El Programa de Estudios Español II Syllabus Spanish II

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1 El Programa de Estudios Español II Syllabus Spanish II Libro Realidades Level 2 (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) 1 ST QUARTER - Tema/Theme: Para empezar A. Cómo eres tú? Repaso: describing people; asking for Information; nationalities; adjective agreement; the verb ser B. Qué haces? Repaso; leisure activities; seasons of the year; Regular ar, -er, and ir verbs Capitulo 1 Tú día escolar 1A. Qué haces en la escuela? Vocabulary: classroom activities, and rules Grammar: (repaso) stem-changing verbs; affirmative and negative words 1B. Qué haces después de las classes? Vocabulary: extracurricular activities Grammar: making comparisons; (repaso) the verb saber and conocer; hace + time expressions Capitulo 2 Un evento especial 2A. Cómo te preparas? Vocabulary: daily routines, getting ready for an event Grammar: reflexive verbs; (repaso) the ver ser y estar; possessive adjectives mio, tuyo, suyo 2 ND QUARTER - 2B. Qué ropa compraste? Vocabulary: shopping vocabulary, prices, money Grammar: (repaso) the preterit of regular verbs; demonstrative adjectives Capitulo 3 Tú y tú comunidad 3A. Qué hiciste ayer? Vocabulary: running errands; locations downtown; items purchased Grammar: (repaso) direct object pronouns; the irregular preterit of the verbs ir, ser, hacer, tener, estar, poder 3B. Cómo se va? Vocbulary: places in a city or a town; driving terms; modes of transportation Grammar: (repaso) direct object pronouns: me, te, nos irregular affirmative tú commands : (repaso) present progressive; irregular forms 1

2 Capitulo 4 Recuerdos del pasado 4A. Cuando éramos niños Vocabulary: toys; play terms; describing children Grammar: the imperfect tense; regular and irregular verbs; (repaso) indirect object pronouns 4B. Celebrando los días festivos Vocabulary: expressions describing etiquette; holiday and family celebrations Grammar: the imperfect tense; describing a situation; reciprocal actions 3 RD QUARTER - Capitulo 5 En las noticias 5A. Un acto heroico Vocabulary: natural disasters; emergencies; rescues; heroes Grammar: the imperfect tense: other uses; the preterit of the verbs oir, leer, creer, and destruir 5B. Un accidente Vocabulary: parts of the body; accidents; events in the emergency room Grammar: the irregular preterit: venir, poner, decir, traer; the imperfect progressive and preterit Capitulo 6 La television y el cine 6A. Viste el partido en la television? Vocabulary: watching television programs; sporting events Grammar: the preterit of ir stem stem-changing verbs; other reflexive verbs 6B. Qué película has visto? Vocabulary: movies; making a movie Grammar: verbs that use indirect objects; the present perfect Capitulo 7 Buen provecho 7A. Cómo se hace la paella? Vocabulary: cooking expressions; food; appliances; following a recipe; giving directions in a kitchen Grammar: negative tú commands; the impersonal se 7B. Te gusta comer al aire libre? Vocabulary: camping and cookouts; food Grammar: usted and ustedes commands; uses of por Capitulo 8 Cómo ser un buen turista 8A. Un viaje en avión Vocabulary: visiting an airport; planning a trip; traveling safely 2

3 Grammar: the present subjunctive; irregular verbs in the Subjunctive 4 TH QUARTER - 8B. Quiero que disfrutes de tu viaje Vocabulary: staying in a hotel; appropriate tourist behaviors; traveling in a foreign city Grammar: the present subjunctive with impersonal expressions; the present subjunctive of stem-changing verbs Capitulo 9 - Cómo sera el futuro? 9A. Qué profesión tendrás? Vocabulary: professions; making plans for the future; earning a living Grammar: the future tense; the future tense of irregular Verbs 9B. Qué haremos para mejorar el mundo? Vocabulary: environment; environmental issues and solutions Grammar: the future tense; other irregular verbs; the present subjunctive with expressions of doubt 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 - 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 3

4 - 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. 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. 4

5 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 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 Date 5

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