Duval County Public Schools District Curriculum Guide
|
|
- Bridget Jewel Lloyd
- 8 years ago
- Views:
Transcription
1 Course: Spanish I Big Idea/Supporting Idea: My Lifestyle Topic VIII: Staying Healthy (Integrated Culture: Mealtimes and Siesta) Duval County Public Schools District Curriculum Guide Grades 912 Pacing Standards Objectives Essential Content Evidence of Learning (Progression of Standards) NGSSS: : Students will know: INTERPRETIVE LISTENING: WL.K12.NM.1.1 Demonstrate understanding of basic words, phrases, and questions about self, and personal experiences, through gestures, drawings, pictures, and actions. WL.K12.NM.1.4 Demonstrate understanding of simple information supported by visuals through a variety of media. WL.K12.NM.1.5 Demonstrate understanding of simple rhymes, songs, poems, and read aloud stories. WL.K12.NH.1.1 Demonstrate understanding of familiar topics, and frequently used expressions supported by a variety of actions. WL.K12.NH.1.2 Demonstrate understanding of short conversations in familiar contexts. Recognize vocabulary related to dinner foods. Produce vocabulary related to dinner foods to express their preferences. Form and use in context plural adjectives. Identify masculine and feminine and singular and plural nouns and adjectives in order to use gender and number agreement. Conjugate the verb "ser" in the present tense in order to describe people and things. Recognize and produce vocabulary related to healthy living and exercise. Use forms of the verb "deber" to give advice. Agree and disagree with statements and use appropriate nonverbal communication to enhance their message. Vocabulary related to dinner foods. 1st and 2nd person singular forms of the verb "preferir". Adjectives used to describe foods. Rules for making adjectives plural. Rules for nounadjective agreement. Forms of the verb "ser". Forms of the verb "deber". Vocabulary related to healthy living and exercise. Expressions used to agree and disagree. Practices and perspectives related to mealtimes and siesta. DEVELOPING: Recognize vocabulary related to dinner foods. Express likes and dislikes related to foods and drinks. Conjugate the verb "ser" according to given subject pronouns. Recognize vocabulary related to healthy living and exercise. ACHIEVING: Produce vocabulary related to dinner foods. Ask about other's likes and dislikes related to foods and drinks. Produce detailed sentences containing conjugations of the verb "ser". Produce vocabulary related to healthy living and exercise. DEVELOPING: Ask and respond to questions about dinner foods. Ask and respond to questions about foods and drinks they like, dislike or love. Ask and respond to questions containing conjugations of the verb "ser". Ask and respond to question about healthy living and exercise. WL.K12.NH.1.3 Demonstrate understanding of short, simple messages and announcements on familiar topics. WL.K12.NH.1.4 Demonstrate understanding of key points on familiar topics presented through a variety of media. INTERPRETIVE READING: WL.K12.NM.2.1 Demonstrate understanding of written familiar words, phrases, and simple sentences supported by visuals. WL.K12.NM.2.2 Demonstrate understanding of short, simple literary stories. WL.K12.NM.2.3 Demonstrate understanding of simple written announcements with prompting and support. WL.K12.NM.2.4 Recognize words and phrases when used in context on familiar topics. WL.K12.NH.2.1 Determine main idea from simple texts that contain familiar vocabulary used in context. INTERPERSONAL COMMUNICATION: WL.K12.NH.3.2 Exchange information about familiar tasks, topics and activities, including personal information. WL.K12.NH.3.3 Exchange information using simple language about personal preferences, needs, and feelings. WL.K12.NH.3.4 Ask and answer a variety of questions about personal information. WL.K12.NH.3.6 Use basic language skills supported by body language and gestures to express agreement and disagreement. PRESENTATIONAL SPEAKING: WL.K12.NH.4.1 Provide basic information on familiar topics using phrases and simple sentences. WL.K12.NH.4.4 Present personal information about one s self and others. PRESENTATIONAL WRITING: WL.K12.NM.5.1 Provide basic information in writing using familiar topics, often using previously learned expressions and phrases.
2 WL.K12.NM.5.3 Write simple sentences about self and/or others. WL.K12.NH.5.1 Write descriptions and short messages to request or provide information on familiar topics using phrases and simple sentences. WL.K12.NH.5.2 Write simple statements to describe aspects of daily life. WL.K12.NH.5.3 Write a description of a familiar experience or event. WL.K12.NH.5.4 Write short personal notes using a variety of media. WL.K12.NH.5.5 Request information in writing to obtain something needed. WL.K12.NH.5.6 Prepare a draft of an itinerary for a personal experience or event (such as for a trip to a country where the target language is spoken). CULTURE: WL.K12.NM.6.1 Recognize basic practices and perspectives of cultures where the target language is spoken (such as greetings, holiday celebrations, etc.) WL.K12.NM.6.2 Recognize common patterns of behavior (such as body language, gestures) and cultural practices and/or traditions associated with the target culture(s). WL.K12.NM.6.4 Recognize products of culture (e.g., food, shelter, clothing, transportation, toys). WL.K12.NH.6.1 Use information acquired through the study of the practices and perspectives of the target culture(s) to identify some of their characteristics and compare them to own culture. CONNECTIONS: WL.K12.NM.7.2 Identify (within a familiar context and supported by visuals), basic information common to the world language classroom and other disciplines. WL.K12.NH.7.1 Use vocabulary acquired in the target language to access new knowledge from other disciplines. WL.K12.NH.7.2 Use maps, graphs, and other graphic organizers to facilitate comprehension and expression of key vocabulary in the target language to reinforce existing content area knowledge. COMPARISONS: WL.K12.NM.8.2 Recognize true and false cognates in the target language and compare them to own language. WL.K12.NH.8.2 Compare basic sound patterns and grammatical structures between the target language and own language.
3 Course: Spanish I Topic VIII: Staying Healthy (Integrated Culture: Mealtimes and Siesta) Duval County Public Schools District Curriculum Lesson Guide Grades 912 Pacing 90 minute blocks Suggested Objectives Essential Questions Resources & Activities Higher Order Questions Vocabulary & Structures 52 Qué comes para la cena? Which vocabulary words do you recognize vocabulary anticipate having trouble Dinner foods related to dinner foods. Qué bebes para la cena? Vocabulary list, p. 168 remembering? Is there a way that you A primera vista, pp (NM.1.4/NM.2.1) can connect them to something that Listening Act. 1, p. 149 (NM.1.1) you already know? Present tense conjugations of Reading/Writing Act. 4, p. 152 (NM.2.4/NM.5.1) regular verbs Exploracion del lenguajewhere did it come from?, p. 160 (NH.7.1) N/A 3B1, p. 58 (NM.5.1) Capítulo 3B: Practice ActivitiesVocabulary practice 1 (NM.2.4) Wordplay: Temas 36 through 39 (NM.2.4) Have students make flashcards, putting pictures or drawings of the foods/drinks on one side and the Spanish word on the other side. (NM.5.1) ArticleSpanish Eating customs: tingcustoms.asp (NM.6.2) ESOL/ESE Accommodations Provide students a vocabulary list in Spanish and English. 53 produce vocabulary related to dinner foods to express their preferences. Qué prefieres comer? Qué prefieres beber? Writing Act. 5, p. 152 (NM.5.1) Speaking Act. 6, p. 153 (NH.3.3) Reading/Writing Act. 9, p. 154 (NM.2.3/NM.5.1) Writing/Speaking Act. 14, p. 157, Part 1, (NH.3.3); Part 2, (NH.7.2) 3B3, p. 60 (NH.5.1) 3B4, p. 61 (NH.3.3/NH.5.1) 3B8, p. 65 (NM.5.1) What other expression do you know that can be used to state a preference? How does it differ from "prefiero"? Dinner foods Tener idioms (tengo) Preferir (prefiero, prefieres) Idiom/Idiomatic expression Ask either/or questions instead of openended. Capítulo 3B: Practice ActivitiesVocabulary practice 2 (NM.5.1) Centro Virtual Cervantes: Los Alimentos (NH.5.4) Alimentos (Activities 14) Activity 1: Qué hay para comer? Activity 2: Qué falta? Activity 3: Qué lío! Activity 4: Masculino o femenino? Have students categorize their vocabulary flashcards into foods they like and dislike. (NM.2.1) Students write a shopping list for their parents of the foods they need from the grocery store to prepare their favorite meal. (NH.5.5) Fondo culturalla siesta, p. 286 (NM.6.1) ArticleLa siesta in Spain: esta.asp (NM.6.2)
4 54 form and use in context plural adjectives. identify masculine and feminine and singular and plural nouns and adjectives in order to use gender and number agreement. Cómo es...? Cómo son...? GramáticaThe plurals of adjectives, p. 156 (NH.8.2) Viewing Act. 12, p. 156 (NH.8.2) Writing/Speaking Act. 13, p. 157, Part 1 (NM.5.3) Speaking Act. 18, p. 159 (NH.3.3) 3B5, p. 62, Part A (NH.8.2); Part B (NM.2.3) WAVA Listening Act. 7, p. 64 (NH.1.3/NH.8.2) WAVA Listening Act. 8, p. 65 (NH.1.3) WAVA Writing Act. 11, p 67 (NH.5.2/NH.8.2) Guided Practice Workbook: 3B1, p. 109 (NH.8.2) 3B2, p. 110 (NH.8.2) Realidades 1 DVD Program: GramActiva VideoThe plural of adjectives (NH.8.2) Given a list of singular and plural adjectives in Spanish, generate the rules Adjectives for pluralization. Adjective Number (singular, plural) Gender (masculine, feminine) Agreement Have students highlight singular nouns and articles green and feminine nouns and articles orange in written assignments. Capítulo 3B: Practice ActivitiesPractice with plurals of adjectives (NH.8.2) Using their flashcards, students ask classmates if they like each food (e.g., Te gustan las zanahorias?). Classmates respond, saying that they like, dislike or love the food item and give a reason why (e.g., Sí, me gustan las zanahorias porque son sabrosas.) (NH.3.3) YouTube VideoCampaña "Desayunos Saludables": (NH.1.1/NH.7.1) 55 conjugate the verb "ser" in the present tense in order to describe people and things. Cómo eres...? Cómo es...? Cómo son...? Gramática, p. 158 (NH.8.2) Reading/Writing Act. 15, p. 158 (NH.8.2) Speaking Act. 17, p. 159 (NH.4.4) 3B6, p. 63 (NM.5.1) WAVA Writing Act. 12, p. 68 (NH.5.1) Guided Practice Workbook: 3B3, p. 111 (NH.8.2) 3B4, p. 112 (NH.8.2) Realidades 1 DVD Program: GramActiva VideoThe verb ser (NH.8.2) Compare the conjugations of the verb "ser" with the English verb "to be". Dinner foods Adjectives Irregular verb Conjugation Have students make a foldable for the verb "ser" and encourage them to use it during classwork and homework activities. Capítulo 3B: Practice ActivitiesPractice with ser (NH.8.2) Canciones de Hip Hop Sabroso o malo? (NM.1.5) Aventa Learning: e/spanish1b/lacomida/section1.htm Prepare various sets of index cards with the six forms of the verb "ser". Write the subject pronouns on a (magnetic) white board. Have students compete to match the forms of "ser" to the corresponding subject pronouns with magnets. (NH.8.2) Perspectiva del mundo hispanoa la hora de comer, p. 264 (NH.6.1) 56 recognize and produce vocabulary related to healthy living and exercise. use forms of the verb "deber" to give advice. agree and disagree with statements and use appropriate nonverbal communication to enhance their message. Qué haces para mantener la salud? Qué debes hacer para mantener la salud? Listening Act. 2, p. 149 (NM.1.1) Speaking Act. 7, p. 153 (NH.3.2/NH.3.6) Speaking Act. 8, p. 154 (NH.3.2) Speaking Act. 10, p. 154 (NH.3.2/NH.3.6) Reading/Writing/Speaking Act. 11, p. 155, Part 1 (NH.3.4); Part 2 (NH.3.4); Part 3 (NH.5.2) 3B2, p. 59 Part A (NM.5.1); Part B (NH.3.2); Part C (NH.5.2) 3B7, p. 60 (NM.5.1) WAVA Listening Act. 5, p. 63 (NH.1.2) WAVA Listening Act. 6, p. 64 (NH.1.3) WAVA Writing Act. 13, p. 69 (NH.5.3) Article: Diez consejos para conseguir una buena salud What do you notice about the first and second verb in the question, " Qué debes hacer para mantener la salud?" Why do you think it is written this way? Breakfast, lunch and dinner foods and drinks Activities and exercises Deber Infinitives Conjugated verb Infinitive Have students mark their vocabulary lists with a + sign for activities and foods that are good for your health and a sign for activities and foods that are bad for your health.
5 Students create an itinerary for the international "Día de la Salud" which includes activities they are planning to do during the day, menu options and advice for staying healthy. (NH.5.6) Fondo culturalmenú del día, p. 260 (NH.6.1) Plato del Día: (NM.2.4/NM.6.4) Have students read some of the menus and identify the menú or plato del día. 57 REVIEW AND ENRICHMENT Videohistoria, pp (NM.2.1/NH.1.2/NH.1.4) Pronunciación, p. 155 (NH.8.2) Listening/Writing Act. 16, p. 158 (NH.1.3) Reading/Writing Act. 19, p. 161 (NM.2.3/NM.8.2/NH.5.1) Writing/Speaking Act. 20, p. 161 (NH.3.3) Adelante!, pp (NM.2.1) 3B9, p. 66, Part I (NM.5.1); Part II (NH.8.2) FCAT Support and Test Practice: Interpreting Diagrams, Graphs, and Statistical Illustrations, p. 34 (NH.7.2) Determining the Main Idea and Identifying Relevant Details, p. 35 (NH.2.1) Pizza, ensaladas y... helado de fresas, pp (NM.2.2) Textbook Companion Website ( Capítulo 3B: Test Preparation Destinos: (NH.7.1) Vocabulary 1: La cara de verduras Vocabulary 2: La comida Breakfast, lunch and dinner foods and drinks Adjectives Activities and exercises Present tense conjugations of regular verbs Tener idioms (tengo) Preferir (prefiero, prefieres) Deber Infinitives Idiom/ Idiomatic expression Adjective Number (singular, plural) Gender (masculine, feminine) Agreement Irregular verb Conjugation Conjugated verb Infinitive Provide an exam study guide. Play Human Bingo with plastic foods and/or pictures of foods. (SEE ADDENDUM) (NH.1.1) Gobierno de Canarias: Pirámide Alimenticia (interactive food pyramid): MWEB/Docsup/Recursos/ R/Piramide.swf (NM.2.1/NH.7.1) 58 ASSESSMENT ASSESSMENT OPTIONS Create an exam for Capítulo 3B. Have students complete Project 3BEl Cartel: Consejos para mantener la salud (SEE ADDENDUM) (NH.4.1/NM.5.3/NM.7.2) Allow extended time on exam or project. Provide a word bank on exam.
Duval County Public Schools District Curriculum Guide. Grades 9-12
Duval County Public Schools District Curriculum Guide Grades 912 Course: Spanish I Pacing Big Idea/Supporting Idea: My Social Life 9 73 81 Topic XI: Celebrating with Family (Integrated Culture: Quinceañera)
More informationDuval County Public Schools District Curriculum Guide
Duval County Public Schools District Curriculum Guide Grades 9-12 Course: Spanish I Big Idea/Supporting Idea: My Social Life Topic XII: Dining Out (Integrated Culture: Typical Foods) Standards Objectives
More informationBSD Spanish 1 Scope and Sequence August 2011
BSD Spanish 1 Scope and Sequence August 2011 Greetings & Introductions What happens in the school day Numbers Time Naming parts of the body How do I greet and take leave of people? How do I introduce others
More informationCURRICULUM MAPPING. Content/Essential Questions for all Units
CURRICULUM MAPPING Subject: Spanish C Grade: 2 nd, 3 rd, 4 th Content/Essential Questions for all Units Students will participate in general conversation in Spanish Language Students will demonstrate knowledge
More informationBexley City School World Language Program Overview
Bexley City School World Language Program Overview Communication express needs, feelings, and opinions. provide and obtain information. understand spoken and written language. function in authentic situations.
More informationTeacher: Course Name: Spanish I Year. World Language Department Saugus High School Saugus Public Schools
Week 1 Week 2 Capítulo Preliminar 1. Intro to Spanish speaking world/nombres en Espanol 2. Frases útiles/ los cognados 3. El Alfabeto 4. Los Colores 5. Los números (0-30) and 1.3 Students present information,
More information2015.16 Spanish I, Quarter 4
2015.16 Spanish I, Quarter 4 Big Ideas/Key Concepts: Students will discuss and write about what is going on right now. Students will continue to improve their reading, writing, listening and speaking abilities
More informationPacing Schedule for Spanish 1 Realidades series, Prentice Hall
Pacing Schedule for Spanish 1 Realidades series, Prentice Hall QUARTER 1: Para empezar, capítulos 1A, 1B y 2A A. Listening and speaking: students will be able to engage in 1-2 minute 1. Greet people at
More information6 th Grade Spanish Curriculum
6 th Grade Spanish Curriculum Mendham Township Middle School Unit 1 Bienvenidos al Español! Summary: In Unit 1 the students will review greetings and farewells, days of the week, months of the year, weather,
More informationCOURSE SYLLABUS SPANISH IA
COURSE SYLLABUS SPANISH IA COURSE DESCRIPTION Spanish 1A (first-year Spanish, first semester) is a communicative beginning-level Spanish course. Students will begin to develop their Spanish proficiency
More informationSPANISH ESSENTIAL CURRICULUM
UNIT 1 UNIT OVERVIEW: Students will meet the curricular goals and objectives by: Responding to and initiating greetings and farewells Spelling and providing names Describing people and their personalities
More informationSpanish 1512.253 (TR 9:30 10:50) Course Calendar Spring 2015
1 Spanish 1512.253 (TR 9:30 10:50) Course Calendar Spring 2015 U: Unidos etext: Electronic Textbook (See MySpanishLab at http://myspanishlab.com/) Audio for the activities in the hardcopy of the Classroom
More informationOverview of the Spanish 1 Course
Syllabus: Español 1 Mr. / Sr. Rogina HAIS Houston Academy for International Studies Textbook: Realidades 1 (Prentice Hall) Materials: textbook, pen/pencil, notebook Overview of the Spanish 1 Course During
More informationSpanish Curriculum Grades 4-8
Spanish Curriculum Grades 4-8 Spanish Grade Four 1. Students will be introduced, recognize, and recite the Spanish Alphabet. 2. Students will recognize, recite and respond to simple Spanish greetings.
More informationEAST PENNSBORO AREA COURSE: LFS 430 SCHOOL DISTRICT
Unit: Introduction Days: 5 days Key Learning(s): Classroom commands, colors, numbers, alphabet, cognates TPR Unit Essential Question(s): How do I begin to speak Classroom Commands Colors Numbers How do
More informationMasconomet Regional High School Curriculum Guide
Masconomet Regional High School Curriculum Guide Course Title: Spanish II CP Course Number: 4311 Department: Foreign Languages Grade Level and Phase: 9 College Prep Length of Course: Year Course Description:
More informationFirst Year Spanish I SPAN 111 Summer 2015 MTWR
First Year Spanish I SPAN 111 Summer 2015 MTWR Instructor: Office: Office Hours: Email: Phone Number: Overview Bienvenidos! Welcome to Spanish 111, the first semester in UNR s Basic Spanish Language Program
More informationPre-requisite: LAN 113, with a grade C or better or equivalent placement.
Division of Arts, Humanities & Wellness Department of World Languages and Cultures Course Syllabus SPANISH II LAN 230 Semester and Year: Spring 2014 Course and Section number: 230- Meeting Times: Location:
More informationAcalanes Union High School District Adopted: 6/25/14 SUBJECT AREA WORLD LANGUAGE
Adopted: 6/25/14 SUBJECT AREA WORLD LANGUAGE COURSE TITLE: GRADE LEVEL: Grades 9-12 COURSE LENGTH: One Year PREREQUISITE: Spanish 1 or equivalent experience CREDIT: 10 units UC/CSU CREDIT: Receives UC/CSU
More informationWARREN TOWNSHIP SCHOOLS World Language Curriculum: Spanish/Reading Program Grade 7R
WARREN TOWNSHIP SCHOOLS World Language Curriculum: Spanish/Reading Program Grade 7R UNIT: Para Empezar: En la escuela Essential Question: How do we effectively communicate in Spanish? OBJECTIVES: The learner
More informationCommon Curriculum Map. Discipline: Foreign Language Course: Spanish 1-2
Introductory Unit Basic Information: Common Curriculum Map Discipline: Foreign Language Course: Spanish 1-2 28.B.1b Imitate pronunciation, intonation and inflection in target language 28 B.1a Respond to
More informationCORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS
SUBJECT: French GRADE LEVEL: 6-8 COURSE TITLE: M/J French, Beginning COURSE CODE: 701000 SUBMISSION TITLE: Bien Dit 2013, Level 1A BID ID: 2776 PUBLISHER: Houghton Mifflin Harcourt PUBLISHER ID: 04-1456030-01
More informationThe New Forest Small School
The New Forest Small School Spanish For Children Aged 11 to 16 OCR GCSE in Spanish J732 AIMS AND OBJECTIVES To provide: A meaningful and enjoyable educational experience Known and achievable but challenging
More informationSPANISH Kindergarten
SPANISH Kindergarten Use Junior SYMTALK workbook Recognize 80+ Vocabulary words Recognize basic greetings and courtesies. Identify colors and numbers 1-10 Develop reading skills using pictures to identify
More informationStratford School Academy 2014-2015 Schemes of Learning: MFL Year 9 Spanish
Number of weeks (between 6&8) Content of the unit : La salud Module 3 Assumed prior learning (tested at the beginning of the unit) HT3 / HT4 6 weeks (coverage) + 1/2 weeks end of module assessment (revision,
More informationSTAGE 2 ASSESSMENT EVIDENCE
Title: Exprésate! Subject/Course: Spanish II Topic: Familiares y amigos Chapter 1 Grades: 8 th 12 th Designer(s): Spanish teachers STAGE 1 DESIRED RESULTS Content Standard(s) Communication: A.1.2.1, A.1.2.3,
More informationCOURSE OBJECTIVES SPAN 100/101 ELEMENTARY SPANISH LISTENING. SPEAKING/FUNCTIONAl KNOWLEDGE
SPAN 100/101 ELEMENTARY SPANISH COURSE OBJECTIVES This Spanish course pays equal attention to developing all four language skills (listening, speaking, reading, and writing), with a special emphasis on
More informationGreeley-Evans School District 6 Page 1 of 11 2015-2016 Spanish 1 Curriculum Guide
Greeley-Evans School District 6 7 th through 12 th Grades Spanish 1, Para Empezar Curriculum Guide Theme: En la escuela, En la clase, y El tiempo Social interactions, classroom directions, numbers, time,
More informationSpanish 401: Elementary Spanish Spring 2013 Course Outline
Spanish 401: Elementary Spanish Spring 2013 Course Outline Folsom Lake College Professor: Carlos J. López Phone: (530) 642-5618 e-mail: lopezcj@flc.losrios.edu http://www.flc.losrios.edu/~lopez Office
More informationSpanish IA Grade Levels 9 12
Spanish IA Grade Levels 9 12 Spanish IA addresses the following: vocabulary, grammar, pronunciation, reading, and writing in Spanish basic conversational skills alphabet and numbers common greetings and
More informationINDEPENDENT LEAR NING S INC E 1975. Spanish I
INDEPENDENT LEAR NING S INC E 1975 Spanish I In this introductory-level course, students are introduced to grammar, vocabulary, and sentence structure while learning about the culture, history, and geography
More informationPROFICIENCY TARGET FOR END OF INSTRUCTION, SPANISH I
PROFICIENCY TARGET FOR END OF INSTRUCTION, SPANISH I NOVICE-MID Writers at the Novice-Mid level are able to copy or transcribe familiar words or phrases, and reproduce from memory a modest number of isolated
More informationHAVERHILL PUBLIC SCHOOLS Spanish I College Prep Curriculum Map. AR Verbs Present Regular Tense
AR Verbs Present Regular Tense Translate the following verbs 1. hablar- 2. bailar- 3. cantar- 4. mirar- 5. andar- 6. pintar- 7. llegar- 8. practicar- How do you conjugate AR verbs in the given forms 1.
More informationCURRICULUM MAP/UNIT LESSON PLAN. TEACHER: Gilda Talamante COURSE: Spanish - Advanced Intermediate
CURRICULUM MAP/UNIT LESSON PLAN TEACHER: Gilda Talamante COURSE: Spanish - Advanced Intermediate UNIT/ORGANIZING PRINCIPLE: PACING: Introduction to the Spanish Language Preliminary Chapter: Term 1 ESSENTIAL
More informationEspañol Elemental. Repaso por el examen parcial Capítulos 3B, 4A, 4B, 5A. Fechas del Examen- Speaking- Essay and Short Answer- Listening and reading-
Point breakdown 13 Speaking 10 Listening 20 Reading 42- Essay (2 questions x 21 points each) 15- Short Answer (5 questions x 3 points each) Español Elemental Repaso por el examen parcial Capítulos 3B,
More informationGaston County Schools Spanish 2 Pacing Guide
MARKING PERIOD #1 Home Life and Social Life ESSENTIAL STANDARDS: CLARIFYING OBJECTIVES NM CLL 1.1, 1.2, 2.1, 2.2, 2.5, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 NM COD 1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 4.1, 4.2 NM
More informationTraining Programme in Spanish as a Foreign Language. Syllabus Beginner Level Spanish
Training Programme in Spanish as a Foreign Language Syllabus Beginner Level Spanish 1 Course Syllabus Beginner Level Spanish (A1 CEFR) Idiomes UPF SPANISH LEVEL 1 (A1 CEFR) July 2015 Total number of hours:
More informationSpanish Level II Online Instructional Materials Correlation to the 2007 Spanish Level II Standards of Learning
Provider York County School Division Course Title Spanish II Last Updated 2010-11 Course Syllabus URL http://yorkcountyschools.org/virtuallearning/coursecatalog.aspx STANDARD Correlation: Content must
More informationSUNY PURCHASE ONLINE BASIC SPANISH I SPA 1010 SYLLABUS
SUNY PURCHASE ONLINE BASIC SPANISH I SPA 1010 SYLLABUS Prof. Deborah K. Symons Contact: deborah.symons@purchase.edu Office Hours: TBA in Moodle. ONLINE E-TEXT - Required: Interactive E-Book ENLINEA v.3.0.
More informationWatch video 1.3: Gender and number of adjectives to describe yourself Voc. Quiz 1. Due 9/14 LM: 1-8 (due 9/14) **YO Separar de 1-5 a 1-7 en WP
Spanish 1A Course Outline (Tentative) 1 **** Note: All dates and assignments are subject to change. I will announce the changes in class. Remember that if you miss class, your best bet for a quick response
More informationSpending class entirely off-task (i.e. with headphones on, texting throughout class, or sleeping) will result in being counted absent.
Instructor: Ms. Kelsey Treusdell Contact: treusdelkg@sfasu.edu Department of Languages, Cultures and Communication Elementary Spanish 1-- Spanish 131.005 Fall 2015 Class time: MWF 9-9:50 am Class location:
More informationLanguage B Spanish. Grade 6. Grade/Phase/ Unit 6th Grade Phase 1-2 Unit 1. Time Frame
Language B Spanish Language B Aims and Objectives Gr. 6-10 (See MYP Guide) Assessment Criteria (See MYP Guide) PHASE 1-2 PHASE 2-4 PHASE 4-5 Grade 6 Grade/Phase/ Unit 6th Grade Unit 1 6th Grade Unit 2
More informationAsk your child what he or she is learning to say in Spanish at school. Encourage your child to act as if he or she is your teacher.
Welcome to Descubre el español con Santillana! This year, your child will be learning Spanish by exploring the culture of eight Spanish-speaking countries. Please join us as we travel through each of the
More informationNew Paltz Central School District. Spanish 2. Cómo está? Vs. Cómo es? Tenses: Present
UNIT 1: Personal Identification a. Biographical Information 1. Name 2. Age 3. Nationality 4. Address and Phone number 5. Place and date of birth 6. Family b. Physical Characteristics 1. Height and weight
More informationDartmouth College Department of Spanish and Portuguese
Dartmouth College Department of Spanish and Portuguese Spanish 2 SPANISH II Fall 2014 Professor: Irasema Saucedo Office: 321 Dartmouth Hall Office hours: Tuesdays 11-12, Wednesdays 10-11 or by appointment
More informationHow To Speak Spain
February 17th, 2007 In this edition: visiting the restaurant and ordering food Lesson 17 Notes CoffeeBreakSpanish.com Tiene una mesa para cuatro? Lesson 17 Programme Notes Welcome to Coffee Break Spanish,
More informationTEXAS SOUTHERN UNIVERSITY SPAN 131: ELEMENTARY SPANISH I Spring 2016
TEXAS SOUTHERN UNIVERSITY SPAN 131: ELEMENTARY SPANISH I Spring 2016 Class time M/W/F 10-10:50, 11-11:50 Classroom MLK- 313 CRN #20734_03 Instructor: Prof. Haiqing Sun, PhD Office: MLK-314 Tel.: 713-313-7022
More informationStudy Skills. Photos of Salamanca Dialogs with pictures Chats DVD
Spanish curriculum (3rd Foreign Language) Grade 10 4 lessons a week Textbook : Encuentros 1, Edición 3000 (Cornelsen) Additional materials: Books, Newspapers, Comics, Pictures, Songs, Movies, News, Sketches
More informationUNIT SKILLS TYPES OF ASSESSMENT 1. Repaso. Introduce/review material from Avancemos 1A text (units 1-4) Reading activities Describing classes
1. Repaso Introduce/review material from Avancemos 1A text (units 1-4) Flashcards Speaking activities Antes de Avanzar Describing self and others Listening activities Review and Introduction Daily schedules
More informationTUFTS UNIVERSITY DEPARTMENT OF ROMANCE LANGUAGES SPANISH 001 Online course
TUFTS UNIVERSITY DEPARTMENT OF ROMANCE LANGUAGES SPANISH 001 Online course The Department of Romance Languages is committed to educating students in the corresponding languages and cultures, both at home
More informationDEPT. OF MODERN LANGUAGES: MMC (305)348 2851 OFFICE: 486 A
Department of Modern Languages SYLLABUS COURSE: SPN 1130, SPANISH I FOR NON HERITAGE LEARNERS MODALITY: Homework based TERM: Spring 2015 DAYS: Monday, Wednesday, Friday CREDIT: 5 semester hours PREREQUISITE:
More informationMaterials: Children s literature written in Spanish, videos, games, and pictures comprise the list of materials.
Pre-Kindergarten The primary focus of the Spanish program in Pre-Kindergarten is the exposure to a foreign language. Since students are introduced to a language and culture that may not be familiar, an
More informationNorth Carolina Standards Correlated to Glencoe Así se dice! Level 1B 2009. Correlations for North Carolina Así se dice! Level 1B Page 1 of 11
North Carolina Standards Correlated to Glencoe Así se dice! Level 1B 2009 Competency and Objective Statements Competency INTERPERSONAL COMMUNICATION - The Goal 1 learner will engage in conversation and
More informationStudy Center in Monteverde, Costa Rica
Study Center in Monteverde, Costa Rica Course name: Beginning Spanish Language I Course number: SPAN 1001 MTVE Programs offering course: Sustainability and the Environment Language of instruction: Spanish
More informationSir John Cass Red Coat School Programme of Study Key Stage 4 Subject: Spanish
Sir John Cass Red Coat School Programme of Study Key Stage 4 Subject: Spanish 1 Year 10 Year 11 Topics Covered/ Areas of Focus: Leisure - Free Time and the Media Free time activities Shopping, money, fashion
More informationUNIVERSITY DONA GORICA Center of Foreign languages, Spanish for beginners September December 2015 SYLLABUS
UNIVERSITY DONA GORICA Center of Foreign languages, Spanish for beginners September December 2015 Professor: Dr. Shai Cohen scohen64@gmail.com SYLLABUS Class schedule: Monday: 2.00pm- 3:30pm Wednesday:
More informationFrench Curriculum Grades 4-8
French Curriculum Grades 4-8 French Grade Four: 1. Students will be introduced, recognize, and recite the French alphabet. 2. Students will recognize, recite and respond to simple French greetings. 3.
More informationSubject: Spanish as a Foreign Language, Middle School Program
Subject: Spanish as a Foreign Language, Middle School Program Overview: The Spanish as a Foreign Language Program at BNS focuses on the development of communication and comprehension skills. The Middle
More informationYASAR UNIVERSITY SCHOOL OF FOREIGN LANGUAGES COURSE SYLLABUS SPANISH I
YASAR UNIVERSITY SCHOOL OF FOREIGN LANGUAGES COURSE SYLLABUS SPANISH I Course Code : SOFL 041 Course Title : Spanish I Academic Year : 2010-2011 Semester : Winter Course Language : Spanish Course Material
More informationcerca de la playa en el centro en la montaña
Unidad 1 pp. 100 101 Qué casa prefieres? Programme of Study GV2 Grammatical structures (comparatives) LC2 Transcription LC3 Conversation 1 To revise agreement of adjectives. 2 To revise names of rooms
More information1 Objetivos didácticos_unit 1 2 Objetivos didácticos_unit 2
1 Objetivos didácticos_unit 1 1.1 Listado de fórmulas de saludo y de presentación 1.2 Formar sustantivos para hablar de profesiones 1.3 Hablar de profesiones 1.4 Formar adjetivos de nacionalidad 1.5 Adjetivos
More informationTHE GALLOWAY SCHOOL YEAR-AT-A-GLANCE Where Magnificent Minds Thrive! SPANISH 1 ST QUARTER SING-N-SPEAK SPANISH - YEAR 4
1 ST QUARTER STANDARDS: SING-N-SPEAK - YEAR 4 Standard 1: Students engage in conversations, provide and obtain information, express feelings and preferences, and exchange ideas and opinions. 1FL-R1 Greet
More informationPrentice Hall Realidades 2004, Level 1 Correlated to: North Carolina Second Language Studies Curriculum, Spanish, Beginning Sequence (Grades 7-8)
North Carolina Second Language Studies Curriculum, Spanish, Beginning Sequence (Grades 7-8) (Beginning Sequence) The Beginning Sequential Program described in this document is designed for students starting
More informationRepaso para el verano. Español 1 y Español 2
Repaso para el verano Español 1 y Español 2 The Spanish texts, Exprésate 1 and 2, are available through the Blackboard site. Students should log in, go to the "For Students" tab, then to the "World Languages"
More informationAsk your child what he or she is learning to say in Spanish at school. Encourage your child to act as if he or she is your teacher.
Welcome to Descubre el español con Santillana! This year, your child will be learning Spanish by exploring the culture of eight Spanish-speaking countries. Please join us as we travel through each of the
More informationUnit 1, September TB Preliminary Lesson Unit 2, October TB Unit 5 Lesson 1 What do you and your family like to eat?
Unit 1, September TB Preliminary Lesson Unit 2, October TB Unit 5 Lesson 1 What do you and your family like to eat? Do you live in an apartment or a house? What do you do for fun when you are not in school?
More informationCourse Title: Spanish III Course Number: NM 112545101 RISD 08311 Open to grades: 9-12
Course Title: Spanish III Course Number: NM 112545101 RISD 08311 Open to grades: 9-12 Credit: One unit Prerequisite: Successful completion of Spanish I and II with a grade of 80% or above or a significant
More informationCURRICULUM GUIDE SPANISH FOUR HADDAM-KILLINGWORTH HIGH SCHOOL July 2005/revised April 2008
COURSE: Spanish 4 CURRICULUM GUIDE SPANISH FOUR HADDAM-KILLINGWORTH HIGH SCHOOL July 2005/revised April 2008 Prepared by: William Bartholomew Corey Borzain Consuelo Magleby LENGTH OF COURSE: One year,
More informationSPANISH 2 REALIDADES PACING GUIDE (2011-2012)
SPANISH 2 REALIDADES PACING GUIDE (2011-2012) Chapter Topics Objectives Grammar SOL Standards 1 st nine weeks Para Empezar PREP 1A Descriptive Adjectives Nationalities Daily Activities Asking Questions
More informationSpanish First Grade. S. I. Communication. S. II. Knowledge of Other Cultures. S. I. A. Vocabulary. S. I. B. Grammar
Spanish First Grade 1. listen to and recite the alphabet 2. listen to and recite the days of the week 3. listen to and recite the months of the year 4. create My Spanish Book (cover) 5. listen to and recite
More informationMFL skills map. Year 3 Year 4 Year 5 Year 6 Develop understanding of the sounds of Individual letters and groups of letters (phonics).
listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of
More informationSpanish I: Youtube End of Year Review
Spanish I: Youtube End of Year Review Youtube Review Lesson Plan 1. This assignment will require computers with access to Youtube and headphones. If there are not enough headphones to go around, students
More information1 st Quarter Pacing: 4X4 Block ( 4.5 weeks), A/B Block, and Traditional Standards of Learning Concepts Resources Pacing
1 st Quarter Pacing: 4X4 Block ( 4.5 weeks), A/B Block, and Traditional Interpersonal Communication FII.1 The student will exchange spoken and written information and ideas in French. FII.2 The student
More information90 HOURS PROGRAMME LEVEL A1
90 HOURS PROGRAMME LEVEL A1 GENERAL AIMS On completing this course, students should be able to: be familiar with the Spanish alphabet letters and signs and relate them to the corresponding sounds. recognise
More informationSPAN 100, Sections 7, 8, and 10 PLAN DEL CURSO PRIMAVERA 2012
SPAN 100, Sections 7, 8, and 10 PLAN DEL CURSO PRIMAVERA 2012 Instructor: Mr. Gutiérrez. Email: bxg207@psu.edu. Office: 40 Burrowes Building, C. 11. Office Hours: MWF 4-5 or by appointment. Office Phone:
More informationStudy Center in Monteverde, Costa Rica
Study Center in Monteverde, Costa Rica Course name: Beginning Spanish Language III Course number: SPAN 1003 MTVE Programs offering course: Sustainability and the Environment Language of instruction: Spanish
More informationOur Lady of Lourdes Catholic Nursery & Primary School. Modern Foreign Language Policy
Our Lady of Lourdes Catholic Nursery & Primary School Modern Foreign Language Policy September 2014 Review Date: September 2016 INTRODUCTION This subject policy is one in a series that makes up the Whole
More informationCurso académico 2015/2016 INFORMACIÓN GENERAL ESTRUCTURA Y CONTENIDOS HABILIDADES: INGLÉS
Curso académico 2015/2016 INFORMACIÓN GENERAL ESTRUCTURA Y CONTENIDOS HABILIDADES: INGLÉS Objetivos de Habilidades: inglés El objetivo de la prueba es comprobar que el alumno ha adquirido un nivel B1 (dentro
More informationSPANISH III CP STUDENTS WILL BE ABLE TO:
Masconomet Regional High School Curriculum Guide Course Title: Spanish III CP Course Number: 4321 Department: Foreign Language Grade Level and Phase: 10 College Prep Length of Course: Year See also Spanish
More informationCENTRAL TEXAS COLLEGE SYLLABUS FOR SPAN 1411/1412 BEGINNING SPANISH I & II. Semester Hours Credit: 4/4 INSTRUCTOR: OFFICE HOURS:
CENTRAL TEXAS COLLEGE SYLLABUS FOR BEGINNING SPANISH I & II Semester Hours Credit: 4/4 INSTRUCTOR: OFFICE HOURS: I. INTRODUCTION A. This course is designed to help learners build proficiency in Spanish
More informationPlan for: Preliminary Lessons Spanish Señora Franco
Plan for: Preliminary Lessons Spanish Señora Franco Pass Communication Standard 1.1: Interpersonal, 1.2: Interpretive, 1.3: Presentational Culture Standard 2.1, 2.2 Connection Standard 3.1, 3.2 Comparison
More informationDEPARTMENT OF HISPANIC STUDIES TEXAS A & M UNIVERSITY BEGINNING SPANISH I (SPAN 101) Fall 2015
DEPARTMENT OF HISPANIC STUDIES TEXAS A & M UNIVERSITY BEGINNING SPANISH I (SPAN 101) Fall 2015 Instructor: Inti Yanes Office: ACAD 208 Office hours: MIDTERM E-mail: frathanasios@tamu.edu FINAL EXAM Placement:
More informationPELLISSIPPI STATE COMMUNITY COLLEGE MASTER SYLLABUS BEGINNING SPANISH I SPAN 1010. Laboratory Hours: 0.0 Date Revised: Summer 10
PELLISSIPPI STATE COMMUNITY COLLEGE MASTER SYLLABUS BEGINNING SPANISH I SPAN 1010 Class Hours: 3.0 Credit Hours: 3.0 Laboratory Hours: 0.0 Date Revised: Summer 10 Catalog Course Description: Introduction
More informationopenmind 1 Practice Online
Macmillan Practice Online is the easy way to get all the benefits of online learning and with over 100 courses to choose from, covering all competence levels and ranging from business English to exam practice
More informationMedical Spanish for the Health Professionals: First Semester SPAN 289, Section 500 Tues./Thurs., 2:20-3:35 p.m., Zach 119C
Department of Hispanic Studies http://hisp.tamu.edu Fall Semester, 2014 Medical Spanish for the Health Professionals: First Semester SPAN 289, Section 500 Tues./Thurs., 2:20-3:35 p.m., Zach 119C Instructor:
More informationAdlai E. Stevenson High School Course Description
Adlai E. Stevenson High School Course Description Division: World Languages Course Number: SPA201, SPA202 Course Title: Spanish 2 Course Description: Students continue to develop listening, speaking, reading,
More informationS P A N I S H G R A M M A R T I P S
S P A N I S H G R A M M A R T I P S One of the main impulses behind the earworms approach is to really get your brain used to the linguistic patterns, even the melody, of the target language. We do this
More informationLesson B: Ordering food and drinks
Prepare to speak Spanish Out There Aim: In this mini, self-study lesson we are going to learn how to order some typical Spanish food and drinks. Venue: To practise you should go to Plaza Mayor, if you
More informationSet up Interactive Notebook for use during the school year. Learn Pronunciation/Alphabet/Vowels/Cognates/Tú vs. Usted
1 st Nine Weeks Set up Interactive Notebook for use during the school year. Learn Pronunciation/Alphabet/Vowels/Cognates/Tú vs. Usted 1A, 4A Set up interactive notebooks to use in class. These should be
More informationCOURSE SYLLABUS Spring 2012
COURSE SYLLABUS Spring 2012 Course name: Spanish 1B-05 (4 units) Course Call #: 31416 Days & Hours: MW 2:00PM 2:50PM TuTh 1:30 PM -2:20 PM Classroom : Mariposa Hall 2030 Instructor s Name Magaly Lagunas-S.
More informationCayuga Community College Auburn High School
Cayuga Community College Auburn High School Intermediate Spanish I- Span 103 3 Credit Hours Course Description: This course is designed to improve the student s ability to understand, speak, read and write
More informationYear 10/13 Preparation to AS examination. Spanish tradition La romeria del Rocio reading comprehension.
Subject SPANISH ADVANCED Year 10/13 Preparation to AS examination Week Unit Title Aims 1 My world My country, My family and Genealogical tree. Vocabulary: relatives Spanish tradition La romeria del Rocio
More information2 nd Year Spanish 2014-2015
Tema Week Dates: Theme/Grammar/Unit/Chapter(s) 1 September 4-5 1 2 day week 2 September 8-12 En la clase Con mis amigos Introducción al curso & presentaciones/evaluaciones preliminares Intro: Hola, Qué
More informationGCSE Spanish. Scheme of Work
GCSE Spanish Scheme of Work It is important to have a Scheme of Work in place in order to guarantee that the specification is covered fully by the teacher or teachers charged with the delivery of the course.
More informationCourse Outlines. Name of the course: Course description: Topics: CURRICULUM TO BE COVERED
Course Outlines Name of the course: IB SPANISH SL (Two-year sequence) Course description: IB SPANISH SL HIGH HONORS - 2 Credits over two years IB Spanish SL I is taken junior year. IB Spanish SL II is
More informationGermanna Community College - Part A of the Syllabus
Germanna Community College - Part A of the Syllabus Semester: Spring 2015 Class Info: SPA 202 Location/Room: Online Class Name: Intermediate Spanish II Class Days/Times: online Class Credits: 3 Instructor:
More informationGERMAN IA CCO I: Interpersonal Communication
GERMAN IA 55 GERMAN IA CCO I: Interpersonal Communication Students will engage in conversations or correspondence in German to provide and obtain information, express feelings and emotions, and exchange
More informationSpanish 3 Unit 2, Lesson 8 Patterns Study Sheet
Page 1 of 5 Introduction You want a banana! Which one? This one or that one? Demonstrative adjectives and demonstrative pronouns help to clarify which one. In English, demonstrative adjectives and pronouns
More informationGranite Oaks Middle School
Granite Oaks Middle School Señorita Moss Foreign Language Department Room: B5 Office Hours: by appointment; before & after school (916) 315-9009 Ext. 3205 cmoss@rocklin.k12.ca.us Welcome to Granite Oaks
More informationIntensive Language Study: Beginning Modern Standard Arabic ARAB 1000-1500 (6 credits, 90 class hours)
Intensive Language Study: Beginning Modern Standard Arabic ARAB 1000-1500 (6 credits, 90 class hours) SIT Study Abroad Program: Jordan: Modernization and Social Change PLEASE NOTE: This syllabus represents
More information