WORLD LANGUAGE DEPARTMENT
COURSE SYLLABUS
Course Title: Spanish 1H2
Department: World Language
Primary Course Materials:
Humbach, Nancy, Sylvia Madrigal Velasco, Ana Beatriz Chiquito, and Stuart Smith. Exprésate. 1st ed. Austin:
Holt, Rinehart and Winston, 2008.
Additional Resources:
Exprésate ancillary materials: student workbooks, DVD program, and listening activities
Internet resources and Web 2.0 tools
Sanako 1200: language lab activities
Course Description: This introductory course is designed to expose students to the language and cultures of the
Spanish-speaking world. Students will develop basic proficiency in the four modalities of language learning:
listening, speaking, reading, and writing. In highly structured and contextualized situations, students will learn to ask
and answer simple questions as they learn to communicate about themselves, their families, and their friends.
Students will respond to written prompts about their daily lives and responsibilities. There is a strong emphasis on
vocabulary acquisition and verb conjugation at this level. Students will be exposed to authentic material and various
media sources in the target language. Spanish will be used as much as possible during classroom instruction.
Essential Questions:
Who am I?
What is culture?
How am I influenced by culture?
How do I interact with others?
Learning Skills Objectives: Upon completion of Spanish 1H2, students will be able to:
Understand and participate in basic structured conversations.
Write a basic paragraph or other short response in Spanish.
Make rudimentary linguistic and cultural connections and comparisons.
Formulate basic questions to solicit opinions and gather information.
District-Based Common Goals:
Thinking and Communicating
1)
Read information critically to develop understanding of concepts, topics and issues.
2) X Write clearly, factually, persuasively and creatively.
3) X Speak clearly, factually, persuasively and creatively.
4) X Use computers and other technologies to obtain, organize and communicate information
and to solve problems.
5)
Conduct research to interpret issues or solve complex problems using a variety of data and
information sources.
Gain and Apply Knowledge in and across the Disciplines
6) Gain and Apply Knowledge in:
a)
X Literature and Language
b)
Mathematics
c)
Science and Technology
d)
X Social Studies, History and Geography
e)
X Visual and Performing Arts
f)
Health and Physical Education
Work and Contribute
7) X Demonstrate personal responsibility for planning one’s future academic and career options.
8)
Participate in a school or community service activity.
9)
X
Develop informed opinions about current economic, environmental, political and social issues
affecting Massachusetts, the United States and the world and understand how citizens can
participate in the political and legal system to affect improvements in these areas.
Massachusetts Curriculum Framework Learning Standards:
Target Language Proficiency Level: Stage 1 Language Learner
COMMUNICATION
PreK-12 Standard 1: Interpersonal Communication
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error, students will:
x
Greet and respond to greetings
1.1
x
Introduce and respond to introductions
1.2
x
Ask and answer questions
1.3
x
Make and respond to requests
1.4
Exchange information and knowledge
1.5
x
Express likes and dislikes
1.6
x
Express needs and emotions
1.7
PreK-12 Standard 2: Interpretive Communication
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error, students will:
Follow directions
2.1
x
Understand some ideas and familiar details
2.2
x
Obtain information and knowledge
2.3
x
Read or listen to and interpret signs, simple stories, poems, and informational texts
2.4
PreK-12 Standard 3: Presentational Communication
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error, students will:
x
Express opinions and ideas
3.1
x
Express needs and emotions
3.2
x
Express agreement and disagreement
3.3
x
Describe people, places, and things
3.4
x
Write lists and short notes
3.5
Present information in a brief report
3.6
CULTURES
PreK-12 Standard 4: Cultures
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error in the target language, and using English when necessary,
students will:
x
Use appropriate words, phrases, expressions, and gestures in interactions such as greetings, farewells, school routines,
4.1
and other daily activities
x
Interact appropriately in group cultural activities such as games, storytelling, celebrations, and dramatizations
4.2
x
Identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and photographs
4.3
x
Identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies, games, traditional
4.4
crafts, and musical instruments
Identify distinctive contributions made by people in the target culture
4.5
x
Demonstrate knowledge of artistic expression in the target culture by identifying, learning, and performing songs,
4.6
dances, or memorizing poems; by identifying and making examples of crafts or visual arts using traditional techniques
such as brush painting, paper folding, or mosaics
x
Demonstrate knowledge of the target culture’s geography by naming features such as rivers, mountains, cities, and
4.7
climate on maps
COMPARISONS
PreK-12 Standard 5: Linguistic Comparisons
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error in the target language, and using English when necessary,
students will:
x
Ask and answer questions regarding similar/different phonetic/writing systems used in the target language
5.1
x
Give examples of ways in which the target language differs from/is similar to English
5.2
x
Give examples of borrowed and loan words
5.3
x
Identify linguistic characteristics of the target language and compare and contrast them with English linguistic
5.4
characteristics
PreK-12 Standard 6: Cultural Comparisons
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error in the target culture and their own such as signs, symbols,
displays, and inscriptions
x
6.1
x
6.2
x
x
6.3
6.4
Ask and answer questions regarding different forms of communication in the target culture and their own such as
signs, symbols, displays, and inscriptions
Describe patterns of behavior of the target culture, such as celebrations, and compare/contrast them with those of their
own culture
Describe some cultural beliefs and perspectives relating to family, school, and play in both target culture and their own
Identify and discuss cultural characteristics of the target-culture and compare and contrast them to cultural
characteristics of their own culture
CONNECTIONS
Learning Standard 7: Connections
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error, students will:
x
Obtain information and knowledge related to other disciplines from sources in the target language
7.1
COMMUNITIES
PreK-12 Standard 8: Communities
Stage 1
Using selected words, phrases, and expressions with no major repeated patterns of error, students will:
Apply knowledge of the target language and culture beyond the classroom setting
8.1
21st Century Skills:
X personalizing instruction
X engaging students in cross-disciplinary learning
X engaging students as active and self-directed learners
emphasizing inquiry, problem solving and higher order thinking
X applying knowledge and skills in authentic tasks
X engaging students in self-assessment and reflection
X integrating technology
Content Outline:
Unit/Time Frame
Capítulo 1:
¡Empecemos!
Vocabulary and
Grammar
Vocabulary:
• greetings and goodbyes
• introductions
• pleasantries
Grammar:
• subject pronouns
• recognition: present
tense verb conjugation
Capítulo 2:
A conocernos.
Vocabulary:
• contact information
• descriptions
• preferences (objects)
Grammar:
• present tense verb
conjugation
• adjective agreement
• definite articles
• question formation
Capítulo 3:
¿Qué te gusta hacer?
Vocabulary:
• sports and activities
• weather
Grammar:
Skills Integration
Assessment Strategies
• fragmented sentences
• communicative activities
• I have…who has?
• bravo
• ball toss
• ataque
• jeoparday
• skits
• language lab activities
• exams:
grammatical analysis
vocabulary
oral response
• show and tell
• venn diagrams
• tic tac toe
• question and answer
• communicative activities
• peer tutor activities
• quia activities
• language lab activities
• skits
• exams:
grammatical analysis
vocabulary
oral response
• fragmented sentences
• ball toss
• I have…who has?
• interview
• communicative activities
• exams:
grammatical analysis
vocabulary
oral response
• calendar
• performance task: email
• oral presentation: selfportrait
• performance task:
Todo de mí…
• present tense verb
conjugation
• a + article contractions
Capítulo 4:
La vida escolar.
Vocabulary:
• academic classes
• academic schedules
• school supplies
• extracurricular activities
Grammar:
• indefinite articles
• present tense verb
conjugation
• immediate future: ir
Capítulo 5:
En casa con la familia.
Vocabulary:
• family
• home furnishings
• home design
• chores
Grammar:
• present tense verb
conjugation
• possessive adjectives
• adjective agreement
• peer tutor activities
• quia activities
• language lab activities
• performance task:
weather report
• communicative activities
• peer tutor activities
• language lab activities
• quia activities
• show and tell
• ataque
• acorozado
• exams:
grammatical analysis
vocabulary
oral response
• party invitation
• performance task:
calendar
• jeopardy
• communicative activities
• peer tutor activities
• I have…who has?
• charades
• quia activities
• language lab activities
• exams:
grammatical analysis
vocabulary
oral response
• house project
• performance task:
family album
COURSE PROFICIENCIES: Spanish 1H2
The following are the performances that will be introduced and explored during the course of the year. Each student should learn
and master these performances. Upon completion of the course, each student will take a proficiency exam focusing on these
performances.
Capítulo 1: ¡Empecemos!
1.
Greet people and say goodbye. Exchange pleasantries.
2.
State your name. Ask someone else his/her name.
3.
Indicate how you are feeling. Ask how someone else is feeling.
4.
State where you are from. Ask where someone else is from.
CULTURE: Acknowledge differences in greeting and farewell behavior and gestures.
FOCUS AREA: Identify subject pronouns in the 1st, 2nd, and 3rd person singular/plural.
Recognize differences in verb forms.
Conjugate ser in the present using the 1st, 2nd, and 3rd person singular.
Capítulo 2: A conocernos.
5.
State your age. Ask someone else his/her age.
6.
Indicate when you celebrate your birthday. Ask someone else about his/her birthday.
7.
State your phone number and e-mail address. Ask someone else.
8.
Describe your physical attributes and character traits. Ask someone else.
9.
Express your likes, dislikes, and preferences about objects. Ask someone else.
CULTURE: Compare teen interests in the United States and in Spanish-speaking countries.
FOCUS AREA: Conjugate irregular verbs in the present in 1st, 2nd, and 3rd person singular/plural.
Identify definite articles in the masculine/feminine and singular/plural.
Agree adjectives in the masculine/feminine and singular/plural.
Construct questions.
Capítulo 3: ¿Qué te gusta hacer?
10. Identify sports and activities.
11. Forecast the weather.
12. Discuss the sports and activities you like and dislike to do.
13. Discuss the sports and activities you want to do in your free time.
14. Describe the sports and activities you do during your free time. Indicate how often you do them and with whom.
15. Extend an invitation to a friend to do something with you. Accept or decline a friend’s invitation.
CULTURE: Compare teen interests in the United States and in Spanish-speaking countries.
Increase awareness of the metric system.
Expand knowledge of the geography of the Spanish-speaking world.
FOCUS AREA: Conjugate -ar/-er/-ir verbs in the present in the 1st, 2nd, and 3rd person singular/plural.
Expand conjugations of irregular verbs in the present tense in the 1 st, 2nd, and 3rd person.
Utilize verbal expressions that require the preposition a.
Capítulo 4: La vida escolar.
16. Identify academic classes.
17. Identify school supplies.
18. Describe your class schedule. Ask someone else about his/her class schedule.
19. State which items you have for classes and which items you need for classes. Ask someone else.
20. Discuss your after-school activities and weekend plans. Inquire about someone else’s plans.
CULTURE: Compare educational systems in the United States and in select Spanish-speaking countries.
Increase awareness of official versus conversational time-telling.
FOCUS AREA: Identify indefinite articles in the masculine/feminine and singular/plural.
Conjugate additional irregular verbs in the present in the 1 st, 2nd, and 3rd person.
Introduce ir a + the infinitive to indicate the near future.
Capítulo 5: En casa con la familia.
21. Identify the members of your family. Ask someone else about his/her family.
22. Describe the physical attributes and the personality traits of the members of your family.
23. Indicate how the members of your family relate to you and to each other.
24. Identify the rooms and furnishings typically found in a house/apartment.
25. Describe your house/apartment and indicate where rooms and furnishings are located. Ask someone else.
26. State your address, phone number, and email address. Ask someone else.
27. Identify common household chores.
28. Discuss your household responsibilities and describe how you feel about them. Ask someone else.
CULTURE: Compare family life in the United States and in other Spanish-speaking countries.
Compare responsibilities of American teens to those of teens in Spanish-speaking countries.
Identify the architectural differences between Spanish and American dwellings.
FOCUS AREA: Conjugate additional irregular verbs in the present in the 1 st, 2nd, and 3rd person.
Review adjective agreement in the masculine/feminine and singular/plural
Utilize possessive adjectives to show relationships between people and things.
Expand use of negations.