El Programa de Estudios Español III
Syllabus Spanish III
Libro – Realidades Level 3 (Boyles, Met, Sayers, Wargin: Prentice Hall)
Spanish/English dictionary (100,000 entries minimum)
Three-ring binder with 4 sections (hw, cw, warm-ups, test/quizzes)
1ST QUARTER
Tema/Theme: Para empezar
[1]Tu vida diaria Repaso: daily routines; school life; leisure activities; present tense
verbs; reflexive verbs
[2] Días especiales Repaso: weekend activities; celebrations; special events; verbs like
gustar; possessive adjectives
Capitulo 1 – Días inolvidables
[1] Vocabulary: hiking objects, activities, and perils; weather
Grammar: (Repaso)preterite verbs with the spelling change iy; (Repaso)
preterite of irregular verbs; (Repaso) preterite of verbs with the spelling change
eI and ou
[2] Vocabulary: getting ready for an athletic or academic competition; emotional
responses to competition; awards and ceremonies
Grammar: (Repaso) the imperfect; uses of the imperfect
Capitulo 2 – ¿Cómo te expresas?
[1] Vocabulary: describing art and sculpture; tools for painting; describing what
influences art
Grammar: (Repaso) the preterite vs. the imperfect; estar + participle
2ND QUARTER
Capitulo 2 - ¿Cómo te expresas?
[2] Vocabulary: musical instruments; describing dance; describing drama
Grammar: (Repaso) ser and estar; verbs with special meaning in the preterite vs.
the imperfect
Capitulo 3 – ¿Qué haces para estar en forma?
[1] Vocabulary: nutrition; illnesses and pains; medicine; habits for good health
Grammar: (Repaso) affirmative tú commands; (Repaso) affirmative and negative
commands with Ud. and Uds.
[2] Vocabulary: exercises; getting and staying in shape; health advise
Grammar: (Repaso) the subjunctive: regular verbs; (Repaso) the subjunctive:
irregular verbs; (Repaso) the subjunctive with stem changing –ar and –er verbs
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Capitulo 4 – ¿Cómo te llevas con los demás?
[1] Vocabulary: personality traits; interpersonal behavior; friendship
Grammar: (Repaso) the subjunctive with verbs of emotion; (Repaso) the uses of
por and para
[2] Vocabulary: expressing and resolving interpersonal problems; interpersonal
relationships
Grammar: commands with nosotros; possessive pronouns
Capitulo 5 – Trabajo y comunidad
[1] Vocabulary: after-school work; describing a job
Grammar: (Repaso) the present perfect; (Repaso) the past perfect
[2] Vocabulary: volunteer activities; the benefits and importance of volunteer work
Grammar: the present perfect subjunctive; demonstrative adjectives and
Pronouns
3RD QUARTER
Capitulo 6 – ¿Qué nos traerá el futuro?
[1] Vocabulary: jobs and professions; qualities of a good employee
Grammar: (Repaso) the future; (Repaso) the future of probability
[2] Vocabulary: technology; inventions; jobs in the future
Grammar: the future perfect; (Repaso) the use of direct and indirect object
pronouns
Capitulo 7 – ¿Mito o realidad?
[1] Vocabulary: archeological terms and activities; describing archeological sites
Grammar: the present and past subjunctive in expressions
[2] Vocabulary: myths and legends; ancient beliefs; Precolumbian scientific
discoveries
Grammar: the subjunctive in adverbial clauses
Capitulo 8 – Encuentro entre culturas
[1] Vocabulary: architecture and history of Spain
Grammar: the conditional
[2] Vocabulary: Spain in the Americas; the encounter between Cortés and the
Aztecs; family heritage
Grammar: the past subjunctive; the past subjunctive with si clauses
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4TH QUARTER
Capitulo 9 – Cuidemos nuestro planeta
[1] Vocabulary: caring for the environment
Grammar: present subjunctive with conjunctions ( mientras, tan pronto
como, etc.); relative pronouns que, quien, lo que
[2] Vocabulary: environmental issues, endangered animals
Grammar: present subjinctive with other conjunctions ( a menos que,
sin que, para que, etc.)
Capitulo 10 - ¿Cuáles son tus derechos y deberes?
[1] Vocabulary: rights and responsibilities
Grammar: the passive voice: ser + past participle; the present vs. the
past subjunctive
[2] Vocabulary: government; the role of government; individual rights
Grammar : the past perfect subjunctive; the conditional perfect
Grading Policy – The grading policy for the World Language Department is based on the
five (5) content areas set forth in the National Standards for Foreign Language. Those
areas are as follows: Communication, Connections, Cultures, Comparisons and
Communities. The following are the factors and their corresponding percentages:
Class work 35%; Homework 20%; Assessment 45%
Communication
- consistent use of target language (Spanish)
- delivery of oral presentations
- participate in debates, discussions, and peer communication
- interpret written and spoken language on a variety of topics
- engage in conversation-providing and obtaining information, expressing
feelings, emotions and exchanging opinions
Cultures
- target language country project.
- engage in cultural debate
- produce a chart that shows commonalities and differences between students’
culture and the culture being studied
- use visual art to express a cultural concept, feeling or idea
- evaluate food and music from the target culture in an authentic or simulated
setting
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participate in a celebration native to the target culture
Connections
- create a simulation of historical interactions (problems and solutions)
- write a news report about a current or historical event
- produce an audio tape about a current event
- produce maps that demonstrate geographical content
- create a biography of a scientist native to the target culture
- develop a mathematical problem for someone else to solve
Comparisons
complete a chart comparing nutritional elements of North American foods
and those of the culture you are studying
- read an article to determine shared vocabulary between languages (cognates)
- create a graphic organizer demonstrating differences between students and
schools in the target culture and the U.S.A.
- produce a holiday portfolio comparing holidays in the U.S. with holidays in
the target culture
Communities
- participate in simulated community activities communicating in the target
language (i.e. swim meets, asking for directions, etc.)
- conduct a survey in the community to find out how many community
members have Hispanic roots
- produce a videotape from the community that identifies authentic Hispanic
churches, supermarkets and restaurants
- create a gallery exhibition of research projects, and other items pertinent to
the target culture that have been created by students
Test, quizzes, homework, class room assignments, oral presentations, and projects will
be assigned and graded in the appropriate category.
Behavior and participation – Students are expected to come to class on time, to be
seated before the bell rings, and to participate in all class activities, both oral and
written.
Absence and tardiness – Because learning a foreign language is a cumulative process, it
is necessary for students to be punctual and in class every day. An unexcused or
unlawful absence (any absence whereby the student does not supply a written note
from parent or guardian explaining the reason for the absence) will result in the
student receiving the grade of ‘zero’ for that days work.
Make-up work – It is the student’s responsibility to make up whatever work was missed
due to an excused absence. In the case of multiple days, the student has the number of
days out to make up the work (i.e. a student is out for 2 days, he or she has 2 days to
make up the work missed). The student and teacher will schedule time for the
completion of the make-up work.
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Homework – There will be daily homework assignments. Make-up homework
assignments will be accepted within the number of days of the excused absence.
Memorizing vocabulary is part of learning a foreign language. Students must memorize
vocabulary in order to be successful in foreign language study.
Preparation – Students are to be prepared for class by bringing a notebook, textbook,
pen or pencil, dictionary, and assignments daily. Leaving the class for tissues, materials
left in the locker, or use of the bathroom will not be permitted.
Food – THERE IS NO FOOD, DRINK OR GUM ALLOWED IN THE CLASSROOM.
Extra Credit – The teacher will not assign extra credit work to individual students. If
the required assignments are done as assigned there is no need for extra work.
Notebook – Students must have a three-ring binder for Spanish class. It will be divided
into four (4) sections. Notebooks will be checked every third week (3 times every
quarter).
cut along line and return to teacher signed the following day
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I ____________________________________ parent of
_____________________________________ am fully aware of
the expectations for my child’s academic year. I assume the
responsibility of working together with you to ensure my child
has academic success this year.
Student’s name _____________________________________
Parent’s signature___________________________________
Phone _____________________ Cell____________________
E-mail
__________________________________________
Date
________________________
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