SPANISH 5 COLLEGE. Standard 1: Students will be able to use a language other than English for communication.

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1 LOTE STANDARDS SPANISH 5 COLLEGE Standard 1: Students will be able to use a language other than English for communication. Key Idea: LISTENING & SPEAKING are primary communicative goals in modern language learning. These skills are used for the purposes of socializing, providing and acquiring information, expressing personal feelings and opinions, and getting others to adopt a course of action. Checkpoint C understand standard speech delivered in most authentic settings understand the main ideas and significant relevant details of extended discussions or presentations, and on recorded songs, feature programs on radio and television, movies, and other media designed for use by native speakers draw on a wide range of language forms, vocabulary, idioms, and structures learned in class as well as those acquired through independent exposure to the language comprehend subtler, nuanced details of meaning with some repetition and rephrasing engage in extended discussions with native or fluent speakers on a broad range of topics that extend beyond their daily lives and are of general interest to the target cultures Key Idea: READING & WRITING are used in languages other than English for the purposes of socializing, providing and acquiring information, expressing personal feelings and opinions, and getting others to adopt a course of action. Checkpoint C comprehend the content of most texts of interest to native speakers draw on a broad range of learned vocabulary, idioms, and structures, including the full range of time frames, as well as language acquired through independent reading Write multi-paragraphed essays, journals, personal and business letters; errors in form may occur, particularly when the students are writing about complex themes or issues requiring the expression of opinions, or when the topic is outside their realm of experience. Use culturally appropriate learned vocabulary and structures associated with a broad range of topics, and structures such as simple and complex sentences to communicate through the full range of time frames. Standard 2: Develop cross-cultural skills and understanding.

2 Key Idea: EFFECTIVE COMMUNICATION involves meanings that go beyond words and require an understanding of perceptions, gestures, folklore, and family and community dynamics. All of these elements can affect whether and how well a message is received. Checkpoint C demonstrate sophisticated knowledge of cultural nuances in a target language culture model how spoken language, body language, and social interaction influence communication use appropriate registers write in the target language in a manner that articulates similarities and differences in cultural behaviors Grading Policy Quizzes/Tests 80% Tests tend to be traditional whereas quizzes are varied and more frequent. Class-work/Homework 20% Students are required to do weekly writing/speaking assignments.

3 SPANISH 5 COLLEGE GOAL: Learning a foreign language is a long term endeavor. The ultimate success of using the foreign language in a meaningful way is intrinsically tied to one s individual motivation toward the subject matter. The purpose of this course is to provide each student an environment in which progress along the proficiency continuum is realized in all skill areas. DESCRIPTION: The beginning of this course will review and assess each student s proficiency level so actual progress can be achieved during the school year. Students are expected to work toward checkpoint C proficiency in all skill areas: speaking, listening, reading and writing. This course presupposes that the level of proficiency of each student is at least at checkpoint B with a good knowledge of the simple tenses: present, preterit, imperfect, future and conditional. The LOTE Standards for communication and culture are the foundation upon which all lessons are based. Learning Outcomes: See Checkpoint C proficiency descriptions for Lote Communication and Culture Standards. (Attached) Procedure: In order to meet the goal of the course the professor will employ communicative activities to ensure target language acquisition. Active participation is the main ingredient for learning and progress to take place. For this reason the course will be conducted mostly in Spanish. One cannot over emphasize the importance of using the target language. Therefore students are expected to participate actively on a daily basis. Grammatical Topics In the beginning of the semester, (first 2 weeks) the following topics will be reviewed: 1. The alphabet, the numbers 0-100, the days of the week, the months and the seasons, nouns, and articles, adjective form, position, and agreement, subject pronouns and the present tense of SER. 2. Describing yourself, other people, and things, asking and responding to simple questions, asking and telling time, talking about what you like to do, talking about what you have and what you have to do. Present tense of ar, -er and ir: regular and irregular verbs. SER vs. ESTAR 3. Exchanging information about classes, talking about things that belong to you, talking about how you and others feel, describing yourself and others, asking for and giving simple directions. 4. Talking about your family, expressing desires and preferences, planning activities, extending invitations, making special references, discussing things you know. 5. Using the reflexive verbs to describe your daily routine, expressing needs related to personal care, expressing emotional states, comparing objects and people, talking about what you do around the house, describing people or things using superlatives, describing what is happening at the moment.

4 6. Using IR a + infinitives to express the future. 7. Direct Object Pronouns VERBS Comprehensive Review of the Simple Indicative Tenses: Present, Preterit, Imperfect, Future, and Conditional. Comprehensive Review of Subjunctive Mood: Present and Imperfect Subjunctive forms. Compound Tenses: Progressive/Perfect Tenses Passive Voice Use of the infinitive If Clauses GRAMMAR OTHER THAN VERBS Nouns/Adjectives/Adverbs/Comparatives/Superlatives/Demonstrative Adjectives/Possessive Adjectives and Pronouns/Numerals/Pronouns/Infinitives/Para-Por/Negative/Relative Pronouns VOCABULARY Our world-school-family-friends-home Technology-Life in this Century Leisure-Media-Entertainment-Movies-Books-Poetry Travel-World Community Current Events-Historical Events TEXTS: Nuevos Horizontes, Gilman/Levy-Knoesky/Daggett Chapters 1-5 Abriendo Paso, Diaz/Nadel/Collins

5 Units of Study Topics: Spanish September-October Capítulo Preliminar: The purpose of the preliminary chapter is to assess the students divergent abilities across the skill areas. Instructors will segue into the first chapter depending on the readiness of the students. Recommendation: Basic review of vocabulary. Stress spelling and gender recall. p. 18 (Horizontes) Take opportunity to review ser vs. estar. Review simple indicative tenses through leisure time activities. Review numbers p.479 (Horizontes) Capítulo 1:!Encantado de conocerlo! Focus: Cuba and Cubans in the U.S. Vocabulary: For communication, social life and friendship. p. 4-6 (Horizontes) Structures: Interrogatives and exclamations. p.10 (Horizontes) MA 1 - MA2. Nouns and articles p.18, MA6 Adjectives p.25, MA7 Demonstrative p.31 Ma 8-10 Chapter suggested readings Comprehensive Assessment Students will make a collage representing their life. They will prepare a written composition which will be presented to the class. November and December Capítulo 2: Vamos a hacer las maletas. Focus : Spain p.50 (Horizontes) Vocabulary For communication, travel & tourism and night life. p.52 (Horizontes) Structures

6 Personal pronouns p.58 MA p.15 Present indicative p.62 MA p.16 Future p. 71 MA Comparisons p.79 MA Chapter suggested readings. Comprehensive Assessment Mi viaje imaginario Student will take a trip to a Spanish Speaking country and do a series of activities: a journal, a power point of sites of interest and a mini-oral presentation in which they report what they did during the trip. January and February Capítulo 3 Cómo son los estudios en tu país? Focus: Perú p.104 (Horizontes) Vocabulary: For communication, in everyday life and education. Structures Reflexive verbs p.113 MA p.31 Ser vs. Estar p.118 MA. P Haber, Hacer y Tener. p.124 MA p Expressions of obligations and probability p.128 MA p Prepositions en y de p.132 MA p. 39 Chapter suggested readings. Comprehensive Assessment Estudios Universitarios Students create their own university. The final project must be a brochure featuring the programs offered. March and April Capítulo 4 Qué grande es tu familia! Focus: Bolivia Vocabulary For communication, House and Home. Structures: Preterit p.161 MA p.49

7 Forms of the imperfect indicative p.168 MA p.51 Preterit vs. Imperfect p. 171, MA p Time expression using the verb Hacer p.175 MA. p Suggested readings May and June Capítulo 5!Cerremos el trato! Focus : Mexico Vocabulary: For communication, business and banking. Structures: The present perfect and the pluperfect p.208 MA p Direct/indirect prepositional pronouns. p.215 MA p.71 Special construction of the verb gustar and similar verbs.p.221 MA p Special uses of the pronoun Se p. 224 MA p Prepositions a and con p.228 MA p Suggested Readings Capítulo 5A Additional Grammar Units Focus Communication Structure Use (Spanish Verb Tenses) Imperative p.153 Present subjunctive p.164 Imperfect subjunctive p.183 Present Perfect Subjunctive p.205 Pluperfect Perfect Subjunctive p.210 Final Exam Project Topics Suggested ideas: Time Capsule - (Past Present Future) The purpose of this assessment is for students to reflect on where they have been, where they are and where they aspire to be. Service Project - The students have to design an actual project that benefits someone specifically or benefits the community in some way. Original Story - Students create their own story that must convey a life lesson. Creation of a Magazine - that features the academic and extracurricular year in review. Students design their own project that must be approved by the instructor.

8 Supplementary Materials Materials are selected from a variety of sources. In order to provide opportunities for skill practicing it is imperative that students have access to authentic materials within the classroom and beyond to experience the language and get the practice necessary to truly progress. Students will be responsible to do on-line review from home or after school in the library. Students will be required to maintain a notebook as well as a journal book. The purpose of the journal book is to provide continuous practice and individualized revision of grammatical topics covered in class. Work required Do presentations in the target language, do prepared as well as extemporaneous speaking activities, role play. Write and maintain a weekly journal, creative writing activities. Listening activities based on Pod-casts, scenes from movies, documentaries, independent films. Interpret current periodicals, magazines, excerpts from a variety of literary sources. Comprehensive projects that require integrated skills be employed. Use to communicate in the target language. Use a variety of on-line resources:

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