Recognize, conjugate and use in sentences regular, stem-changing,
spelling-changing, and irregular verbs in all the simple and compound
(perfect and progressive) tenses of the indicative mood
-Identify, conjugate and use reflexive verbs
- Compare, contrast and apply the uses of the preterit and imperfect tenses
-Compare, contrast and apply the uses of SER and ESTAR
- Recognize, conjugate and use in sentences the future tense of regular and
irregular verbs
- Recognize, conjugate and use in sentences the conditional tense of regular
and irregular verbs
-Recognize, conjugate and use in sentences the compound tenses
-Recognize, conjugate and use in sentences the progressive tenses
B.
GRAMMAR: OTHER POINTS
- Recognize the words by their stress classification
- Apply the written accent to words according to rules
- Apply the diacritic accent to homophone words
- Distinguish the uses of c, s, z
-Distinguish the uses of g,j
-Distinguish the difference in sound and apply the spelling changes of the
letters G and C
-Define a noun and the 2 grammatical accidents of gender and number
-List the endings that define the gender of a noun
-Define, use orally and spell correctly the nouns presented in the chapter
-Change nouns from singular to plural and from masculine to feminine
-Recognize, define and distinguish between definite and indefinite articles
-Apply the use and omission of articles as needed within the context of an
oral or written sentence
-Define and recognize an adjective, its classifications, its types and its
position in relation to the noun
-Change the gender and number of an adjective to agree with the noun
-Define, recognize and form an adverb
-Define and use in sentences the adjectives and adverbs presented in the
chapter
-Distinguish the different meanings of certain adjectives depending on their
position before or after a noun
-Distinguish between the degrees of comparison of adjectives
-Recognize and form the absolute superlatives of adjectives and adverbs
Mod. Lang., Page 107
-Define possessive adjectives and pronouns
-Distinguish between possessive adjectives and pronouns and use correctly
in sentences
-Define demonstrative adjectives and pronouns
-Distinguish between demonstrative adjectives and pronouns and use
correctly in sentences
-Define, identify and use in sentences all personal pronouns (subject, object,
reflexive and prepositional)
-Use correctly in sentences double object pronouns
C.
CULTURE AND CIVILIZATION
a. The Language(s) of Spain
-List the reasons for the importance of speaking Spanish today and
the advantages of being bilingual
-Relate Spanish to English words
-Summarize the important facts of the three major Hispanic groups
living in the U.S. today
-State the number of people that speak Spanish in the world today
and name the most numerous 5 Spanish speaking countries (The
U.S. is 5th!)
-Define "language" and explain the origin, components and
development of Spanish
-List the Romance languages and identify where each is spoken
-Recognize the languages that have contributed vocabulary to the
Spanish language today
-List the four most recognized languages of Spain
b. The Geography of Spain
-Locate the Iberian Peninsula and name all the oceans, seas and
countries around Spain
-Identify all regions of Spain and their respective characteristics
-Locate and name the 5 most important rivers and mountain ranges
-Complete a map of Spain with 5 mountain ranges, 5 rivers and all
regions
-Match special features, agricultural, industrial and cultural
characteristics to its respective regions
c. The Early Settlers of Spain
-Name all settlers and invaders of Spain from its beginnings to 1492
-Identify and name contributions of each group to Spain today
-Identify and characteristics of art and architecture of these groups
-Recognize and name examples of these monuments
-Illustrate contributions of groups in a slogan
Mod. Lang., Page 108
d. The Middle Ages
-Differentiate characteristics of medieval architecture
-Explain and identify the characteristics of the feudal system as a
social, political and economic system
-Identify characteristics in the various monuments of the Middle Ages
-List six events that occurred in 1492 and explain their importance
-Name and describe the reign of Fernando and Isabel, the importance
of the end of the Reconquista and the strategies for unification and
expansion of the Reyes Católicos
-Identify the reasons for the expulsion of the Jews from Spain
e. XVI and XVII Century – The Hapsburg Dynasty
-List the major problems that Carlos I (V) faced, especially the
Reformation of the Church which led to his abdication
-Name the phrase associated with his reign
-Describe the reign of Felipe II
-Locate and define vocabulary
-Name the major battles fought during his reign, and the victory that
created the Escorial
-Name the phrase that characterizes this monarch
-Identify characteristics of Renaissance Art as exemplified in the
Escorial
-List and explain the causes for Spain's decadence as signaled by the
year 1588 with the defeat of the Spanish Armada
-Identify the monarchs of the 17th century
-Locate and define vocabulary
-List details and characteristics of their reigns
-Explain the reason for the end of the Hapsburg dynasty
f. Painting in the Golden Age
-Identify characteristics of Baroque Art
-Identify the major Baroque Spanish painters
a. El Greco
b. Diego de Velázquez
c. Bartolomé Esteban Murillo
d. José Ribera
e. Francisco de Zurbarán
-Locate and define vocabulary
-Name and give biographical details of these painters
-Identify outstanding characteristics of their art
-Name what their paintings reflect
-Identify two major works of each painter
Mod. Lang., Page 109
g. XVIII –XIX Century -The Bourbon Dynasty
-Explain how the Bourbon dynasty started
-Locate and define vocabulary
-Name the monarchs of the 18th century
-Recall the characteristics of their reigns
-Identify the country that had the strongest influence on Spain
-Explain why this was so
-Recall the consequences of this influence
-Define “Enlightened despotism”
-Recall the main historical events of the end of the 18th century
-Name characteristics of the Spanish War of Independence
-Identify Cortes de Cádiz and their importance
-Identify José I and explain the consequences of his reign
-Name de monarchs of the XIX Century
-Recall the main events of their reigns
-Identify Francisco de Goya and the characteristics of his paintings as
they reflect the different periods of his life
-Explain the political conditions in Spain during the XIX Century
-Identify Amadeo I and explain the problems he confronted
-Relate the problems of the First Republic
-Explain the Restoration of Alfonso XII and identify the problems he
confronted
h. The XX Century
-List the difficulties that Alfonso XIII faced
-Relate the events that led up to Spain's Civil War
-Recall details of the Civil War
Explain the Post-Civil War Period through today's present
government
D.
LITERATURE - GENERAL
-Define what literature is and list its 5 main genres
-Explain the difference between verse and prose
-Explain the narrative and distinguish between the novel and the short story
_Explain and identify the elements of the narrative – distinguish between the
narration, the description and the dialogue
-Explain the elements of a short story and identify them as a short story is
read
-Describe the importance of Ana María Matute in contemporary fiction of
Spain
Mod. Lang., Page 110
-Read and analyze the structure of her story "Bernardino"
-Answer comprehension questions on the story
-Define stoicism and give an example as presented in story
-Compare and contrast between appearance and reality as presented in the
story
-Write a short story, incorporating all the elements that have been studied
E.
LITERATURE - THE MIDDLE AGES
-Describe the origin of literature in Spain as it developed from the oral to the
written tradition
-Identify the characteristics of Spanish literature of the Middle Ages
-Define and identify the characteristics of the “jarchas”
-Describe characteristics and purpose of the literature of this period
1. Poema del Cid
-Define “mester de juglaría”
-Identify the work and purpose of the “juglares”
-Define an epic poem
-Describe verse structure of the poem
-Explain why oral literature was in verse form
-Compare and contrast between el Cid and other epic heroes
-Re-tell the story of el Cid
-List the main characters of the poem
-Identify characteristics of the feudal system illustrated in the poem
-Explain the concepts of loyalty and valor as presented in the poem
-Locate and define vocabulary words
-Read excerpt from the poem
-Demonstrate comprehension through interpretation of verses
-Demonstrate comprehension by answering questions on its content
2. Gonzalo de Berceo - Los Milagros de Nuestra Señora excerpt
-Define “Mester de clerecía”
-Identify the work and purpose of the “clérigos”
-Explain what didactic literature is
-Locate and define vocabulary words
-Describe verse structure of the poem
-Read excerpt from the poem
-Demonstrate comprehension through interpretation of verse
-Demonstrate comprehension answering questions on its content
-Identify theocentric world view as illustrated in the poem
-Compare and contrast “mester de juglaría” and “mester de clerecía”
Mod. Lang., Page 111
3. Alfonso X el Sabio
-Describe the importance of Alfonso X el Sabio
-List five of his major contributions
-Explain the importance of Calila e Dimna in Spanish Literature
-Describe the structure and origin of the book
-Explain the plot of the story studied from Calila e Dimna
-Explain the meaning of the moral of the story
-Discuss its relevance today, and apply to personal lives
-Define and describe the Primera crónica general de España
4. Don Juan Manuel
-Describe the importance of don Juan Manuel
-Give details about the author's life
-Describe the content and structure of El conde Lucanor
-Explain why the "morals" often rhymed
-Locate and define vocabulary words
-Read Example to be studied
-Demonstrate comprehension by re-telling the plot
-Demonstrate comprehension by answering questions about the story
-Explain the meaning of the moral
-Apply its relevance in our personal lives today
5. Juan Ruiz – Arcipreste de Hita
-Describe the importance of Juan Ruiz
-Give details about the author's life
-Describe the content and structure of El libro de buen amor
-Explain the supposed purpose of the book, and why it is not clear
-Distinguish between the “buen amor” y el “amor malo”
-Recognize peculiarity of the title
-Locate and define vocabulary words
-Read Examples to be studied
-Demonstrate comprehension by re-telling their content
-Demonstrate comprehension by answering questions on the content
-Explain the lesson of each poem and its relevance in our personal
lives today
6. Prose of the XV Century
-Identify the different novels and recognize their characteristics
-Identify the “novela de caballería” and the structure of the novels
-Recognize the most important novel of this type – Amadís de Gaula
-Explain the importance of “caballeros andantes”
-Identify their values and outlook on life
Mod. Lang., Page 112
-Explain the structure and importance of Celestina
-Identify the author
-Explain the content of Arte de la lengua castellana
-Identify author purpose and importance of this work
7. XV Century – The Romances
-Identify what is a Romance
-Explain its origins, characteristics and types
-Locate and define vocabulary words
-Read Examples to be studied
-Demonstrate comprehension by re-telling their content
-Demonstrate comprehension by answering questions on the content
-Explain what each of the studied romances illustrate
8. Jorge Manrique – Las coplas por la muerte de su padre, fragment
-Describe the important facts about the author's and his father's life
-Describe the content and structure of Las coplas
-Explain what pie quebrado verse is
-List and explain metaphors throughout the poem
-Identify the three lives mentioned in the poem
-Explain personification and illustrate with verses in the poem
-Explain Medieval world view as exemplified by the poem
-Give example of Spanish stoicism as presented in the poem
F. LITERATURE – XVI CENTURY - THE RENAISSANCE
-List the aesthetic values of this period
-Identify the sources of influence in the art of this period
-Explain the characteristics of the literature of this period
-Explain the anthropocentric world view illustrated in the literature of
this period
-Identify the reasons that brought about the change in world view
-Contrast with the world view of the Middle Ages
1. Garcilaso de la Vega – Lyric Poetry
-Describe importance of the author and its contributions to Spanish
literature
-Give details of his life and what he embodies
-Locate and define vocabulary
-Describe the structure of the sonnet
-Describe the types of verse Garcilaso introduces
-Describe a hyperbaton – illustrate with verses from “Sonnet XXIII”
-Explain the philosophy illustrated in the sonnet studied
Mod. Lang., Page 113
2. Fray Luis de León – Lyric Poetry -Oda a la vida retirada- excerpt
-Give details of author’s life
-Describe how author combines world vision with religious beliefs
-Describe his style
-Locate and define vocabulary
-Explain author’s view of nature
-Explain author’s view of power and riches
-Illustrate the hyperbaton with verses
-Explain the philosophy illustrated in the sonnet studied
-Explain how his poem combines both the Anthropocentric viewpoint
and the ascetic life
3. The picaresque novel - El Lazarillo de Tormes Tratados 1 and 3
- Explain the structure of the novel
-List the characteristics of the pícaro
-Distinguish between the novel of “caballería” and the picaresque
-Explain the anti-héroe and contrast with the “caballero andante”
-Distinguish between these two types of character and the motivation
for their actions
-Explain why the novel is narrated in autobiographical style
-Locate and become familiar with vocabulary
-List the main ideas of the story
-Analyze the main characters of the story
-Demonstrate comprehension through questions on reading excerpts
G. LITERATURE – XVII CENTURY - THE BAROQUE
-Identify characteristics of the Baroque
-Explain the world view depicted in literature of this period
-Recognize reasons for change of world view
-Distinguish the differences with the Renaissance
1. Miguel de Cervantes
-Review values and outlook on life of "caballeros andantes," the
characteristics and structure of the novels of “caballería,” and
describe how they influenced Cervantes
-Describe the importance of Miguel de Cervantes and list biographical
details, naming the major events of his life
-Identify some of the characteristics of the two main characters of Don
Quijote
-Summarize and re-tell the excerpts from Don Quijote, "Los molinos
de viento," "Los galeotes," "Los leones," and "El retablo de
Maese Pedro;" and from Novelas ejemplares, "Cipión y
Berganza"
Mod. Lang., Page 114
-Answer comprehension questions
-Identify setting, characters, events and problems of each story
-Identify the main idea and sequence of events
-Evaluate message content
2. Baroque Poetry
-Define conceptism and culteranism
-Distinguish between the characteristics of the two styles of poetry
-Identify poets associated with each style
-Describe importance and biographical details of Francisco de Quevedo
-Describe importance and biographical details of Luis de Góngora
-Locate and define vocabulary in the sonnets
-Analyze metaphors in the poems
-Demonstrate comprehension through questions on content
-Evaluate message content
-Locate and recognize similarities between Góngora’s “Sonnet
CLXVI” and Garcilaso’s “Sonnet XXIII”
-Identify the points where they differ
-Explain how the message depicts the “carpe diem” from the Baroque
viewpoint
3. Theater of the Golden Age
a. Origins of the theater
- Identify the elements of the theater
-Identify the origins and purpose of the theater
-Name the two forms of the classic theater
-Explain the concept of the three units in the classical theater as
proposed by Aristotle
-Identify the first theatrical form intended only for entertainment
-Name de Spanish work that is not possible to represent due to its
length
-Name the author that establishes the basis for the national theater in
Spain
-Name the short plays he created
-Identify an “entremés”
-Name the work where Lope de Vega lays the precepts of the
national theater
-Define “Comedia” according to Lope de Vega
-Explain why this author thought the two theatrical forms should be
mixed
b. Lope de Vega
-Describe his importance and list biographical details
Mod. Lang., Page 115
-Summarize and re-tell plot of Fuenteovejuna
-Locate and define vocabulary
-Explain the significance of collective force as presented in the play
-Identify the themes contained in the play
-Explain the significance of the verses in the excerpt studied
-Explain what the “Comendador” exemplifies
-Explain what the Catholic king and queen represent in the play and
illustrate with verses from the text
c. Tirso de Molina
-Describe his importance and list biographical details
-Summarize and re-tell plot of El burlador de Sevilla
-Locate and define vocabulary
-Explain don Juan’s attitude towards death
-Explain why this attitude reflects the viewpoint of the Renaissance
-Identify the theme of the play
d. Pedro Calderón de la Barca
-Describe his importance and list biographical details
-Summarize and re-tell plot of La vida es sueño
-Locate and define vocabulary
-Distinguish the differences between Calderón and Lope de Vega
-Explain the philosophical questions contained in the play
G. LITERATURE – THE XVIII CENTURY – NEOCLASICISMO / THE
ENLIGHTENMENT
-Locate and define vocabulary
-Identify the name that is given to this period
-List major characteristics of this literary period
-Explain the emphasis on form rather than content
-Explain the reason for the scarcity of artistic production of this period
-Name the ideal vehicle of literary expression of this period
-Identify the concerns of the enlightened man
-Explain the objectives of these men and why they did not succeed
-Name the authors that excel during this period
a. Leandro Fernández de Moratín
-Describe his importance and list biographical details
-Summarize and re-tell plot of El sí de las niñas
-Locate and define vocabulary
-Review the three units of the classical theater as proposed by
Aristotle
Mod. Lang., Page 116
-Explain how it limited the neoclassical theater
-Explain the teachings of Moratín regarding the education of women
in El sí de las niñas
-Identify quotes from text that illustrate these teachings
b. Tomás Iriarte and Félix de Samaniego
-Define a fable and distinguish its main characteristics
-Distinguish between Iriarte and Samaniego as fable writers
-Re-tell plot and of the four fables
-Identify the moral lessons in Samaniego’s fables
-Identify the literary styles criticized or promoted in Iriarte’s fables
H.
LITERATURE - ROMANTICISM
-Explain their importance in the Romantic Movement
-Identify its major characteristics in Spanish literature
-Explain the late arrival of this movement to Spain
-Locate and define vocabulary
-Compare and contrast between Romanticism and Neoclassicism
-Explain the romantic view of nature
-Identify the two directions the Romantic movement takes in Spain
a. José de Espronceda – “La canción del pirata”
-List biographical details of Jose de Espronceda
-Identify the aspect of the Romantic movement he represents
-Locate and define vocabulary
-Identify romantic characteristics illustrated in poem
-Illustrate these characteristics with the verses in the poem
b. Duque de Rivas – Don Álvaro o la fuerza del sino
-List biographical details of Duque de Rivas
-Explain his importance in the Romantic movement
-Locate and define vocabulary
-Summarize and re-tell the plot of the play
-Identify romantic characteristics illustrated in the excerpt
-Illustrate these characteristics with textual references
c. José Zorrilla – Don Juan Tenorio
-List biographical details of José Zorrilla
-Locate and define vocabulary
-Summarize and re-tell the plot of the play
-Identify romantic characteristics illustrated in the excerpt
Mod. Lang., Page 117
-Illustrate these characteristics with textual references
d. Gustavo Adolfo Bécquer
-List biographical details of Bécquer
-Explain his importance in the Romantic period
1. “Las rimas”
-Locate and define vocabulary
-Summarize and re-tell the theme of the four “rimas” studied
2. "Los ojos verdes"
-Locate and define vocabulary
-Summarize and re-tell the theme of the leyenda
-Demonstrate comprehension through answers to questions
-Identify the romantic elements in the story
-Recognize and explain metaphors in textual references
I. LITERATURE - REALISM AND NATURALISM
-Identify major characteristics of realist literature in Spain
-Explain the importance of this movement
-Explain the reaction it represents
-Identify writers of this period and their importance and contributions Fernán
Caballero, Pedro Antonio de Alarcón
a. Juan Valera – Pepita Jiménez - excerpt
-List biographical details of Juan Valera
-Explain his view on realism
-Locate an define vocabulary
-Summarize and re-tell the plot of Pepita Jiménez
-Demonstrate comprehension through answers to questions
b. Benito Pérez Galdós – excerpt “Un extraño personaje”
-List biographical details of Galdós
-Explain his importance in the literature of Spain
-Recognize the most important works of this author
-Locate an define vocabulary
-Summarize and re-tell the story
-Demonstrate comprehension through answers to questions
-Identify the senses of the character that are described
-Draw the character according to the description given by the author
J. LITERATURE – NATURALISM
-Identify major characteristics of naturalist literature in Spain
-Explain the importance of this movement
-Explain the values it emphasizes
Mod. Lang., Page 118
-Identify writers of this period and their importance and contributions
Vicente Blasco Ibáñez, Emilia Pardo Bazán
-Recognize the most important works of these authors
Leopoldo Alas “Clarín” – “Adiós, Cordera”
-List biographical details of Clarín
- Recognize the most important works of this author
-Locate an define vocabulary
-Summarize and re-tell the story
-Demonstrate comprehension through answers to questions
K. LITERATURE / CIVILIZATION - SPECIAL SKIT/VIDEO
-Write a script for a skit presenting an adaptation of history or literature
-Use Spanish to an audience
-Interact with other members of the class
_Use acting and filming techniques
Mod. Lang., Page 119
XXV. EVALUATION
Upon completing the stated objectives of this course, the following evaluative methods will
be used to measure the student's level of proficiency:
A.
CLASS ASSIGNMENTS
1. Vocabulary definitions and exercises
2. Comprehension questions
3. Workbook exercises
4. Worksheets
5. Summaries
B.
ORAL PRESENTATIONS
C.
QUIZZES AND TESTS
1. Objective Questions
a. True-false
b. Multiple choice
c. Fill-ins
d. Matching
2. Subjective questions
a. Short answers
b. Outlines
c. Essays
3. Comprehensive Semester Exam
D.
SEMESTER GRADE
1. Weekly quizzes
2. Homework
3. Tests
4. Classwork & Notebook
5. Semester Exam
20%
15%
30%
10%
25%
(Projects, presentations, papers and summer reading are included in the test
category)
E.
FINAL GRADE
The first and second semesters average the final grade
Mod. Lang., Page 120
I.
COURSE TITLE: SPANISH IV-S HONORS
COURSE NUMBER: ML 4410
II.
DESCRIPTION
This course is designed for Spanish speakers. The main goal is enhance all communication skills
through the study of grammar and the culture and literature of Spain. In this course the history,
geography, art, music, and many customs are studied. Much emphasis is placed on the survey
of the history and literature of Spain. Grammar and spelling are studied in the workbook with
many written and oral drills. Study skills and organization are emphasized. Daily oral
participation, written work, lectures, movies and extracurricular events are among some of the
activities used to aid in the practice of reading, writing, speaking and understanding Spanish. This
is an Honors course which will require more in-depth work and extra readings.
III.
PRE-REQUISITE OF COURSE
Student must have satisfactorily completed ML 4310 and/or have been placed by the
recommendation of the current Spanish teacher at Belen. New students must have received an
excellent score in the Spanish Placement Exam, have an overall average of 3.4 and receive
approval of the Department Chairperson. Parental and student signature of the Honor's Contract
is required. A student may decline the invitation to this course.
IV.
TEXTS
Couch, J.H., et al. Una Vez Más. White Plains: Longman 1993.
León, Gisela. Cultura, Civilización y Literatura de España, Miami: Belén, 2004.
Barlow, Genevieve and William N. Stivers. Leyendas de España.
Textbook, 1999.
Lincolnwood: National
Brooks, Nancy, et al. Ocho siglos de cuentos y narraciones de España. New Cork: Regents,
1977.
V.
SUPPLEMENTARY TEXTS, MAGAZINES, NEWSPAPERS, MATERIALS
Spanish Dictionary with Definitions
English to Spanish Dictionary
Rojas, Fernando de. La Celestina. Illinois: National Textbook, 1994
Lope de Vega, Félix. Fuenteovejuna. Illinois: National Textbook, 1994
Handouts of supplementary materials
Mod. Lang., Page 121
VI.
PROCEDURE
A. Grammar explanations followed by oral classroom exercises
B. Reading aloud from reader followed by comprehension exercises
C. Minimum of two visits per month to the language laboratory
D. Frequent use of audiovisual supportive materials
E. Lectures and note-taking followed by comprehension questions
F. Daily homework assignments, weekly quizzes, monthly tests
VII.
SPECIAL ASSIGNMENTS, PRESENTATIONS, CONTESTS, PROJECTS,...
F. Summer Reading
B. Group Project - Oral Presentation and Visual on Spain Region or Early Settlers
C. Video/Play project based on Spain literature or historical event
D. Belen Modern Language Fair Illustrated Slogan
E. Grade level Jeopardy competition
F. Written reports and oral presentations on additional course-related readings
VIII. EXTRACURRICULAR ACTIVITIES, COMMUNITY INVOLVEMENT
G. Miami-Dade County Fair literary and drama contests
H. Field trips and other activities as announced
IX.
AUDIOVISUAL MATERIALS
A.
Movies after school: La Celestina, Butterfly
B.
Other movies and play readings as offered by Dept.
X.
COURSE OUTLINE
A. GRAMMAR:
VERBS – All Tenses of the Indicative Mood
1. Present tense of regular, stem-changing, spelling change, and irregular
2. Preterit tense of regular, stem-changing, spelling change, and irregular
Mod. Lang., Page 122
3. Imperfect tense of regular and irregular
4. Uses of the Preterit and Imperfect
5. Future of regular and irregular
6. Conditional of regular and irregular
7. Reflexive Verbs
8. Compound Tenses
c. Progressive Tenses
d. Perfect Tenses
9. Personal Pronouns (Subject and Object)
10. Uses of Ser/Estar
OTHER GRAMMAR POINTS
1. Spelling: Use of the letters g, j, c, z, s, q
2. Use of the accent
3. Use of capital and lower case letters
4. Nouns - Plural and gender
5. Articles - Use and Omission
6. Adjectives and Adverbs
7. Comparison and Superlatives
8. Possessive Adjectives and Pronouns
9. Demonstrative Adjectives and Pronouns
B.
CIVILIZATION
1. The Importance of Studying Spanish
2. Origins and Development of Spanish
3. Geography of Spain
4. Early Settlers of the Iberian Peninsula
5. Art and Architecture in Spain through the Middle Ages
6. History of Spain - XVI Century – Spanish Empire
7. History of Spain – XVII Century – Decadence of the Empire
8. Spanish Painters of the Golden Age
9. History of Spain – XVIII Century – The Bourbon Dynasty
10.
Painting in the Neoclassic Period – Francisco de Goya
11.
History of Spain – XIX Century
a.
The War of Independence
b.
The Restoration of the Bourbon Dynasty
12.
History of Spain – from Alfonso XIII through Franco to the Present
13.
Spanish Art of the XX Century
C. LITERATURE
Mod. Lang., Page 123
1. Literary Art - Genres
2. Narrative – Short Story - Matute, Ana M., “Bernardino”
3. Literature in the Middle Ages
4. XI Century – Las jarchas
4. XII Century -El mester de juglaría - Poema del mío Cid
5. El mester de clerecía – Gonzalo de Berceo - Milagros
6. XIII Century – Prose - Alfonso el Sabio.
a. Calila e Dimna excerpt
b. El caballo del rey don Sancho
7. XIV Century – Prose Don Juan Manuel –El conde Lucanor
a. “Doña Truhana”
b. “El labrador y su hijo”
8. XIV Century – Poetry – Arcipreste de Hita – Buen Amor excerpts
9. XV Century – Prose
Amadís de Gaula - “Amadís combate con Angriote”
La Celestina – graded novel
10. XV Century – Romances
11. XV Century – Poetry - Manrique, Jorge. Coplas excerpts
12. XVI Century – Renaissance - Poetry
a. Garcilaso de la Vega – A Sonnet
b. Fray Luis de León – Oda excerpt
13. XVI Century –Renaissance - Prose
Picaresque novel - El Lazarillo de Tormes excerpts
Tratados 1-3
14. XVII Century – Baroque - Prose
Cervantes, Miguel de –Novelas ejemplares
a. El licenciado Vidriera
b. El casamiento engañoso
15. XVII Century – Baroque – Poetry
a. Quevedo de, Francisco – Two Sonnets
b. Góngora, Luis – A Sonnet
16. The Theatre and its Origins
a. Lope de Vega, Félix – Fuenteovejuna
a. excerpt from text and film
b. Graded version of the play
b. Molina de, Tirso – El burlador de Sevilla excerpt
c. Calderón de la Barca – La vida es sueño - excerpt
17. The Enlightment – Neoclassicism
a. Fernández de Moratín, Leandro –El sí de las niñas excerpt
b. Iriarte, Tomás and Samaniego, Félix – fables
18. The Romantic Period
a. Espronceda, José, “La canción del pirata”
b. Duque de Rivas, Don Álvaro - excerpt
Mod. Lang., Page 124
c. Zorrilla, José, Don Juan Tenorio
d. Bécquer, Gustavo
3. Rimas
4. Leyenda “Los ojos verdes”
19. Realism and Naturalism
a. Valera, Juan Pepita Jiménez - excerpt
b. Pérez Galdós, Benito, “Un extraño personaje”
c. Alas, Leopoldo “Clarín” – “Adiós, cordera”
XI. COURSE OBJECTIVES
Upon completion of the procedures of this course, the student will be able to demonstrate in oral
and written form an understanding of the following objectives:
A
GRAMMAR: VERBS
-Define a verb, state and define 2 voices, 5 moods, all grammatical persons and number in
verbs
-Define an infinitive and state the 3 conjugations
-Recognize, conjugate and use in sentences regular, stem-changing, spelling-changing,
and irregular verbs in all the simple and compound (perfect and progressive) tenses
of the indicative mood
-Identify, conjugate and use reflexive verbs
- Compare, contrast and apply the uses of the preterit and imperfect tenses
-Compare, contrast and apply the uses of SER and ESTAR
- Recognize, conjugate and use in sentences the future tense of regular and irregular
verbs
- Recognize, conjugate and use in sentences the conditional tense of regular and irregular
verbs
-Recognize, conjugate and use in sentences the compound tenses
-Recognize, conjugate and use in sentences the progressive tenses
B.
GRAMMAR: OTHER POINTS
-Recognize the words by their stress classification
-Apply the written accent to words according to rules
-Apply the diacritic accent to homophone words
-Distinguish the uses of c, s, z
-Distinguish the uses of g,j
-Distinguish the difference in sound and apply the spelling changes of the letters G and C
Mod. Lang., Page 125
-Define a noun and the 2 grammatical accidents of gender and number
-List the endings that define the gender of a noun
-Define, use orally and spell correctly the nouns presented in the chapter
-Change nouns from singular to plural and from masculine to feminine
-Recognize , define and distinguish between definite and indefinite articles
-Apply the use and omission of articles as needed within the context of an oral or written
sentence
-Define and recognize an adjective, its classifications, its types and its position in relation
to the noun
-Change the gender and number of an adjective to agree with the noun
-Define, recognize and form an adverb
-Define and use in sentences the adjectives and adverbs presented in the chapter
-Distinguish the different meanings of certain adjectives depending on their position before
or after a noun
-Distinguish between the degrees of comparison of adjectives
-Recognize and form the absolute superlatives of adjectives and adverbs
-Define possessive adjectives and pronouns
-Distinguish between possessive adjectives and pronouns and use correctly in sentences
-Define demonstrative adjectives and pronouns
-Distinguish between demonstrative adjectives and pronouns and use correctly in
sentences
-Define, identify and use in sentences all personal pronouns (subject, object, reflexive and
prepositional)
-Use correctly in sentences double object pronouns
C.
CULTURE AND CIVILIZATION
a. The Language(s) of Spain
-List the reasons for the importance of speaking Spanish today and the advantages
of being bilingual
-Relate Spanish to English words
-Summarize the important facts of the three major Hispanic groups living in the U.S.
today
-State the number of people that speak Spanish in the world today and name the
most numerous 5 Spanish speaking countries (The U.S. is 5th!)
-Define "language" and explain the origin, components and development of Spanish
-List the Romance languages and identify where each is spoken
-Recognize the languages that have contributed vocabulary to the Spanish
language today
-List the four most recognized languages of Spain
b. The Geography of Spain
-Locate the Iberian Peninsula and name all the oceans, seas and countries around
Mod. Lang., Page 126
Spain
-Identify all regions of Spain and their respective characteristics
-Locate and name the 5 most important rivers and mountain ranges
-Complete a map of Spain with 5 mountain ranges, 5 rivers and all regions
-Match special features, agricultural, industrial and cultural characteristics to its
respective regions
c. The Early Settlers of Spain
-Name all settlers and invaders of Spain from its beginnings to 1492
-Identify and name contributions of each group to Spain today
-Identify and characteristics of art and architecture of these groups
-Recognize and name examples of these monuments
-Illustrate contributions of groups in a slogan
d. The Middle Ages
-Differentiate characteristics of medieval architecture
-Explain and identify the characteristics of the feudal system as a social, political
and economic system
-Identify characteristics in the various monuments of the Middle Ages
-List six events that occurred in 1492 and explain their importance
-Name and describe the reign of Fernando and Isabel, the importance of the end of
the Reconquista and the strategies for unification and expansion of the Reyes
Católicos
-Identify the reasons for the expulsion of the Jews from Spain
e. XVI and XVII Century – The Hapsburg Dynasty
-List the major problems that Carlos I (V) faced, especially the Reformation of the
Church which led to his abdication
-Name the phrase associated with his reign
-Describe the reign of Felipe II
-Locate and define vocabulary
-Name the major battles fought during his reign
-Identify the battle in honor of the Escorial was built
-Name the phrase that characterizes this monarch
-Identify characteristics of Renaissance Art in the Escorial
-List and explain the causes for Spain's decadence as signaled by the year 1588
with the defeat of the Spanish Armada
-Identify the monarchs of the 17th century
-Locate and define vocabulary
-List details and characteristics of their reigns
-Explain the reason for the end of the Hapsburg dynasty
f. Painting in the Golden Age
Mod. Lang., Page 127
-Identify characteristics of Baroque Art
-Identify the major Baroque Spanish painters
a. El Greco
b. Diego de Velázquez
c. Bartolomé Esteban Murillo
d. José Ribera
e. Francisco de Zurbarán
-Locate and define vocabulary
-Name and give biographical details of these painters
-Identify outstanding characteristics of their art
-Name what their paintings reflect
-Identify two major works of each painter
g. XVIII –XIX Century -The Bourbon Dynasty
-Explain how the Bourbon dynasty started
-Locate and define vocabulary
-Name the monarchs of the 18th century
-Recall the characteristics of their reigns
-Identify country and reason why it had a strong influence on Spain
-Recall the consequences of this influence
-Define “Enlightened despotism”
-Recall the main historical events of the end of the 18th century
-Name characteristics of the Spanish War of Independence
-Identify Cortes de Cádiz and their importance
-Identify José I and explain the consequences of his reign
-Name de monarchs of the XIX Century
-Recall the main events of their reigns
-Identify Francisco de Goya and the characteristics of his paintings as they reflect
the different periods of his life
-Explain the political conditions in Spain during the XIX Century
-Identify Amadeo I and explain the problems he confronted
-Relate the problems of the First Republic
-Explain the Restoration of Alfonso XII and identify the problems he confronted
h. The XX Century
-List the difficulties that Alfonso XIII faced
-Relate the events that led up to Spain's Civil War
-Recall details of the Civil War
Explain the Post-Civil War Period through today's present government
D
LITERATURE - GENERAL
Mod. Lang., Page 128
-Define what literature is and list its 5 main genres
-Explain the difference between verse and prose
-Explain the narrative and distinguish between the novel and the short story
_Explain and identify the elements of the narrative – distinguish between the narration, the
description and the dialogue
-Explain the elements of a short story and identify them as a short story is read
-Describe the importance of Ana María Matute in contemporary fiction of Spain
-Read and analyze the structure of her story "Bernardino"
-Answer comprehension questions on the story
-Define stoicism and give an example as presented in story
-Compare and contrast between appearance and reality as presented in the story
-Write a short story, incorporating all the elements that have been studied
E.
LITERATURE - THE MIDDLE AGES
-Describe the origin of literature in Spain as it developed from the oral to the written
tradition
-Identify the characteristics of Spanish literature of the Middle Ages
-Define and identify the characteristics of the “jarchas”
-Describe characteristics and purpose of the literature of this period
5. Poema del Cid
-Define “mester de juglaría”
-Identify the work and purpose of the “juglares”
-Define an epic poem
-Describe verse structure of the poem
-Explain why oral literature was in verse form
-Compare and contrast between el Cid and other epic heroes
-Re-tell the story of el Cid
-List the main characters of the poem
-Identify the characteristics of the feudal system illustrated in the poem
-Explain the concepts of loyalty and valor as presented in the poem
-Locate and define vocabulary words
-Read excerpt from the poem
-Demonstrate comprehension through interpretation of verses and questions at the
end of the reading
2. Gonzalo de Berceo - Los Milagros de Nuestra Señora excerpt
-Define “Mester de clerecía”
-Identify the work and purpose of the “clérigos”
-Explain what didactic literature is
-Locate and define vocabulary words
Mod. Lang., Page 129
-Describe verse structure of the poem
-Read excerpt from the poem
-Demonstrate comprehension through interpretation of verses and questions at the
end of the reading
-Identify theocentric world view as illustrated in the poem
Compare and contrast between “mester de juglaría” and “mester de clerecía”
6. Alfonso X el Sabio
-Describe the importance of Alfonso X el Sabio by listing five of his major
contributions
-Explain the importance of Calila e Dimna in Spanish Literature
-Describe the structure and origin of the book
-Explain the plot of the story studied from Calila e Dimna
-Explain the meaning of the moral of the story and its relevance today, and how it
can be applied to our personal lives today
-Define and describe the Primera crónica general de España
-Explain the plot of the “El caballo del rey don Sancho”
-Describe the legal system illustrated in this excerpt
7. Don Juan Manuel
-Give details about the author's life and describe his importance
-Describe the content and structure of El conde Lucanor
-Explain why the "morals" often rhymed
-Locate and define vocabulary words
-Demonstrate comprehension of examples by
a. Re-telling the plot
b. Answering questions about the story
-Explain the meaning of the moral and the its relevance in our personal lives today
4. Juan Ruiz – Arcipreste de Hita
-Describe the importance of Juan Ruiz
-Give details about the author's life
-Describe the content and structure of El libro de buen amor
-Explain the supposed purpose of the book, and why it is not clear
-Distinguish between the “buen amor” y el “amor malo”
-Recognize peculiarity of the title
-Locate and define vocabulary words
-Read Examples to be studied
-Demonstrate comprehension by
a. Re-telling their content
b. Answering questions on the content
-Explain the lesson of each poem and its relevance in our personal lives today
Mod. Lang., Page 130
5. Prose of the XV Century
-Identify the different novels and recognize their characteristics
-Identify the “novela de caballería” and the structure of the novels
-Recognize the most important novel of this type – Amadís de Gaula
-Explain the importance of “caballeros andantes”, their values and outlook on life
-Read excerpt from novel “Amadís combate con Angriote”
-Demonstrate comprehension by answering questions on story
-Explain the structure and importance of Celestina
-Identify the author
-Read graded novel
-Demonstrate comprehension by answering questions on the novel
-Explain the content of Arte de la lengua castellana
-Identify author purpose and importance of this work
6. XV Century – The Romances
-Identify what is a Romance
-Explain its origins, characteristics and types
-Locate and define vocabulary words
-Read Examples to be studied
-Demonstrate comprehension by
a. Re-telling their content
b. Answering questions on the content
-Explain what each of the romances studied illustrate
7. Jorge Manrique – Las coplas por la muerte de su padre, excerpt
-Describe the important facts about the author's and his father's life
-Describe the content and structure of Las coplas
-Explain what pie quebrado verse is
-List and explain metaphors throughout the poem
-Identify the three lives mentioned in the poem
-Explain personification and illustrate with verses in the poem
-Explain Medieval world view as exemplified by the poem
-Give example of Spanish stoicism as presented in the poem
F.
LITERATURE – XVI CENTURY - THE RENAISSANCE
-List the aesthetic values of this period
-Identify the sources of influence in the art of this period
-Explain the characteristics of the literature of this period
-Explain the anthropocentric world view illustrated in the literature of this period
-Identify the reasons that brought about the change in world view
-Contrast with the world view of the Middle Ages
Mod. Lang., Page 131
8. Garcilaso de la Vega – Lyric Poetry
-Describe importance of the author and its contributions to Spanish literature
-Give details of his life and what he embodies
-Locate and define vocabulary
-Describe the structure of the sonnet
-Describe the types of verse Garcilaso introduces
-Describe a hyperbaton – illustrate with verses from “Sonnet XXIII”
-Explain the philosophy illustrated in the sonnet studied
2. Fray Luis de León – Lyric Poetry -Oda a la vida retirada- excerpt
-Give details of author’s life
-Describe how author combines Renaissance vision with religious sentiments
-Describe his style
-Locate and define vocabulary
-Explain author’s view of nature
-Explain author’s view of power and riches
-Illustrate the hyperbaton with verses
-Explain the philosophy illustrated in the sonnet studied
-Explain how his poem combines both the Anthropocentric viewpoint and the
ascetic life
3. The picaresque novel - El Lazarillo de Tormes
- Explain the structure of the novel
-List the characteristics of the pícaro
-Distinguish between the novel of “caballería” and the picaresque
-Explain the anti-héroe and contrast with the “caballero andante”
-Distinguish between these two types of character and the motivation for their
actions
-Explain why the novel is narrated in autobiographical style
-Locate and become familiar with vocabulary
-List the main ideas of the story
-Analyze the main characters of the story
-Read tratados 1-3
-Demonstrate comprehension through questions on reading excerpts
G. LITERATURE – XVII CENTURY - THE BAROQUE
-Identify characteristics of the Baroque
-Explain the world view depicted in literature of this period
-Recognize reasons for change of world view
-Distinguish the differences with the Renaissance
Mod. Lang., Page 132
1. Miguel de Cervantes
-Review values and outlook on life of "caballeros andantes," the characteristics and
structure of the novels of “caballería,” and describe how they influenced
Cervantes
-Describe the importance of Miguel de Cervantes and list biographical details,
naming the major events of his life
-Identify some of the characteristics of the two main characters of Don Quijote
-Summarize and re-tell the story of Don Quijote
-Identify setting, characters, events and problems of each story
-Identify the main idea and sequence of events
-Evaluate message content
-Read Novelas ejemplares
-El licenciado Vidriera
-El casamiento engañoso
-Demonstrate comprehension through questions on content
2. Baroque Poetry
-Define conceptism and culteranism
-Distinguish between the characteristics of the two styles of poetry
-Identify poets associated with each style
-Describe importance and biographical details of Francisco de Quevedo
-Describe importance and biographical details of Luis de Góngora
-Locate and define vocabulary in the sonnets
-Analyze metaphors in the poems
-Demonstrate comprehension through questions on content
-Evaluate message content
-Locate and recognize similarities between Góngora’s and Garcilaso’s Sonnet
XXIII
-Identify the points where they differ
-Explain how the message depicts the “carpe diem” from the Baroque viewpoint
3. Theater of the Golden Age
a. Origins of the theater
- Identify the elements of the theater
-Identify the origins and purpose of the theater
-Name the two forms of the classic theater
-Explain the concept of the three units in the classical theater as proposed by
Aristotle
-Identify the first theatrical form intended only for entertainment
-Name de Spanish work that is not possible to represent due to its length
-Name the author that establishes the basis for the national theater in Spain
-Name the short plays he created
Mod. Lang., Page 133
-Identify an “entremés”
-Name the work where Lope lays the precepts of the national theater
-Define “Comedia” according to Lope de Vega
-Explain why this author thought the two theatrical forms should be mixed
b. Lope de Vega
-Describe his importance and list biographical details
-Read excerpt and graded version of the whole play
-Summarize and re-tell plot of Fuenteovejuna
-Locate and define vocabulary
-Explain the significance of collective force as presented in the play
-Identify the themes contained in the play
-Explain the significance of the verses in the excerpt studied
-Explain what the “Comendador” exemplifies
-Explain what the Catholic monarchs represent in the play
-Illustrate it with verses from the text
c. Tirso de Molina
-Describe his importance and list biographical details
-Summarize and re-tell plot of El burlador de Sevilla
-Locate and define vocabulary
-Explain don Juan’s attitude towards death
-Explain why this attitude reflects the viewpoint of the Renaissance
-Identify the theme of the play
d. Pedro Calderón de la Barca
-Describe his importance and list biographical details
-Summarize and re-tell plot of La vida es sueño
-Locate and define vocabulary
-Distinguish the differences between Calderón and Lope de Vega
-Explain the philosophical questions contained in the play
H.
LITERATURE – THE XVIII CENTURY – NEOCLASICISMO / THE ENLIGHTENMENT
-Locate and define vocabulary
-Identify the name that is given to this period
-List major characteristics of this literary period
-Explain the emphasis on form rather than content
-Explain the reason for the scarcity of artistic production of this period
-Name the ideal vehicle of literary expression of this period
-Identify the concerns of the enlightened man
-Explain the objectives of these men and why they did not succeed
-Name the authors that excel during this period
Mod. Lang., Page 134
a. Leandro Fernández de Moratín
-Describe his importance and list biographical details
-Summarize and re-tell plot of El sí de las niñas
-Locate and define vocabulary
-Review Aristotle’s three units of the classical theater
-Explain how it limited the neoclassical theater
-Explain the teachings of Moratín regarding the education of women in El sí de las
niñas
-Identify quotes from text that illustrate these teachings
b. Tomás Iriarte and Félix de Samaniego
-Define a fable and distinguish its main characteristics
-Distinguish between Iriarte and Samaniego as fable writers
-Re-tell plot and of the four fables
-Identify the moral lessons in Samaniego’s fables
-Identify the literary styles criticized or promoted in Iriarte’s fables
I. LITERATURE - ROMANTICISM
-Explain their importance in the Romantic Movement
-Identify its major characteristics in Spanish literature
-Explain the late arrival of this movement to Spain
-Locate and define vocabulary
-Compare and contrast between Romanticism and Neoclassicism
-Explain the romantic view of nature
-Identify the two directions the Romantic movement takes in Spain
a. José de Espronceda – “La canción del pirata”
-List biographical details of Jose de Espronceda
-Identify the aspect of the Romantic movement he represents
-Locate and define vocabulary
-Identify romantic characteristics illustrated in poem
-Illustrate these characteristics with the verses in the poem
b. Duque de Rivas – Don Álvaro o la fuerza del sino
-List biographical details of Duque de Rivas
-Explain his importance in the Romantic movement
-Locate and define vocabulary
-Summarize and re-tell the plot of the play
-Identify romantic characteristics illustrated in the excerpt
-Illustrate these characteristics with textual references
c. José Zorrilla – Don Juan Tenorio
-List biographical details of José Zorrilla
Mod. Lang., Page 135
-Locate and define vocabulary
-Summarize and re-tell the plot of the play
-Identify romantic characteristics illustrated in the excerpt
-Illustrate these characteristics with textual references
d. Gustavo Adolfo Bécquer
-List biographical details of Bécquer
-Explain his importance in the Romantic period
1. “Las rimas”
-Locate and define vocabulary
-Summarize and re-tell the theme of the four “rimas” studied
2. "Los ojos verdes"
-Locate and define vocabulary
-Summarize and re-tell the theme of the leyenda
-Demonstrate comprehension through answers to questions
-Identify the romantic elements in the story
-Recognize and explain metaphors in textual references
J. LITERATURE - REALISM AND NATURALISM
-Identify major characteristics of realist literature in Spain
-Explain the importance of this movement
-Explain the reaction it represents
-Identify writers of this period and their importance and contributions Fernán Caballero,
Pedro Antonio de Alarcón
b. Juan Valera – Pepita Jiménez - excerpt
-List biographical details of Juan Valera
-Explain his view on realism
-Locate an define vocabulary
-Summarize and re-tell the plot of Pepita Jiménez
-Demonstrate comprehension through answers to questions
b. Benito Pérez Galdós – excerpt “Un extraño personaje”
-List biographical details of Galdós
-Explain his importance in the literature of Spain
-Recognize the most important works of this author
-Locate an define vocabulary
-Summarize and re-tell the story
-Demonstrate comprehension through answers to questions
-Identify the senses of the character that are described
-Draw the character according to the description given by the author
K. LITERATURE – NATURALISM
Mod. Lang., Page 136
-Identify major characteristics of naturalist literature in Spain
-Explain the importance of this movement
-Explain the values it emphasizes
-Identify writers of this period and their importance and contributions
Vicente Blasco Ibáñez, Emilia Pardo Bazán
-Recognize the most important works of these authors
Leopoldo Alas “Clarín” – “Adiós, Cordera”
-List biographical details of Clarín
- Recognize the most important works of this author
-Locate an define vocabulary
-Summarize and re-tell the story
-Demonstrate comprehension through answers to questions
L. LITERATURE / CIVILIZATION - SPECIAL SKIT/VIDEO
-Write a script for a skit presenting an adaptation of history or literature
-Use Spanish to an audience
-Interact with other members of the class
_Use acting and filming techniques
XII. EVALUATION
Upon completing the stated objectives of this course, the following evaluative methods will be
used to measure the student's level of proficiency:
A.
CLASS ASSIGNMENTS
1. Vocabulary definitions and exercises
2. Comprehension questions
3. Workbook exercises
4. Worksheets
5. Summaries
B.
ORAL PRESENTATIONS
C.
QUIZZES AND TESTS
6. Objective Questions
a. True-false
b. Multiple choice
c. Fill-ins
d. Matching
7. Subjective questions
a. Short answers
Mod. Lang., Page 137
b. Outlines
c. Essays
8. Comprehensive Semester Exam
D.
SEMESTER GRADE
9. Weekly quizzes
10. Homework
11. Tests
12. Classwork & Notebook
13. Semester Exam
20%
15%
30%
10%
25%
(Projects, presentations, papers and summer reading are included in the test category)
E.
FINAL GRADE
The first and second semesters average the final grade
Mod. Lang., Page 138
I.
XII.
COURSE TITLE: SPANISH V
COURSE NUMBER: ML 4500
DESCRIPTION
SPANISH 4500 is the continuation of ML 4400. This course utilizes a communicative
approach to language learning. It concentrates on developing the student’s speaking,
listening, reading and writing skills by exposing them to everyday situations and real life
problem solving exercises. There is a strong emphasis on vocabulary, cultural knowledge
of the Spanish speaking world, and on the understanding of complex grammar structures
which enable effective and precise communication in the target language.
XIII.
PRE-REQUISITES OF THE COURSE
Students registered in ML 4500 must have satisfactorily completed
ML 4400 during the previous academic year, during which Lessons 1
through 9 of the Vistas textbook were covered, or they must have been
recommended to this course by a teacher from the Modern Languages
Department with the approval of the Chairperson.
XIV.
TEXTS
Vistas: Introducción a la lengua española, 2nd Edition, Blanco And Donley,
Boston, Massachusetts: Vista Higher Learning, 2005.
Vistas: Workbook/Video Manual, 2nd edition, Blanco and Donley, Boston,
Massachussetts: Vista Higher Learning, 2005.
XV.
ADDITIONAL MATERIALS
Dictionary (Spanish/English, English/Spanish)
El principito
Binder with dividers
Supplementary texts, articles, hand outs, and verb drills, etc.
XVI.
PROCEDURE AND TEACHING METHODOLOGY
A. Class lectures in which grammar structures will be addressed followed by the
illustration of sufficient examples and practice exercises.
B. Written / Oral exercises in which students will practice vocabulary, spelling, and the
correct placement of accents, among other topics.
Mod. Lang., Page 139
C. Class discussion and/or debates of current events and issues related to the Spanish
speaking countries.
D. Listening exercises and repetition of words with difficult pronunciations.
E. Conversational activities in which the students can use the grammatical structures
learned in each lesson, the new words adopted, and their background knowledge to
create dialogues in real life context situations.
F. Written / Oral Reports in which students can practice the knowledge gained in each
lesson and conduct research about the countries and cultures discussed in class.
XVII.
SPECIAL ASSIGNMENTS AND EVENTS
A. Participation in the Miami-Dade County Fair Writing Contest (poem).
B. Belen Modern Languages Fair Project (booths representing Hispanics in the US and the
growing importance of the Spanish language in the US).
C. Belen Literary Contests.
D. Additional Reading Comprehension Exercises.
E. Other: oral reports about the different groups of Hispanics living in the United States
(Fair), news reports about current events from the countries studied in the “Panorama
Cultural” section of each lesson from Vistas, among others.
XVIII.
EXTRACURRICULAR ACTIVITIES
A. Foreign movies in Spanish.
B. Other activities as announced.
XIX.
AUDIOVISUAL MATERIALS
A.
B.
C.
D.
XX.
The movie: La ciudad y los perros.
The documentary film: The Cuban Americans.
The “Fotonovela” from Vistas.
The movie: El Norte.
COURSE OUTLINE
1. First semester:
a. Review of the basic grammar structures covered in Lessons 1-9.
b. Thorough study of Lessons 10, 11, 12, and 13.
c. The lessons will concentrate in the following communicative goals:
(1). Mention and name in Spanish the different parts of the body.
Mod. Lang., Page 140
(2). Talk about health and various medical conditions.
(3). Activate prior knowledge in order to guess meaning and to
identify key information when listening and reading in
Spanish.
(4). Listen for specific information and instructions.
(5). Deliver a short speech regarding one of the Spanish speaking
countries studied in class.
(6). Talk about technology and electronic products.
(7). Learn common expressions used on the phone and the Internet.
(8). Give instructions.
(9). Recognize words borrowed from other languages.
(10). Figure out the meaning of new words by looking carefully at
the context.
(11). Use visual cues when listening to guess meaning.
(12). Talk about cars and their parts in Spanish.
(13). Welcome people into their homes.
(14). Describe their houses or apartments.
(15). Talk about the typical household chores.
(16). Give instructions and simple direct commands.
(17). Discuss issues regarding the environment.
(18). Express their beliefs and ideas about different issues.
(19). Give indirect commands in the shape of advice to peers.
8. Second semester:
a. Lessons 14, 15, 16, 17, and 18. Lessons 14 to 18 will concentrate in the
following communicative goals:
(1). Talk about health, well being and nutrition.
(2). Talk about physical activities and sports.
(3). Describe their future plans relating to their studies and work.
(4). Practice preparing for a job interview.
(5). Express agreement and disagreement.
(6). Talk about the arts.
(7). Express hesitation and certainty using the adequate
grammatical structures (indicative mood vs. subjunctive).
(8). Express their likes and dislikes.
(9). Talk about and describe their travel plans and past experiences.
(10). Discuss current events and relevant issues.
(11). Discuss the media and express their opinions about current
controversial issues.
XXI.
SPECIFIC COURSE OBJECTIVES
Mod. Lang., Page 141
Upon completion of the procedures of this course, the student will be able to demonstrate in
oral and written form an understanding of the following objectives:
A. First semester
1. Vocabulary:
j. Lesson 10: to identify the parts of the body and to use in context health
related terms.
k. Lesson 11: to name home electronics and to use terms related to the
Internet, as well as cars and their accessories.
l. Lesson 12: to define the parts of a house, to identify the names of common
household objects and chores.
m. Lesson 13: to accurately describe nature, the environment, conservation
efforts and recycling in Spanish.
2. Grammar:
j. Lesson 10: to use the imperfect tense and the impersonal constructions with
“se”. The student will be able to create adverbs using the ending “-mente”,
and to use correctly common adverbial expressions.
k. Lesson 11: to use appropriately the familiar “tú” commands, to distinguish
between the correct uses of the prepositions “por” and “para”, and to use
reciprocal verbs, possessive adjectives, and pronouns in real life contexts.
l. Lesson 12: to use relative pronouns and formal commands correctly, to link
object pronouns with formal commands, to understand the present
subjunctive tense, and to use of the subjunctive mood with expressions of will
and influence. The students will also be able to locate the main parts of the
sentence.
m. Lesson 13: to use the subjunctive mood with expressions of emotion, doubt,
disbelief, and denial. The students will also learn about which verbal mood
should be used with expressions of certainty and when to use the infinitive
with conjunctions in adverbial clauses.
9. Reading / Culture
j. Lesson 10: to point out and remember important general knowledge about
Costa Rica, for instance: the name of its capital, currency, main cities,
geographical location, main economic activities, characteristics of its
population, etc.
k. Lesson 11: to talk about Argentina, its capital, population, economic
activities, main cities, population, etc., and the student will be able to relate
basic cultural information about this country with other subjects (History,
Social Studies, Economics, Geography).
Mod. Lang., Page 142
l.
Lesson 12: to recall basic geographic, cultural and historical information
regarding Panamá and also the student will be able to compare and contrast
the characteristics of this country with other Central American countries.
m. Lesson 13: to mention and explain important basic geographic, historical and
cultural information about Colombia. Students will also be able to explain
importance of this country in Latin America.
10. Writing
i.
Lesson 10: to write about an illness or a specific health related problem using
the simple past tenses and the new vocabulary (body and health).
j. Lesson 11: to create an advertisement to be posted on a cybercafé, to
practice giving instructions in an email, and to list key words before writing.
k. Lesson 12: to locate the main parts of a sentence, to use linking words, and
to practice writing a lease agreement and a letter to a contractor regarding a
house, using new vocabulary.
l. Lesson 13: to consider the audience and the purpose before writing. They
will also be able to write a persuasive letter, an article assuming the role of an
environmental activist and using in that context the new vocabulary acquired.
B. Second semester (Lessons 14, 15, 16, 17, and 18)
1. Vocabulary
j. Lesson 14: to talk about commercial establishments and to use banking
terminology.
k. Lesson 15: to name nutrition and exercise terms, to identify health related
vocabulary, and to use it in appropriate contexts.
l. Lesson 16: to identify the terms for professions, occupations and work
related vocabulary.
m. Lesson 17: to use appropriate terms relating to the arts and the television
and film industries.
n. Lesson 18: to recognize and use appropriate terms to talk about current
events, political contexts, and social issues.
2. Grammar
j. Lesson 14: to correctly use the subjunctive mood with adjective clauses and
the “nosotros” commands. The student will also be able to form the past
participles, and to recognize the correct irregular past participles.
k. Lesson 15: to use the present perfect tense, the past perfect tense, and the
present perfect subjunctive tense in context.
Mod. Lang., Page 143
l.
Lesson 16: to recognize the future tense, the irregular future tense verbs, the
future perfect tense, and the past subjunctive tense.
m. Lesson 17: to correctly use the conditional tense, the conditional perfect
tense, and the past perfect subjunctive tense.
n. Lesson 18: to use “si” clauses in the subjunctive mood and “si” clauses with
the indicative mood. They will also review the different uses of the
subjunctive mood, its forms and its uses in complex sentences.
3. Reading / Culture
j. Lesson 14: to identify basic cultural, geographic, historical and economic
information regarding Venezuela and to link that information with current
events.
k. Lesson 15: to make inferences and to recall important cultural, historical,
political, and economic information regarding Bolivia.
l. Lesson 16: to recognize similes and metaphors, and to understand historical,
cultural, economic, geographic, and political information regarding Nicaragua
and the Dominican Republic.
m. Lesson 17: to point out important cultural, geographic, economic, political
and historical information relating to El Salvador and Honduras. They will
also be able to find biographical information in different texts.
n. Lesson 18: to recognize the chronological order in a text and to recall basic
cultural, geographic, political and historical information regarding Paraguay
and Uruguay.
4. Writing
j. Lesson 14: to avoid redundancy in writing, to write an e-mail in Spanish, and
to create a brochure for a model community in Venezuela.
k. Lesson 15: to organize information logically, to write a personal fitness plan,
and to write a tourist brochure for traveling in Bolivia.
l. Lesson 16: to use notes in preparation for writing and to develop a career
plan in written form, as well as to create a composition about his personal
career goals and plans for the future.
m. Lesson 17: to summarize a text in his own words, to write a composition, and
to draft a report on a Honduran or Salvadorian artist.
n. Lesson 18: to write strong introductions and conclusions, to write a
composition about how to improve certain problems in the world, to recognize
different genres, to take notes while listening, and to write a news article
about an important current event regarding either Uruguay or Paraguay.
XXII.
EVALUATION
1. Semester Work
a. Chapter Tests
75%
30%
Mod. Lang., Page 144
After the completion of a Lesson, a chapter test is given which includes: vocabulary,
grammar structures, cultural information, and reading comprehension exercises.
b. Weekly Quizzes
15%
Every week students take a quiz on the material learned that week. It could be
either solely on Vocabulary or a combination of vocabulary and cultural information
about a country.
c. Participation in class
15%
d. Homework
15%
Homework consists of workbook and textbook exercises, as well as readings and
reviews of the material covered in class.
4. Final exam
+
3. Total
=
Mod. Lang., Page 145
25%
______
100%
I.
II.
COURSE TITLE: SPANISH V-S
COURSE NUMBER: ML 4502
DESCRIPTION
This course is designed to allow the Spanish speaking student to improve the skills of listening,
speaking, reading, and writing with specific emphasis placed on bilingual interference, such as false
cognates, borrowed words, etc. In addition, the subjunctive mood will be presented and practiced in
detail. The course will give the students a general knowledge of the culture and history, past and
contemporary, of each of the Spanish speaking countries in the New World. History and current
events are enhanced with oral presentations given by each of the students. The study of the Latin
American culture is expanded by selected readings in short stories and a survey of Latin American
literature.
GOALS
To develop communicative skills, facilitating expression in the target language; to integrate the
cultural component of the Spanish language, enhancing an interest in Hispanic current events; to
foster student awareness of the interaction of language, culture, and society; to help the student
realize that learning to use the Spanish language well will have daily practical applications now and
in the future; to encourage Christian values, good study habits, an ability to follow directions well, a
sense of punctuality, neatness, responsibility, and honesty.
III.
PRE-REQUISITE OF COURSE
The student must have satisfactorily completed the Spanish IV-S course and/or have been
recommended by his current Spanish teacher at Belen. New students must have placed accordingly
in the Spanish Placement Exam.
IV.
TEXTS
Marqués, Sarah. (2005). La Lengua que heredamos, John Wiley & Sons, Inc., New York, NY
Sainte-Exupéry, A. (1984). El principito, Alba, S.A., Spain
V.
SUPPLEMENTARY READING
Spanish to Spanish Dictionary
English to Spanish Dictionary
Use
of
various
newspapers
and
magazines
to
Mod. Lang., Page 146
prepare
current
events
for
the
presentations on countries
VI.
PROCEDURE
•
CLASS LECTURE
14.
15.
16.
•
WRITTEN/ORAL EXERCISES
17.
18.
19.
•
VII.
Review new information
Individual/group written exercises
Share and verify responses
CLASS DISCUSSION
20.
21.
22.
•
Review
New information
Summarize and reinforce
Raise questions
Solicit opinions
Analyze, synthesize, and evaluate valid answers
EVALUATIONS
SPECIAL ASSIGNMENTS, PRESENTATIONS, CONTESTS, PROJECTS
•
•
•
•
•
Written and oral group presentations of countries
Belen Modern Language Fair Project
Belen Literary Contest
Miami-Dade County Fair
Summer Reading Book
VII.
AUDIOVISUAL MATERIALS
• Powerpoint presentations on grammar, history and literature
• Class movies: El norte, La ciudad y los perros, Los cubanoamericanos
• Movies afterschool: Lost city and others as shown by the Dept.
VII.
COURSE OUTLINE
Mod. Lang., Page 147
FIRST SEMESTER: Chapters 1 thru 6
•
•
•
History and culture of Spain, Mexico, Mexican-Americans, Hispanic groups of the
United States, Puerto Rico and Cuba
Grammar: Alphabet, pronunciation, cognates, diphthongs, trypthongs, division of
syllables, types of words, suffixes and prefixes, homonyms, articles, contractions,
nouns, accentuation, capitalization, augmentatives and diminutives, vocabulary and
idiomatic expressions.
Literature: Selected authors and readings from the Renaissance to the Romantic
SECOND SEMESTER: Chapters 8 thru 22
•
•
•
VIII.
History and culture of the rest of the Spanish American countries
Grammar: Review of the Indicative mood and all the verb forms, pronouns and their
variants, adjectives, punctuation signs, etc. as covered in previous courses. The
structure of the sentence and the subjunctive mood are introduced and fully
covered. Continued study of vocabulary through the use of synonyms, cognates
and idiomatic expressions
Literature: A survey of major works and authors as of the 18th century until the
movement of the Boom in the 20th.
COURSE OBJECTIVES
Upon completion of the procedures of this course, the student will be able to demonstrate in oral
and written form an understanding of the following objectives:
CAPÍTULO 1. GRUPOS HISPANOS EN LOS ESTADOS UNIDOS.
Grupos hispanos en los Estados Unidos.
Cognados con c.
Otros cognados.
Gramática: El alfabeto.
Sonidos de las vocales y las consonantes.
Letras sencillas y dobles.
Letras mayúsculas y minúsculas.
CAPÍTULO 2. ESPAÑA.
Los préstamos de la lengua.
Cognados falsos.
Gramática: Diptongos y triptongos.
División de palabras en sílabas.
Mod. Lang., Page 148
Recomendaciones generales en cuanto al silabeo.
Los signos de puntuación.
CAPÍTULO 3. MÉXICO.
Lectura: Juana de Asbaje: su vida antes del convento.
Distintas traducciones del verbo to take.
Traducciones de la palabra key.
Cognados falsos.
Gramática: Pronunciación de palabras.
Clasificación de las palabras por su acento.
CAPÍTULO 4. LOS MEXICOAMERICANOS.
Cognados falsos.
Gramática: Palabras simples, derivadas, compuestas y parasintéticas.
Familia de palabras afines.
Sufijos y prefijos.
Otras reglas de la acentuación.
Uso de la s las terminaciones -sión y –xión.
Homófonos de c y s, de s y x.
CAPÍTULO 5. PUERTO RICO.
Semejanzas y contrastes: back y to back.
Cognados falsos.
Gramática: El artículo.
Uso del artículo definido.
Omisión del artículo definido.
Concordancia del artículo con el sustantivo.
Contracción del artículo definido el.
El artículo neutro lo.
Los indefinidos unos, unas.
Omisión del artículo indefinido.
Expresiones idiomáticas.
Aumentativos.
Diminutivos.
Despectivos.
Uso de la z.
CAPÍTULO 6. CUBA.
Distintos significados en español de right.
Otros cognados.
Gramática: El verbo.
El infinitivo.
Usos del infinitivo.
Mod. Lang., Page 149
Raíz del verbo.
Verbos regulares e irregulares.
El gerundio y el participio usos.
El verbo auxiliar haber.
El modo indicativo.
Cambios ortográficos e irregularidades en el presente.
Homófonos de s y z.
CAPÍTULO 7. LA REPÚBLICA DOMINICANA.
Uso del singular y del plural.
Gramática: Verbos con participios irregulares.
Verbos con dos participios: regular e irregular.
El futuro: regular e irregular.
Otros usos del futuro.
Uso de la b y de la v.
CAPÍTULO 8. GUATEMALA.
Cognados.
Gramática: El modo subjuntivo.
Formas del presente del subjuntivo.
Cambios ortográficos para mantener el sonido en el presente del subjuntivo.
Irregularidades en el presente del subjuntivo.
Verbos con irregularidades propias en el presente del subjuntivo.
El imperfecto del subjuntivo.
Uso del imperfecto del subjuntivo.
Irregularidades en el imperfecto del subjuntivo.
Usos de la v.
CAPÍTULO 9. EL SALVADOR.
Equivalentes en español de the former y the latter.
Cognados.
Gramática: El modo imperativo.
Irregularidades de ciertos verbos en los mandatos directos con tú.
Los mandatos indirectos y los mandatos impersonales.
La forma let’s y sus equivalentes en español.
Los tiempos compuestos del subjuntivo.
Homófonos de b y v.
CAPÍTULO 10. HONDURAS.
Cognados.
Gramática: La oración.
Estructura de la oración.
Oraciones impersonales.
Mod. Lang., Page 150
Los núcleos de la oración.
Concordancia de sujeto y verbo.
Oraciones simples y compuestas.
El orden de los elementos en la oración.
La oración principal y la subordinada.
La voz activa y la voz pasiva.
Uso de la d.
CAPÍTULO 11. NICARAGUA.
El verbo to raise y sus diferentes equivalentes en español.
Gramática: El pretérito.
Uso del pretérito.
Formación del pretérito de los verbos regulares.
Verbos que cambian la ortografía en el pretérito.
Verbos irregulares en el pretérito.
Verbos terminados en –ear.
El imperfecto.
Uso del imperfecto.
Cambio de significación de algunos verbos.
Uso de la h.
CAPÍTULO 12. COSTA RICA.
Las traducciones de than.
Los adjetivos terminados en -ing en inglés y sus equivalentes en español.
Los adjetivos compuestos en inglés y sus equivalencias en español.
Cognados falsos.
Gramática: El género de los sustantivos.
Los gentilicios (nacionalidades).
Homófonos con h y sin h.
Parónimos con h y sin h.
CAPÍTULO 13. PANAMÁ.
Traducciones de because (of).
Gramática: El número de los sustantivos.
Los apellidos.
Palabras que se usan sólo en plural.
Palabras que cambian de significación según se usen en singular o en plural.
El plural de los nombres compuestos.
Los nombres colectivos.
Uso de la r y de la rr.
CAPÍTULO 14. COLOMBIA.
El verbo to become y sus distintos equivalentes en español.
Mod. Lang., Page 151
Gramática: El adjetivo.
Apócope de algunos adjetivos.
Posición invariable del adjetivo en frases hechas.
Uso de la g y de la j.
CAPÍTULO 15. VENEZUELA.
Equivalentes de to save, to move, to ask.
Gramática: Los participios pasados (-ado, -ido) usados como adjetivos.
Comparación de los adjetivos.
Comparativos irregulares.
Los superlativos en español.
Uso de la j.
CAPÍTULO 16. ECUADOR.
Gramática: El condicional.
Las probabilidades en el pasado.
Los tiempos compuestos del indicativo.
Traducciones de would.
El verbo tratar y sus diferentes traducciones en inglés.
Uso de la ll.
CAPÍTULO 17. PERÚ.
El verbo to run y sus diferentes equivalentes en español.
Expresiones idiomáticas con to run.
Cognados.
Gramática: Los pronombres.
Las variantes pronominales.
Los complementos directos e indirectos.
Los complementos circunstanciales.
La estructura de gustar.
Pronombres usados con verbos reflexivos.
Usos especiales de los pronombres reflexivos en español.
Los verbos recíprocos.
Ortografía: Uso de la y.
CAPÍTULO 18. BOLIVIA.
Expresiones con time.
Gramática: Adjetivos y pronombres demostrativos.
Los pronombres relativos.
El relativo-adjetivo cuyo.
Los pronombres indefinidos.
CAPÍTULO 19. CHILE.
Mod. Lang., Page 152
El verbo to fail y sus equivalentes en español.
Gramática: El adverbio.
Abreviación de los adverbios.
Diminutivo de los adverbios.
Comparación irregular de algunos adverbios.
Frases adverbiales.
Palabras que se prestan a confusión.
CAPÍTULO 20. PARAGUAY.
Gramática: Las preposiciones.
Preposiciones compuestas.
Usos de para y por.
Expresiones idiomáticas con preposiciones.
Homófonos de ll y y.
CAPÍTULO 21. URUGUAY.
Equivalencias en español de to turn.
Gramática: Las conjunciones.
Conjunciones de subordinación y de coordinación.
Usos de pero, sino y sino que.
Las cláusulas con si.
Las abreviaturas.
La correspondencia comercial: elementos básicos.
Parónimos.
CAPÍTULO 22. ARGENTINA.
El verbo to get y sus distintos equivalentes en español.
Gramática: La interjección.
IX.
LITERATURE
Students will be taught throughout the year the history of Latin American literature, from pre-colombian
times to the 20th Century Boom, as follows:
•
FIRST SEMESTER
Before Columbus
Renaissance
Baroque
Neo-classical
Romanticism
Costumbrism
La gauchesca
Mod. Lang., Page 153
•
XII.
SECOND SEMESTER
Realism
Naturalism
Modernismo
The Vanguard
The Boom
EVALUATION
A.
SEMESTER WORK
1.
2.
3.
4.
Quizzes
4
Homework
1
Tests
8
(Projects and presentations papers are counted under the category of tests with
different values)
Final & Semester Exams 25%
The first and second semesters average to Final Grade
Mod. Lang., Page 154
I.
COURSE TITLE: A.P. SPANISH LANGUAGE
COURSE NUMBER: ML 4550
II.
DESCRIPTION
This course is designed to allow the Spanish speaking student to improve the skills of listening,
speaking, reading, and writing with specific emphasis placed on bilingual interference, such as false
cognates, borrowed words, etc. In addition, the subjunctive mood will be presented and practiced in
detail. The course will give the students a general knowledge of the culture and history, past and
contemporary, of each of the Spanish speaking countries in the New World. History and current
events are enhanced with oral presentations given by each of the students. The study of the Latin
American culture is expanded by selected readings in short stories and a survey of Latin American
literature. Honor students lead the oral presentation groups of all the Spanish V-S courses.
GOALS
To develop communicative skills, facilitating expression in the target language; to integrate the
cultural component of the Spanish language, enhancing an interest in Hispanic current events; to
foster student awareness of the interaction of language, culture, and society; to help the student
realize that learning to use the Spanish language well will have daily practical applications now and
in the future; to encourage Christian values, good study habits, an ability to follow directions well, a
sense of punctuality, neatness, responsibility, and honesty. Students should receive a passing grade
on the AP Spanish Language exam.
III.
PRE-REQUISITE OF COURSE
The student must have satisfactorily completed the Spanish IV-S Honors course and/or have been
recommended by their current Spanish teacher at Belen.. New students must have placed
accordingly in the Spanish Placement Exam. Students must take the AP Spanish Language Exam.
Parental and student signature of the Honor's Contract is required. A student may decline the
invitation to this course.
IV.
TEXTS
Marqués, Sarah. (2005). La Lengua que heredamos, John Wiley & Sons, Inc., New York, NY
Varona-Lacey, Gladys M. Introducción a la literatura Hispanoamericana.
Sainte-Exupéry, A. (1984). El principito, Alba, S.A., Spain
V.
SUPPLEMENTARY READING
Mod. Lang., Page 155
Spanish to Spanish Dictionary
English to Spanish Dictionary
Use of various newspapers
presentations on countries
VI.
and
magazines
to
prepare
current
PROCEDURE
a. CLASS LECTURE
23.
24.
25.
•
WRITTEN/ORAL EXERCISES
26.
27.
28.
•
VII.
Raise questions
Solicit opinions
Analyze, synthesize, and evaluate valid answers
Research vocabulary in daily newspaper clippings
EVALUATIONS
SPECIAL ASSIGNMENTS, PRESENTATIONS, CONTESTS, PROJECTS
•
•
•
•
•
VIII.
Review new information
Individual/group written exercises
Share and verify responses
CLASS DISCUSSION
29.
30.
31.
x)
•
Review
New information
Summarize and reinforce
Written and oral group presentations of countries
Belen Modern Language Fair Project
Belen Literary Contest
Miami-Dade County Fair
Summer Reading Book
AUDIOVISUAL MATERIALS
• Powerpoint presentations on grammar, history and literature
Mod. Lang., Page 156
events
for
the
•
•
VII.
Class movies: El norte, La ciudad y los perros, Los cubanoamericanos
Movies afterschool: Lost city and others as shown by the Dept.
COURSE OUTLINE
FIRST SEMESTER: Chapters 1 thru 6
•
•
•
History and culture of Spain, Mexico, Mexican-Americans, Hispanic groups of the
United States, Puerto Rico and Cuba
Grammar: Alphabet, pronunciation, cognates, diphthongs, trypthongs, division of
syllables, types of words, suffixes and prefixes, homonyms, articles, contractions,
nouns, accentuation, capitalization, augmentatives and diminutives, vocabulary and
idiomatic expressions.
Literature: Selected authors and readings from the Renaissance to the Romantic
period
SECOND SEMESTER: Chapters 8 thru 22
•
•
•
X.
History and culture of the rest of the Spanish American countries
Grammar: Review of the Indicative mood and all the verb forms, pronouns and their
variants, adjectives, punctuation signs, etc. as covered in previous courses. The
structure of the sentence and the subjunctive mood are introduced and fully
covered. Continued study of vocabulary through the use of synonyms, cognates
and idiomatic expressions
Literature: A survey of major works and authors as of the 18th century until the
movement of the Boom in the 20th.
COURSE OBJECTIVES
Upon completion of the procedures of this course, the student will be able to demonstrate in oral
and written form an understanding of the following objectives:
CAPÍTULO 1. GRUPOS HISPANOS EN LOS ESTADOS UNIDOS.
Grupos hispanos en los Estados Unidos.
Cognados con c.
Otros cognados.
Gramática: El alfabeto.
Sonidos de las vocales y las consonantes.
Letras sencillas y dobles.
Mod. Lang., Page 157
Letras mayúsculas y minúsculas.
CAPÍTULO 2. ESPAÑA.
Los préstamos de la lengua.
Cognados falsos.
Gramática: Diptongos y triptongos.
División de palabras en sílabas.
Recomendaciones generales en cuanto al silabeo.
Los signos de puntuación.
CAPÍTULO 3. MÉXICO.
Lectura: Juana de Asbaje: su vida antes del convento.
Distintas traducciones del verbo to take.
Traducciones de la palabra key.
Cognados falsos.
Gramática: Pronunciación de palabras.
Clasificación de las palabras por su acento.
CAPÍTULO 4. LOS MEXICOAMERICANOS.
Cognados falsos.
Gramática: Palabras simples, derivadas, compuestas y parasintéticas.
Familia de palabras afines.
Sufijos y prefijos.
Otras reglas de la acentuación.
Uso de la s las terminaciones -sión y –xión.
Homófonos de c y s, de s y x.
CAPÍTULO 5. PUERTO RICO.
Semejanzas y contrastes: back y to back.
Cognados falsos.
Gramática: El artículo.
Uso del artículo definido.
Omisión del artículo definido.
Concordancia del artículo con el sustantivo.
Contracción del artículo definido el.
El artículo neutro lo.
Los indefinidos unos, unas.
Omisión del artículo indefinido.
Expresiones idiomáticas.
Aumentativos.
Diminutivos.
Despectivos.
Uso de la z.
Mod. Lang., Page 158
CAPÍTULO 6. CUBA.
Distintos significados en español de right.
Otros cognados.
Gramática: El verbo.
El infinitivo.
Usos del infinitivo.
Raíz del verbo.
Verbos regulares e irregulares.
El gerundio y el participio usos.
El verbo auxiliar haber.
El modo indicativo.
Cambios ortográficos e irregularidades en el presente.
Homófonos de s y z.
CAPÍTULO 7. LA REPÚBLICA DOMINICANA.
Uso del singular y del plural.
Gramática: Verbos con participios irregulares.
Verbos con dos participios: regular e irregular.
El futuro: regular e irregular.
Otros usos del futuro.
Uso de la b y de la v.
CAPÍTULO 8. GUATEMALA.
Cognados.
Gramática: El modo subjuntivo.
Formas del presente del subjuntivo.
Cambios ortográficos para mantener el sonido en el presente del subjuntivo.
Irregularidades en el presente del subjuntivo.
Verbos con irregularidades propias en el presente del subjuntivo.
El imperfecto del subjuntivo.
Uso del imperfecto del subjuntivo.
Irregularidades en el imperfecto del subjuntivo.
Usos de la v.
CAPÍTULO 9. EL SALVADOR.
Equivalentes en español de the former y the latter.
Cognados.
Gramática: El modo imperativo.
Irregularidades de ciertos verbos en los mandatos directos con tú.
Los mandatos indirectos y los mandatos impersonales.
La forma let’s y sus equivalentes en español.
Los tiempos compuestos del subjuntivo.
Mod. Lang., Page 159
Homófonos de b y v.
CAPÍTULO 10. HONDURAS.
Cognados.
Gramática: La oración.
Estructura de la oración.
Oraciones impersonales.
Los núcleos de la oración.
Concordancia de sujeto y verbo.
Oraciones simples y compuestas.
El orden de los elementos en la oración.
La oración principal y la subordinada.
La voz activa y la voz pasiva.
Uso de la d.
CAPÍTULO 11. NICARAGUA.
El verbo to raise y sus diferentes equivalentes en español.
Gramática: El pretérito.
Uso del pretérito.
Formación del pretérito de los verbos regulares.
Verbos que cambian la ortografía en el pretérito.
Verbos irregulares en el pretérito.
Verbos terminados en –ear.
El imperfecto.
Uso del imperfecto.
Cambio de significación de algunos verbos.
Uso de la h.
CAPÍTULO 12. COSTA RICA.
Las traducciones de than.
Los adjetivos terminados en -ing en inglés y sus equivalentes en español.
Los adjetivos compuestos en inglés y sus equivalencias en español.
Cognados falsos.
Gramática: El género de los sustantivos.
Los gentilicios (nacionalidades).
Homófonos con h y sin h.
Parónimos con h y sin h.
CAPÍTULO 13. PANAMÁ.
Traducciones de because (of).
Gramática: El número de los sustantivos.
Los apellidos.
Palabras que se usan sólo en plural.
Mod. Lang., Page 160
Palabras que cambian de significación según se usen en singular o en plural.
El plural de los nombres compuestos.
Los nombres colectivos.
Uso de la r y de la rr.
CAPÍTULO 14. COLOMBIA.
El verbo to become y sus distintos equivalentes en español.
Gramática: El adjetivo.
Apócope de algunos adjetivos.
Posición invariable del adjetivo en frases hechas.
Uso de la g y de la j.
CAPÍTULO 15. VENEZUELA.
Equivalentes de to save, to move, to ask.
Gramática: Los participios pasados (-ado, -ido) usados como adjetivos.
Comparación de los adjetivos.
Comparativos irregulares.
Los superlativos en español.
Uso de la j.
CAPÍTULO 16. ECUADOR.
Gramática: El condicional.
Las probabilidades en el pasado.
Los tiempos compuestos del indicativo.
Traducciones de would.
El verbo tratar y sus diferentes traducciones en inglés.
Uso de la ll.
CAPÍTULO 17. PERÚ.
El verbo to run y sus diferentes equivalentes en español.
Expresiones idiomáticas con to run.
Cognados.
Gramática: Los pronombres.
Las variantes pronominales.
Los complementos directos e indirectos.
Los complementos circunstanciales.
La estructura de gustar.
Pronombres usados con verbos reflexivos.
Usos especiales de los pronombres reflexivos en español.
Los verbos recíprocos.
Ortografía: Uso de la y.
CAPÍTULO 18. BOLIVIA.
Mod. Lang., Page 161
Expresiones con time.
Gramática: Adjetivos y pronombres demostrativos.
Los pronombres relativos.
El relativo-adjetivo cuyo.
Los pronombres indefinidos.
CAPÍTULO 19. CHILE.
El verbo to fail y sus equivalentes en español.
Gramática: El adverbio.
Abreviación de los adverbios.
Diminutivo de los adverbios.
Comparación irregular de algunos adverbios.
Frases adverbiales.
Palabras que se prestan a confusión.
CAPÍTULO 20. PARAGUAY.
Gramática: Las preposiciones.
Preposiciones compuestas.
Usos de para y por.
Expresiones idiomáticas con preposiciones.
Homófonos de ll y y.
CAPÍTULO 21. URUGUAY.
Equivalencias en español de to turn.
Gramática: Las conjunciones.
Conjunciones de subordinación y de coordinación.
Usos de pero, sino y sino que.
Las cláusulas con si.
Las abreviaturas.
La correspondencia comercial: elementos básicos.
Parónimos.
CAPÍTULO 22. ARGENTINA.
El verbo to get y sus distintos equivalentes en español.
Gramática: La interjección.
XI.
LITERATURE
Students will be taught throughout the year the history of Latin American literature, from pre-colombian
times to the 20th Century Boom, based on the readings from Intro. a la literatura hispanoamericana, and
they will demonstrate the ability to recognize authors and their respective works and characteristics, as
follows:
Mod. Lang., Page 162
•
FIRST SEMESTER
Before Columbus
Renaissance
Baroque
Neo-classical
Romanticism
Costumbrism
La gauchesca
•
SECOND SEMESTER
Realism
Naturalism
Modernismo
The Vanguard
The Boom
XII.
EVALUATION
A.
SEMESTER WORK
1.
2.
3.
4.
Quizzes
4
Homework
1
Tests
8
(Projects and presentations papers are counted under the category of tests with
different values)
Final & Semester Exams 25%
The first and second semesters average to Final Grade
XIII.
HONORS CONTRACT
Mod. Lang., Page 163
I.
COURSE TITLE: SPANISH VI
COURSE NUMBER: ML 4600
II.
DESCRIPTION
The goal of this course is to help the student deepen his knowledge of the Spanish language while, at
the same time, to introduce him to the literature of the Spanish Speaking world. It intends to teach the
student to better understand a Spanish text with which he may not be familiar or that may be difficult
in its nature. Through the six collections studied in the textbook, the student will be exposed to the
culture, the different literary genre, and the review of the general vocabulary and grammar that he has
learned in order to reach his present level of understanding and achievement in the Spanish culture.
III.
PRE-REQUISITE OF COURSE
The student must have satisfactorily finished the objectives required of ML 500 or have placed
accordingly in the Spanish Placement Exam.
IV.
TEXTS
¡ Ven conmigo! Nuevas Vistas. Published by Holt, RineHart and Winston © 2003
¡ Ven conmigo! Nuevas Vistas- Cuaderno de Práctica. Published by Holt, RineHart and Winston
V.
SUPPLEMENTARY READING
Spanish to Spanish Dictionary
English to Spanish Dictionary
VI.
PROCEDURE
A.Grammar explanations followed by oral classroom exercises
B. Reading aloud followed by comprehensive exercises
C. Oral repetition of vocabulary followed by usage exercises
D. Frequent use of audiovisual supportive materials
E. Daily reading or written homework assignments, weekly quizzes, unit tests
VII.
SPECIAL ASSIGNMENTS, PRESENTATIONS, CONTESTS, PROJECTS,...
Mod. Lang., Page 164
A. Minimum of six written compositions, short stories or essays
B. Oral reports on historical or literary figures of their choice.
C. Belen Modern Language Fair Project representing famous historical or literary figures.
D. Modern Language Fair Poster and Slogan contest as extra credit
VIII.
EXTRACURRICULAR ACTIVITIES, COMMUNITY INVOLVEMENT
A. Miami-Dade County Fair reading, literary, and other contests
B. Field trips and other activities as announced
IX.
AUDIOVISUAL MATERIALS
A. Movies in class: Camila
B. Other movies after school as shown by the Dept.
XXVI. COURSE OUTLINE
XXVII. COURSE OBJECTIVES
Upon completion of the procedures of this course, the student will be able to demonstrate in oral
and written form an understanding of the following objectives:
A.
SPELLING
-Spell all words from the “ Ortografía” sections in each collection
B.GRAMMAR
-Identify the tenses and conjugate regular and irregular verbs as per exercises in the book
in all tenses of the Indicative and Subjunctive moods
-Identify and use the present and past participles
-Identify and recognize agreement and position of possessive adjective in the sentences
-Identify the demonstrative adjectives and their usage
-Identify and use reflexive verbs
-Identify, form and conjugate stem changing verbs
-Distinguish and use Ser and Estar
-Form sentences in the affirmative and negative forms
-Identify and use direct and indirect object pronouns
-Recognize and use the past participle of regular verbs
-Recognize, form, and use irregular past participles
Mod. Lang., Page 165
C. READING/WRITING
-Explain context of literary selections in text
- Become familiar with a few known Spanish and Latin-American authors
-Write three to four compositions per semester
-Write personal opinions on journal topics
-Write answers to respective text exercises
- Identify key cultural elements
D. SPEAKING
-Give to the class a seven minute oral presentation
-Give 2 min. impromptu speeches
-Use words in sentences correctly. Match words with definitions
-Understand words in context in a story
-Demonstrate comprehension
-Translate words for easier identification
-Match words with definitions
-Comprehend words in context of a story
-Define the vocabulary words
-Apply words in the context of sentences
-Create sentences applying new vocabulary
-Apply vocabulary in writing
-Use the words in sentences and exercises correctly
-Match words with definitions
-Demonstrate comprehension by answering questions
-Use the present subjunctive in nominal clauses
-Distinguish between the use of the subjunctive and the infinitive
-Apply the proper form of the present subjunctive in sentences
-Use the present subjunctive with impersonal expressions
-Substitute the direct object with the pronouns emphasizing position of pronouns
-Use the present subjunctive with special verbs
-Recall the indirect object pronouns and its position with verbs
-Use the subjunctive with stem changing verbs
-Use the subjunctive with expressions of doubt
-Demonstrate comprehension of words in reading material
-Recall how to form the future of regular and irregular verbs
-Recall how to form the conditional of regular and irregular verbs
-Recall the preterit - its regular and irregular forms
-Use verbs in the imperfect subjunctive
-Follow the correct sequence of verbs between main clause and subordinate clause
-Use the subjunctive with adverbial clauses
-Distinguish between the use of the present and imperfect subjunctive
-Recall negative words and transform sentences from the affirmative to the negative forms
Mod. Lang., Page 166
-Distinguish between the use of the subjunctive and the indicative in relative clauses
-Recall the familiar and formal commands of regular and irregular verbs
XXVIII.
EVALUATION
Upon completing the stated objectives of this course, the following evaluative
methods will be used to measure the student's level of proficiency:
A. SEMESTER WORK
Quizzes
Homework
Class Work
Tests
Semester Exam
20%
10%
10%
35%
25%
Mod. Lang., Page 167
I.
COURSE TITLE: A.P. SPANISH LANGUAGE/LITERATURE
COURSE NUMBER: ML 4650
II.
DESCRIPTION
This course studies Spanish as a language in both semesters through a comprehensive review of
the basic rules and use of grammar, spelling, syntax, etymology with some comparisons to the
English language.
The Spanish American Short Story is studied from its origins to its current authors. Literary
movements are covered in detail through various selected stories from each period, and four
additional authors. The course will acquaint the students with vocabulary that deals with literary
criticism and techniques. Analysis of numerous short stories is designed to prepare the student to
define, criticize and write short stories.
The second semester is intended to highlight masterpieces of all genres from Spanish Peninsular
literature as of the Generation of 1898 until the present. Major authors are studied through
lectures dealing with their biographies, literary works, techniques, themes, and criticism.
Students are expected to read and analyze numerous works of well-known 20th century authors.
Writing essays and giving oral presentations on the themes and styles of these pieces are part of
the course. Creative writing of all genres and participation in literary activities offered in the
community are expected.
PRE-REQUISITE OF COURSE
The student must have satisfactorily completed the Honors 4410 with an excellent grade or the
4502/4550 with the recommendation of the teacher. New students must have received an
excellent score in the Spanish Placement Exam, have an overall average of 3.4 and receive
approval of the Department Chairperson. Parental and student signature of the Honor's Contract
is required. This course may be taken as a dual credit course.
III.
TEXTS
Jiménez, Beatriz L. (2006). Atajos gramaticales y literarios, Belen Jesuit, Miami, FL.
Menton, S. (1986). El cuento hispanoamericano, Fondo de Cultura Económica,
Mexico.
Patt & Nozick. (1960). The Generation of 1898 and After, Dodd, Mead & Co., New York, NY.
IV.
SUPPLEMENTARY READING
Mod. Lang., Page 168
Spanish to Spanish Dictionary
English to Spanish Dictionary
Buero Vallejo, A. El tragaluz
Unamuno, de M. Abel Sánchez
V.
PROCEDURE
A.
B.
C.
D.
E.
F.
G.
VI.
SPECIAL ASSIGNMENTS, PRESENTATIONS, CONTESTS, PROJECTS,...
A.
B.
C.
D.
E.
F.
VII.
Lectures followed by class discussions
Daily reading followed by frequent surprise evaluations
Class discussions analyzing readings
Compositions on literary analysis
Creative writing, readings of student literature, competitions
Frequent use of audiovisual supportive materials
Daily homework assignments, weekly tests
Written report about extra author and book
Class presentation on extra stories
Belen Modern Language Fair Project
Involvement in editing and publishing literary magazine
Dramatic readings (optional)
Summer Reading Book
EXTRACURRICULAR ACTIVITIES, COMMUNITY INVOLVEMENT
A. Frequent attendance at plays, operas, literary lectures
B. Miami-Dade County Fair literary and drama contests
C. Field trips and other activities as announced
VIII.
AUDIOVISUAL MATERIALS
A. During class – Movies: Camila, History of Spanish Literature, Machado poetry songs
B. After school movies: Pedro Páramo and others as offered by the Department
IX. COURSE OUTLINE
A. First Semester
Spanish language: Its origin and importance, rules of spelling, accents, begin parts of speech
with the noun and continue with the article, adjectives and pronouns.
Survey of latin american literature from romanticism to 20th cent
Mod. Lang., Page 169
1.Characteristics of Latin American Literature and definition of the short story and its
development
2. Detailed lectures on characteristics and main works of Romanticism, Realism,
Naturalism, Modernism, Existentialism, Criollism, Vanguardism, Cosmopolitism,
Magic Realism, Cubism, and the New Narrative
3. Readings of all short stories contained in the Seymour Menton textbook in the light of
characteristics of movements and elements of the short story
4. Writing a short story
5. Presenting a short story to the class in a tertulia
6. Literary analysis, terms, and techniques
B. Second Semester
Spanish Language: Continue the parts of speech with a complete review of the verb in
all moods, tenses, etc., preposition, conjunction and interjection until all parts of speech
are finished. Review syntax and etymology of words with special review on important
roots for vocabulary.
Study of the biography, works & characteristics of:
1.Juan Rulfo, Julio Cortázar, Jorge Luis Borges and Gabriel García-Márquez
2. Literary terms and analysis as presented in the A.P.
3. Book followed by practice exercises. Included are "figuras estilísticas" and versification
4. Definition of essay, poem, novel, drama
5. "How to analyze" drama, the novel, essays, poetry
6. Writing: critiques and creative writing
7. Analyzing drama through the use of El tragaluz
8. Analyzing a novel through the use of Abel Sánchez
9. Survey of Spain's Literature and historical background up to 1898
10. Main authors and movements of Spain in the 20th century as presented in the Patt and
Nozick anthology. These include: Angel Ganivet, Miguel de Unamuno, Ramón
María del Valle-Inclán, Pío Baroja, Azorín, Antonio Machado, José Ortega y
Gasset, Ramón Pérez de Ayala, Ramón Gómez de la Serna, Juan Ramón
Jiménez, Federico García Lorca, Pedro Salinas, Jorge Guillén, Camilo José Cela,
Carmen Laforet, and Miguel Delibes
X.
COURSE OBJECTIVES
Upon completion of the procedures of this course, the student will be able to demonstrate
in oral and/or written form the following objectives:
-List the characteristics of Latin American literature in general
Mod. Lang., Page 170
-Describe the development of Latin American literature from pre-colombian times until the
Romantic period
-Define the literary terms in the special list
-Identify the characteristics of the short story
-Tell the different parts of a short story
-Apply these parts and characteristics to all selected readings
Read a short story in one sitting
-Outline a short story ("El matadero") and write a summary of the plot
-Identify the Romantic elements in this story
-Compare and contrast the Romantic elements in "El Matadero" with those in "El amor secreto"
-Recognize the most important characteristics of the Romantic Period (costumes of the land,
nationalism)
-Contrast between the short story and the novel in the Romantic period
-Outline a short story ("Amor Secreto") according to the outline given in class
-Identify "the impossible and ideal love" as a very important characteristic of the Romantic Period
-Recall the characteristics of the Romantic Period
-List the Romantic characteristics of Camila
-Identify the characteristics of Realism (materialism, middle class)
-Distinguish between the two periods (social issues and detailed descriptions)
-Summarize the plot of "Reloj sin dueño" orally
-Analyze "Reloj sin dueño" by using the theme section of the outline given in class
-Illustrate the characteristics of Realism with parts of "Reloj sin dueño"
-Compare the Romantic and the Realistic periods giving examples and contrasting the
differences
-Read "El Clis de Sol" out loud and recognize rationalistic words
-Identify the characteristics of Naturalism in the story "Los amores de Bentos Segrera"
-Outline the same story according to the format given in class
-Relate Realism and Naturalism
-Write a summary of "La Compuerta Número 12"
-Compare the Naturalistic characteristics of "La Compuesta Número 12" to those of "Los amores
de Bentos Sagrera"
-Recognize and distinguish the characteristics of Modernism
-Identify and recognize the Modernistic characteristics in "Después de las carreras", "El rubí", and
"Justicia India"
-Classify paragraphs from different short stories into Romantic, Realistic, Naturalistic or
Modernistic
-Identify and recognize the characteristics of Criollism, i.e. regionalism, refined popular language,
needs of the people
-Distinguish the characteristics of Criollism from one country to the other in Latin America
-Identify the "machete" as a character in "El hombre muerto"
-Recognize the setting, the plot and the theme of "El hombre muerto" as typically American and,
therefore, Criollo
-Recall main works dealing with the Mexican Revolution
Mod. Lang., Page 171
-Apply his knowledge about the "cristeros" to the story "Dios en la Tierra"
-Categorize positive and negative images in the story
-Relate the symbols of "rock", "water", "thirst" to "God", "life", and "hatred" in "Dios en la Tierra"
-Identify the death of the teacher as the death of Christ at the end of the story and compare the
two concepts
-Rephrase the local Ecuatorian language with common Spanish expressions in "Era la mamá"
-Analyze the short story according to outline format given in class
-Apply the local expressions learned in "Era la Mamá" to his reading of "El cholo que se venom"
and his understanding of the story
-Recognize the relationship between the road and the woman in the structure of the story of "La
career"
-Explain the various possible reasons why a woman would allow her husband to hit her (at least
three) and apply them to the plot and theme of the story
-Deduce that the main character in "La botija" works more because he is lazy
-Relate the local language in "La bovina" to expressions he has learned from other local
vocabularies
-Distinguish between the concepts of surrealism, magical realism, existentialism and Cubism
-Relate them and organize them as part of Cosmopolitism
-Recognize basic Freudian Psychology as basis for Surrealism in "El árbol"
-Read "La mujer" out loud
-Recognize the relationship between the woman and the road in the story
-Write out the different personifications by Juan Bosch in "La Mujer"
-Distinguish between the concepts of Surrealism, Magical Realism, Existentialism and Cubism
-Contrast Criollism with Cosmopolitism
-Recognize Jorge Luis Borges as Master of Cosmopolitism
-Recognize the labyrinth-like structures of "El Jardín de los senderos que se bifurcan"
-Analyze the concepts of time and space in Borges
-Recognize the many Freudian influences in "El árbol"
-Divide "El árbol" in three parts symbolized by water and by music
-Assess the psychological condition of the main character in "Cita a las nueve"
-Recognize Cuban expressions in "Cita a las nueve"
-Contrast the psychological situations of the main characters in "El árbol" and "Cita a las nueve"
-Read "El guardagujas" at home and relate its vocabulary to Cosmopolitism
-Categorize the three different levels of criticism found in "El guardagujas"
-Recognize the different style used in "Fire and Ice"
-Interpret the various meanings given by the author of this story as he uses punctuation and
capitals for emphasis and theme
-Differentiate between points of view, chronological time, mixture of time and stream of
consciousness
-Distinguish levels of symbolism as they pertain to the microcosm and macrocosm in each story
-Present to the class an explanation and interpretation of an additional short story
-Recognize and prove by examples the literary movement of any short story from the Romantic
period until the present
Mod. Lang., Page 172
-Explain major characteristics of the following authors and relate them to the texts studied in the
Coleman anthology: Borges, Cortázar, García-Márquez and Rulfo
-Define terms used in literary analysis and recognize literary techniques in the readings
-Write a five-paragraph essay regarding topics studied
-Write a critique and/or review of events attended such as: plays, movies, opera, lecture,...
-Analyze any literary text by using the components studied for prose and verse
-List the characteristics of Peninsular literature in general
-Define the essay, poem, novel, and drama
-Analyze each genre according to its nature
-Write critiques, essays, poems and short stories
-List the characteristics and major authors of Spain's literary movements
-Recognize and prove by examples in which movement a work has been written
-Associate literary themes to historical and sociological events
-Describe and list major characteristics and themes of all the authors studied in the Patt & Nozick
anthology
-Read an additional book as chosen by the student from the reading list
-Write a three-page paper about a specific theme from said book and obtain at least 3 sources
related to it
-Define terms and explain the philosophy of major thinkers as expressed in the "History of
Philosophy Handout"
-Recite at least one poem
-Give an impromptu 2 minute speech on previously prepared subjects
-Participate successfully in a dramatic reading or in a dramatic production
-Complete files that include biographical data, characteristics, major works with summaries, and
bibliographies of the authors to be tested in the A.P. Literature Exam
GRAMMAR
-list most important uses of the Spanish language today
-describe its global importance in relation to other languages
-name the countries with highest Spanish population
-describe the origin and development of the Spanish language
-write the names and letters of the alphabet, their uses, phonetics and characteristics
-recite and use the essential rules of spelling and accentuation
-name, define and use the parts of speech
-name, define and use the subgroups and classifications of each one
-name, define and use the grammatical “accidents” of each one
-describe and use rules of pluralizing and grammatical agreement
-describe and use the entire verbal system with its regularities and irregularities
-describe the function of a sentence and its parts
-give the meaning of frequently used Latin roots in Spanish and English
-list important differences and equations of Spanish and English prefixes and suffixes
-recognize and use Spanish and English cognates in vocabulary building
Mod. Lang., Page 173
XI. EVALUATION
B. Short answer questions on daily reading: 2 comp. pts.
C. Graded outline summaries, essays, paper: 10-20 comp. pts.
D. Weekly evaluations on material include matching, recognition of quotes and short answer
questions: 10 comp. pts.
E. Tests given on one or several movements or authors are based primarily on literary
interpretation and importance of style in relation to the content:
40 comp. pts.
F. Other special assignments such as fair project: 20 comp. pts.
G. Semester Exam and Final Exam each count 25% of the semester
Ample opportunity of Extra Credit is given through optional trips to quality movies, plays, conferences...
in Spanish.
XII. HONORS CONTRACT
Mod. Lang., Page 174
I.
II.
COURSE TITLE: SPANISH VII
COURSE NUMBER: ML 4700
DESCRIPTION
The objective of this course is to help the student deepen his knowledge of the Spanish
language while, at the same time, to introduce him to the literature of the Spanish Speaking
world. Through the six collections studied in the textbook the student will be exposed to the
culture, the different literary genre, and the review of the general vocabulary and grammar
that he has learned in order to reach his present level of understanding and achievement in
the Spanish culture.
III.
GOALS
This course continues with the review of vocabulary, and at the same time allows the
student to express himself in Spanish both in oral and written presentations and literary
discussions. The student will become familiar with the history, culture, society and
language of different Hispanic countries. He will discuss topics that are currently important
to Hispanic young people throughout the world, and find out a number of career
opportunities for the Spanish speaker in the XXI century. It intends to teach the student to
better understand a Spanish text with which he may not be familiar or that may be difficult
in its nature
IV.
PRE-REQUISITE OF COURSE
The student must have satisfactorily completed Spanish VI or have been recommended by
his current Spanish teacher at Belen.
V.
TEXTS
Roca, Ana, Schon, Isabel, Treviño, Maria (2003).¡Ven conmigo! Nuevas Vistas Curso
Avanzado Dos (Textbook), Holt, Rinehart and Winston
Fajardo, Karin, Madrigal, Sylvia, Tugendhat, Marcia (2003). ¡Ven Conmigo! Nuevas Curso
Avanzado Dos (Cuaderno de práctica) Holt, Rinehart and Winston.
VI.
SUPPLEMENTARY READINGS
Spanish to Spanish Dictonary
Mod. Lang., Page 175
English to Spanish Dictionary
VII.
PROCEDURE
Grammar explanations followed by oral classroom exercises
Frequent group repetition of vocabulary
Original sentences using the vocabulary both written and oral
Reading aloud the stories in each chapter followed by comprehensive exercises
Frequent use of audiovisual supportive materials
Daily homework assignments, weekly quizzes and tests after finishing each Colección
VIII.
SPECIAL ASSIGNMENTS, PRESENTATIONS, CONTESTS, PROJECTS…
Written reportsa. Episodio autobiográfico
b. Cuento
c. Artículo informativo
d. Ensayo sobre problemas y soluciones
e. Evaluación
f. Ensayo de especulación sobre causas o efectos
Belen Modern Language Fair- Participation in the Live Museum
IX.
EXTRACURRICULAR ACTIVITIES , COMMUNITY INVOLVEMENT
Miami-Dade County Fair literary contests
Field trips and other activities as announced
X.
AUDIOVISUAL PROGRAM
Movies in class- A Day Without A Mexican
Other movies as offered after school by the Dept.
Mod. Lang., Page 176
XI.
COURSE OUTLINE
Colección 1- Esfuerzos heroicos
Lecturas- Autobiografía de un esclavo
a. En la noche
b. Trabajo de campo
c. Soneto 149
Cultura y lengua: Cuba
Panorama cultural
Elementos de literatura-Biografías, autobiografías, ensayos y artículos
Comunidad y oficio
Vocabulario esencial
Vocabulario en contexto
Mejora tu vocabulario- sinónimos
i. Tono y registro
Gramática- Pronombres- personales
1. de sujeto
2. de complemento directo e indirecto
3. de complemento preposicional
4. reflexivos
5. posesivos
6. demostrativos
Comparación y contraste- Complemento indirecto en español y sus
7. equivalentes
OrtografíaLetra y sonido: El uso de mayúsculas
d. La acentuación: El acento diacrítico
1. La diéresis
Taller del escritor- La narración (Episodio autobiográfico)
Colección 2- Lazos de amistad
Lecturas
Cadena rota
e. Una carta a Dios
f. La muralla
Cultura y lengua: Los mexicoamerianos
Panorama cultural
Elementos de literatura-Cuentos
Comunidad y oficio
Vocabulario esencial
Vocabulario en contexto
Mejora tu vocabulario- anglicismos
Mod. Lang., Page 177
Gramática-
El adjetivo
g. El adverbio
h. El comparativo
Comparación y contraste- Los diminutivos y aumentativos
Ortografía-
Letra y sonido: Los sonidos /r/ y /rr/
1. El sonido /y/
i. La acentuación: Las palabras agudas, llanas,
j. esdrújulas y sobreesdrújulas
Taller del escritor- La descripción (Semblanza)
Colección 3- El frágil medio ambiente
Lecturas de La fiesta del árbol
k. Árbol adentro
l. Paisaje
m. Meciendo
n. Las abejas de bronce
o. Dicen que no hablan las plantas
Cultura y lengua: Chile
Panorama cultural
Elementos de literatura:Poesía
Comunidad y oficio
Vocabulario esencial
Vocabulario en contexto
Mejora tu vocabulario- el lenguaje figurado
GramáticaLos usos de SE
p. La voz pasiva
Comparación y contraste- La voz pasiva y activa en español e inglés
OrtografíaLetra y sonido- Las letras B y V
q. La acentuación: Los diptongos y los hiatus
Taller del escritor- La exposición (Artículo informativo)
Colección 4- Pruebas
Lecturas-
El anillo del general Macías
r. Cajas de cartón
s. Los dos reyes y los dos laberintos
Cultura y lengua: México
Elementos de literatura- Drama
Comunidad y oficio
Vocabulario esencial
Mod. Lang., Page 178
Vocabulario en contexto
Mejora tu vocabulario- los regionalismos
GramáticaLas cláusulas de relativo y los pronombres relativos
t. Los usos de los pronombres relativos
Comparación y contraste- Las cláusulas de relativo en español e
1. inglés
OrtografíaLetra y sonido: Las letras m y n
u. La acentuación: El cambio de acentuación por medio
a. de sufijos
Taller del escritor- La persuasión (Ensayo sobre problemas y
ii. soluciones)
Colección 5- Mitos
Lecturas-
del Popul Vuh
v. Tres mitos latinoamericanos
w. La historia de Quetzalcóatl
x. El casamiento del Sol
y. Los primeros incas
z. El corrida de Gregorio Cortez
Cultura y lengua- Los mayas
Elementos de literatura- Mitos, leyendas y cuentos populares
Comunidad y oficio
Vocabulario esencial
Vocabulario en contexto
Mejora tu vocabulario- las voces indígenas
GramáticaRepaso des la cláusulas de relativo
aa. El modo en las cláusulas de relativo
bb. El subjuntivo en las cláusulas adverbials
Comparación y contraste- Las cláusulas de relativo con antecedentes
i. indefinidos en español e ingles
OrtografíaLetra y sonido: el sonido /s/
cc. La acentuación: Formas verbales
Taller del escritor- La persuación (Evaluación)
Colección 6- Perspectivas humorísticas
Lecturas-
de Don Quijote de la Mancha
dd. El libro de talonario
ee. El soneto
Cultura y lengua- España
Elementos de literatura- La novela
Mod. Lang., Page 179
Comunidad y oficio
Vocabulario esencial
Vocabulario en contexto
Mejora tu vocabulario- Las palabras cultas
GramáticaEl aspecto: Repaso y ampliación
ff. Los aspectos perfectivos e imperfectivos
gg. El aspecto progresivo
Comparación y contraste- El imperfecto y el pretérito progresivo
i. en español y sus equivalentes en inglés
OrtografíaLetra y sonido: Los verbos que terminan en –ear
hh. La acentuación: Los pares mínimos
Taller del escritor- La exposición (Especulación sobre causas o
i. efectos)
XII.
COURSE OBJECTIVES
Upon the completion of the procedures of this course, the student will be able to demonstrate in
oral and written form an understanding of the following objectives:
COLECCIÓN 1
a. Communication
i. -be able to express emotions and actions in the past
ii. -evaluate a written essay
iii. -recognize synonyms
b. Grammar
i. -identify and use the subject and demonstrative pronouns
c. Culture and reading
i. -get acquainted with the history, culture and modism of Cuba
ii. -recognize the difference between a biography, autobiography,essay and articles
COLECCION 2
d. Communication
i. -know how to write a letter
ii. -identify anglicisms, false cognates
iii. -recognize the uses of /r/, /rr/, and /y/
e. Grammar
i. -identify and use adjectives and adverbs
Mod. Lang., Page 180
f. Culture and reading
i. -discover the contributions of mexicanamericans to society
ii. -recognize the characteristics of a short story
XIII.
EVALUATION
Semester Work Grade-
75%
i. 15% Quizzes
ii. 20% Homeworks
iii. 40% Tests, Language Fair participation, Written reports
Semester Exam/Final Exam
25%
Mod. Lang., Page 181
I. COURSE TITLE: A.P. SPANISH LITERATURE
COURSE NUMBER: 4750
II.
DESCRIPTION
This course is designed as a preparation for the Advanced Placement Spanish Literature Examination.
The AP Spanish Literature course is designed to provide students with a learning experience
equivalent to that of a third-year college course in Peninsular and Latin American literature. The
course is designed to introduce students to the formal study of a representative body of Peninsular
and Latin American literary texts.
The authors are extensively examined through their biographies, literary works, and criticism. Students
are expected to be familiar with the most relevant publications of each author. Critical essays dealing
with the main ideas of these authors and creative writing of all genres are practiced.
A panoramic view of the Spanish and Latin American literatures is studied through the presentation of
literary terms, library research, oral and written reports, and characteristics of literary movements.
Involvement in literary activities offered by the community is expected.
III. PRE-REQUISITE OF COURSE
Students must have satisfactorily completed the MDL 610 Course with an A or B and have the
recommendation of the teacher. Parent and student signature of the Honor's Contract is required.
IV.
TEXT
Rodríguez, Rodney, T. Momentos cumbres de las literaturas hispánicas. NJ:
Pearson/Prentice Hall, 2004.
V.
SUPPLEMENTARY READING
Works of all authors required for the AP Course as stated in the official reading list
Critical essays on the works of these authors
English-Spanish Dictionary
Spanish-English dictionary
Additional texts, articles and periodicals related to this course available in the
internet and other electronic sources
Mod. Lang., Page 182
VI.
PROCEDURE
A
IN-CLASS ACTIVITIES
1.General presentation by teacher's lectures of the panoramic view of the literature
through the centuries
2.Presentation of the authors (biography, themes and works) in three different round
during the two semesters
3.Presentation of audiovisual media of the life and works of authors
4.Oral and written presentations of novels, short stories, essays and poems of the authors
by the students of the course
5.Discussions on the main topics treated by the authors and relationship to contemporary
society are followed by the presentation of these themes
6.Daily oral evaluations of the notes from the prior class; frequent reports on themes and
readings are included.
7. Weekly reflexive writings (reaction papers) on the topics discussed in class.
B
SPECIAL ASSIGNMENTS
1.Students of AP Spanish literature are expected to research on different topics of the
authors studied. Oral presentations as well as written essays are made
during the academic year
2.Projects or 3-dimensional works are made by the students for the School Modern
Language Fair
3.Students are also expected to attend lectures conducted by guests speakers and to
attend plays acted by the same Spanish students
4.AP Spanish students participate with original writings at the Belén Literary Contest held
at the end of the second semester
C
EXTRACURRICULAR ACTIVITIES
1.Spanish students take part every year in the Miami Dade County Fair in the literary and
performing arts
2.It is compulsory for the entire class to contribute in the area of Creative Writing by submitting
essays, short stories or poems to the MDCF
3.Students are encouraged to attend any of the public presentations by professional speakers or
renown writers
4.Professional or amateurs plays in public theaters are also offered to the AP Spanish students
for extra credit
D. CLASSROOM MATERIALS (BOOKS, AUDIOVISUALS, INTERNET, ETC.)
Mod. Lang., Page 183
1. Electronic resources – available through the internet
A media voz
www.amediavoz.com
Biblioteca Virtual Miguel de Cervantes Saavedra
www.cervantesvirtual.com
Poesía
www.poesia.inter.net
Short stories / literary resources
www.ciudadseva.com
2. Movies- Yerma, The Dissapearance of Lorca
3. Documentaries – Based on the lives and works of the following authors: Gabriel García
Márquez, Federico García Lorca, Ana María Matute, Jorge Luis Borges, and other
representative authors.
4. Books
Alvar, Manuel, et al. Historia de la literatura hispanoamericana. 2 vols.
Madrid: Cátedra, 1998.
Amorós, Andrés, ed. Antología comentada de la literatura española: Siglo
XIX. Madrid: Castalia, 1999.
González Echevarría, Roberto. Myth and Archive: A Theory of Latin
American Narrative. Durham: Duke UP, 1998.
Hirigoyen, María O. Guía para los estudios de español (Advanced
Placement), Miami, FL: Ediciones Universal, 1994.
VII. COURSE OUTLINE
a) LITERARY TEXT AS AN ACT OF COMMUNICATION
b) PANORAMIC VIEW OF CULTURE & LITERATURE THROUGH THE CENTURIES
c) MEDIEVAL TIME AND GOLDEN AGE LITERATURE
d) LITERARY ANALYSIS AND TECHNICAL LITERARY VOCABULARY
Mod. Lang., Page 184
e) NINETEENTH CENTURY LITERATURE
f) TWENTIETH CENTURY LITERATURE
g) FINAL REVIEW OF AUTHORS IN PREPARATION FOR THE EXAM
VIII.
COURSE OBJECTIVES
Upon completion of the procedures of this course and the study of the assigned readings,
the student will be able to demonstrate in oral and written form an understanding of the
following objectives:
a- understand lectures in Spanish and to actively participate in discussions in Spanish on
literary topics;
b- perform a close reading of literary texts of all genres in Spanish;
c- analyze critically (both orally and in writing using appropriate terminology) the form
and content of literary works;
d- identify the characteristics and name examples of literary movements;
e- recognize and become acquainted with literary analysis terminology used to engage
in discussions about literary criticism;
f- recognize the main themes and stylistic techniques of the representative authors
studied;
g- learn the major literary movements, writers, trends, and ideas that have shaped
Hispanic peoples;
h- learn modern literary theory and its application in literary analysis;
i- practice and refine speaking and writing in Spanish;
j- refine critical thinking skills.
A. UNIT A - LITERARY TEXT AS AN ACT OF COMMUNICATION
- Roman Jackobson
- Model of communication
B. UNIT B - PANORAMIC VIEW OF LITERATURE
-Classic epoch: Naturecentrism (500 BC - 500 AC)
-Middle Ages: Theocentrism (800 AC -1453)
-Renaissance: Anthropocentrism (c. XVI)
-Barroc: Christcentrism (c. XVII)
-Neoclassicism: Nooscentrism (c. XVIII)
Mod. Lang., Page 185
-Romanticism: Egocentrism (c. XIX)
-Modernism: Sociocentrism (c. XIX)
-Ultramodernism: Cosmocentrism (c. XX-XXI)
C. UNIT C- MEDIEVAL TIME AND GOLDEN AGE LITERATURE
Anónimo, “Romance de la pérdida de Alhama” (“Ay de mi Alhama”)
Anónimo, “Romance del Conde Arnaldos” (Versión de 26 versos)
Anónimo, Lazarillo de Tormes: Tratados 1, 2, 3, 7
Cervantes Saavedra, Miguel de, El ingenioso hidalgo, don Quijote de la Mancha:
Primera parte, Capítulos I, II, III, IV, V y VIII
Cruz, Sor Juana Inés de la, “En perseguirme, Mundo, ¿qué interesas?”
(Quéjase de la suerte: insinúa su aversión a los vicios, y justifica su
divertimiento a las Musas), “Hombres necios que acusáis” (Sátira filosófica: Arguye de
inconsecuentes el gusto y la censura de los hombres que en las mujeres acusan lo que causan)
Góngora y Argote, Luis de, Soneto CLXVI (“Mientras por competir con tu cabello”)
Don Juan Manuel, Infante de Castilla, Conde Lucanor: Exemplo XXXV. (“Lo que
sucedió a un mozo que casó con una mujer muy fuerte y muy brava”)
Núñez Cabeza de Vaca, Álvar, Naufragios: Capítulo XII (“Cómo los indios nos
trajeron de comer”), Capítulo XX (“De cómo nos huimos”), Capítulo XXI (“De
cómo curamos aquí unos dolientes”), Capítulo XXII (“Cómo otro día nos
trajeron otros enfermos”)
Quevedo y Villegas, Francisco de, Heráclito cristiano: Salmo XVII (“Miré los
muros de la patria mía”)
Téllez, Gabriel (Tirso de Molina), El burlador de Sevilla y convidado de piedra
Vega, Garcilaso de la, Soneto XXIII (“En tanto que de rosa y de azucena”)
D. UNIT D- LITERARY ANALYSIS AND TECHNICAL LITERARY VOCABULARY TECHNICAL &
LITERARY VOCABULARY - NOMENCLATURE OF POEMS
-Glossary of literary terms
-Descriptive, logic, pathetic and oblique literary figures
Mod. Lang., Page 186
-Stylistic terminology
-Nomenclature of poems: pareados, tercetos, cuartetos, lira, décima, soneto, etc.
E. UNIT E- NINETEENTH CENTURY LITERATURE
Alas, Leopoldo (Clarín), “Adiós, Cordera”
Bécquer, Gustavo Adolfo, Rima IV (“No digáis que agotado su tesoro”), Rima XI (“Yo soy ardiente, yo
soy morena”), Rima LIII (“Volverán las oscuras golondrinas”)
Darío, Rubén (Félix Rubén García Sarmiento), Cantos de vida y esperanza:
Otros poemas, VI (“Canción de otoño en primavera”), Cantos de vida y esperanza: Otros poemas,
XLI (“Lo fatal”), Cantos de vida y esperanza, VIII (“A Roosevelt”)
Espronceda, José de, “Canción del pirata”
Heredia, José María, “En una tempestad”
Larra, Mariano José de, “Vuelva Ud. mañana”
Martí, José, “Dos patrias” (“Dos patrias tengo yo: Cuba y la noche”), Versos sencillos, I (“Yo soy un
hombre sincero”)
Palma, Ricardo, “El alacrán de Fray Gómez”
Pardo Bazán, Emilia, “Las medias rojas”
F. UNIT F- TWENTIETH CENTURY LITERATURE
Allende, Isabel, “Dos palabras”
Borges, Jorge Luis, “El sur”, “La muerte y la brújula”
Burgos, Julia de, “A Julia de Burgos”
Castellanos, Rosario, “Autorretrato”
Cortázar, Julio, “Continuidad de los parques”, “La noche boca arriba”
Fuentes, Carlos, “Chac Mool”
Mod. Lang., Page 187
García Lorca, Federico, La casa de Bernarda Alba, Two romances chosen from Romancero gitano
García Márquez, Gabriel, Three short stories chosen from the following list:
“Un día de éstos”
“El ahogado más hermoso del mundo”
“La prodigiosa tarde de Baltazar”
“Un señor muy viejo con unas alas enormes”
“La viuda de Montiel”
“La siesta del martes”
Guillén, Nicolás, “Balada de los dos abuelos”, “Sensemayá”
Machado, Antonio, “He andado muchos caminos”, “La primavera besaba”,
“Caminante, son tus huellas”
Martín Gaite, Carmen, “Las ataduras”
Neruda, Pablo (Ricardo Neftalí Reyes Basoalto), “Oda a la alcachofa”, Residencia en la Tierra 2,
“Walking around”, Veinte poemas de amor y una canción desesperada,
Poema 15 (“Me gustas cuando callas porque estás como ausente”)
Quiroga, Horacio, “El hijo”
Rulfo, Juan, “No oyes ladrar los perros”
Storni, Alfonsina, “Peso ancestral”, “Tú me quieres blanca”
Ulibarrí, Sabine R., “Mi caballo mago”
Unamuno y Jugo, Miguel de, San Manuel Bueno, mártir
Vodanovic, Sergio, El delantal blanco
* ADDITIONAL READINGS
Besides the works listed above which are required readings according to the Collage Board
reading list, the following literary texts are also included in the course and presented within their
appropriate timeframe:
MEDIEVAL TIME AND GOLDEN AGE LITERATURE
Berceo, Gonzalo de, Fragments from Los milagros de Nuestra Señora
Mod. Lang., Page 188
Cervantes, Miguel de, “El retablo de las maravillas”; Rinconete y Cortadillo
Manrique, Jorge, “Coplas por la muerte de su padre”
Rojas, Fernando de, Fragments from La ceslestina
Ruiz, Juan, Fragments from Libro de buen amor
Selected poems from the following mistic poets:
Fray Luis de León
San Juan de la Cruz
Santa Teresa de Jesús
Selected readings from the following Cronistas de Indias:
Cristóbal Colón, Diario de viaje
Bartolomé de las Casas, Brevísima relación de la destrucción de las Indias
Bernal Díaz del Castillo, Historia verdadera de la conquista de la Nueva España
Felipe Guamán Poma de Ayala, El buen gobierno
Vega, Lope de, El caballero de Olmedo
NINETEENTH CENTURY LITERATURE
Gómez de Avellaneda, Gertrudis, “Al partir”; “A un cocuyo”
González Martínez, Enrique, “Tuércele el cuello al cisne”
Lloréns Torres, Luis,
Martí, José, ”Mi raza”
Pérez Galdós, Manuel, Selections from Doña Perfecta
Zeno Gandía, Manuel, Fragments from La charca
Zorrilla, José, Fragments from Don Juan Tenorio
TWENTIETH CENTURY LITERATURE
Alonso, Dámaso, “Insomnio”
Mod. Lang., Page 189
Baroja, Pío, “El reloj”; “Médium”
Benavente, Jacinto, “El nietecito”
Carpentier, Alejo, Fragments from “Lo real maravilloso”
Fuertes, Gloria, “Sale caro ser poeta”
Huidobro, Vicente, “Arte poética”; “La poesía es un atentado celeste”
Jiménez, Juan Ramón, Selected poems
Mistral, Gabriela, “Sonetos de la muerte”
Palés Matos, Luis, “Mulata Antilla”; “Majestad negra”
Parra, Violeta, “Gracias a la vida”
Poniatowska, Elena, “Cine Prado”
Quiroga, Horacio, “La gallina degollada”
Rulfo, Juan, “La noche que lo dejaron solo”
Unamuno, Miguel de, Nada menos que todo un hombre
G. UNIT G- FINAL REVIEW OF AUTHORS IN PREPARATION FOR THE EXAM
IX.
EVALUATION
Upon completing the stated objectives of this course, the following evaluative methods will be
used to measure the student's level of proficiency:
A.
SEMESTER WORK
Tests & Special Projects
Quizzes
Weekly reflexive writings
(Reflexiones literarias)
Semester Exam
30 %
25 %
20 %
25 %
Mod. Lang., Page 190
I.
COURSE TITLE: FRENCH I
COURSE NUMBER: ML 4620
II.
DESCRIPTION
This course is designed for the beginners of the French language. The main goal is to build
French vocabulary, expressions, and knowledge of French grammar in order to practice
reading, listening, writing, and speaking in the target language.
AREAS OF CONCENTRATION
Students receive an intense drill in pronunciation. Dialogues, real life situations, and short
narrations enhance the appreciation for the culture and literature of France and French
speaking countries.
GOALS
To develop communicative skills, facilitating expression in the target language; to introduce
vocabulary and basic grammatical structures to enable the use of the target language since
the early stages of learning; to promote skill's development rather than grammatical
knowledge alone (to develop accuracy along a competency continuum that begins with a nongrammatical word phase and leads gradually to a strong sentence phase and, ultimately, to a
grammatically correct paragraph phase); to integrate the cultural component of the French
language, enhancing an interest in France’s current events; to foster student awareness of the
interaction of language, culture, and society; to help the student realize that learning to use
the French language well will have daily practical applications now and in the future; to
encourage Christian values, good study habits, an ability to follow directions well, a sense of
punctuality, neatness, responsibility, and honesty.
III.
TEXTS
Valette, Jean-Paul, Valette, Rebecca.
(2005). Discovering French Nouveau! Bleu
(Textbook). Mc Dougal Littell, Evanston, Illinois
Valette, Jean-Paul, Valette, Rebecca. (2005). Discovering French Nouveau! Bleu (Activites
pour tous, Workbook). Mc Dougal Littell, Evanston, Illinois.
Blume, Eli, Stein, Gail, (1996) French First Year Workbook. Amsco Publications, New York.
IV.
SUPPLEMENTARY READING
Mod. Lang., Page 191
Selected clippings in French from current French newspapers and magazines.
French /English Dictionary
French/French Dictionary
V.
PROCEDURE
H.
CLASS LECTURE
1.
2.
3.
I.
WRITTEN/ORAL EXERCISES
1.
2.
3.
J.
Champs Elysées magazine
Public performances (drama, music, etc.)
AUDIO PROGRAM
1.
2.
M.
Raise questions
Solicit opinions
Analyze, synthesize, and evaluate valid answers
CURRENT EVENTS
1.
2.
L.
Review new information
Individual/group written exercises
Share and verify responses
CLASS DISCUSSION (CULTURAL EVENTS)
1.
2.
3.
K.
Review
New information
Summarize and reinforce
Listening comprehension activities
Pronunciation practice
VIDEO PROGRAM
1. Lively visual presentation of language
Mod. Lang., Page 192
VI.
SPECIAL ASSIGNMENTS & EVENTS
Students will participate in the Belen Modern Languages Fair.
Students will learn a poem.
Other events to be announced.
VII.
EXTRACURRICULAR ACTIVITIES
The student will participate in the Miami-Dade County
Fair's with a 3D project exhibit.
Field trips and other events to be announced.
VIII.
AUDIOVISUAL MATERIAL
Listening comprehension activities and pronunciation practice are accomplished through
Discovering French's audio program
Lively presentation of the language is accomplished through Discovering French's video
program.
The students will view the movie Jean de Florette.
IX.
X.
COURSE OUTLINE
A.
FIRST SEMESTER - UNITÉ 1 through 4
B.
SECOND SEMESTER - UNITÉ 5 through 8
COURSE OBJECTIVES
Upon completion of the procedures of this course, the student will be able to
demonstrate in oral and written form an understanding of the following objectives:
A. UNITÉ 1
1.
Speaking
-Recognize and exchange greetings, say good-bye, introduce yourself and others,
respond to introductions.
Mod. Lang., Page 193
-Count and tell time
-State information about where people are from.
-Respond to simple yes/no questions.
-Exchange information about age.
2.
Grammar
-Identify and use singular forms of the indefinite article.
-Identify and use singular forms of the definite article.
-Recognize gender of nouns.
-Use possessive adjectives.
3.
Culture and Reading
-Distinguish cultural differences between France, French-speaking countries and
the United States.
-Recognize and use cognates
B. UNITÉ 2
1.
Speaking
-Ordering food at a restaurant.
-Asking about prices and paying a bill
-Identify French currency and relative value to U.S.money
-Review telling time.
Talk about date and days of the week
-Talk about the weather
2.
Grammar
-Identify and use singular forms of subject pronouns
-Identify and differentiate gender of nouns .
3.
Culture and Reading
-Discover the culture of the French “café.”
C. UNITÉ 3
1.
Speaking
Mod. Lang., Page 194
-Describe daily activities.
-Express likes and dislikes
-Give the location of people and things
-Invite friends to engage in activities.
-Accept and turn down invitations
2.
Grammar
-Recognize and use the agreement of subject and verb.
-Gender and number between nouns and articles
- Identify all subject pronouns
-Introduce and identify the first conjugation of French ( “er” verbs) and the verb
“être.”
-Identify and conjugate the verb “faire.”
-Ask questions
-Respond in the negative.
3.
Culture and Reading
-Learn about leisure time and teen activities
-Learn about some French-speaking countries.
-Use the Internet.
-Identify terms used for Internet and computers.
- Learn about the Vietnamese immigration to France
D. UNITÉ 4
1.
Speaking
-Describe people: teachers, friends and yourself.
-Describe a bedroom
-Recognize and name classroom objects and school supplies.
2.
Grammar
-Identify and conjugate the verb “avoir.”
-Recognize gender and agreement of some nouns.and all articles.
-Recognize and use agreement between adjectives and nouns.
Mod. Lang., Page 195
-Identify and use impersonal expressions with “c’est” and “il est.”
3.
Culture and Reading
-Compare the use of free time in France and in the United States.
-Learn how to obtain a driver’s license in France
-Learn about transportation ”mobylettes et scooters.”
-Understand Haitian history and culture.
E. UNITÉ 5
1.
Speaking
-Describe a city, building or place of interest.
-Describe a house or apartment.
-Ask for and give directions
-Talk about points of interest in a French city
-Discuss future plans
2.
Grammar
-Identify and use the verbs “aller and “venir.”
-Recognize and use of “aller+verbe” to express the future
-Use the preposition “à”, “de” , contractions and “chez.”
-Identify and use stressed pronouns.
-Identify and use possessive adjectives.
-Recognize and use ordinal numbers.
3.
Culture and Reading
-Learn about the best known French cities.
-Recognize names of characters in French cartoons.
-Identify some classical French films.
- Understand Belgium and its particular multilingual situation.
F.
UNITÉ 6
1. Speaking
-Describe and name clothes.
-Recognize and use vocabulary to buy clothes.
-Recognize and use comparison structures.
Mod. Lang., Page 196
2. Grammar
-Recognize and use spell-changing verbs: “acheter” and “préférer”
-Recognize and use the demonstrative adjectives
-Recognize and use the verb “mettre.”
-Recognize and use regular “-ir” verbs.
-Identify and use exception in adjective morphology.
-Recognize and use verbs in “-re.”
-Identify and use commands
3- Culture and Reading
-Learn about French shopping habits and “les soldes.”
-Learn the names of the main Department Stores.
-Learn about Algeria
-Learn about the French icon of Algerian descent Zinédine Zidane
G. UNITÉ 7
1.
Speaking
-Discuss week-end activities.
-Discuss the most popular French sports.
-Discuss vacation and travel plans.
-Discuss your activities in the past tense.
2-
Grammar
-Identify and use the “passé composé.”
-Recognize and use expressions with the verb “avoir.”
-Identify and use the verb “voir.”
-Identify and use the “passé compose” with the auxiliary “être.”
-Recognize and use negative expressions and the use of “de.”
3-
Culture and Reading
-Learn about the most liked French sports.
-Learn about music festivals and the most popular songs in the Hit Parade.
-Learn about Moroccan culture.
H. UNITE 8
1- Speaking
Mod. Lang., Page 197
-Talk about your favorite foods.
-Describe the different meals of the day.
-Prepare a shopping list of groceries.
-Order a meal in a restaurant.
-Set the table.
2-
Grammar
-Identify and use the verbs “vouloir”, “prendre”, “boire,” “pouvoir, « devoir « « connaître , »
« dire » and « écrire. »
-Identify and use the « article partitif. »
-Identify and use personal pronouns direct and indirect object pronouns.
-Identify and use reflexive and reciprocal pronouns.
3-
Culture and Reading
-Learn about French meals.
-Learn about French and créole cuisine.
XI. Evaluation
A.
SEMESTER WORK
1.
2.
3.
4.
5.
Tests & Language Fair Project
Quizzes
Homework
Classwork
Final Exam
Mod. Lang., Page 198
35%
20%
10%
10%
25%
I.
COURSE TITLE:
COURSE NUMBER:
II.
Description
FRENCH II
ML 4720
FRENCH 4621 is an introductory level French course that is designed to develop and
enhance the student’s listening, writing and reading skills in the target language. The
course uses a communicative approach to language learning. It concentrates on
developing the student’s speaking, listening, reading and writing skills so that they will
be able to express their own ideas and interact with others meaningfully and for real-life
purposes. It emphasizes frequently used vocabulary, pronunciation, and grammatical
agreement as tools for effective communication. The course provides a strong
emphasis on vocabulary building, and on the understanding of complex grammar
structures which facilitate effective and accurate communication in the target language.
Finally, because cultural knowledge is an essential part of the process of language
acquisition and effective communication, the course introduces the students to the
everyday life of French speakers, as well as to the geography, facts and history of the
French speaking countries.
III.
Prerequisites of the course
Students registered in ML 4621 must have satisfactorily completed ML 4620 during the
previous academic year, or have placed accordingly in the French Placement Exam
provided by the Modern Languages Department of Belen Jesuit Preparatory School.
IV.
TEXTS
Valette, Jean-Paul, Valette, Rebecca. (1997). Discovering French Blanc (Textbook). DC
Heath and Co., Lexington, Massachusetts
Valette, Jean-Paul, Valette, Rebecca. (1997). Discovering French Blanc (Activités pour tous,
Workbook). DC Heath and Co., Lexington, Massachusetts,
Blume, Eli, Stein, Gail, (1996) French First Year Workbook. Amsco Publications, New York.
V.
SUPPLEMENTARY READING
Selected clippings in French from current French newspapers and magazines.
French /English Dictionary
Mod. Lang., Page 199
VI.
PROCEDURE
N.
CLASS LECTURE
1.
2.
3.
O.
WRITTEN/ORAL EXERCISES
1.
2.
3.
P.
Champs Elysées magazine
Public performances (drama, music, etc.)
AUDIO PROGRAM
1.
2.
S.
Raise questions
Solicit opinions
Analyze, synthesize, and evaluate valid answers
CURRENT EVENTS
1.
2.
R.
Review new information
Individual/group written exercises
Share and verify responses
CLASS DISCUSSION (CULTURAL EVENTS)
1.
2.
3.
Q.
Review
New information
Summarize and reinforce
Listening comprehension activities
Pronunciation practice
VIDEO PROGRAM
1. Lively visual presentation of language
ii) Manon des Sources
VII.
SPECIAL ASSIGNMENTS & EVENTS
Students will participate in the Belen Modern Languages Fair..
Other events to be announced.
Mod. Lang., Page 200
VIII.
EXTRACURRICULAR ACTIVITIES
The student will participate in the Miami-Dade County
Fair's with a 3D project exhibit.
Field trips and other events to be announced.
IX.
AUDIOVISUAL MATERIAL
Listening comprehension activities and pronunciation practice are accomplished through
Discovering French's audio program
Lively presentation of the language is accomplished through Discovering French's video
program.
X.
XI.
COURSE OUTLINE
A.
FIRST SEMESTER - UNITÉ 1 through 4
B.
SECOND SEMESTER - UNITÉ 5 through 9
COURSE OBJECTIVES
Upon completion of the procedures of this course, the student will be able to
demonstrate in oral and written form an understanding of the following objectives:
A. UNITÉ 1
1.
Speaking
-Recognize and exchange introductions.
-Provide personal data
- Talk about family
- Talk about professions.
-Learn how to make a phone call in France
-Describe looks and personalities
-Talk about age
-Describe feelings and needs
-Talk about coming and going.
-Talk about future actions
2.
Grammar
-Identify and use the verbs “être,” “avoir,” “faire,” “aller,” and “venir.”
Mod. Lang., Page 201
-Expand on the plural of adjectives: exceptions to the rule of plural.
-Review inverted questions.
-Recognize and use the present tense with “depuis.”
a. Culture and Reading
-Discover additional information on the diversity of France and
around the world.
the French culture
B. UNITÉ 2
1.
Speaking
-Describe weekend plans in the city.
-Plan a visit to the French countryside
-Narrate past weekend activities
2. Grammar
-Review and expand on verbs in the present such as :”mettre,” “permettre,”
“promettre.”
-Review on “partir,” “sortir,” and “dormir.
-Recognize and use the verb “voir.
-Review of the passé composé avec “avoir” and “être.”
-Identify and use impersonal expressions.
3.
Culture and Reading
-Learn to move around using the subway system in Paris
-Read and interpret a plan of the “Métro de Paris.”
C. UNITÉ 3
1.
Speaking
-Plan a meal
-Order in a café
-Discuss preferences in foods
-Express what you want
-Learn how to shop for food in an open-air market: interact with vendors, ask for
quantities and prices.
Mod. Lang., Page 202
2.
Grammar
-Review and expand on verbs “boire,” “préférer,” “vouloir,” “acheter,” “payer,”
“devoir,” and “pouvoir.”
-Recognize and use the impersonal expression “il faut.”
-Recognize and use the partitive article.
-Review and expand on expressions of quantity
3.
Culture and Reading
-Learn about the typical dishes of the Quebec cuisine
D.
UNITÉ 4
1.
Speaking
-Expand vocabulary on leisure activities
-Talk about cultural events: concerts, theater, movies.
-Describe places and people in detail
-Ask others for assistance
-Describe services you need
-Discuss what you like to read
-Talking about losing and finding things
2.
Grammar
-Recognize and use the verb “savoir.”
-Review and expand on the verbs “connaître,” “écrire,” “lire,” and “dire.”
-Recognize and use all direct and indirect object pronouns.
-Recognize and use double object pronouns in the present and past tenses, and in
command forms.
3.
Culture and Reading
-Discuss cultural activities such as the “ciné-club,” museums, and
movies.
Mod. Lang., Page 203
popular French
E. UNITÉ 5
1.
Speaking
-
Describe the sports you like and practice
Talk about the places where you practice sports.
Describe your exercise routine
Talk about health: describe pains and illnesses.
Give advice to others
Inquire about future plans
Talk about your daily routine of hygiene
Mod. Lang., Page 204
2.
Grammar
-Recognize and use the pronouns “en” and “y.”
-Identify and use the verb “courir.”
-Recognize and use reflexive verbs in infinitive constructions,
and in the present and past tenses.”
-Recognize and use the expressions “avoir mal à” and “faire
du.”
3.
Culture and Reading
-Reflect on the countless possibilities France offers to sport lovers.
F.
UNITÉ 6
1. Speaking
-Describe the location of your house or apartment
-Express what your house or apartment looks like.
-Ask about a rental learning how to read a classified ad
-Describe ongoing past actions
-Give background information on specific past events
2. Grammar
-Identify and use the verb “vivre.”
-Recognize and use relative pronouns “qui” et “que.”
-Recognize and use the imperfect tense.
-Contrast imperfect and passé compose.
3- Culture and Reading
-Learn how the French live at home.
G. UNITÉ 7
1.
Speaking
-Describe clothes and accessories people wear.
-Express opinions
-Rank items in a series.
Mod. Lang., Page 205
command forms,
-Express comparisons
-Recognize who and what is the best.
-Describe and compare how things are done
2-
Grammar
-Recognize and use comparisons with adjectives and adverbs.
-Recognize adverbs in “ment.”
-Recognize and use of pronouns “lequel,” et “celui.”
3-
Culture and Reading
-Learn about buying trends and “la mode” in the French world.
H. UNITE 8
1-
Speaking
-Talk about a camping trip
-Talk about buying tickets, checking schedules and asking questions about
traveling.
-Talk about future probabilities and conditions
2-
Grammar
-Identify and use the verbs “recevoir, » and « apercevoir. »
-Identify and use prepositions with names of countries, provinces and cities.
-Recognize and use the conditional to make polite requests.
-Learn and use the future tense
-Learn and use the conditional
3-
Culture and Reading
-Learn about the tradition of the summer vacation and the “rentrée.”
I. UNITE 9
1-
Speaking
-Describe cars and car servicing
-Talk about getting a driver’s license and the rules of the right of way
Mod. Lang., Page 206
-Express how you feel about certain events.
-Describe simultaneous actions
-Describe necessity and obligation
Mod. Lang., Page 207
2-
Grammar
-Recognize and use the present subjunctive in regular and irregular verbs.
-Recognize and use the present participle in constructions
-Recognize and use the construction of preposition+ infinitive.
3-
Culture and Reading
-The cult of the car: cars the French prefer and ways the French drive.
-How to avoid a ticket in France: parking, speed limits and the “code de la route.”
XI. Evaluation
A.
SEMESTER WORK
1.
2.
3.
4.
5.
Tests & Language Fair Project
Quizzes
Homework
Classwork
Final Exam
Mod. Lang., Page 208
35%
20%
10%
10%
25%
COURSE TITLE: Portuguese I
COURSE NUMBER: ML 4720
I. DESCRIPTION
This course is designed for the beginners of the Portuguese language. The main goal is to
build Portuguese vocabulary, expressions, and knowledge of Portuguese grammar in order to
practice reading, listening, writing, and speaking in the target language.
AREAS OF CONCENTRATION
Students receive an intense drill in pronunciation. Dialogues, real life situations, and short
narrations enhance the appreciation for the culture and literature of Brazil and Portuguese
speaking countries.
GOALS
To develop communicative skills, facilitating expression in the target language; to introduce
vocabulary and basic grammatical structures to enable the use of the target language since
the early stages of learning; to promote skill's development rather than grammatical
knowledge alone (to develop accuracy along a competency continuum that begins with a nongrammatical word phase and leads gradually to a strong sentence phase and, ultimately, to a
grammatically correct paragraph phase); to integrate the cultural component of the
Portuguese language, enhancing an interest in Brazilian current events; to foster student
awareness of the interaction of language, culture, and society; to help the student realize that
learning to use the Portuguese language well will have daily practical applications now and in
the future; to encourage Christian values, good study habits, an ability to follow directions well,
a sense of punctuality, neatness, responsibility, and honesty.
II. TEXTS
Tolman, Jon, Paiva, Ricardo, Jensen, John, Parsons, Nivea. (1988). Travessia Volume I:
Units 1-6 (Textbook). Georgetown University Press, Washington, D.C.
Tolman, Jon, Paiva, Ricardo, Jensen, John, Parsons, Nivea. (1988). Travessia Volume I:
Units 1-6 (Caderno de Exercícios). Georgetown University Press, Washington, D.C.
Tolman, Jon, Paiva, Ricardo, Jensen, John, Parsons, Nivea. (1988). Travessia Volume I:
Units 1-6 (Manual de Laboratório). Georgetown University Press, Washington, D.C.
.
III. SUPPLEMENTARY READING
Mod. Lang., Page 209
Selected clippings in Portuguese from current Brazilian newspapers and magazines.
Portuguese /English Dictionary
Portuguese/Portuguese Dictionary
IV. PROCEDURE
A
CLASS LECTURE
2.
3.
4.
B
WRITTEN/ORAL EXERCISES
5.
6.
7.
C
CCLS publication magazine
Public performances (drama, music, etc.)
AUDIO PROGRAM
13.
14.
F
Raise questions
Solicit opinions
Analyze, synthesize, and evaluate valid answers
CURRENT EVENTS
11.
12.
E
Review new information
Individual/group written exercises
Share and verify responses
CLASS DISCUSSION (CULTURAL EVENTS)
8.
9.
10.
D
Review
New information
Summarize and reinforce
Listening comprehension activities
Pronunciation practice
VIDEO PROGRAM
15. Lively visual presentation of language
V. SPECIAL ASSIGNMENTS & EVENTS
Students will participate in the Belen Modern Languages Fair.
Students will memorize a poem in Portuguese and recite it.
Mod. Lang., Page 210
Other events to be announced.
VI. EXTRACURRICULAR ACTIVITIES
The student will participate in the Miami-Dade County
Fair's with a 3D project exhibit.
Field trips and other events to be announced.
VII.
AUDIOVISUAL MATERIAL
Listening comprehension activities and pronunciation practice are accomplished through
Travessia's audio program
Lively presentation of the language is accomplished through Travessia's video program.
Presentation of the movie Central Station.
VIII.
COURSE OUTLINE
A.
UNIDADE PRELIMINAR
B.
UNIDADE 1
C.
UNIDADE 2
D.
UNIDADE 3
E.
UNIDADE 4
F.
UNIDADE 5
G.
UNIDADE 6
IX. COURSE OBJECTIVES
Upon completion of the procedures of this course, the student will be able to
demonstrate in oral and written form an understanding of the following objectives:
Mod. Lang., Page 211
A. UNIDADE PRELIMINAR
1.
Speaking
-Recognize and exchange greetings, say good-bye, introduce yourself and others,
respond to introductions.
-Count from 1-10.
-State information about where people are from.
-Respond to simple yes/no questions.
-Describe yourself and others
-Recognize and use the days of the week
-Recognize and use the parts of the body.
-Describe and use vocabulary for clothing.
-Describe and use vocabulary for objects in classroom.
2.
Grammar
-Identify and use singular forms of the definite article.
-Recognize gender of nouns and adjectives
-Use simple commands.
3.
Culture and Reading
-Distinguish cultural differences between Brazil, Portuguese-speaking countries and
the United States.
-Recognize and use cognates
B. UNIDADE 1
1.
Speaking
-Recognize and use negative sentences.
-Ask about different activities by stating who does what.
-Identify and use vocabulary for family members
-Review and expand on greetings.
-Talk about people, their professions and nationalities.
-Count up to 100.
-Recognize and use vocabulary for meals and table.
2.
Grammar
-Identify and use subject pronouns
-Identify and use the verbs of the three regular conjugations in the present tense.
-Identify and use definite and indefinite articles.
Mod. Lang., Page 212
-Recognize and use the verb to be.
-Recognize and use the most common contractions of preposition and articles.
3.
Culture and Reading
-Discover the Portuguese- speaking world.
-Learn through readings of the different regions in Brazil.
C. UNIDADE 2
1.
Speaking
-Describe where he lives.
-Express where and how different places are
-Give everyday commands in language.
-Talk about basic needs.
-Describe things inside a house.
-Give more physical descriptions of himself and others.
-Count to a million.
2.
Grammar
-Recognize and use the agreement of words in the plural form.
-Identify and use the difference in the verbs “ser” and “estar”
- Identify and use the verbs “ir”, “ and ter.
-Recognize and use the commands.
3.
Culture and Reading
-Read and learn about Portuguese music
-Read and learn about Portuguese culture.
- Read and learn about Portuguese history.
-Read and learn about Lisbon.
D. UNIDADE 3
1.
Speaking
-Describe who is who in the family and how they are related
- Identify possession of objects.
Mod. Lang., Page 213
-Identify and use vocabulary for birthdays and special events.
-Talk about special dates, and astrological signs.
-Identify and use vocabulary for writing letters, telegrams and addressing people
over the telephone.
2.
Grammar
-Identify and conjugate the verbs “saber,” “poder,” ”querer,” “ver,” “fazer,” “dizer,”
“trazer.”
-Recognize and use the compound future.
-Recognize and use possessives.
-Identify and conjugate the irregular “ir “ verbs.
-Expand on commands.
-Expand on contractions with the preposition “por.”
3.
Culture and Reading
-Read and learn about the colonization in the Portuguese history.
-Learn about special occasions and what is done to celebrate.
E. UNIDADE 4
1.
Speaking
-
-Recognize and use vocabulary for a hotel.
-Recognize and use ordinal numbers.
-Talk about events in the past.
-Narrate events in the past.
2.
Grammar
-Identify and use the verbs “pôr,” “dar,”and “vir.”
-Recognize and use adverbs.
-Identify and use contractions with prepositions and demonstrative pronouns.
-Identify and use demonstrative pronouns.
-Identify and use the preterit.
-Recognize and use the imperfect.
-Recognize and use the imperfect of irregular verbs.
-Recognize and use the verbs “sair,” “cair,” “sorrir,” rir,”
“perder,” ler.”
3.
Culture and Reading
Mod. Lang., Page 214
-Read and learn about the Portuguese-speaking African countries.
-Recognize and listen to music from Moçambique and Angola.
-Identify African instruments.
F.
UNIDADE 5
1. Speaking
-Describe how you feel.
-Recognize and use vocabulary to give directions.
-Review how to ask questions
-Recognize and use vocabulary needed for traveling.
2. Grammar
-Recognize and use “todo” versus “tudo.”
-Recognize and use “saber” versus “conhecer.”
-Recognize and use the construction “estar com.”
-Review and expand on the preterit and its use.
-Identify and use irregular forms of certain verbs in the preterit.
3- Culture and Reading
-Read and learn general information about Brazil.
-Read and learn about the transportation system in Brazilian cities.
-Listen and learn about Brazilian music.
-Read and learn about holidays in Brazil and how they affect everyday life.
G. UNIDADE 6
1.
Speaking
-Tell time.
-Recognize and use vocabulary for shopping.
-Recognize and use vocabulary to compare.
2-
Grammar
-Identify and use the idiomatic expressions with “dar.”
-Recognize and use the direct and indirect object pronouns.
Mod. Lang., Page 215
-Identify and use comparison structures.
-Recognize and use irregular forms of verbs in the preterit.
3-
Culture and Reading
-Read and learn about the different backgrounds found in Brazil.
-Read and learn about Brazilian tv.
-Read and learn about the concept of time for a Brazilian.
-Listen and learn about Brazilian music.
XI. Evaluation
A.
SEMESTER WORK
1.
2.
3.
4.
5.
Tests & Language Fair Project
Quizzes
Homework
Classwork
Final Exam
Mod. Lang., Page 216
35%
20%
10%
10%
25%