CURRICULUM GUIDE
Spanish 3
LAYS13
Through the use of proficiency oriented materials, students develop their listening, speaking, reading and
writing skills. Building upon content mastered in the second year program, the course focuses on verb tense,
mood, and fine points of usage. Students read and discuss a collection of short stories or an abridged work of
fiction to enhance their reading comprehension and to improve their spoken Spanish. Culture is taught
through the above readings, the text, and video presentations. Students also write original compositions and
deliver short oral presentations. This course prepares students for both Spanish 4 or Spanish Conversation
with teacher recommendation.
District 219
Niles West High School
Skokie, Illinois
Prepared by:
Linda Capuzelo-Akechoud
Laura Jacobson
Earl I. Nowak
Edmund Murphy, Director
September 2003
Revised April 2006
Revised August 2012
This guide may be changed at any time at the sole discretion of the Board of Education and/or the Superintendent, whichever has appropriate
jurisdiction, subject only to mandatory collective bargaining requirements.
Table of Contents
Course Outcomes.................................................................................................................3
Vocabulary Benchmarks and Corresponding Activities......................................................9
Grammar Benchmarks and Corresponding Activities.......................................................13
Culture Benchmarks and Corresponding Activities..........................................................18
Technology Standards and Corresponding Activities.......................................................21
Sample of Syllabus............................................................................................................23
Sample of Quiz..................................................................................................................24
Summary Chart of Course Topics.....................................................................................25
LEARNING TARGETS – SPANISH 3 (1st Semester)
I Over-arching Reading Target: I can comprehend (at a literal level) a passage of prose-fiction or nonfiction, containing structures and vocabulary presented in the course.
II Over-arching Vocabulary Target: I can recognize and use vocabulary contained in ¡En Español tres!.
• I can recognize and use vocabulary from Etapa Premliminar
• I can recognize and use vocabulary from Unidad 1 Etapa 1
• I can recognize and use vocabulary from Unidad 1 Etapa 2
• I can recognize and use vocabulary from Unidad 1 Etapa 3
• I can recognize and use vocabulary from Unidad 2 Etapa 1
• I can recognize and use vocabulary from Unidad 2 Etapa 2
III Over-arching Verb Target: I can recognize a variety of verbs.
• I can recognize and use regular and irregular forms in the present tense.
• I can recognize and use regular and irregular forms in the preterite tense.
• I can recognize and use reflexive verbs.
• I can differentiate between ser and estar.
• I can recognize and use regular and irregular forms in the imperfect tense.
• I can differentiate between the uses of preterite and imperfect tenses.
• I can recognize and use present and past perfect tenses.
• I can recognize and use gustar-like verbs.
• I can recognize and use regular and irregular familiar (tú) imperative forms.
• I can recognize and use regular and irregular formal (Ud.) imperative forms.
• I can recognize and use regular and irregular forms of the present subjunctive.
• I can recognize and use the present subjunctive with impersonal expressions.
IV Over-arching Usage Target: I can recognize and use grammatical structures.
• I can recognize and use the reciprocal reflexive.
• I can recognize and use the passive se.
• I can recognize and use direct object pronouns.
• I can recognize and use indirect object pronouns.
• I can recognize and use double object pronouns.
V Over-arching Culture Target: I can recognize cultural topics appearing in ¡En español tres!.
VI Over-arching Listening Target: I can respond to comprehension questions based on a listening passage
commensurate in difficulty with the outcomes of the course.
VII Over-arching Speaking Target: I can participate actively in oral discourse, using strings of sentences that
begin to resemble short, organized paragraphs rather than simple, disjointed sentences.
LEARNING TARGETS – SPANISH 3 (2nd Semester)
I Over-arching Reading Target: I can comprehend (at a literal level) a passage of prose-fiction or nonfiction, containing structures and vocabulary presented in the course.
II Over-arching Vocabulary Target: I can recognize and uses vocabulary contained in ¡En Español tres!.
• I can recognize and use vocabulary from Unidad 2 Etapa 3
• I can recognize and use vocabulary from Unidad 3 Etapa 1
• I can recognize and use vocabulary from Unidad 3 Etapa 2
• I can recognize and use vocabulary from Unidad 3 Etapa 3
• I can recognize and use vocabulary from Unidad 4 Etapa 1
• I can recognize and use vocabulary from Unidad 4 Etapa 2
• I can recognize and use vocabulary from Unidad 4 Etapa 3
• I can recognize and use vocabulary from Unidad 5 Etapa 1
• I can recognize and use vocabulary from Unidad 5 Etapa 2
III Over-arching Verb Target: I can recognize a variety of verbs.
• I can recognize and use regular and irregular forms in the future tense.
• I can recognize and use subjunctive with nonexistent and indefinite situations.
• I can recognize and use subjunctive with disagreement and denial.
• I can differentiate between the subjunctive and the indicative moods.
• I can recognize and use the forms of the present progressive with ir, andar, seguir.
• I can recognize and use the forms of the past progressive.
• I can recognize and use regular and irregular first person plural (nosotros) imperative forms.
• I can recognize and use regular and irregular forms of the present perfect subjunctive.
• I can differentiate between present subjunctive and indicative with expressions of emotion.
• I can differentiate between present subjunctive and indicative with expressions of doubt and
uncertainty.
• I can differentiate between present subjunctive and indicative with conjunctions of time.
• I can recognize and use present subjunctive with expressions of hope and desire.
• I can recognize and use present subjunctive with conjunctions of contingency.
IV Over-arching Usage Target: I can recognize and use grammatical structures.
• I can recognize and use interrogative words.
• I can recognize and use affirmative and negative expressions.
• I can recognize and use possessive pronouns.
• I can recognize and use demonstrative adjectives and pronouns.
• I can recognize and use relative pronouns.
V Over-arching Culture Target: I can recognize cultural topics appearing in ¡En español tres!.
VI Over-arching Listening Target: I can respond to comprehension questions based on a listening passage
commensurate in difficulty with the outcomes of the course.
VII Over-arching Speaking Target: I can participate actively in oral discourse, using strings of sentences that
begin to resemble short, organized paragraphs rather than simple, disjointed sentences.
Addendum
Culture: I can recognize the following cultural topics appearing in ¡En español tres!.
• Hispanics in Miami
• Fashion in U.S. & Hispanoamérica
• El Mambo-Tito Puente
• Guatemala-Rigoberta Menchú
• Nicaragua: environment & ecology
• Costa Rica and national parks
• Graduation in Latin America
• Puerto Rico
• Columbus Day
• Abolition of Slavery
• Government, patriotism
• Argentina: Jorge Luis Borges
• Uruguay, Chile, Paraguay
• Isabel Allende
• Spanish traditions
• Pre-Columbian civilizations
• Arquitecture
Speaking : I can participate actively in oral discourse, using strings of sentences that begin to resemble
short, organized paragraphs rather than simple, disjointed sentences.
• Responds in detail to personal questions regarding oneself, family, classmates.
• Asks others for information about themselves, family, occupation, education, recreation, pastimes,
et al.
• Describes the action (activities) depicted in a set of visual stimuli.
• Narrates and describes events using indicative tenses.
• Recounts a sequence of events that had happened to him/her or to someone else.
• Summarizes a movie, T.V. program, book, magazine article, et al.
• Discusses a familiar situation/topic (perhaps school related) and expresses an opinion in simple,
factual terms.
• Asks series of questions for a variety of purposes.
• Seeks factual information.
• Elicits the opinion of teacher and classmates.
• Clarifies the statements and opinions of teacher and classmates on a variety of topics (e.g., literary
analysis).
• Reports on or summarizes cultural information disseminated in class.
• Compares/contrasts cultural differences when given a specific concept from the instructor.
• Responds in detail to personal questions regarding oneself, family,
• classmates.
• Asks others for information about themselves, family, occupation, education, recreation, pastimes,
et al.
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Describes the action (activities) depicted in a set of visual stimuli.
Narrates and describes events using indicative tenses.
Recounts a sequence of events that had happened to him/her or to someone else.
Summarizes a movie, T.V. program, book, magazine article, et al.
Discusses a familiar situation/topic (perhaps school related) and expressesan opinion in simple,
factual terms.
Discusses plans for a future event.
Asks series of questions for a variety of purposes.
Seeks factual information.
Elicits the opinion of teacher and classmates.
Clarifies the statements and opinions of teacher and classmates on a variety of topics (e.g., literary
analysis).
Reports on or summarizes cultural information disseminated in class.
Compares/contrasts cultural differences when given a specific concept from the instructor.
Vocabulary themes, benchmarks, and activities
Spanish 3
Theme
Unidad 1/Etapa 1
Describing people
Unidad 1/Etapa 2
a. Fashion & accessories
b. Pastimes
Unidad 1/Etapa 3
a. Household chores
b. Expressing feelings
Unidad 2/Etapa 1
a. People, places, things
b. Saying what you want
to do
Unidad 2/Etapa 2
a. Environment
b. Environmental
problems & solutions
c. Nature
Unidad 2/Etapa 3
a. Wilderness: animals &
birds
b. Camping, weather
Unidad 3/Etapa 1
Graduation
Unidad 3/Etapa 2
Food, holidays
Benchmarks using Illinois standards
28.B.3a Respond to open-ended questions and initiate communication in
various situations.
28.B.3b Produce language with improved pronunciation, intonation and
inflection.
28.B.4a Engage in extended conversations in a variety of situations.
All benchmarks from preceding section.
Activities in text
Pgs. 33, 34-35, 36-37
All benchmarks from preceding sections.
a. Pgs.76-77, 78-79, 80-81
b. P.85
All benchmarks from preceding sections.
a. Pgs.104-105, 106-107, 108109
b. Pgs.111, 113
All benchmarks from preceding sections, and also:
28.B.5a Discuss and defend a position on an issue in a discussion.
30.A.4c Use the target language to analyze the impact of human activity on
the natural environment in areas where the target language is spoken.
a. Pgs.126-127, 128-129
b. Pgs.130-131, 136, 140-141
c. P.139
All benchmarks from preceding sections, and also:
30.A.1c Use target language to identify simple science terms referring to
weather and nature.
a. Pgs.148-149, 150-151, 152153, 164-165
b. Pgs.159-160
a. Pgs.54-55, 58-59, 68-69
b. Pgs.56-57, 65
All benchmarks from preceding sections, and also:
Pgs.176-177, 178-179, 180-181
30.B.3b Use the target language to explain in detail the preparation for and
activities of specific careers in which the target language can be used.
All benchmarks from preceding sections, and also:
Pgs.198-199, 200-201, 202-203,
29.A.3 Demonstrate selected customs, manners and traditions in societies
210-211
associated with the target language.
30.A.4d Use the target language to describe and compare daily diet, nutrition
and physical fitness regimens in areas where the target language is spoken.
Unidad 3/Etapa 3
a. Columbus Day
b. Abolition of slavery
c. Government/patriotism
All benchmarks from preceding sections, and also:
29.D.4 Compare and contrast the influences of historical figures and events
and their impact on the development of their countries.
Unidad 4/Etapa 1
a. Course work
b. Abilities, experience
Unidad 4/Etapa 2
a. Professions
b. Workplace
Unidad 4/Etapa 3
a. Careers, industries
b. Statistics
All benchmarks from preceding sections.
Unidad 5/Etapa 1
Art, paintings, dance
Unidad 5/Etapa 2
a. Crafts, dances
b. The New World
a. Pgs.220-221, 222-223, 236237
b. Pgs.220-221
c. Pgs.220-221, 224-225, 229,
230-231
a. Pgs.248-249, 250-251, 255
b. Pgs.252-253
All benchmarks from preceding sections, and also:
a. Pgs.270-271, 274-275
30.B.3a Use the target language to identify and describe occupations unique b. Pgs.272-273, 282-283
to areas where the target language is spoken.
All benchmarks from preceding sections, and also:
a. Pgs.292-293, 294-295, 296,
30.B.4a Use the target language to compare various occupations in terms of 299
their roles, status and qualifications in areas where the target language is
b. Pgs.297, 303, 305
spoken and in the United States.
30.B.4b Use the target language to analyze connections between specific
businesses and industries in areas where the target language is spoken and in
the United States.
Pgs.320-321, 322-323, 324-325,
All benchmarks from preceding sections, and also:
327, 329, 332
29.B.3a Identify and explain ideas and themes expressed in selected works
of art associated with target language societies using terms from the target
language.
29.B.3b Understand and use the essential target language vocabulary
referring to tools, processes and products in one or more of the art forms.
29.B.4a Compare themes that are inherent to areas where the target language
is spoken as expressed in different art forms.
29.B.4b Compare and contrast selected art forms of areas where the target
language is spoken.
29.B.5a Explain the cultural and historical significance of characteristic art
forms of a target language society.
All benchmarks from preceding sections.
a. Pgs.344-345, 349, 351
b. Pgs.342-343, 346-347
Grammar themes, benchmarks, and activities
Spanish 3
Theme
Unidad 1/Etapa 1
a. Direct object pronouns
b. Present and past
perfect
Benchmarks using Illinois standards
28.A.1a Recognize basic language patterns.
28.A.1b Respond appropriately to simple commands in the target language.
28.A.2a Comprehend illustrated stories, audiovisual programs, or websites.
28.A.2b Follow instructions in the target language, given one step at a time
for a wide range of activities.
28.A.3a Comprehend main
messages of simple oral and
audio presentations with
assistance from resources.
28.B.1a Respond to and ask simple questions with prompts.
28.B.1b Imitate pronunciation, intonation, and inflection, including sounds
unique to the target language.
28.B.2a Pose questions spontaneously in structured situations.
28.B.2b Produce language using proper pronuciation, intonation, and
inflection.
28.C.1a Recognize the written form of familiar spoken language and
predict meaning of key words in a simple story, poem or song.
28.C.1b Infer meaning of cognates from context.
28.C.2a Comprehend written classroom directions, read simple passages,
infer meaning of cognates, and recognize loan words.
28.C.2b Decode new vocabulary using contextual clues and drawing on
words and phrases from prior lessons.
28.D.1a Copy/write words, phrases, and simple sentences.
28.D.1b Describe people,
activities, and objects from
school and home.
28.D.2a Write on familiar topics using appropriate grammar, punctuation,
and capitalization.
28.D.2b Present a simple written or oral report on familiar topics.
28.D.2c Present an original
production using known
vocabulary and grammatical
structures.
Activities in text
a. (AMSCO)
b. P. 45
Unidad 1/Etapa 2
a. Indirect object
pronouns
b. Future tense
c. Future of probability
29.A.1 Use common forms of courtesy, greeting, and leave-takings
appropriate to the time of day and relationship.
28.A.3b Follow instructions in the target language as given in multi-step
segments for assignments and activities in and out of the classroom.
28.B.3a Respond to open ended questions and initiate communication in
various situations.
28.B.3b Produce language with improved pronunciation, intonation, and
inflection.
28.C.3b Compare word use, phrasing and sentence structures of the target
language with those used in one or more other languages.
28.D.3c Present a simple, original poem or story based on a model.
28.A.4 Comprehend details of oral and audio presentations unsupported by
visual aids.
28.B.4b Express differences of meaning using proper pronunciation ,
intonation and inflection.
28.B.4c Recognize and use nonverbal cues in various formal and informal
settings.
28.C.4a Comprehend key vocabulary as well as the main message of
complex written materials without the help of visuals.
28.C.4b Demonstrate understanding of written materials by organizing
information and concepts (e.g., outlines, flow charts).
28.D.4c Present a short original piece (e.g., essay, story, poem) on a given
theme with some guidelines.
29.A.4 Demonstrate target language expressions and levels of formality
(e.g., age, social status) appropriate for entry-level work and social
situations.
29.B.4a Compare themes that are inherent to areas where the target
language is spoken as expressed in different art forms.
29.B.4b Compare and contrast selected art forms of areas where the target
language is spoken.
29.C.4b Describe characteristics, origins and authors of various literary
forms using target language vocabulary.
All benchmarks from preceding section.
a. (AMSCO)
b. Pgs.. 64-65
c. Pgs.. 66-67
Unidad 1/Etapa 3
a. Double object
pronouns
b. Reciprocal reflexives
c. Saber vs. conocer
Unidad 2/Etapa 1
a. Pronoun placement
with commands
Unidad 2/Etapa 2
a. Present perfect
subjunctive
b. -uir (y) verbs in
present subjunctive
All benchmarks from preceding sections.
a. (AMSCO)
b. Pgs.. 85-89
c. Teacher-created activities
All benchmarks from preceding sections.
a. Pgs.. 111-114
All benchmarks from preceding sections.
a. Pgs.. 138-139
b. Teacher-created activities
Unidad 2/Etapa 3
All benchmarks from preceding sections.
a. Subjunctive with
"cuando" and conjunctions of time
b. -cer verbs (z) in
subjunctive
Unidad 3/Etapa 1
All benchmarks from preceding sections.
a. Subjunctive with
conjunctions
b. Imperfect subjunctive
c. -ger (j) in subjunctive
Unidad 3/Etapa 2
All benchmarks from preceding sections.
a. Subjunctive with
indefinite and nonexistent antecedents
b. Conditional "si"
clauses
c. Sembrar, recoger,
educar spelling changes
in subjunctive
a. Pgs.. 159-160
b. Teacher-created activities
a. P. 185
b. Pgs.. 187-188
c. Teacher-created activities
a. Pgs.. 204-205
b. Pgs.. 209-211
c. P. 204
Unidad 3/Etapa 3
a. Subjunctive vs.
indicative
b. -cer verbs (z), -gar
verbs (gu) in
subjunctive
Unidad 4/Etapa 1
a. Progressive with
ir, andar, seguir
b. Past progressive
Unidad 4/Etapa 2
a. Past perfect
subjunctive
b. Conditional perfect
c. Placement of object
pronouns
Unidad 4/Etapa 3
a. Future perfect
Unidad 5/Etapa 1
a. ¿Qué? vs. ¿cuál?
b. Relative pronouns
Unidad 5/Etapa 2
a. Relative pronouns
All benchmarks from preceding sections.
a. Pgs.. 232-233
b. P. 231 and teacher-created
activities
All benchmarks from
preceding sections.
a. Pgs.. 258-259
b. Pgs.. 260-261
All benchmarks from preceding sections.
a. Pgs.. 279-280
b. Pgs. 282-283
c. P. 279 and teacher-created
activities
All benchmarks from preceding sections.
a. Pgs.. 303-304
All benchmarks from preceding sections.
a. Pgs.. 329-330
b. Pgs.. 331-332
All benchmarks from preceding sections.
a. Pgs. 352-355
Culture themes, benchmarks, and activities
Spanish 3
Theme
Unidad 1/Etapa 1
a. Miami
b. Cristina García
c. Concept of barrio
d. Los apodos
e. Spanish-speaking
immigrants and identity
Unidad 1/Etapa 2
a. La Villita
b. San Antonio
c. La moda-Oscar de la
Renta
Benchmarks using Illinois standards
29.E.2 Use maps, charts,
digital images, graphs and other geographic representations to describe and
discuss the countries where the target language is spoken.
29.E.5 Describe how migration, settlement and colonization have affected
the economy and environment of country(ies) where the target language is
spoken.
Activities in text
Pgs.43, 46-47, 50
29.B.2a Identify sample art works and their creators associated with areas
where the target language is spoken.
Pgs.65, 66, 68-69
Unidad 1/Etapa 3
a. Hispanics in the
Northeastern U.S.
b. Mambo-Tito Puente
c. Sandra Cisneros
Unidad 2/Etapa 1
a. El Rock
b. Nueva Trova-Silvio
Rodriguez
c. Rigoberta Menchú
d. Youth groups in
Mexico & CA
e. Young people
addressing adults
f. Castellano
Unidad 2/Etapa 2
a. Monteverde, Costa Rica
b. Nicaragua
29.B.2b Describe selected art forms of areas where the target language is
spoken using arts vocabulary from the target language.
Pgs.85, 86, 89, 90-91, 92-93, 96
29.C.2b Identify sample literary works and their authors representative of
the target language.
29.A.3 Demonstrate selected customs, manners and traditions in societies
associated with the target language.
Pgs.114, 116, 118-119, 122
29.E.3 Describe geograhpical aspects (e.g., population distribution, natural
resources and main economic activities) of areas where the target language
is spoken.
Pgs.136, 138, 140-141, 144
Unidad 2/Etapa 3
a. Parque Nacional
Volcán Poás
b. Los Mayas
c. Costa Rica - national
parks
Unidad 3/Etapa 1
a. Graduation
b. Nicolás Guillén
29.E.2, 29.E.3
Pgs.154, 157, 162-163, 164-165,
168
29.A.5 Analyze and interpret manners and customs within the social,
academic and work environments of selected target language societies.
Pgs.184, 187, 190-191, 194
Unidad 3/Etapa 2
a. La Fortaleza
b. Puerto Rico - las
máscaras
c. Salsa
d. Fiestas de Puerto Rico
29.B.4a Compare themes that are inherent to areas where the target
language is spoken as expressed in different art forms.
29.A.5
Pgs.205, 207, 209, 212-213, 216
Unidad 3/Etapa 3
a. La República
Repúblicana
b. Las fiestas, R.D.
c. La historia de la R.D.
d. José Martí
29.A.5
29.E.2
Pgs.228, 231, 234-235, 236-237,
240
Unidad 4/Etapa 1
a. La educación
b. Jorge Luis Borges
29.A.5, 29.C.2b
Pgs.257, 258, 259, 262-263, 266
Unidad 4/Etapa 2
a. El ambiente de trabajo
b. Los jóvenes y el futuro
29.A.4 Demonstrate target language expressions and levels of formality
(e.g., age, social status) appropriate for entry-level work and social
situations.
29.A.5
30.B.2a Use the target language to describe activities and characteristics of
selected occupations and work places.
29.C.2b
Pgs.277, 280, 284-285, 288
Unidad 4/Etapa 3
Pgs.300, 304, 306-307, 308-309,
a. Porteño
b. Idiomas distintos
c. Isabel Allende
d. Buscando trabajo
Unidad 5/Etapa 1
a. La Sardana
b. Barcelona
c. Catalán
d. Miguel de Unamuno
e. Ana María Matute
f. Spanish Civil War
g. Museo del Prado
Unidad 5/Etapa 2
a. Las pirámides
b. La Pirámide del Sol
c. Luis Barragán
30.B.2b Use the target language to explain and describe general career
choices in which the target language can be used.
312
29.D.4 Compare and contrast the influences of historical figures and events
and their impact on the development of their countries.
29.C.2b, 29.B.2a
Pgs.331, 334-335, 338
29.B.2b
29.B.4b Compare and contrast selected art forms of areas where the target
language is spoken.
Pgs.349, 350, 354, 356-357, 360
National Educational Technology Standards (NETS) and activities
Spanish 3
NETS
1. Basic operations and concepts:
• Students demonstrate a
sound understanding of
the nature and operation
of technology systems.
• Students are proficient in the use of technology.
2. Social, ethical, and human issues:
• Students understand the
ethical, cultural, and
societal issues related to
technology.
• Students practice
responsible use of
technology systems,
information, and
software.
• Students develop positive attitudes toward technology uses that support lifelong
learning, collaboration, personal pursuits, and productivity.
3. Technology Productivity Tools:
• Students use technology tools to enhance learning, increase productivity, and
promote creativity.
• Students use productivity tools to collaborate in constructing technology-enhanced
models, preparing publications, and producing other creative works.
4. Technology communications tools:
• Students use telecommunications to collaborate, publish, and interact with peers,
experts, and other audiences.
• Students use a variety of media and formats to communicate information and ideas
effectively to multiple audiences.
Activities: AP = audio program; VP = video
program; CD ROM; IN = internet activities
IN
CD ROM; IN
AP; VP; CD ROM; IN
Student-created videos; IN
5. Technology research tools:
IN
• Students use technology to locate, evaluate, and collect information from a variety
of sources.
• Students use technology tools to process data and report results.
• Students evaluate and select new information resources and technological
innovations based on the appropriateness to specific tasks.
6. Technology problem-solving and decision-making tools:
IN
• Students use technology resources for solving problems and making informed
decisions.
• Students employ technology in the development of strategies for solving problems in
the real world.
Español 2/¡En español tres!
FECHA
lunes
martes
miércoles
jueves
viernes
TRABAJO EN CLASE
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TAREA PARA LA CASA
Presentar el vocabulario nuevo, p.51
En Contexto, pp.32-33
Preguntas orales
Repasar ser y estar, p.38
Actividades 5 y 6, pp.38-39
Nota Cultural, p.38
Escuchar: Actividades 1-4, pp.11-12, MP
Repasar el vocabulario y la tarea
En Vivo (en parejas) pp.34-35
Preguntas orales
Actividades 1 y 2, p.36
Repasar ser y estar
Actividades 7 y 8, p.39
Ej. E, pp.112-113, AMSCO
Repasar la tarea con ser y estar
Repasar el vocabulario y la tarea
Actividades 3 y 4, p.37
Video
Examencito
Repasar las formas del imperfecto, p.40
Actividades 9 y 10, pp.40-41
Repasar el vocabulario y la tarea
TEMA
Examencito
Repasar el imperfecto y la tarea
Actividad 11, p.41
Repasar el pretérito vs. el imperfecto, p.41
Actividades 12 y 13, p.42
18
1. Actividades 5-12, pp.13-16, Más
Práctica
1. Ejs. F y G, pp.113-115, AMSCO
2. Hoja de práctica con el vocabulario
1. Actividades de video
2. Estudiar para el examencito de ser
vs. estar para mañana.
1. Actividades 13-16, pp.17-18, Más
Práctica
2. Estudiar el vocabulario para un
examencito mañana.
1. Ejs. A y B, pp.66-68, AMSCO
2. Leer En Voces, pp.46-47 y contestar
todas las preguntas, p.47, ¡En
español!
Español 3
prueba, vocab.1
¡En Español!
Nombre
#
A. Escribe la palabra correcta de ¡En Español! Incluye un artículo si es un sustantivo.
1. Una persona que no tiene pelo es...(adj.):
2. Otra manera de decir “el atleta”:
3. El opuesto de “redondo”:
4. Sinónimo de “los anteojos”:
5. Marta tiene los ojos azules pero hoy tiene los ojos verdes. Usa...
6. Para jugar al fútbol, necesitas...
7. Antonio usa ------ para no tener el pelo en la cara.
8. Sinónimo de “gordo”:
9. La camiseta no me queda bien porque es una talla “grande”, necesito una...
10. Otra manera de decir “el pelo”:
11. Ayer el profesor tenía el pelo moreno, hoy tiene el pelo rubio. Su pelo está...
B. ¿Cómo se dice? Traduce al español.
12. she looks sophisticated
13. they’re attractive from head to toe
14. we’re not at all vain
15. his birthmark distinguishes him from the rest
19
Spanish 3: CURRICULUM
KEY EE= ¡En español! Text AMSCO=Spanish 3 years WB=Cuaderno: Más Práctica)
AUD/WB=audio program in WB (CD) LL = Language Lab AUD/EE=audio program in text (CD)
Video/Laser Disc: La Catrina
Quarter 1/Spanish 3
UNIDAD/ETAPA
(vocabulary)
MATERIAL TO BE COVERED
verbs/usage/culture
EE
WB
AMSCO
TECHNOLOGY
(AUD/WB/LL)
4-5
4-5
1
4
8-9
12-13
20
2-3
4
2-3
11-16
14—21
17-26
79-88
89-98
(AUD/EE)
(La Catrina)
34-35, 39
43, 46-47
Episodio 1
56,57,62
Episodio 2
Etapa preliminar Review
Review Vocabulary from Spanish 3-4
Present tense, -ar,-er,-ir verbs
Present tense stem changing verbs
(u-ue, o-ue, i-ie,e-i)
Irregular “yo” verbs
ser v. estar
Reflexive verbs
UNIDAD 1/Etapa 1
Describing people
Culture
Direct object pronouns
Regular preterite
Imperfect preterite stem changing verbs
Preterite v. imperfect
-car,-gar,-zar spell changes in preterite
Irregular preterite
Hispanics in Miami
38-39
40-41
41-43
44-45
15-16
17-18
19
20
237-243
27-30
30
66-71
31-36
37-39
11
LL Lesson 9
46-47
UNIDAD 1/Etapa 2
Fashion and
accessories
Pastimes
Culture
Indirect object pronouns
Present & Past perfect
Gustar-like verbs
Por and para
Fashion in U.S. and Hispanoamérica
180-184
44-45
60
61-62
68-69
20
25-27
28
70-75
184-185
214-218
21-22
LL Lesson 12
20
64
Spanish 3: CURRICULUM
KEY EE= ¡En español! Text AMSCO=Spanish 3 years WB=Cuaderno: Más Práctica)
AUD/WB=audio program in WB (CD) LL= Language Lab AUD/EE=audio program in text (CD)
Video/Laser Disc: La Catrina
Quarter 2/Spanish 3
UNIDAD/ETAPA
(vocabulary)
MATERIAL TO BE COVERED
verbs/usage/culture
EE
WB
AMSCO
TECHNOLOGY
(AUD/WB/LL)
(AUD/EE)
(La Catrina)
78-79, 83
90-91
Episodio 3
UNIDAD1/Etapa3
Household chores
Express feelings
Culture
Double object pronouns
Reflexive verbs
Reciprocal reflexive verbs
Impersonal “se” /passive voice “se”
El Mambo
UNIDAD/ETAPA
(vocabulary)
MATERIAL TO BE COVERED
verbs/usage/culture
186-191
89-98
82-83
84-86
87-89
92-93
35-36
37-38
39-40
31-32
EE
WB
AMSCO
TECHNOLOGY
(AUD/WB/LL)
(AUD/EE)
(La Catrina)
45
135-144
41-42
106-107,
111, 116,
118-119
Episodio 4
128-129,
138
Episodio 5
101-105
LL Lesson 1
UNIDAD 2/Etapa 1
People, places,
things
Tú/Ud. Commands
110-111
Culture/literature
Rigoberta Menchú/Guatemala
118-119
LL Lesson 2
UNIDAD 2/Etapa 2
Environment
Present subjunctive regular
132-133
53
Environmental
Problems &
solutions
Nature
Culture
Present subjunctive irregular
Present subjunctive stem changing
134-135
135-136
54
55
Subjunctive with impersonal expressions
Nicaragua
Environment/ecology
145
140-141
106-108
49-50
115-117
LL Lesson 3
Review for final/CRT’s
21
Spanish 3: CURRICULUM
KEY EE= ¡En español! Text AMSCO=Spanish 3 years WB=Cuaderno: Más Práctica)
AUD/WB=audio program in WB (CD) LL= Language Lab AUD/EE=audio program in text (CD)
Video/Laser Disc: La Catrina
Quarter 3/Spanish 3
UNIDAD/ETAPA
(vocabulary)
MATERIAL TO BE COVERED
verbs/usage/culture
EE
WB
AMSCO
TECHNOLOGY
(AUD/WB/LL)
(AUD/EE)
(La Catrina)
154-155
155-157
61
62
111-113
113-115
123-127
57-58
150-151,
155, 160,
162-163
Episodio 6
158-161
63-66
63-64
115-117
183, 187
Episodio 7
201, 205,
209
Episodio 8
UNIDAD 2/Etapa 3
In the wild,
animals, birds,
camping, weather
Culture
Subjunctive with expressions of emotion
Subjunctive with doubt & uncertainty
Subjunctive with “cuando” and other
conjunctions of time
Future tense
Costa Rica
National parks, biological reserves
54-63
164-165
162-163
LL Lesson 4
UNIDAD 3/Etapa 1
Vocabulary for Unidad 6/Etapa 1
Subjunctive with expressions of wish,
Desire, suggestions
Subjunctive with conjunctions
(that always require subjunctive)
Culture
Tradicìones españolas
Unidad 5/Etapa 1
110-111
182-183
184-185
69-70
121-123
318-321
337-350
UNIDAD 3/Etapa 2
Culture
Unidad 5/Etapa 2
Vocabulary Unidad 6 Etapa 2
Subjunctive with nonexistent/indefinite
433
204-205
Subjunctive for disagreement & denial
206-207
Cinilizaciones Precolombinas
340-345
77-78
127-128
73-74
113-115
352-374
22
LL Lesson 6
Spanish 3: CURRICULUM
KEY EE= ¡En español! Text AMSCO=Spanish 3 years WB=Cuaderno: Más Práctica)
AUD/WB=audio program in WB (CD) LL=Language Lab AUD/EE=audio program in text (CD)
Video/Laser Disc: La Catrina
Quarter 4/Spanish 3
UNIDAD 3/Etapa 3
Columbus Day,
Abolition of slavery,
Government/
patriotism
Vocabulary only
241
Culture
History of the Caribbean
236-237
Episodio 9
LL Lesson 7
UNIDAD 4/Etapa 1
Course work,
abilities, experience
Interrogative words
Present progressive
Present progressive with ir, andar,
seguir
past progressive
254-255
256-257
258-259
260-261
94
93
95
96
268-275
64-69
89-90
251,
255,259
Episodio 10
273, 276,
282
Episodio 11
Culture
LL Lesson 8
UNIDAD 4/Etapa 2
Professions
Workplace
Affirmative/negative expressions
Demonstrative adjectives & pronouns
Relative pronouns + lo que, lo cual
276-277
326-327
331-333
Culture
Chile, Paraguay, Uruguay
284-285
101
102-103
104
294-299
286-293
192-201
97-98
LL Lesson 9
23
UNIDAD 4/Etapa 3
Vocabulary Unidad 6 Etapa 3
Careers, industries
Possessive adjectives-short form
Statistics
Possessive pronouns-long form
300-301
Culture
308-309
Languages of the Hispanic world
Episodio12
111
276-285
LL Lesson 10
Review for Final Exam and CRT
24