Spanish Properly introduce ones'self to another. person and begin a conversation. -Use of flashcards as study tools.

Transcription

1 St. Mary's College High School Spanish 1-2 -Basic conversations and selfintroductions. -Dialogues in front of the class. -Methods of studying Spanish for beginning learners. -Properly introduce ones'self to another. person and begin a conversation. -Use of flashcards as study tools. -Vocabulary quizes. -Quiz on numbers, time. -Introduction to common words and phrases used in Spanish class (prayer, the date, attendence, commands, names of materials brought to class) -Counting and numbers Time -Vocabulary pertaining to parts of the body. -Count to 100 vocally, spell numbers from visual digits and through hearing them. Deliver and record phone numbers in Spanish. -Tell time with the use of numbers, and the use of the verb "ser," as well as with the proper corresponding times of day (la tarde, la noche, etc.) -Pronounce, recognize, and spell parts of the body. -Listening dictation (when a word is spoken, students are able to spell the word). -Alphabet -Calendar (days of the week, months of the year) - Climate & Seasons -Apply the names of Spanish letters of the alphabet as well as the sounds they make. Spell when letters or sounds are heard. Spell aloud using Spanish letters, as opposed to English letters. Appropriately ask how a word is spelled in Spanish. -Vocabulary and grammar fill-in the blank, identification, and sentence-construction tests and quizzes. -Recognize visually and verbally the days of the week and days of the month in Spanish. Use numbers to be able to communicate what day of the week it is. Recognize the correct syntax for communicating the date in Spanish. -Recognize what seasons correspond to which months and what the weather is like, respectively. 1 of 7

2 -Verb Infinitives -Recognize and apply various verbs to describe our likes and dislikes -Presentations in front of class with me gusta and no me gusta; -Adjective Agreement (gender and number) (me gusta y no me gusta) with verb infinitives. (-ar, -er, -ir verbs) describing what we do and do not like to do (verb infinitives) -Personal Pronouns -GUSTAR -Día de Todos los Santos and Día de los Muertos -Recognize masculine and feminine nouns and which adjectives correspond to which gender. -Distinguish between the Tu and Ud. forms. -Use correct verb agreement to communicate likes and dislikes. -Become familiar with the Mexican traditions of All Saints Day and Day of the Dead. -Written work; 10 verbs in English, 10 verbs in Spanish, categorize the -AR -ER and -IR verbs. -In-class exercises and dialogue distinguishing between the Tu and Ud. forms. -Test and quiz incorporating vocabulary and articles (el/la/los/las). -Present your likes and dislikes to the class using a visual, written and oral presentation. -Use a visual image and Spanish written work to commemorate a person who has positively influenced your life through the traditions of Día de Todos los Santos and Día de los Muertos. -Día de Todos los Santos and Día de los Muertos -More verb infinitives with emphasis on verbs as vocabulary (to dance, to swim, to sing). -Personal Pronouns -Introduce full conjugation of -ar, - er, and -ir verbs. -Become familiar with the Mexican traditions of All Saints Day and Day of the Dead. -Recognize (1) what an infinitive is, (2) the differences among those infinitives (whether -ar, -er, or -ir), and (3) memorize the definitions of those infinitives. -Combine verbs and pronouns to describe who is doing what. -Use a visual image and Spanish written work to commemorate a person who has positively influenced your life through the traditions of Día de Todos los Santos and Día de los Muertos. -Quiz matching actions to pictures. -Game where I present a proper noun (Teresa) and students present the correct pronoun (ella). 2 of 7

3 -Revisit the verb Ser with the intention of describing ones'self and others. (Emphasize that Ser is used for permanent characteristics.) Introduce vocabulary describing permanent characteristics. -Memorize full conjugation of -ar, - er, and -ir verbs and be able to recognize and define verbs in their conjugated forms. -Guantanamera -Doy Gracias Por -Describe the permanent characteristics of ones'self and others. Subjects should agree in number and gender with the adjectives used. Use new vocabulary to diversify written and spoken communication. -Distinguish among 3 recorded versions of the classic song (La Banda de la Havana, Jose Feliciano, Wyclef Jean & Lauren Hill). Compare and contrast how it has changed and/or remained the same across the decades. Recognize the elements of "concordancia" and the use of "ser" with characteristics, (ie, "Yo soy un hombre sincero"). -Communicate what you are thankful for. -Written exercises where students conjugate verbs and define them as the work progresses. -Use what you have learned over the semester to produce a written work (a poem, short story, paragraph) communicating what you are thankful for. -Vocabulary of the school and -Quiz on vocabulary and grammar. classroom. -Cardinal numbers and review of time. -The verb "tener" (to have). -Revisit the verb "estar" (to be). -Directions poem ("Izquierda, derecha, delante, detras...") -Semester review -Communicate about your schedule; describe your schedule, your classroom, which classes you like and dislike, where classroom objects are located. -Use Cardinal numbers and time to describe your class schedule (first period, second period, etc). -Memorize irregular conjugations of "tener." Using the verb "to have" ommunicate which classes you (or your classmate(s)) are taking at what point in the day; describe -Written exercise with the progression of the schedule; culminating in a paragraph describing what classes the students like and don't like and why. -Written and listening exercises conjugating tener and estar. -Poem recitation as a group and in competition for written practice. Peer editing to find errors. 3 of 7

4 what you need for each class. -Memorize the full irregular conjugations of "estar" and use it to describe where things are located. Distinguish between Ser and Estar. -Use directional vocabulary to tell where things are located. Memorize directions poem in spoken word, motions, and written word. -Incorporate semester content into final project and exam. -Test on classroom vocabulary and location of objects. -Final Exam Spanish classroom words and phrases. Review directions. Food vocabulary and good health. Gusta(n)/Encanta(n) Irregular verb SER Irregular verb HACER Plurals of adjectives and their agreement. Use a wider variety of Spanish words and phrases to ask questions, request information and clarify content. Recall directional vocabulary used last semester. Communicate about nutrition, likes and dislikes regarding food choices. Use vocabulary of different food groups and the foods within those categories. Recognize culutural differences pertaining to food. Describe the things we like and love; use proper agreement between numbers with gustar and encantar. Less English spoken and heard in class. Poem recitation. Matching, listening and fill-in the blank vocabulary quizzes. Skit construction and presentation. Fill-in the blank quiz with Gustar and Encantar. Irregular verb quiz (verb conjugation charts, sentence construction and two short essays (written in English) describing what makes HACER an irregular verb and when we use SER). Begin to recognize a pattern in irregular verbs. Communicate what makes SER and HACER irregular. Communicate the uses of SER and use both verbs with a variety of subjects and subject pronouns. Quiz on sentence construction where adjectives and nouns agree upon apropriate completion. 4 of 7

5 Vocabulary of leisure activities and places. Origins of Spanish days of the week. Conjugations of the verb "ir" in the present tense. Recognize and communicate where you go, what you do and with whom you do those activities outside of school. Read about where the Spanish names for the days of the week came from. Connect their origins to Latin and Roman history. Vocabulary and grammar quizzes and test (fill-in-the-blanks, matching, verb-chart conjugations, and picture identification). Written sentences with the verb "ir"; generated by the students. Question words. Communicate about activities using the verb "to go" in each of it's forms. Ask and respond to questions through recognition and use of the words qué, cómo, quién, con quién, dónde, cuántos(as), Adónde, De dónde, cuál, por qué, and cuándo. Connect this idea to the use and importance of accent marks. Continued practice with question Identify, use and respond to key words. "question words." Culture and language application through the film "El Norte." More vocabulary regarding leisure activities. Prepare for the film using a series of historical/cultural background activities, and small-group review. Using the film as text, become familiar with Guatemala, its culture and the emigrant experience. Listen and watch a film in Spanish. Consider the consequences and empathize with the emigrant experience. In-class discussion regarding "El Norte," Guatemala and the emigrant experience. Two reflect-and-respond writings (in English). 5 of 7

6 Vocabulary regarding families and celebrations. What elements are culturally integral to some celebrations of Spanish-speaking families. Review of the verb TENER in all of its present-tense forms (with an emphasis on communicating ages) and its similarities to VENIR. The Immediate Future (Ir+a+infinitive). Jugar and introduction of other stem-changing verbs ("boot verbs"). Pronunciation of the "d" in Spanish and "trabalenguas." The Immediate Future (Ir+a+infinitive). Article: Sergio Garcia, Lorena Ochoa Reyes, and Rebecca Lobo as hispanic athletes. Introduce diminutive adjectives. Recognize and communicate about family members and familial relationships. Communicate and recognize celebration (party) vocabulary. Identify elements that are characteristically part of Spanishspeaking families. Communicate age. Tell how old someone is and if they are older/younger than someone else. Become familiar with a variety of stem-changing "boot" verbs and the pattern with which they are conjugated. Practice the pattern and apply the conjugations in complete sentences and written works. Distinguish stem-changing verbs among others and their similarities to JUGAR. Properly pronounce the Spanish "d" to have a more authentic speaking style. Communicate actions that are going to occur using the verb "to go" with an infinitive. Practice and recognize sports and leisure vocabulary using a contemporary context. With proper gender-noun agreement, add the appropriate suffix to a word to give the word a meaning of "small" or "little." Vocabulary and grammar test (picture identification, matching, fill-in-the-blank, and sentence construction). Sentence construction with the verb TENER and VENIR. Write sentences using vocabulary and grammar about yourself and your family. Interview a classmate about their family. Write a paragraph and read it to the class. Posessive Adjectives and Agreement Tell to whom or what something belongs using correct gender-noun agreement. Quiz on grammar (fill-in-the-blank, with word bank). 6 of 7

7 Vocabulary describing restaurants, table settings, etiquitte (quisiera) and family members. Communicate in a restaurant setting; describe family members. The verb "venir." Introduction to the Preterite. Final exam review. Conjugate "venir" in the presenttense using the pattern of "tener" as a guide. Prepare for the year's final assessment. Preterite worksheets of regular -ar, -er, and -ir verbs. 100 question Multiple-Choice final exam; with one listening portion (identifying two different families based on the descriptions provided) and one essay question (regarding a description of the student's family members). 7 of 7