Spanish 2. Course Overview

Transcription

1 Spanish 2 Course Overview Students in Spanish 2 continue their voyage of discovery as they further explore the language and the culture of the peoples who speak this modern world language. Students continue to develop their ability to understand spoken and written Spanish. At the same time, they learn to communicate orally and in writing in a culturally appropriate manner about a variety of familiar topics that include self, school, daily routines, shopping, community, emergencies, cooking, and travel. In other words, they learn how, when, and why to say what to whom. Vocabulary and grammatical structures are taught within the context of everyday topics. Culture is embedded throughout the course and relates directly to the topics studied. Spanish 2A Students use Spanish to exchange information, orally and in writing, about themselves and others. They interpret spoken and written Spanish from a variety of sources and use the language to communicate about their classes, school activities, their daily routines, clothes shopping, as well as the community. There are five units in Spanish 2A: Unit 1 Quién soy yo? / Who Am I? Unit 2 La vida escolar / School Life Unit 3 La rutina diaria / Daily Routines Unit 4 De compras / Shopping Unit 5 La comunidad / Community 1

2 Spanish 2B Students in Spanish 2B communicate orally and in writing about their childhood and holidays. They use Spanish to communicate about past and present disasters, emergencies, accidents, and medical treatments. In addition, they speak and write about foods and cooking as well as about past and present travel experiences. Throughout the course, students interpret information on these topics when listening and reading. There are four units in Spanish 2B: Unit 6 Cuando éramos niños / When We Were Children Unit 7 Las emergencias / Emergencies Unit 8 A cocinar! / Let s Cook! Unit 9 De viaje / Travel 2

3 UNIT OVERVIEWS Spanish 2A Unit 1 - Quién soy yo? / Who Am I? Unit 1, Quién soy yo?, is a short unit designed to help students make the transition into level 2. They use the Spanish language to communicate, orally and in writing, about their own personalities and those of and others. They describe nationalities and exchange information about personal preferences regarding their activities. Throughout the unit, students interpret information on these topics when listening and reading. Communicate about their own personalities and those of others Communicate about nationalities Communicate about preferences regarding activities Identify when the school year starts in some Spanish-speaking countries and compare it to the school calendar in the U.S. Adjectives of nationality Students will review and apply: Adjective agreement Present tense of ser (de) Present tense of regular -ar,-er, -ir verbs Question words Adverbs and expressions of frequency 3

4 Unit 2 - La vida escolar / School Life In Unit 2, La via escolar, students communicate, orally and in writing, about their classes and classroom rules as well as their activities both during the school day and after school. They identify school rules and customs in Spanish-speaking countries and compare them to those in the United States. In addition, they compare after-school activities in Spanish-speaking countries to those in the United States. Throughout the unit, students interpret information on these topics when listening and reading. Communicate about classes and classroom rules, activities, and school work Communicate about after-school activities Identify some famous Spanish-speaking people Identify customs and school rules in Spanish-speaking countries and compare them to those in the U.S. Identify after-school activities in Spanish-speaking countries and compare them to those in the U.S. Stem-changing verbs in present tense Affirmative and negative words Hay que/se prohíbe + infinitive Comparisons of equality saber and conocer Hace + time expressions Unit 3 - La rutina diaria / Daily Routines In this unit, La rutina diaria, students communicate, orally and in writing, about their morning and evening routines and getting ready for a special event. In addition, they identify special events in Spanish-speaking countries and compare them to those in the United States. Throughout the unit, they interpret information on the topic when listening and reading. Communicate about daily routines Communicate about getting ready for a special event Identify special events in Spanish-speaking countries and compare them to those in the U.S. Reflexive verbs in present tense Uses of ser and estar Possessive adjectives - long form 4

5 Unit 4 - De compras / Shopping In Unit 4, De compras, students communicate about shopping and clothing. They describe the clothing that they and others bought. In addition, they identify customs related to clothing and shopping in Spanish-speaking countries and compare them to those in the United States. Throughout the unit, students interpret information on shopping and clothing when listening and reading. Communicate about clothing they and others bought Communicate about shopping for clothing Identify some famous Spanish-speaking people Identify customs related to clothing and shopping in Spanish-speaking countries and compare them to those in the U.S. Preterite of regular -ar,-er, -ir verbs Preterite of irregular -car, -gar, -zar verbs Demonstrative adjectives Use of adjectives as nouns Unit 5 - La comunidad / Community In Unit 5, La comunidad, students communicate about what they did in places throughout the community. They ask for and give directions for getting around communities. Students identify characteristics of neighborhoods in Spanish-speaking countries as well as customs related to shopping in open-air markets and compare them to those in the United States. Throughout the unit, students interpret information on communities when listening and reading. Communicate about what they did in places in the community Ask for and give directions for getting to places Identify customs related to shopping in open-air markets in Spanishspeaking countries and compare them to shopping customs in the U.S. Identify characteristics of neighborhoods in Spanish-speaking countries and compare them with those in the U.S. Direct object pronouns Preterite of ir, ser Preterite of hacer, tener, estar, poder Present tense of salir, decir Irregular affirmative tú commands 5

6 Spanish 2B Unit 6 Cuando éramos niños / When We Were Children In Unit 6, Cuando éramos niños, students communicate, orally and in writing, about what they did when they were children. They ask and answer questions about what they were like as children and communicate about past family celebrations and holidays. Students compare children s stories, fables, or songs from Spanish-speaking countries to those from the United States. In addition they identify and describe family celebrations and holidays in Spanish-speaking countries and make comparisons to those in the United States. Throughout the unit, students interpret information on childhood and family celebrations when listening and reading. Communicate about what they did when they were children Communicate about what they were like as children Communicate about past family celebrations and holidays Identify some Spanish-speaking people Identify children s stories, fables, or songs from Spanish-speaking countries and compare them with those from the U.S. Identify and describe family celebrations and holidays in Spanish-speaking countries and compare them with those in the U.S. The imperfect tense: regular and irregular verbs Indirect object pronouns Verbs that use indirect object pronouns Use of preterite and imperfect Reciprocal verbs 6

7 Unit 7 - Las emergencias / Emergencies In this unit, Las emergencias, students communicate, orally and in writing, about past and present disasters, rescues, and emergencies. They describe accidents and medical treatments and ask and answer questions about injuries. Students learn about some of the natural disasters that occur in Spanish-speaking countries. They identify emergency medical and health services in Spanish-speaking countries and compare them to those in the United States. Throughout the unit, students interpret information on emergencies when listening and reading. Communicate about disasters, rescues, and emergencies (past and present) Communicate about accidents, injuries, and medical treatments (past and present) Identify some natural disasters that occur in Spanish-speaking countries and compare them with those in the U.S. Identify emergency medical and health services in Spanish-speaking countries and compare them to those in the U.S. Use of preterite and imperfect Preterite of oír, leer, creer, and destruir Preterite of venir, poner, decir, and traer 7

8 Unit 8 - A cocinar! / Let s Cook! In Unit 8, A cocinar!, students communicate, orally and in writing, about foods and cooking. They follow recipe directions and provide descriptions of food preparation. They identify and describe foods and dishes from Spanish-speaking countries as well as outdoor food vendors and compare them to those in the United States. Throughout the unit, students interpret information on foods and cooking when listening and reading. Communicate about foods Communicate about cooking and recipes Identify and describe dishes and foods from Spanish-speaking countries and compare them to those in the U.S. Describe outdoor food vendors in Spanish-speaking countries and compare them to those in the U.S. Negative tú commands The impersonal se Ud. Uds. commands - regular and irregular Uses of por Preterite of -ir stem-changing verbs Unit 9 - De viaje / Travel In the final unit of Spanish 2, De viaje, students communicate about traveling. They exchange information about travel plans and past travel, including means of transportation and common tourist activities. They identify and describe travel destinations in Spanish-speaking countries and customs related to traveling in these countries and compare them to those in the United States. Throughout the unit, students interpret information on travel when listening and reading. Communicate about travel plans and past travel Communicate about means of transportation and accommodations Identify and describe travel destinations in Spanish-speaking countries and compare them to those in the U.S. Identify and describe customs related to traveling in Spanish-speaking countries and compare them to those in the U.S. Imperfect and preterite Verbs followed by the infinitive Impersonal expressions with the infinitive 8