Unit 1, September TB Preliminary Lesson Unit 2, October TB Unit 1 Lesson 1
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1 Unit 1, September TB Preliminary Lesson Unit 2, October TB Unit 1 Lesson 1 How do Spanish-speaking people living in New York City celebrate their Where do teenagers go during their free time in Florida? culture? Cultures often share similar pastime activities. Languages involve formal and informal elements. Languages may vary on expressions of basic grammar concepts. Languages may show similarities in basic writing essentials. Languages share many cognates that help derive meaning. Greetings and farewells. Alphabet. Spanish-speaking countries. Numbers 0 to 10. Days of the week. Weather expressions. Classroom commands. Greet people and say goodbye. Introduce yourself and others. Ask and say how to spell names. Say where you are from. Exchange phone numbers. Say what day of the week it is Describe the weather. Respond to classroom commands. Pronounce the alphabet. Vocabulary: Pastimes activities, foods, and beverages. Grammar: Subject pronouns, and the verbs ser and gustar. Communication: Stating origins, and expressing preferences. Review: Weather expressions. Talk about activities. Tell where you are from. Say what you like and do not like to do. Identify the various forms of ser and gustar, and subject pronouns. 1
2 Unit 3, November TB Unit 1 Lesson 2 Unit 4, December TB Unit 2 Lesson 1 What are some leisure activities and traditional foods in San Antonio and Miami? Adjectives show patterns in usage based on number and gender. Language can be definite and indefinite in noun identification. How does the way students dress reflect a culture? Language may vary in expressions of frequency and time. Verb formations show patterns of usage. Vocabulary: Descriptive adjectives. Grammar: Gender and number agreement of adjectives, and definite and indefinite articles. Communication: Describing people. Review: Snacks, activities, ser and gustar usage. Describe self and others. Identify people and things. Use ser to describe what someone is like. Identify and explain the use of gender agreement with adjectives. Identify and explain the use of definite and indefinite articles. / Vocabulary: School subjects, classroom activities, time, numbers and frequency words. Grammar: The verb tener, ar ending verbs, and placement of frequency words. Communication: Expressing schedule demands and frequency. Review: Days and activities. Talk about schedules and time. Identify and explain the uses of the present tense of ar verbs. Indentify and explain the uses of the verb tener and its formations. Identify and communicate the numbers in oral and written form. 2
3 Unit 5, January TB Unit 2 Lesson 2 Unit 6, February TB Unit 3 Lesson 1 How would you talk about your favorite class? What do you like to eat or drink during hot weather? How is Mexico s school year different or similar to your school year? What are some of the aspects of Puerto Rico and Salvadorian culture? Languages may vary in development of inquiries. Languages may vary in expressions of preferences. Languages may show variation in expressing elements of classroom learning. Languages may vary in the development of inquiries. Vocabulary: Classrooms objects, prepositions, and emotions. Grammar: The verbs ir and estar, and questions formation. Communication: Exchanging information about locations and expressing emotions. Review: Time and class subjects. Identify and explain the use of emotion adjectives. Use of the verb estar to indicate location and feelings. Using a conjugated verb before the subject to ask a question. Using the verb ir. Identify prepositions and explain their placement in sentences. / Vocabulary: Foods, beverages, and interrogative words. Grammar: Interrogative usage, gustar, hacer, and er/ir verb formations. Communication: Asking questions about nutrition, and conveying preferences. Review: The verb estar and time. Use interrogative words. Use the verb gustar with nouns. Use the verb hacer. Use er and ir verbs. 3
4 Unit 7, March TB Unit 3 Lesson 2 Unit 8, April TB Unit 4 Lesson 1 Does your family have any traditions or customs involving mealtimes? What are some cultural traditions in Puerto Rico and Perú? Languages may vary in comparison and exchange of personal information. Languages may show variety in expressions of ownership Where do you like to shop for clothes? Cultures often show variation in shopping habits for clothing. Languages may show variation in arrangement of grammar structure. Vocabulary: Family, months, numbers, possessive adjectives, dates and comparison terms. Grammar: Possession, age, date, and comparison formations. Communication: Exchange and compare information related to families, age and ownership. Review: The verb tener, numbers, and after-school activities. Express possession using de. Use possessive adjectives. Use comparatives. Talk about family. Identify and explain age and date formations to exchange information. Vocabulary: Clothing, seasons, shopping, tener phrases, and colors. Grammar: Stem-changing verbs and direct object pronoun usage. Communication: Exchange information related to shopping for clothing and what people wear. Review: Numbers, activities and the verb tener. Use of tener expressions. Use of stem-changing verbs: e to ie. Talk about what clothes you want to buy. Say what you wear in different seasons. Use direct object pronouns. 4
5 Unit 9, May TB Unit 4 Lesson 2 New Jersey Quality Single Accountability Continuum (NJQSAC) Unit 10, June Review What do you like to do on weekends? What are some of the weekend activities that people enjoy in Spain and Chile? Cultures often show variation in social activity habits. Vocabulary: Places, events, and ordering food. Grammar: Stem-changing verbs: o ue, e I, and Ir a + infinitive. Communication: Exchanging information about plans for events and social interactions. Review: Er verb formations, the verb ir, tener phrases, and direct object pronoun usage. Describe places and events in town. Say what you are going to do. Identify and explain the uses of the various forms of stem-changing. verbs and the simple future. Exchange information for the purpose of ordering food in a restaurant. How does one order food in a restaurant in the target language? What are some aspects of culture in Spain, Guatemala and Chile? Review summative exam taking strategies. Review material taught. Recognize different points of view. Express actions in the present tense. Create a restaurant menu. Demonstrate mastery of TB units
Unit 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?
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Section 9 Foreign Languages I. OVERALL OBJECTIVE To develop students basic communication abilities such as listening, speaking, reading and writing, deepening their understanding of language and culture
Month Content Skills Assessment. September Reprise Be able to... conversations - talk about school activities, courses, & schedule &
September Reprise Be able to... conversations - talk about school activities, courses, & schedule & about personal impressions of school. short notes & other writing Grammar - react to other students impressions
Watch 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
UNIVERSITY DONA GORICA Center of Foreign languages, Spanish for beginners September December 2015 SYLLABUS
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Intensive Language Study: Wolof
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More information >>> HERE Adult Ed ESL Standards
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COURSE TITLE: Spanish III/IV Honors GRADE LEVELS: 11-12
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Course Title: French II Topic/Concept: ir and re verbs Time Allotment: 2 weeks Unit Sequence: 1 Major Concepts to be learned:
Course Title: French II Topic/Concept: ir and re verbs Time Allotment: 2 weeks Unit Sequence: 1 1. To be able to conjugate regualr ir verbs 2. To be able to conjugate regular re verbs 3. Common outdoor
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Adult Ed ESL Standards
Adult Ed ESL Standards Correlation to For more information, please contact your local ESL Specialist: Level Two www.cambridge.org/chicagoventures Please note that the Chicago Ventures correlations to the