Curriculum and Professional Development Division — K–12 Foreign Language
SPANISH I—3840
UNIT 1: Getting to Know You
Quarter 1
August–September
Student Guide
By the end of this unit, I will be able to…
Interpersonal Communication
Conversation
1.2.1 Greet and say goodbye to people
1.2.2 Introduce themselves and ask others their names
1.2.3 Answer questions about my name, age, origin, and phone
number
1.2.4 Tell the date and time
1.2.5 Tell when my birthday is
1.2.6 Tell how to spell my name
4.1.1
4.1.2
4.1.3
4.1.4
4.1.5
4.1.6
Reading
2.1.1 Understand basic personal information from
communications such as e-mails, personal profiles,
and short dialogues
2.1.2 Identify some cognates or characters that help to
understand meaning
Presentational Communication
Speaking
Greet people
Tell my age and birthday
Tell where I am from
Tell the date and time
Tell my telephone number
Introduce myself
Notes…
Interpretive Communication
5.1.1
5.1.2
5.1.3
5.1.4
5.1.5
Writing
Write an introduction of myself
Write my age and birthday
Write where I am from
Write my phone number
Write the date and time
Listening
3.1.1 Recognize some common greetings and expressions
3.1.2 Understand someone saying a date or time
3.1.3 Understand others talking about their age, where they
are from, their phone number, and birthday
3.1.4 Understand when someone spells their name
Culture, Connections, Comparisons,
and Communities
6.1.1 Recognize the countries and capitals of the Spanishspeaking world
6.1.2 Identify and understand the different levels of formality
that exist in the Spanish language
Curriculum and Professional Development Division — K–12 Foreign Language
SPANISH I—3840
UNIT 1: Getting to Know You
Greeting and Leave Taking
Hola.
Adiós.
Buenos días.
Buenas tardes.
Buenas noches.
Hasta luego.
Hasta mañana.
Hasta pronto.
¿Cómo estás?
¿Cómo está usted?
¿Qué tal?
bien
mal
muy mal
muy bien
así así
Introductions
¿Cómo te llamas?
¿Cómo se llama Ud.?
Me llamo…
el nombre
el apellido
Él/Ella se llama…
¿De dónde eres?
¿De dónde es usted?
Soy de…
Él/Ella es de…
Eres de…
¿Cuál es tu/su número de teléfono?
Mi número de teléfono es…
Su número de teléfono es…
¿Cuándo es tu/su cumpleaños?
Mi cumpleaños es el…de…
Su cumpleaños es el… de…
¿Cuántos años tienes?
¿Cuántos años tiene usted?
Tengo… años.
Quarter 1
August–September
Vocabulary Guide
Numbers
Expressions of Courtesy
Weather and Seasons
cero
uno
dos
tres
cuatro
cinco
seis
siete
ocho
nueve
diez
once
doce
trece
catorce
quince
veinte
treinta
cuarenta
cincuenta
sesenta
setenta
ochenta
noventa
cien
mil
un millón
más
menos
es
son
por favor
gracias
de nada
mucho gusto
igualmente
es un placer
señor (Sr.)
señora (Sra.)
señorita (Srta.)
¿Qué tiempo hace?
Hace sol.
Hace calor.
Hace frío.
Hace buen tiempo.
Hace mal tiempo.
Hace viento.
Hace fresco.
Está nublado.
Está lloviendo.
Está nevando.
Llueve.
Nieva.
el invierno
el otoño
la primavera
el verano
Months of the Year
enero
febrero
marzo
abril
mayo
junio
julio
agosto
septiembre
octubre
noviembre
diciembre
Date Expressions
el mes
el día
el año
la semana
el cumpleaños
¿Qué día es?
¿Cuál es la fecha?
Hoy es el … de …
Mañana es…
hoy
mañana
Days of the Week
lunes
martes
miércoles
jueves
viernes
sábado
domingo
Curriculum and Professional Development Division — K–12 Foreign Language
SPANISH I—3840
UNIT 2: School Life
Quarter 1
September–October
Student Guide
By the end of this unit, I will be able to…
1.2.1
1.2.2
1.2.3
1.2.4
1.2.5
Interpersonal Communication
Conversation
Speak with another person about their school day
Say what classes I have and when I have them
Say what materials I have and need for each class
Tell another person about what time I have my classes
Tell whether I like a class or not
Interpretive Communication
Reading
2.2.1 Understand information about school supplies
2.1.3 Understand short readings that describe classes
and teachers
Presentational Communication
Speaking
4.2.1 Talk about my school schedules
4.2.2 Tell what school supplies I have and need
4.2.3 Describe my classes and teachers
Notes…
Writing
5.2.1 Write information about my class schedule
5.2.2 Write a description of my classes and teachers
Listening
3.2.1 Understand what people say about schedules, subjects,
and school supplies
3.2.2 Understand when I hear people talk about locations
within a school
3.2.3 Understand when someone tells the time
3.2.4 Understand when someone tells whether they like a
class or not
Culture, Connections, Comparisons,
and Communities
6.2.1 Identify similarities and differences between the school
life (e.g., educational system, classes, schedule,
materials, etc.) of the Spanish-speaking world and the
United States
6.2.2 Understand the concept of time and timeliness in the
Spanish-speaking world
Curriculum and Professional Development Division — K–12 Foreign Language
SPANISH I—3840
UNIT 2: School Life
Quarter 1
September–October
Vocabulary Guide
General Expressions
Classroom Commands
School Subjects
School Materials
Tengo…
Necesito…
Me gusta(n)…
No me gusta(n)…
Hay
No hay
Siéntense.
Siéntate.
Levántense.
Levántate.
Entreguen los papeles.
Entrega los papeles.
Pasen los papeles.
Pasa los papeles.
Repitan.
Repite.
Saquen una hoja de papel.
Saca una hoja de papel.
Escuchen.
Escucha.
Presten atención.
Presta atención.
Vaya a la pizarra.
Ve a la pizarra.
Abran los libros.
Abre el libro.
Cierran los libros.
Cierre el libro.
Hagan la tarea.
Haz la tarea.
Escriban.
Escribe.
Lean.
Lee.
los idiomas extranjeros
las matemáticas
las ciencias
el inglés
los estudios sociales
la educación física
la salud
el arte
la música
el drama
la computación
la pluma
el bolígrafo
el lápiz
el papel
el libro
el cuaderno
la carpeta
la goma
el borrador
la mochila
la pizarra
el marcador
el escritorio
el pupitre
los crayones
las tijeras
la regla
la mesa
la silla
la bandera
la cinta
Telling Time
¿Qué hora es?
Es la una.
Son las …
¿A qué hora…?
la hora
el minuto
en punto
cuarto
media
y
de la tarde
de la mañana
de la noche
el mediodía
la medianoche
Ordinal Numbers
primero
segundo
tercero
cuarto
quinto
sexto
séptimo
octavo
noveno
décimo
School
la tarea
el maestro
la maestra
el profesor
la profesora
el estudiante
la estudiante
el alumno
la alumna
la clase
el salón
el amigo
la amiga
el compañero de clase
la compañera de clase
el horario
Describing Classes & Teachers
difícil
fácil
interesante
divertido
aburrido
amable
antipático
estricto
cómico
serio
horrible
bueno
mal
Curriculum and Professional Development Division — K–12 Foreign Language
SPANISH I—3840
UNIT 3: All About Me
Quarter 2
October–December
Student Guide
By the end of this unit, I will be able to…
Interpersonal Communication
Conversation
1.3.1 Answer questions about physical characteristics, personality,
and simple likes and dislikes
1.3.2 Ask questions about basic information about another person
Interpretive Communication
Reading
2.3.1 Understand some basic information found in short
readings
2.3.2 Understand some basic personal information
found in short readings
Presentational Communication
Speaking
4.3.1 Describe myself including personality and physical
characteristics
4.3.2 Describe others including age, personality, and physical
characteristics
Notes…
Writing
5.3.1 Write about myself including my personality and
physical characteristics
5.3.2 Write about others include their age, personality,
and physical characteristics
Listening
3.3.1 Understand when someone describes themselves and
someone else
3.3.2 Understand simple questions about themselves and
someone else
Culture, Connections, Comparisons,
and Communities
6.3.1 Compare the social appropriateness of describing others
in Spanish versus English
Curriculum and Professional Development Division — K–12 Foreign Language
SPANISH I—3840
UNIT 3: All About Me
Quarter 2
October–December
Vocabulary Guide
Personality Traits
Body Parts
Nationalities
Colors
Additional Expressions
simpático
antipático
chistoso
inteligente
tonto
feliz
triste
perezoso
flojo
trabajador
cortés
descortés
atrevido
la cabeza
los hombros
las rodillas
las piernas
los dedos del pie
los pies
el brazo
las manos
el pecho
el pelo
la cara
la frente
el ojo
la oreja
la boca
los labios
la lengua
los dientes
la nariz
la espalda
el cuello
el corazón
el estómago
el dedo
el trasero
el cuerpo
americano
inglés
francés
español
canadiense
mexicano
italiano
alemán
japonés
chino
rojo
amarrillo
azul
verde
negro
blanco
gris
anaranjado
morado
café
marrón
rosado
ser
¿Cómo es él?
¿Cómo es ella?
¿Cómo eres?
no
nunca
Physical Traits
fuerte
débil
alto
bajo
feo
bonito
más o menos
guapo
moreno
rubio
pelirrojo
delgado
gordo
musculoso
Curriculum and Professional Development Division — K–12 Foreign Language
SPANISH I—3840
UNIT 4: I Like…
Quarter 2
December-January
Student Guide
By the end of this unit, I will be able to…
Interpersonal Communication
Conversation
1.4.1 Answer questions about my likes and dislikes
1.4.2 Ask and answer questions about activities including when,
why, and with whom
1.4.3 Agree or disagree when someone else expresses their likes
and dislikes
1.4.4 Describe my daily activities in e-mails, texts, or conversations
Interpretive Communication
Reading
2.4.1 Understand basic information about activities
people like or dislike and why
Presentational Communication
Speaking
4.4.1 Express my likes and dislikes about activities
4.4.2 Express why I like or dislike activities
4.4.3 Say when and with whom I like or don’t like doing something
Notes…
Writing
5.4.1 Write about my likes and dislikes
5.4.2 Write about why I like or dislike activities
5.4.3 Write about when and with whom I like or dislike
doing something
Listening
3.4.1 Understand when someone talks about activities they
like or dislike
3.4.2 Understand simple questions about my likes and dislikes
Culture, Connections, Comparisons,
and Communities
6.4.1 Recognize viewpoints and attitudes about leisure
activities in the Spanish-speaking world versus my own
culture
6.4.2 Compare the types of sports, hobbies, leisure and extracurricular activities that are common in the Spanishspeaking world and my own culture
Curriculum and Professional Development Division — K–12 Foreign Language
SPANISH I—3840
UNIT 4: I Like…
Quarter 2
December–January
Vocabulary Guide
Negative/Affirmative Expressions
Pastimes and Hobbies
Other Activities
Interrogative Words
no
sí
Yo también.
para nada
Yo tampoco.
de ninguna manera
¡No me digas!
claro
pues
Está bien.
Vale.
esquiar
sacar fotos
hacer ejercicio
andar en bicicleta
montar en bicicleta
participar en pista y campo
patinar
andar en monopatín
acampar
hacer excursionismo
montar a caballo
ver la televisión
escuchar música
ir de compras
leer
escribir
bailar
cantar
estudiar
comer
trabajar
viajar
cocinar
nadar
jugar
hacer
dibujar
tocar
¿qué?
¿cuándo?
¿dónde?
¿por qué?
¿quién?
¿quiénes?
¿cómo?
¿con quién?
porque
¿cuánto?
¿cuántos?
¿verdad?
Sports & Extracurricular Activities
el fútbol
el fútbol americano
el básquetbol
el baloncesto
el voleibol
el hockey
el tenis
el béisbol
el golf
Curriculum and Professional Development Division — K–12 Foreign Language
SPANISH I—3840
UNIT 5: Meet My Family
Quarter 3
January–February
Student Guide
By the end of this unit, I will be able to…
Interpersonal Communication
Conversation
1.5.1 Ask and describe my familial relationships
1.5.2 Ask and tell what members of my family do and why
1.5.3 Ask and describe my family members’ physical and personal
characteristics
1.5.4 Ask and tell about other people’s professions
Interpretive Communication
Reading
2.5.1 Understand personal e-mails, notes, and other
short reading about families
2.5.2 Understand when I read about where people work
and what they do
Presentational Communication
Speaking
4.5.1 Describe my family members’ physical and personality traits
4.5.2 Talk about what my family members like and don’t like to do in
their free time
4.5.3 Describe what my family members do in their free time
4.5.4 Talk about where my family members work and what they do
Notes…
Writing
5.5.1 Describe my families using photographs, etc.
5.5.2 Write about what members of my families like and
dislike doing in their free time
5.5.3 Write about where my family members work and
what they do
5.5.4 Write about what my family members do in their
free time
Listening
3.5.1 Understand what people say in short conversations
about family members
3.5.2 Understand basic descriptions of family members
3.5.3 Understand when people talk about where they work
and what they do
Culture, Connections, Comparisons,
and Communities
6.5.1 Discuss and compare the concept of family as it exists in
the Spanish-speaking world (i.e., family size, extended
family, living arrangements, practices, traditions, etc.)
and my own family
Curriculum and Professional Development Division — K–12 Foreign Language
SPANISH I—3840
UNIT 5: Meet My Family
Quarter 3
January–February
Vocabulary Guide
Family
Professions
Work Places
el padre
la madre
el hermano
la hermana
el abuelo
la abuela
el tío
la tía
el primo
la prima
el nieto
la nieta
el hijo
la hija
el sobrino
la sobrina
el padrastro
la madrastra
el hermanastro
la hermanastra
los parientes
mayor
menor
el maestro
el profesor
el médico
el enfermero
el dentista
el policía
el jefe
el secretario
el abogado
el bombero
el trabajador
el músico
el actor
el bailador
el atleta
el veterinario
el mecánico
el vendedor
el artista
el ingeniero
la escuela
el hospital
la oficina
la estación de policía
el edificio
la estación de bomberos
el teatro
el estadio
el taller
la tienda
el museo
Pets
el perro
el gato
el pez
el pájaro
el conejo
la tortuga
el ratón
la serpiente
el caballo
la rana
Possessive Adjectives
mi/mis
tu/tus
su/sus
nuestro/nuestros
nuestra/nuestras
Work-Related Verbs
ayudar
vender
trabajar
pintar
arreglar
construir
enseñar
cuidar
limpiar
presentar
salvar
Curriculum and Professional Development Division — K–12 Foreign Language
SPANISH I—3840
UNIT 6: Hanging Out
Quarter 3
February–March
Student Guide
By the end of this unit, I will be able to…
Interpersonal Communication
Conversation
1.6.1 Ask and give details about what I do and where I go after school
or on the weekend
1.6.2 Invite someone to do something or go somewhere with me
1.6.3 Give and find out information about when and where to go
1.6.4 Accept or reject an invitation to do something or go somewhere
Interpretive Communication
Reading
2.6.1 Understand invitations such as cards, e-mails, and
texts
2.6.2 Understand an event announcement such as a
poster, flyer, or advertisement
Presentational Communication
Speaking
4.6.1 Tell what I do after school or on the weekend
4.6.2 Give details about my plans such as when, where, who, and
what
Notes…
Writing
5.6.1 Write about what I will do after school or on the
weekend
5.6.2 Write about my plans such as when, where, who,
and what
Listening
3.6.1 Understand a phone message about when and where to
meet a friend
3.6.2 Understand a short audio announcement giving details
about an event
Culture, Connections, Comparisons,
and Communities
6.6.1 Discuss the viewpoints and attitudes of the Spanishspeaking world related to teenagers working and how
they spend their free time
Curriculum and Professional Development Division — K–12 Foreign Language
SPANISH I—3840
UNIT 6: Hanging Out
Quarter 3
February–March
Vocabulary Guide
Household Chores
Accepting and Rejecting Invitations
Teenage Life & Jobs
Around the House
cuidar a los niños
lavar los platos
lavar la ropa
practicar mi instrumento
practicar mi deporte
hacer la tarea
poner la mesa
sacar la basura
limpiar el cuarto
arreglar la mesa
cocinar
darle de comer al perro
hacer la cama
¿Te gustaría…?
Me gustaría…
¿Tienes ganas de…?
¿Quieres…?
No, yo no tengo ganas de…
Tengo que…
Necesito…
¿Puedes venir conmigo?
Buena idea.
por supuesto.
Vámonos.
Lo siento, pero…
No puedo.
Estoy ocupado.
¿Qué tal si…?
Debo…
Estoy castigado.
la fiesta
el centro comercial
ir al cine
el concierto
un partido de…
jugar los videojuegos
pasar tiempo con amigos
el parque
el baile
la casa de un amigo
el club de…
el trabajo
la casa
la sala
el comedor
la cocina
el dormitorio
el baño
el corredor
el jardín
Curriculum and Professional Development Division — K–12 Foreign Language
SPANISH I—3840
UNIT 7: Let’s Eat
Quarter 4
March–April
Student Guide
By the end of this unit, I will be able to…
1.7.1
1.7.2
1.7.3
1.7.4
1.7.5
Interpersonal Communication
Conversation
Order food and drink in a restaurant or a market
Ask for the bill in a restaurant
Ask for and understand basic information about a menu
Ask for what I need in a restaurant
Ask for help from someone to locate food items in a store or
market
1.7.6 Ask how much something costs
1.7.7 Talk about what I eat
Interpretive Communication
Reading
2.7.1 Understand some of what I read on a menu
2.7.2 Understand some of what I read about a
restaurant in an ad or review in a newspaper,
brochure, or online
2.7.3 Understand some of what I read in a recipe or
shopping list
Presentational Communication
Speaking
4.7.1 Talk about a restaurant and its menu
4.7.2 Give my preferences and recommendations of what to order in
a restaurant
4.7.3 Tell the basic ingredients in certain dishes
Notes…
Writing
5.7.1 Write a description of a restaurant and its menu
5.7.2 Give my preferences and recommendations of
what to order in a restaurant
Listening
3.7.1 Understand when a waiter tells me the daily specials
3.7.2 Understand some of what people say about food
3.7.3 Understand what I hear in a restaurant advertisement
Culture, Connections, Comparisons,
and Communities
6.7.1 Understand the Spanish-speaking world’s view on meal
times, portion sizes, table etiquette, and tipping
Curriculum and Professional Development Division — K–12 Foreign Language
SPANISH I—3840
UNIT 7: Let’s Eat
Food and Restaurants
el café
el agua
el refresco
la leche
el té
la limonada
el pan
la hamburguesa
el sándwich
la sopa
la fruta
la manzana
el fresa
la banana
la naranja
la carne
la carne de res
el pollo
el pescado
las verduras
el maíz
las zanahorias
las papas
los frijoles
la cebolla
el tomate
la ensalada
las papas fritas
el postre
la torta
el pastel
el helado
la galleta
Quarter 4
March–April
Vocabulary Guide
Utensils
Comparisons/Superlatives
Ordering
el tenedor
la cuchara
el plato
la servilleta
el cuchillo
la taza
el tazón
el vaso
más que
más de
menos que
menos de
mejor
peor
tantos como
tanto como
Perdone.
Un menú, por favor.
¿Qué le gustaría?
Me gustaría…
En seguida, pronto.
Aquí está.
¡Buen provecho!
pagar
pedir
cenar
almorzar
desayunarse
preferir
cocinar
tomar
beber
comprar
tener hambre
tener sed
Food Descriptions
Measurements
el kilo
la onza
la libra
mucho
demasiado
poco
bastante
suficiente
el trozo
otro
caliente
frío
picante
salado
asqueroso
delicioso
bueno
malo
Currency and Bills
el dólar
el billete
la moneda
la cuenta
la tarjeta de crédito
el efectivo
¿Cuánto cuesta?
la propina
caro
barato
el cambio
los impuestos
el dinero
¿Es incluido?
Curriculum and Professional Development Division — K–12 Foreign Language
SPANISH I—3840
UNIT 8: Around Town
Quarter 4
April–June
Student Guide
By the end of this unit, I will be able to…
Interpersonal Communication
Conversation
1.8.1 Communicate with a salesperson while shopping
1.8.2 Ask for and give information about sales, sizes, quantities,
colors, and prices
Interpretive Communication
Reading
2.8.1 Understand most of an advertisement about
shopping in a magazine, catalog, newspaper, or
online
Presentational Communication
Speaking
4.8.1 Talk about my style including where I like to shop for clothes,
different sizes, and fit
Notes…
Writing
5.8.1 Write about what clothes to wear during different
seasons and/or for different activities
5.8.2 Write a thank you note
Listening
3.8.1 Understand what I hear in commercials, messages, and
other descriptions about shopping, clothes, and prices
Culture, Connections, Comparisons,
and Communities
6.8.1 Understand the concept of size and measurement
6.8.2 Identify the currencies of the Spanish-speaking world
Curriculum and Professional Development Division — K–12 Foreign Language
SPANISH I—3840
UNIT 8: Around Town
Clothing
la chaqueta
la camisa
los pantalones
los zapatos
el sombrero
la gorra
las sandalias
las botas
la bolsa
el suéter
la sudadera
la falda
los calcetines
la ropa interior
el vestido
los pantalones cortos
los lentes
Quarter 4
April–June
Vocabulary Guide
Clothing Fit
Places in the City
Prepositions
Shopping
ajustado
suelto
de la moda
cómodo
incómodo
Te queda bien.
la escuela
la tienda
el museo
la biblioteca
el hospital
el teatro
el restaurante
el café
el banco
el correo
la gasolinera
la iglesia
el supermercado
la playa
el centro comercial
el parque
el cine
el hotel
la piscina
el gimnasio
el estadio
enfrente de
detrás de
cerca de
al lado de
lejos de
encima de
arriba de
debajo de
alrededor de
a la derecha
a la izquierda
entre
en medio de
en
aquí
allí
allá
por
en oferta
en rebaja
el descuento
una ganga