The course is taught entirely in Spanish and students are expected to respond in the

Transcription

1 AP Spanish Language Course Course Overview Primary textbooks 1 Pasajes Sixth Edition along with accompanying CDs; Mary Lee Bretz, Trisha Dvorak, Carl Kirschner and Rodney Bransdorfer McGraw Hill Company copyright Pasajes Cultura Sixth Edition Mary Lee Bretz, Trisha Dvorak and Carl Kirschner McGraw Hill Company copyright Pasajes Lituratura Sixth Edition Mary Lee Bretz, Trisha Dvorak, Carl Kirschner and Constance Kihyet McGraw Hill Company copyright 2006 Supplementary materials 1 Macario a novel by Bruno Tavern 2 Barron s How to Preapre for the AP Advanced Placement Exam Spanish 3 Don Quijote Part I by Miguel de Cervantes (reader/novel) 4 Released AP Examination materials from AP Central 5 El Delantal Blanco by Sergio Vodanovic (short story) 6 The Best Test Preparation for the AP Advanced Placement Examination Spanish Language: Research & Education Association 7 5 Steps to a 5 AP Spanish Language: McGraw Hill 8 Un Día de Estos by Gabriel García Márquez (short story) 9 AP Spanish Preparing for the Language Examination 3 rd Edition: Prentice Hall Spanish Verbs Web Sites Brief Description of Course The course is taught entirely in Spanish and students are expected to respond in the

2 target language. The AP Spanish Language Course is comparable in content and difficulty to a full year course in Advanced Spanish Composition and Conversation at the third year college level. The course is designed, in accordance with the National Standards for Foreign Language Learning, to provide students with communicative fluency in Spanish. The course has the following objectives: 1. to develop the ability to understand spoken Spanish in various contexts 2. to develop Spanish vocabulary sufficient for reading newspaper and magazine articles, literary texts, and other non technical writings without dependence on a dictionary. 3. to develop the ability to express oneself in Spanish, both orally and in writing, coherently, resourcefully, and with reasonable fluency A course in AP Spanish Language focuses on the mastery of communicative skills rather than on the content of specific texts. Skill specific goals: The listening ability of candidates who have completed the course should allow them to: follow the essentials of conversation between educated native speakers of Spanish who may occasionally use colloquial Spanish follow with general understanding oral reports and lectures on non technical subjects understand standard Spanish transmitted clearly by means of CD recordings, radio, telephone and videotapes/dvds The speaking ability of candidates who have completed the course should allow them to: communicate facts, ideas, and feelings successfully discuss topics of current interest and express feelings and opinions narrate, describe, and explain using past, present and future tenses correctly demonstrate a good command of grammatical forms and syntactic structures have immediate recall of a fairly broad range of vocabulary items speak with an accent that is not so markedly foreign that it interferes with comprehension The reading ability of candidates who have completed the course should allow them to:

3 read expository and narrative Spanish prose with good overall comprehension understand Spanish magazine articles on various topics read literary texts: novels, essays, poetry, and short stories in their original form deal strategically with texts that are conceptually abstract or linguistically complex draw inferences, and separate main ideas from subordinate ones discriminate between different registers of language and recognize their cultural implications The writing ability of candidates who have completed the course should allow them to: express themselves in a variety of modes, styles and purposes set forth and develop ideas in a clear, logical manner demonstrate an understanding and control of the verb system use language appropriate for the purpose of the text, topic and intended audience utilize a variety of grammatical structures and vocabulary These skills will be taught with the use of the above listed textbooks and supplementary materials as well as extensive use of our digital language lab. The lab will be used on a weekly basis to practice listening, speaking and writing skills. Teaching Strategies Each day of the week is dedicated to the practice of a specific component of the Spanish AP Examination. NOTE: The specific sources and types of activities are listed with the unit described below. Mondays Listening Activities (authentic sources listed with each unit) Tuesdays Reading Activities (authentic readings listed with each unit) Wednesdays Grammar Activities (listed with each unit) Thursdays Writing Practice (specific topics and types of writings are listed with unit) Fridays Oral Practice (specific oral activities are listed with each unit) Unit Information September Tipos y Estereotipos Grammar:

4 Gender and number of nouns Basic patterns of adjective agreement Equivalents of to be: ser, estar Subject pronouns and the present indicative Direct objects The differences between trabajar/funcionar, bajo/corto/breve, mirar/buscar/parecer Reading/Listening Macario (one chapter each Tuesday beginning the third week of school). Personal essays (an introduction of yourself, a comparison essay of yourself to a character in Macario) listening comprehension Released AP Examintation listening activities, specifically telephone conversations All chapter activities from Pasajes coordinating Listening Comprehension CD Un Día de Estos Medellín, capital industrial de Colombia (a listening video activity from Pasajes) weekly responses (written and oral) to themes in Macario an essay comparing oneself to a character in Macario listening comprehension (Pasajes and Supplementary AP Books) weekly vocabulary quiz (AP Spanish Book and other sources) in class written essay (each week on Thursday), specifically a formal letter to a company grammar tests from supplementary grammar units October La Comunidad Humana Grammar:

5 Impersonal SE and Passive SE Indirect objects Sequence of object pronouns The imperfect tense Reflexive structures Gustar and similar verbs A focus on pensar, pensar en, pensar de, pensar que, consistir en, depender de, enamorarse de, casarse con, soñar con Reading/Listening Continue with Macario (one chapter each Tuesday) Alladin en español (DVD) La Lengua Española y Su Historia (a listening video activity from Pasajes) weekly responses (written and oral) to themes in Macario an essay comparing a character in Alladin to a character in Macario listening comprehension (AP Spanish Book) Hollywood Squares a video conference with the third graders where students teach simple structures such as colors, numbers and weather. Students prepare lessons and games in Spanish to help teach the elementary students these concepts without using English. The experience and preparation for this activity gives students an opportunity to strengthen communication skills by teaching in the target language. It reinforces such structures as commands and general conversational skills. November

6 Costumbres y Tradiciones Grammar: The Preterite Tense Hacer in expressions of time Preterite and imperfect contrast Relative pronouns que/quien A focus on hora, vez, tiempo, el cuento, la cuenta, pagar, prestar atención, hacer caso (de), hacer (una) visita Reading/Listening: finish Macario the first week of November El Día de Los Difuntos en Oaxaca, México (a listening video activity from Pasajes) Casper en Español (DVD) written examination on the literary aspects of Macario an essay comparing the themes in Macario to El Día de Los Muertos listening comprehension (AP Spanish Book) a packet on Casper that details main ideas and vocabulary terms that students were able to pick up from the movie December La familia Grammar: Imperatives: Formal Direct Commands The Subjunctive Mood

7 Uses of the Subjunctive Informal Direct Commands A focus on soportar, mantener, apoyar, sostener, cerca, cercano, íntimo, unido, importar, cuidar Reading/Listening: El Delantal Blanco by Sergio Vodanovic AP Examination Released Listening Activities from various supplementary sources La Casa de La Madre Soltera en Guayaquil, Ecuador (a listening video from Pasajes) listening comprehension (AP Spanish Book) a field trip to the Edsel Ford Mansion in Grosse Point to study European Art with a focus on Diego Rivera (last year students visited the Detroit Institute of Art) a written essay responding to lectures during the field trip, comparing and contrasting this years and last years experiences an essay comparing the cultural differences between La Navidad en México to that of each students traditions a video conference with the third graders in the district where AP students teach elementary students cultural Christmas songs (in Spanish) and facts about Christmas in Mexico (obviously some English will be used when teaching the third graders the facts, however, the experience and preparation are integral to the strengthening of cultural enhancement and all in class discussions and research are of course in Spanish) January/February Geografía, Demografía Tecnología El Hombre y La Mujer En El Mundo Actual

8 Grammar: Relative Pronouns Postive, negative and indefinite expressions Uses of the subjunctive: certainty v. doubt A focus on volver, regresar, devolver, mudarse, trasladarse, moverse, sentir, sentirse Present perfect tense Present perfect subjunctive Adjective clauses with the subjunctive A focus on tener éxito, lograr, suceder, asistir a, atender, ayudar, ponerse, volverse, llegar a ser, hacerse Reading/Listening Don Quijote Parte I (a chapter each Tuesday beginning the first Tuesday of second semester) Los Bosques, defensas del planeta (a video listening activity from Pasajes) listening comprehension (AP Spanish Book) evaluation of sample AP essays written essays on Don Quijote practice AP exam topics from released exams February/March El Mundo de Los Negocios Creencias e Ideologías

9 Grammar: Review preterite Review of subjunctive The past subjunctive Uses of the subjunctive in adverbial clauses A focus on ya que, como, puesto que, porque, por, cuestión, pregunta, fecha, cita, los dos, ambos, tanto...como Por v. para The process SE A focus on dato, hecho, realizar, darse cuenta Reading/Listening: Don Quijote Parte I (a chapter each Tuesday beginning the first Tuesday of second semester) El Internet, herramienta útil (a listening video activity from Pasajes) El Señor de los Milagros en el Perú y el carnaval de Oruro, Bolivia (a listening video activity from Pasajes) listening comprehension (AP Spanish Book and supplementary books) essays on Don Quijote an informal interview (oral) introducing a friend to the class a mock interview for a job position (in groups of two) orally April Los Hispanos en Los Estados Unidos La Vida Moderna

10 Grammar: The Passive Voice Resultant state or condition v. passive voice No fault SE constructions A and en Future and Conditional tenses If clauses with simple tenses Comparisons A focus on grande, largo, dejar de, impedir, detener, doler, lastimar, hacer daño, ofender, perder, faltar a, echar de menos, extrañar, ahorrar, salvar, guardar, llevar, tomar, hacer un viaje, tardar en Reading/Listening: Don Quijote Néstor Torres, músico puertorriqueño (a video listening activity from Pasajes) El problema de la obesidad infantil en Chile (a video listening activity from Pasajes) Reading and listening sections from the AP Central Website listening comprehension (AP Spanish Book) take sample AP tests practice writing essays for AP test individual lab recordings practice sample listening sections of AP test; narratives and dialogues a written Commencement Speech May AP Spanish Language Exam