DEPARTMENT OF MODERN LANGUAGES
SPANISH THIRD FORM COURSE OUTLINE
INTRODUCTION
The third form Curriculum will assist the students in building a solid foundation as they plot the course for further academic
advancement.
It is designed to motivate. Packed with excitement the students will be able to apply both written and oral skills learned during this
curriculum. Emphasis will be placed on the oral as this has been a particularly weak area especially among teenage boys.
The most important grammar at this level will be taught and will play a very important role in the development of oral and written
skills. The use of common day to day vocabulary will be emphasized as this will help the students to appreciate the language itself
instead of the perception of only a subject.
Students will grow up to be adults in a Global World that is rapidly changing. It is our aim that once this path has been crossed the
Spanish Language must never be a barrier. “Saber es Poder” (Knowledge is Power)
SPANISH
CHRISTMAS TERM
TOPIC / CONTENT
OBJECTIVES
3. THE IMPERFECT TENSE
Students should be able to:
- write out the endings of Regular verbs
- complete sentences with the correct forms of the verb in the Imperfect Tense
- transform sentences from the Present to the Imperfect Tense
- listen to a passage including description of past habitual actions and answer related
questions in writing
- talk about personal habitual actions in the past
- write questions to interview classmates about their past habitual actions and give an
oral report to the class
- write a paragraph including references to past habitual actions
- identify and use Irregular Verbs to talk about habitual actions
- To express time date and age in the past
- respond to situations as it relates to the Imperfect Tense
Students should be able to:
- complete sentences using the correct form of the verb in the Preterite Tense
- read a passage and respond to yes /no and either/or questions
- orally convert sentences from present to past
- answer personalized questions orally and in writing using the Preterite Tense of
irregular verbs and Pretérito Grave
- write questions for given answers, using Regular and Irregular Preterite verbs
- compose original statements about past actions using the Preterite Tense of irregular
verbs and Radical Changing Verbs
- write a composition on past actions, eg. yesterday, last night, last week etc.
- respond to situations as it relates to the Preterite Tense
4. THE PRETERITE TENSE
ST. GEORGE’S COLLEGE GRADE 9 CURRICULUM GUIDES
SPANISH
EASTER TERM
TOPIC/CONTENT
OBJECTIVES
5. THE PRETERITE AND
IMPERFECT TENSES:
(DISTINCTION IN USAGE)
Students should be able to:
- listen to and write sentences illustrating the different uses of the Preterite and
Imperfect tenses
- complete sentences by selecting the Preterite or Imperfect forms of given verbs
- ask and respond to questions orally about past actions relating to self and others,
discriminating between the two tenses
- read a passage about the past and answer written questions in complete sentences
- prepare and use questions to interview classmates about the past, using Preterite and
Imperfect tenses and report answers to class
- write a composition about an incident using Preterite and Imperfect Tenses
- give short answers to questions about the past
- make an oral presentation of an interview with someone interesting
6. COMPARISON OF
ADJECTIVES
Students should be able to:
- compose sentences making comparisons based on adjectives cues
- compose sentences comparing given pairs of persons and objects
- make statements comparing real objects, people, places, events, sports etc.
- compare equalities and inequalities of persons, places and things
- make sentences orally about family or friends including comparative adjectives
- make sentences orally, displaying mastery of irregular comparatives
SPANISH
EASTER TERM
TOPIC/CONTENT
OBJECTIVES
7 (a) THE SUPERLATIVE
Students should be able to:
- identify statements including superlatives as true or false
- convert sentences from comparative to superlative form
- describe self and others using the appropriate forms of superlative adjectives
- listen to a passage including superlative adjectives and answer related questions
- respond to situations as it relates to the superlative
- transform the irregular comparative forms of the adjectives to the superlative
(b) The absolute superlative
-
change related adjectives to the absolute superlative
to make a written description persons ,places and things using the absolute superlative
use irregular absolute superlatives effectively to describe persons, places and things
respond to situations using both regular and irregular forms of the absolute superlative
(both written and orally)
give an oral description of persons places and things
SPANISH
EASTER TERM
TOPIC/CONTENT
OBJECTIVES
8. MAKING NEGATIVE
STATEMENTS
Students should be able to:
- transform affirmative sentences into negative sentences
- translate negative sentences into Spanish
- make an oral presentation using affirmative and negative sentences
- compose original sentences using negative words
- respond in written form to open-ended questions using double negatives
- respond orally to situations relating to the negative
9. THE COMMAND
Students should be able to:
- differentiate between Polite and Familiar commands
- listen to and carry out affirmative and negative commands given by the teacher and
classmates
- transform familiar and affirmative commands into polite and negative forms and vice
- versa
- play the game “Simón dice”
- write a short narrative including commands used with Object Pronouns
- use commands to give directions to different locations
- effectively use both Polite and Familiar forms of irregular verbs in the command to
make sentences in the negative and affirmative
- respond orally to situations relating to the Polite and Familiar Commands
SPANISH
CHRISTMAS TERM
TOPIC/CONTENT
OBJECTIVES
1. GUSTAR, FASCINAR,
ENCANTAR, DOLER
Students should be able to:
- fill in the blanks with the correct forms of gusta/ gustan etc.
- ask and answer questions using appropriate forms of doler
- use a mí, a ti,a él etc. to clarify or emphasize likes dislikes and opinions
- respond orally to questions with gustar, encantar, fascinar etc, using the correct forms
of; a mí me, a ti te, a él le, a nosotros nos etc.
- write questions to interview an individual about likes and dislikes
- identify statements as true or false
- respond orally to situations based on gustar, fascinar, encantar etc.
2. THE REFLEXIVE VERB
Students should be able to:
- write/ conjugate common Reflexive Verbs, eg. levantarse, bañarse, cepillarse, lavarse
- peinarse, ponerse etc.
- fill in the blanks with the correct forms of Reflexive Verbs
- respond to yes/no and either/or questions
- give short-answer responses to questions about daily routine
- complete sentences by choosing between the Reflexive and Non-reflexive verb forms
- respond orally to situations based on Reflexive Verbs
- describe daily routine using cues such as cada día, el domingo a las dos and Regular
Reflexive Verbs
- read aloud a passage containing Reflexive Verbs and respond orally to related
questions
SPANISH
SUMMER TERM
TOPIC/CONTENT
OBJECTIVES
10. DIRECT OBJECT
PRONOUNS
Students should be able to:
- select the correct Direct Object Pronouns to fill in the blanks
- rewrite a paragraph substituting Direct Object Pronouns for Nouns where appropriate
- combine paired sentences substituting Direct Object Pronouns for Nouns
- create and act out a dialogue using Direct Object Pronouns in both positions
- listen to a passage and respond to multiple choice questions
- put Object Pronouns in correct positions as it relates to the rules on positions
of object pronouns
11. INDIRECT OBJECT
PRONOUNS
Students should be able to:
- combine paired sentences substituting Indirect Object Pronouns for nouns where
needed
- answer open-ended questions substituting Indirect Object Pronouns for nouns or
names
- compose original sentences using nouns and Object Pronouns appropriately
- write a short paragraph using nouns, names and Indirect Object Pronouns
- put Object Pronouns in correct positions as it relates to the rules on positions
of object pronouns
TOPIC/CONTENT
OBJECTIVES
12. DOUBLE OBJECT
PRONOUNS
Students should be able to:
- substitute Object Pronouns for Nouns in sentences
- select the correct Object Pronouns from a list to fill in the blanks
- complete sentences or a paragraph by filling in the blanks with the correct Object
Pronouns
- answer open-ended questions about past and present actions substituting object
pronouns for noun-objects
- write a short paragraph relating a past incident and using nouns and object pronouns
appropriately
- respond orally to situations using Direct and Indirect Object Pronouns
- position object pronouns correctly as it relates to the rules on positions of object
pronouns
Students should be able to:
- translate sentences in written form using the polite and familiar commands
- to give negative and positive commands/instructions to their peers
- to effectively write positive commands with proper accentuation
- give effective commands using double object pronouns
- fill in the blanks with the correct object pronouns in their correct positions
as it relates to the negative and positive commands
- respond orally to situations relating to commands
13. THE COMMAND AND
OBJECT PRONOUNS