Spanish Language

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1 Brief Description of Course Spanish Language AP Spanish Language Course Introduction. This is a course for Spanish language learners. The course is conducted entirely in Spanish with the help of a wide variety of artificial realia and other types of visuals. Students are required to use Spanish as their language of communication during the entire class time, even when they are engaged in casual dialogue between themselves. Advanced Placement Spanish Language is taught over a course of two quarters. Our high school follows the quarter system; two quarters are the same as one traditional semester. Classes are 90 minutes long four days a week and 55 minutes long on one day a week. Tutorials are offered on that day when the class time is reduced. The primary texts used for this course are: Nuestro Mundo McDougal Littell Puntos de partida McGraw Hill Another text that is used to add variety to the presentation of grammar is: Essential repaso National Textbook Company All students will receive their own copy of: Spanish Four Years-Advanced Spanish with AP Component AMSCO Publication Unit Information Unit Name or Timeframe: Course Overview. 1. Students are taught to read, speak, and write using grammatically correct Spanish with appropriate cultural sensitivity. Listening proficiency is achieved via the use of recordings and authentic daily language in the form of television and radio broadcasts, documentaries, films and text-related recordings. 2. Students are taught test-taking strategies that will help them be successful with the AP language test and other high stakes tests like the SAT. 3. Students explore the value of being a Spanish speaker. They will learn of the advantages afforded to bilingual individuals when competing for desired positions in the workforce. They will also investigate the types of careers that actively seek out Spanish/English speakers. 4. Students will improve their general communication skills in the areas of syntax, morphology, and linguistics and will understand how being multilingual actually enriches and supports their native language skills. This will have a direct reflection on the students general preparation for and success on the SAT and college work in the future. 5. Students will be introduced to literature written in the Spanish language. Selections will be taken from both Hispanic and Peninsular authors. History and culture of Spanish speaking countries will be presented in the form of reading and listening comprehension activities. 6. Time spent on each chapter varies but averages about three weeks. Adjustments are made for holidays, natural disasters, and time allotted to state standardized testing. Content and/or Skills Taught: Course Expectations and Outcomes. 1. Students are expected to transfer grammatical proficiency to their everyday writing and oral participation both informal and informal. 2. Students will be able to use their knowledge of Spanish in order to understand lectures, classroom instructions, presentations, and audio recordings. 3. Students will be able to understand a variety of textual materials including: newspapers, magazines, standard texts, literature anthologies, and pedestrian samples like advertising and public information 1

2 announcements. 4. Students will learn how to behave with propriety is foreign circles. They will develop an understanding and appreciation for the varieties of cultural differences. Major Assignments and/or Assessments: Writing Proficiency. Due to the fact that the AP Spanish Exam requires two independent writing samples, an essay and a "quick write," I require my students to complete one formal essay per chapter and numerous "quick writes." Writing assignments take a wide variety of formats including, persuasive essays, descriptive essays, literary analysis, and expository essays. These are written implementing our school s approved five-paragraph essay format (intro/thesis, three supporting body paragraphs, and a conclusion that restates the thesis and provides a reflection). Essays hone the students skills in critical and analytical thinking. They also practice organizing information and creating quick outlines before writing. Students peer edit each others work and suggest revisions. The final draft is presented to me with all rough drafts. The "quick writes" are less formal than the essays. Students are given newspaper articles in Spanish. Students read the article, underline 15 "unknown" words and find their meaning. Then they write a short summary outlining the key points of the article. This activity is done every week. Students maintain a portfolio of all their written work including rough drafts. They regularly assess the development of their writing skills and share their work with their Unit Name or Timeframe: Auditory and Listening Proficiency. Speaking proficiency is developed by requiring students to speak only in Spanish during the instructional period. Since speaking and listening skills go hand in hand, Spanish songs are frequently played while the class in involved in small group activities or projects. In addition, radio and television broadcasts are used daily. For selected recordings, students are expected to take notes on the language they hear and try to incorporate it in their lexicon of regular usage. Students are evaluated on their auditory comprehension as well as their ability to respond readily to prompts initiated by the teacher and other students. Speaking proficiency is additionally developed by having students give impromptu oral presentations on topics consistent with the current chapter. Depending on the length of the oral presentation, students are given between two and four minutes to plan what they will say. Sometimes I will give the students a provocative photo (as are frequently found in National Geographic Magazine) and have the students prepare some impromptu remarks. Another speaking activity is the "quick response." In this instance the teacher will pose a question or a directive, (ie: "Describe la comida que tu mamá preparó anoche." or " Cuándo conociste a tu mejor amigo?") Students have to answer immediately with no preparation. Each chapter includes group and individual oral presentations. These vary and may be mostly impromptu in nature or may take on a formal aspect. The formal oral presentations may involve a poster, a powerpoint presentation, or a class handout. Each presentation whether impromptu or formal I always give a minimum duration requirement. Presentations are designed to be fun and engaging. Some examples are: interviews, reports, skits, demonstrations, and informative lectures. To enhance speaking skills and accuracy in pronunciation, students will work with trabalenguas, dichos, and poems all of which are eventually memorized. Literature is selected with grammatical themes in mind, for instance, Dame la mano by G. Mistral is used to demonstrate the future tense Take recording skills. With regard to these two types of speaking activities, students are also trained to record their responses on a Panasonic tape recorder with which they are provided. After the recordings are made, students will evaluate their own performance and the teacher will score their responses on the basis of 1)pronunciation, 2)grammar, 3)fluency, 4)quality and variety of vocabulary. Such oral activities are 2

3 incorporated into each chapter. Students are allowed to take their recorders home in order to practice in a more relaxed environment. Content and/or Skills Taught: Grammatical Proficiency. Students are given grammatical notes for each chapter taught. The audio book, with the multiple choice listening and reading comprehension exercises are completed in class and allow a wide range of practice with the item types on the AP Spanish Language Exam. The grammar taught in this course is comprehensive. I follow mastery teaching methodology, and drill the students to such an extent that they eventually achieve mastery learning. Since the best way to learn is to teach, during the second quarter, students are given various grammatical concepts which they will teach or review with the class. This oral presentation takes the form of a lecture (in Spanish) and the students will use either a power point presentation, or overhead transparencies, or "chalk talk" style at the white board. Once grammar concepts are presented they are systematically recycled into the curriculum to insure mastery. This is achieved via the use of traditional substitution drills reminiscent of language lab practices from the past. To complete this exercise, students work in pairs. Using a prepared list of grammar problems, they take turns challenging each other. I insure accuracy by occasionally interrupting the practice and doing the activity in an open forum. This practice, which I call, "Cara a cara" is used at least two times a week. The sequencing of grammar and thematic vocabulary for the quarter is as follows: (Topics are purposely sequenced to facilitate mastery.) Chapter 1: Education and university life 1. concordance and gender of nouns 2. syllibification and use of accents, accurate pronunciation 3. principal irregular verbs in the present tense Chapter 2: Family life and basic health issues 4. use of the definite article 5. orthographic changing verbs 6. -zco verbs 7. use of the imperfect tense 8. demonstrative adjectives and pronouns 9. comparison of ser and estar Chapter 3: The human being-characteristics and personalities 10. preterit tense, preterit and imperfect combinations 11. perifrastic expressions 12. reflexive verbs 13. DOP and their varied placement options Chapter 4: Spanish is the workplace 14. -car, -gar, -zar verbs 15. present progressive 16. Expressions of time: hace + time + que, desde hace, llevar + time + gerund Chapter 5: Spanish around the home 17. stem-changing preterits 18. future and conditional 19. formal and informal affirmative commands, irregular tú forms 20. possessive adjectives and pronouns 21. comparison of por and para Chapter 6: Foods 22. negative commands 23. uses of the present subjunctive 3

4 24. redundant constructions with gustar 25. substituting se as an indirect object pronoun 26. comparisons of equality and inequality Chapter 7: Clothing and shopping 27. compound tenses (with estar and haber) 28. irregular gerunds and past participles 29. rules for the use of the present participle 30. special uses of the infinitive 31. imperfect subjunctive Chapter 8: Urban life and transportation 32. the passive voice 33. relative pronouns 34. sequence of tenses 35. superlatives, diminutives Major Assignments and/or Assessments: Assessment. Student work is assessed on a variety of levels some of which have already been alluded to previously. 1. Written homework, designed to reinforce the points of the day, are given four days a week. In addition, students are expected to read aloud at home and practice substitution drills in various areas of grammar. 2. Dictations are given once a week and are taken from chapter thematic sources. 3. "Quick writes" or other similar "on the spot" writing activities are given at least once a week and may or may not be graded. 4. A formal essay (classic five-paragraph style) is given once per chapter. This essay is described above and carries the weight of a test grade. 5. Each chapter has one written quiz covering vocabulary, conversation and grammar from the chapter. In addition, this quiz has a listening comprehension section where students listen to a reading and then answer posed questions. Finally there is a reading comprehension section where, after reading some thematic material, students must write answers to comprehension questions in complete Spanish sentences. 6. Each chapter also has a summary exam, similar to the above describe written quiz but more comprehensive in its content.. The test has sections which demand a higher level of mastery than the afore mentioned written quiz. Some of these features are: 1) cloze exercises, 2) error identification and correction, and 3) sentence completion problems. 7. Students oral work with the tape recorder is assessed at the end of each chapter. 8. Finally, students are assessed daily on their oral participation in class. This is done fairly easily by the teacher simply recording check marks on the seating chart when the students give correct or exceptional answers to questions. This participation grade is extremely important and the students are aware of this from the beginning. Participation is evaluated daily and scored on Fridays. Free oral participation of this type carries the weight of a test grade. Giving such a heavy weight to oral participation insures that students will remain on task, attentive and motivated to speak often. 9. Standard grade percentages are used based on % = A, and so on. Tests = 30% Oral participation and presentations = 30% Quizzes and quick writes = 10% Formal essays = 30% 4

5 Textbooks Title:Nuestro Mundo Publisher: McDougal Littell Published Date: 2002 Author: several authors several authors Description: This book provides students with a thorough review and practice of grammar. It also contains cultural, political, social, and historical readings covering all of Latin America. This text, with materials taken from authentic sources, allows students to engage at a higher level of study. Title: Author: Knorre Description: 5

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