SPANISH 30
2016 - 2017
SPANISH 30-3Y
2016 – 2017
SEMESTER ONE AND TWO
(FULL YEAR COURSE)
G. Noce Saporito
[email protected]
A.
COURSE OBJECTIVES
The aim of Alberta Learning’s 2006 Spanish Language and Culture 10, 20, 30 Program of Studies
is the development of communicative competence in Spanish. For the purposes of this program of
studies, communicative competence is represented by four interrelated and interdependent
components:
Applications
Students will use Spanish in a variety of situations and for a variety of purposes.
A–1 to receive and impart information
A–2 to express emotions and personal
perspectives
A–3 to get things done
A–4 to extend their knowledge of the world
A–5 for imaginative purposes and personal
enjoyment
A–6 to form, maintain and change interpersonal
Relationships
Language Competence
Students will use Spanish effectively and competently.
LC–1 attend to form
LC–2 interpret and produce oral texts
LC–3 interpret and produce written texts
LC–4 apply knowledge of the socio-cultural context
LC–5 apply knowledge of how text is organized
Global Citizenship
Students will acquire the knowledge, skills and attitudes to be effective global citizens, through
the exploration of the cultures of the Spanish speaking world.
GC–1 historical and contemporary elements of
Spanish-speaking cultures
GC–2 affirming diversity
GC–3 personal and career opportunities
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Strategies
Students will know and use various strategies to maximize the effectiveness of learning and
communication.
S–1 language learning
S–2 language use
S–3 general learning
General Learner Expectations:
- knowledge, skills and attitudes for this level
- overall communicative, linguistic, and strategic abilities, and cultural knowledge.
Specific Learner Expectations:
- knowledge, skills and attitudes in more specific terms for this level. i.e.: what students are
able to demonstrate as learning outcomes in communication, language, socio-cultural
reality, and language learning components.
B.
CLASS EXPECTATIONS
All students are expected to:
1.
Cooperate with one another and with the teacher;
2.
Be punctual;
3.
Attend all classes unless there is a reason to be
away;
4.
A note, email and/or phone-call from your parent(s) / guardian(s) is
required to explain all absences. If the absence should occur on an
examination day, or when a major assignment is due, notification
directly to Student Services is required.)
5.
If a student has an excused absence for an exam or assignment, it is the
student’s responsibility to contact the teacher to make alternative
arrangements.
C.
ASSIGNMENTS
1.
2.
Usually, some class time will be devoted to assignments. Any work not completed in
class is expected to be completed for homework.
Whether or not homework has been assigned, students should get into the habit of
reviewing the new concepts taught in class daily.
ASSESSMENT PRACTICES:
Late Assignments and Missed Exams:
Assignment extensions and rescheduling of quizzes, tests, and exams are granted only on
excused absences. In this case, the student will be allowed to complete their evaluation within
one week of their return only if they provide documentation to support their absence.
Academic Honesty and Integrity:
A student cheating on a quiz, tests, or an exam will automatically receive a mark of zero.
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SPANISH 30
D.
2016 - 2017
THE POWER SCHOOL GRADE BOOK CODES
Only the following may appear for a student on an assignment in a course.
1.
a numeric value
2.
“ √ “ [Green “check mark’] This indicates an assignment has been received
3.
Late “L” (Red ‘L”) – this indicates that the assignment is has not been turned in on time.
No change to the course grade will result.
4.
Exempt “EX” (Grey “EX”) – this is used for all items that are not to be included in that
student’s grade calculation. (see disclaimer) No change to the course grade will result.
5.
Missing “M” (Tan “M”) – The student has missed an assessment but has the
opportunity to complete the required work. The work will be evaluated when submitted
according to a timeline set up in consultation between the student and the teacher. This
code will calculate as a zero until the code has been replaced with a numeric value.
Please Note: A range of assessment information is used to determine a student’s final grade. At
Archbishop MacDonald High School, individualized assessments provide specific information regarding
student progress and overall performance in the course. Student assessment may vary from student to
student to adapt to differences in student needs, learning styles, preferences, and paces. Due to special
circumstances assessment criteria may vary from student to student in the same course. Please note that
not all assignments are used to determine the final grade. If a student has an excused absence for an exam
or assignment, it is the student’s responsibility to contact the teacher to make alternative arrangements.
E.
EVALUATION
Evaluation in Spanish is based on the five abilities basic to language learning (aural comprehension, oral
production, reading and writing, and cultural understanding). Based on the suggested allotment of time for skill
development of the Spanish Program of Studies, marks for each report card will be allocated as follows in a
cumulative format:
85%
Course Work
-tests
-projects and/or assignments (some research may be involved)
-grammar and writing exercises
-reading comprehension
-listening comprehension
-oral presentations
15%
Final Exam
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F.
2016 - 2017
COURSE CONTENT
Spanish 30 is the third course in the Spanish 10, 20, 30 stream of the Spanish Language Program.
The text to be used for the course will be Navegando. In addition, other texts and online
resources will be used.
Topics Of Discussion Will Include:
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arts, entertainment and literature
music
relationships (friends/ clubs/activities/sports/hobbies)
celebrations (cultural)
driving
folk tales, legends and fables
children’s games/ childhood activities
technology
the world of work
the environment
any other areas that meet the needs and interests of the students
Grammatical Concepts To Be Studied Include:
• possessive pronouns: mío/mía, tuyo/tuya, suyo/suya, míos/mías, tuyos/tuyas, suyos/suyas
• indirect object pronouns
• comparative, superlative, diminutive
• impersonal se
• preterite vs. imperfect
• conditional
• subjunctive mood
• present subjunctive:
− to express persuasion: aconsejar, decir, sentir
− to express emotion: alegrarse, sentir
− to express doubt
− after impersonal expressions: es una lástima que ..., es necesario que ...
− to express wishes and hope: Ojalá que ..., Quiero que ...
− after adverbial conjunctions such as cuando and aunque
• negative commands
• irregular commands withtú
• irregular verbs in present tense: conocer, saber, dar, poner, traer, preferir, querer, ir,
hacer, poder, venir, salir, decir
• preterite
• imperfect
• perfect tense
• simple future
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• direct object pronouns
• por/para
• hace, expressions of time
• personal a
• impersonal se
• me/te/le
• nos/les/os gusta (n)
• tener que + infinitive
• ir + a + infinitive (immediate future)
• possessive adjectives: mi, tu, su, mis, tus, sus, nuestros/as, vuestros/as
• demonstrative adjectives and pronouns: este/a, ese/a, aquel/la, estos/as, esos/as,
aquellos/as
• adverbs ending in mente
• reflexive verbs
• present progressive (estar + gerund)
• commands (tú form—regular verbs)
• commands (usted, ustedes) for commonly used verbs
• pronouns after prepositions: mí, ti, él, ella, usted, nostros/as, vosotros/as, ellos/as, ustedes
• affirmative and negativeexpressions: alguien, nadie, algo, nada, también
G.
MATERIALS NEEDED
One
One
2” binder (3-ring)
Spanish-English dictionary (Optional)
Note: Anyone requiring extra help should not hesitate to make an appointment to see me.
¡BUENA SUERTE!
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