Spanish III Advanced

Standard 1.2, 1.3 Communication: Communicate in language other than English

Standard 2.1, 2.2 Cultures: Gain knowledge and understanding of other cultures

Standard 3.1, 3.2 Connections: Connect with other disciplines and acquire information

Standard 4.1, 4.2 Comparisons: Develop insight into the nature of language and culture

Estimated Time Range:

August to June

ENDURING UNDERSTANDINGS

The student will understand that:

1.	Verb tenses establish the time frame for actions.
2.	There are specific, definite relationships between articles, nouns, and adjectives.
3.	Every written sentence must include a conjugated verb form.
4.	There are structural similarities as well as differences between Spanish and English.
5.	Concepts and thoughts are expressed differently and similarly in Spanish and English.
6.	Learning the structure of a new language enhances the learner’s skill level in English. Conversely, a strong foundation in English grammar facilitates the acquisition of Spanish.
7.	How one says something is as important as what one said.
8.	Language is a reflection of culture.
9.	Differences in custom and tradition between cultures effect many aspects of daily life experience.

SAMPLE ASSESSMENTS

Quizzes, tests, dialogues, listening comprehension activities, translations, written comprehension activities, games, vocabulary checklists, guided situational scenarios, and diagrams.

ESSENTIAL QUESTIONS

1.	What is meant by different verb tenses?
2.	Why is subject and verb agreement important in Spanish?
3.	Why is adjective and noun agreement important in Spanish?
4.	What is the difference between an infinitive and a conjugated verb form?
5.	What is a stem-changing verb?
6.	How does the Spanish structure for expressing likes and dislikes differ from English?
7.	What are the two different past tenses?
8.	What tense describes completed, definite actions in the past?
9.	What tense is used for continuous, repeated, habitual actions in the past?
10.	What tense describes state of mind in the past?
11.	How do comparisons of people and things differ between the two languages?
12.	What is meant by a “conditional” action?
13.	How do you express actions that have not yet occurred?
14.	What are the functions of indirect and direct object pronouns?
15.	How do you alleviate ambiguity when using object pronouns?
16.	How does one express and action that has already been completed?
17.	What is meant by a “reflexive” action?
18.	How does one deduce or infer meaning from context?
19.	How do customs and culture differ between the Spanish- speaking world to the United States with regard to phone communication, food shopping and eating practices, postal services, medical services, transportation, and hotel services.

LEARNING OBJECTIVES

The student will be able to:

1.	Describe what he/she does (Regular, irregular and stem changing verbs in the present tense; ar/er/ir).
2.	Describe the agreement of nouns, adjectives, articles, and verbs.
3.	Construct questions utilizing proper verb/subject placement.
4.	Describe what occurred in the past (Regular, irregular and stem changing verbs in the preterite tense; ar/er/ir).
5.	Describe what occurred in the past (Regular, irregular and stem changing verbs in the imperfect tense; ar/er/ir).
6.	Describe people, things, places, weather, time, and events in the past. (Imperfect tense)
7.	Describe state of mind in the past. (Imperfect tense)
8.	Describe the differences between continuous actions in the past versus those that occurred at a definite, specific time. (Imperfect vs. Preterite)
9.	Convey two past actions in the same sentence. (Imperfect and Preterite)
10.	Convey actions that reflect back upon the subject in the present and past (Reflexive verbs)
11.	Describe likes and dislikes in the present and past. (Gustar)
12.	State the indirect and direct object pronouns.
13.	Replace direct and indirect objects with pronouns. (Indirect and direct objects)
14.	Describe the use of “se” with two object pronouns. (Indirect and direct objects)
15.	Describe actions that have not yet occurred. ( Regular and irregular future tense; ar/er/ir)
16.	Describe what would take place under certain circumstances. (Regular and irregular conditional; ar/er/ir)
17.	Convey comparisons between people and things. (Regular and irregular comparatives and superlatives)
18.	Describe actions that have been done recently. (Regular and irregular present perfect tense)
19.	Create and model guided phone conversations based on a variety of different scenarios. (Vocabulary)
20.	State in a guided manner phone service in some Spanish-speaking countries to that of the United States. (Culture)
21.	State in a guided manner food shopping practices in Spanish-speaking counties to that of the United States. (Culture)
22.	State in a guided manner eating habits/practices in Spanish-speaking countries to that of the United States. (Culture)
23.	Create a complete mock menu for a restaurant in a Spanish-speaking country. (Vocabulary)
24.	Create and model guided conversations between a customer and employee at a supermarket/food stand/market.(Vocabulary)
25.	Create and address a postcard to a Spanish-speaking recipient.(Vocabulary)
26.	Create and model different guided scenarios between a postal worker and customer.(Vocabulary)
27.	State in a guided manner postal service in some Spanish-speaking countries with that of the United States. (Culture)
28.	State in a guided manner health/medical services of some Spanish-speaking countries with that of the United States. (Culture)
29.	Cooperatively create guided medical form questions and answers. (Vocabulary)
30.	State in a guided manner transportation differences between Spanish-speaking countries and the United States.(Culture)
31.	Create a mock license. (Vocabulary)
32.	Diagram the family car. (Vocabulary)
33.	State in a guided manner different hotel practices in Spanish-speaking countries to that of the United States. (Culture)
34.	Create a mock hotel bill with charges.(Vocabulary)
35.	Create and label the parts of a hotel room. (Vocabulary)
36.	Diagram the inside of an airplane.(Vocabulary)

SUGGESTED RESOURCES

Woodford/Schmitt. A bordo Glencoe Macmillan/McGraw-Hill, 1997 ISBN 0-02-646118-8

Woodford/Schmitt. A bordo workbook, Macmillan/McGraw-Hill, 1997

SUGGESTED CONNECTIONS

Health and/or medical careers

Political science careers

Food service/restaurant careers

Teaching careers

Communication careers (international postal/telephone)

Service careers (international au pair/customer service)

International business careers

Tourism/travel related careers