High School Spanish II
Curriculum Guide
Course Description
Spanish II picks up from Spanish I as students continue by building on and expanding listening, speaking, reading, and writing skills. Frequent use of authentic videos, images, audio, and text provide greater contextualization of key learning concepts and cultural information relevant to Hispanic countries and communities. The course follows a modular design to allow for greater flexibility and pacing in both fully online and blended environments and teachers will be able to search for specific lessons and activities as well as authentic media. A wide range of activities engages students to continue to develop metacognitive strategies by processing authentic input in order to produce both spoken and written Spanish. Task-based projects allow for individual and collaborative creation, negotiation, and presentation within the target language. Course Length: Two semesters. Each semester consists of 18 weeks (90 days) of content. Materials: A Spanish-­‐English dictionary is recommended. Prerequisites: Spanish I (preferably Middlebury Interactive Languages Fluency Spanish I) Overall Course Objectives
The High School Spanish II course helps students: •
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Review and expand their study of common vocabulary topics, including professional context
such as technology, work, shopping, and transportation
Gain a deeper understanding of a wide range of grammar patterns, including distinguishing
between past, present, future, and conditional verb tenses, making hypotheses, and
incorporating pronouns into speech
Analyze and compare cultural practices, products, and perspectives of Mexico, Spain and
Spanish communities within the US
Participate in expanded conversations and respond appropriately to basic conversational
prompts
Communicate more meaningfully using correct vocabulary and grammatical structures
Read, write, speak, and listen for meaning in basic Spanish
Analyze and compare cultural practices, products, and perspectives of various Spanish-­‐speaking
countries
Regularly assess progress in proficiency through quizzes, tests, and speaking/writing submissions
Recurring Content
Vocabulary Theme o Each unit introduces a new set of vocabulary words and phrases pertaining to a particular
theme. Vocabulary is presented in a contextualized setting within each lesson and then, is further practiced at the word and sentence level. A printable vocabulary list is also provided. Grammar Concept o Each unit introduces new grammar patterns. The concept is first introduced in a
contextualized situation using video or other authentic media where it is implicitly taught. The concept is then further practiced in several interactive activities throughout the unit. Explicit grammar explanations may be provided as well. © 2014 Middlebury Interactive Languages. All rights reserved. This material is intended for the exclusive use
of registered users only. No portion of these materials may be reproduced or redistributed in any form without
the express permission of Middlebury Interactive Languages.
High School Spanish II
Curriculum Guide
Pronunciation o Pronunciation is taught throughout each lesson. Students are able to listen to native
speakers, record themselves, and compare their recording with the native’s. Students are also provided rubrics to help them listen for and contrast their own pronunciation with the native speaker’s voice. Activities throughout the unit provide additional practices for students to improve their pronunciation skills. Demonstration of Culture through Authentic Media o In each unit, students learn about various cultural aspects (e.g. practices, products, and
perspectives) of native Spanish speakers from Spanish-­‐speaking countries through authentic videos and other examples. Projects o Each unit of the course includes projects, where students are given opportunities to use the
language “outside” the course. These are specific assignments directing students to interact in a genuine way with the Spanish language and Spanishf speaking cultures. Projects allow for students to use the language skills in a collaborative way to complete tasks and presentations, and interact in language using discussion boards and other tools. Oral and Written Activities o Students complete oral and written activities in each unit. These activities give students a
chance to become more familiar with the speaking and writing patterns of Spanish by applying them in communicative situations. Listening and Reading Comprehension Activities o Each unit contains both listening and reading comprehension practices. They are based on
the vocabulary, grammar, or culture concepts presented in that unit and challenge students to identify the main ideas and significant details of the listening/reading excerpts. Assessments o Listening and reading comprehension assessments use task-­‐based activities to verify that
students comprehend the main ideas and/or significant details of target passages or conversations. o End-­‐of-­‐unit tests assess students’ mastery through task-­‐based activities covering the
grammar concept presented in the unit. Each unit test also includes reading and listening comprehension questions and an oral or written assessment. o Midterm and Semester Exams are comprehensive in nature. Not only do they assess
students’ knowledge of the language, but they also assess students’ ability to produce the language in a communicative way. Midterms and Semester Exams include both oral and written assessments. Exploration Activities o These ACTFL-­‐aligned activities allow students to explore, hypothesize, and make
connections with other topics in the target language. Practice Activities o Practice activities include matching, text input, drop down, fill in the blank, word
association, and recording functionality. Each practice activity is designed to help students achieve the lesson objectives and complete the assessment.
Fluency-High School Spanish II Curriculum Guide
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High School Spanish II
Curriculum Guide
Presentation Activities o Presentation activities provide explicit description of concepts introduced in Exploration or
Practice activities. Many of the Presentation activities include animations that explain a grammar point, pronunciation example, or learning strategy. Extension Folders o Extension Folders contain extra activities related to a specific lesson topic. These activities
provide further information or practice on the theme introduced in a lesson for students interested in delving deeper into a particular topic. These activities are not assessed in exams. Teacher Resources o Teacher resources folders accompany each lesson and include useful information to help
direct a teacher with recommendations on how to make the most of each lesson for face-­‐to-­‐
face and fully online classrooms. These resources contain links to additional media content, not supported by Middlebury Interactive Languages, as well as tips and collaborative ideas. The teacher resources folder is only available to teachers; students do not have access. Student Tools o Each lesson includes a Student Tools folder that includes additional resources related to
each lesson topic. Sample activities within the Student Tools folder include vocabulary lists, grammar cards, and additional content to help student navigation and understanding of the language. Fluency-High School Spanish II Curriculum Guide
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High School Spanish II
Curriculum Guide
Course Scope and Sequence
Semester 1 Unit 1 Vocabulary Grammar Culture/History Pronunciation Personality Basic Verb Conjugations Spanish Names Nationality / Origen Irregular Present Tense Hispanics in the U.S. Physical Characteristics Ser & Estar Famous Hispanics Friends & Family Possessive Adjectives Preferences Personal Pronouns Cities Interrogatives Vowels Irregular Gender Present Progressive Impersonal Se Imperfect Tener Llamarse Unit 2 Instruments Present Tense The Spanish Guitar Music & Dance Gender Flamenco Books & Magazines Object Pronouns Movie Theaters Movies Definite & Indefinite Articles Movie Rating System Gustar Salsa Movie Stars Famous Singers Connectors Present Subjunctive Mood Present Perfect Indicative Ordinal Numbers Unit 3 Relationships Prepositions Regular Preterite Tense El libro de familia The Letters “H” and Irregular Preterite Tense Different Concepts “CH” of Friendship Hacer with Time Age Subjunctive Mood Extended Family Preterite vs. Imperfect Family Friends Kinds of Family Relationships Conditional Tense Reflexive Verbs Comparisons Adjectives Acabar de Semester 1 Midterm Review and Test Fluency-High School Spanish II Curriculum Guide
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High School Spanish II
Curriculum Guide
Semester 1 Continued Unit 4 Vocabulary Grammar Culture/History Food Gender Pan de muerto Kitchen Ser & Estar Pronunciation Paella Restaurant Future Tense Ordering Food Conditional Sentences Mexican Restaurants Recipes Diminutives Food Trucks Interrogatives Peruvian Food Tú Affirmative & Negative Commands Impersonal Se Negatives Subjunctive Unit 5 Holidays Subjunctive Mood Birthdays Preterite Tense El Día de los Muertos Family Imperfect Tense Piñatas Arts & Crafts Adjectives Papel picado Hay Street Artists The Letter “J” Demonstratives Adverbs of Location Tú Commands & Pronoun Placement Unit 6 School Reflexive Verbs Schools in Mexico Routines Present Tense -­‐ Stem-­‐
changing Verbs School Schedules Extracurricular Activities Telling Time Future Careers Future Tense Schedules Subjunctive vs. Indicative Numbers Imperfect Tense Comparisons Modal Phrases Semester 1 Final Review and Test Fluency-High School Spanish II Curriculum Guide
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High School Spanish II
Curriculum Guide
Semester 2 Unit 7 Vocabulary Grammar Culture/History Pronunciation Shopping Adjectives La mesada The Letter “G” Money Money in Mexico Allowances Present Tense -­‐ Stem-­‐
changing Verbs Groceries Comparisons Mexican Food Products Gifts Adjectives Clothes Superlatives Ciclismo in NYC Ser & Estar Gustar Past Participle Regular Preterite Tense Subjunctive Mood Unit 8 Environment Plurals Plants & Animals Present Tense La llamada de los gnomos Recycling Definite Articles African Safari Pets Gender Polyglots Adjectives Recycling in Spain Future Tense Expressing the Future Tú Affirmative & Negative Commands Preterite Tense Imperfect Tense Direct Object Pronouns Pronoun Placement Giving Instructions Usted Commands Tener & Llamarse Unit 9 Health Hay & Hay que Polyglots (Spain) Body The Verb Haber Water Tú Commands Hygiene Campaigns in Mexico Eating Habits The Verb Doler Medicine Regular & Irregular Preterite Hygiene The Letters “Q” & “K” Gender Tener que Direct Object Pronouns Quedar Present Perfect Indicative Giving Instructions Usted Commands Fluency-High School Spanish II Curriculum Guide
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High School Spanish II
Curriculum Guide
Semester 2 Midterm Review and Test Semester 2 Continued Unit 10 Vocabulary Grammar Culture/History Cities Telling Time Salamanca Buildings Present Tense Neighbors Relative Pronouns Eco-­‐transporte in Spain Bus Gustar Train system in Spain Maps & Directions Imperfect Housing Present Subjunctive -­‐ Adjective Clauses Ratón de campo, Ratón de ciudad Pronunciation The Gerund Conditional Tense Prepositions Past Perfect Tense Unit 11 Childhood Memories Preterite vs. Imperfect Mexican Candy Candy Gustar Ratón Pérez Games Expressing the Future Hispanic Toys Preferences Commands Children’s Stories Diminutives The Letters “Z” “and “C” Augmentatives Imperfect Subjunctive Hypothetical Statements Conditional Tense Unit 12 Travel Driving Travel Agencies in Spain Present Perfect Tense Travel in Mexico Preterite Tense Bicycles Conditional Tense U.S.Tourism Running Errands Infinitives Salamanca, Spain Transportation Por & Para La casa de las conchas Vacation Writing the Date Impersonal Se Negatives La plaza mayor Subjunctive vs. Indicative Expressions of Obligation Tú Affirmative & Negative Commands Hypothetical Statements Imperfect Subjunctive Final Review and Test Fluency-High School Spanish II Curriculum Guide
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