TCS VERTICAL ARTICULATION DOCUMENT FOR GROUP AB INITIO - SPANISH
T
e
r
m
Topic / Unit
and level
Group
aim(s)
Assessment
objective(s)
Term 1.1
Unit 1 Individuals and
society
1.
Develop
students’
intercultural
understanding
1.
demonstrate an
awareness and
understanding
of the
intercultural
elements related
to the
prescribed
topics
2.
Provide
students with a
basis for further
study, work and
leisure through
the use of an
additional
language
1
Content
DP 1 ABINITIO 2016-2017
Concepts
Applications and skills
Students will know
the following
content:
-cuando
-Personal
information:
questions and
answers
-donde
-Professions
-profesiones
-Simple present of
regular verbs
-verbo ser,
estar, -ar, -er,ir
- Differences
between tu and
usted
-como
-por que
-quien
Teaching &
Learning
experiences
-short conversations with
their classmates.
-short reading comprehension
activities involving personal
information questions
-games using verb forms
-filll-in the blank activities
-grammar practice with
worksheets
-listening activities with
person’s personal information
questions
-verbal lecture
-verbal lecture
supported by
power point
-individual,
group work and
paired work
-student
teaching mini
lessons
-observation
-inquiry
-Short interviews with their
classmates
-Games to guess
-vocabulary activities
-observation of physical
characteristics
-short writing activities
-short reading comprehension
-Pair work and
individual work
-Independent
study
-verbal lecture
-research
Assessment
type
Formative
questions
Links to
MYP 4 /
5
Oral
presentati
ons
Summative test
at the end of the
unit
-verbos
irregulares:
hacer, tener,
ir, saber,
conocer, valer
-tu
(situaciones
informales)
-usted
(situaciones
formales)
Term 1.2
Unit 2
Topic:
Individuals and
society
1.Enable
students to
understand and
use the
language they
have studied in
a range of
contexts
1.understand
and use
accurately the
basic structures
of the language
2.understand
and use an
Students will
know the
following
content:
-Describing
physical
characteristics
-color de los
ojos, piel,
cabello
-descripcion
del pelo y del
fisico
-partes del
Formative
questions
Quizzes
Summative
Test at the end
of the unit
Oral
presentat
ions
Written
summari
es
Readings
Links to
other
subjects
TCS VERTICAL ARTICULATION DOCUMENT FOR GROUP AB INITIO - SPANISH
and for a variety
of purposes
appropriate
range of
vocabulary
2. encourage,
through the
study of texts
and through
social
interaction, an
awareness and
appreciation of
the different
perspectives of
people from
other cultures
TE
R
M
2
Term 2.1
Unit 3
Topic - Urban
and rural
environment
1.
enable students
to understand
and use the
language they
have studied in
a range of
contexts
and for a variety
of purposes
2.
provide the
opportunity for
enjoyment,
creativity and
intellectual
stimulation
through
1.
communicate
clearly and
effectively in a
range of
situations
2.
use a register
and a format
that are
appropriate to
the situation.
-the family
-Irregular verbs in
the present
-verb –gustar
-possessive
pronouns
-the house:
appliances and
rooms
-the times
-daily routines
Students will know
the following
content:
-Regular (module 6)
and irregular verbs
(module 5) in the
past
-Means of
transportation
-Information
questions (review)
-Places in a city
-Estar + locations
(review and
expansion of
vocabulary).
Difference with –
hay-
cuerpo
-miembros de
la familia
-partes de la
casa
activities
-Reading of the book ‘Pobre
Ana’.
-Summaries both in oral and
in written
-las horas:
cuarto, media,
cuarto para
-verbos
reflexivos
-the preterite
-means of
transportation
-places in the
city
-estar vs.
haber
-directions
words
-food
-prepositions
- connectors:
addition and
-unrehearsed conversations
-oral descriptions and
conversational practice
-oral presentations
-reading of the book ‘Patricia
va a California
-written and oral summaries
-paired work,
group work
-research
-individual
study
Formative tests
Summative tests
at the end of the
unit or during
the unit with
oral
presentations
Summary
of books
and oral
presentati
ons
TCS VERTICAL ARTICULATION DOCUMENT FOR GROUP AB INITIO - SPANISH
knowledge of
an additional
language.
-Give directions to
go places
-Food vocabulary
-Prepositions –aand –por-Express obligation
–hay que- and –
tener que-Express preference
–querer- and –
preferir-Connectors: review
of –y- and –en
cambio- and
introduce: mientras
que and del mismo
modo.
-Irregular and
regular verbs in
the past
contrast
TCS VERTICAL ARTICULATION DOCUMENT FOR GROUP AB INITIO - SPANISH
Term 2.2
Unit 4
Topic - Work
and Leisure
1.
provide the
opportunity for
enjoyment,
creativity and
intellectual
stimulation
through
knowledge of
an additional
language.
2.
encourage,
through the
study of texts
and through
social
interaction, an
awareness and
appreciation of
the different
perspectives of
people from
other cultures
1.
demonstrate an
awareness and
understanding
of the
intercultural
elements related
to the
prescribed
topics
2.
understand and
use accurately
the basic
structures of the
language
3.
understand and
use an
appropriate
range of
vocabulary
-Regular and
irregular verbs in
the past (review)
-time expressions:
manana, ahora, hoy,
el + dia de la
semana, en + mes.
- ir a + infinitivo
- ser/parecer +
(muy/bastante/un
poco) + adjetivo
-estar + bien/mal
- comparaciones:
mas … que/ menos
…que
- vocabulario:
actividades de ocio
y espectaculos
-regular and
irregular
verbs in the
preterite
-time
expressions
-comparisons
-leisure
activitiies
-unrehearsed conversations
-oral descriptions and
conversational practice
-oral presentations
-reading of the book ‘Pobre
Ana bailo tango’
-written and oral summaries
-paired work,
group work
-research
-individual
study
Ongoing
formative tests
/observation
And mini-tests
Summative tests
at the end of the
unit or during
the unit with
oral
presentations
Summarie
s of book,
oral
presentati
ons,
research
TCS VERTICAL ARTICULATION DOCUMENT FOR GROUP AB INITIO - SPANISH
T
E
R
M
Term 3.1
Unit 5
Topic - Work
and Leisure
3
Term 3.2
Unit 6
Topic - General
review
1.
enable students
to understand
and use the
language they
have studied in
a range of
contexts
and for a variety
of purposes
1.
communicate
clearly and
effectively in a
range of
situations
2.
demonstrate an
awareness and
understanding
of the
intercultural
elements related
to the
prescribed
topics
-weather
expressions: hace
frio, hace calor,
llueve, me mojo,
Hay nubes, nieva,
hay neblina, hace
buen tiempo. Hace
mal tiempo
-temperature
-free time activities:
the cinema, the zoo,
the teather
-plans for next
week
-weather
expressions
-numbers
(temperature)
review
-free time
activities
-future simple
-unrehearsed conversations
-oral descriptions and
conversational practice
-oral presentations
- reading of articles related to
the concepts taught.
-oral presentations
1.
develop
students’
awareness of
the role of
language in
relation to other
areas of
knowledge
1.
demonstrate an
awareness and
understanding
of the
intercultural
elements related
to the
prescribed
topics
-Do you understand
the world
differently when
you learn another
language? How (for
example,
time, humour,
leisure)?
-When we learn an
additional language,
do we learn more
than “just”
vocabulary and
grammar?
-The concept of
intercultural
understanding
means the ability to
demonstrate an
understanding of
Cultural
understanding
Language
differences
Language
learning
Learning
environments
-Oral presentations
-Reflection
-Research
-paired work,
group work
-research
-individual
study
Ongoing
formative tests
/observation
And mini-tests
Oral
presentati
ons of
articles
Summative tests
at the end of the
unit or during
the unit with
oral
presentations
-paired work,
group work
-research
-individual
study
Ongoing
summative tests
based on oral
presentations
and written
papers
Oral
presentati
ons /
written
papers
TCS VERTICAL ARTICULATION DOCUMENT FOR GROUP AB INITIO - SPANISH
cultural diversity
and/or similarity
between the target
culture(s) and one’s
own. To what
extent is
this definition true?
-To what extent
does the learning
environment (the
physical setting)
have an impact on
the way
an additional
language is
acquired?
Examinations and reporting period