Spanish III Honors
Standard 1.1, 1.2, 1.3 Communication:
Communicate in languages 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
Standard
5.2 Communities: Participate in
multilingual communities at home and around the world
Estimated
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August to June |
The student will
understand that:
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1. |
Language is a reflection of culture. |
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2. |
Tradition varies within a culture as well as between cultures. |
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3. |
Custom varies within a culture as well as between cultures. |
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4. |
How one says something is as important as what is said. |
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5. |
Thoughts are expressed differently and similarly in Spanish and English. |
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6. |
Concepts are expressed differently and similarly in Spanish and English. |
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7. |
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. |
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8. |
There are structural differences between Spanish and English. |
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9. |
There are structural similarities between Spanish and English. |
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10. |
Spanish language acquisition involves linguistical elements rooted in the Latin, Greek, Arabic, and Visigoth languages. |
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1.Written tests, compositions, dictation, question-answer sessions, discussions, conversations, debates |
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Example of a conversation assessment: The students write down their thoughts in complete sentences about one of their chosen topics. An example would be to write about what they want to be doing ten years from now. They are instructed not to memorize their thoughts but to check their work and review what they have written three or four times. This part of the assignment is done at home. In class, some of the students are selected to present their thoughts. The process of presentation takes place over the course of several classes in order to allow time in each class to work on other instruction. It also maintains student interest doing a smaller number of discussions over a longer period of time. Students presenting give their written work to the student next to them. They are then asked to talk to the class about their thoughts. If they need help, the student with their work can tell them in English what they have written. This requires the presenting student to use his/her Spanish skills spontaneously. After the presenter finishes, the teacher randomly selects students to ask questions of the speaker. The speaker must answer all questions. All speech is to be in the form of complete sentences in Spanish. Both speaker and questioners are assessed according to participation and accuracy. Example of a vocabulary assessment: The students are given spoken definitions of vocabulary in Spanish. The students must write the correct word or words being described in Spanish. They are assessed according to definition and spelling accuracy. |
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1. |
What are object pronouns and how do they function in speech? |
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2. |
How does the use of pronouns avoid repetitious communication? |
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3. |
How is what one says determined by the accurate use of tenses and grammatical structures? |
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4. |
How does one express what has already been done or taken place |
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5. |
What relationship exists between the preterite indicative and the imperfect subjunctive mood? |
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6. |
How is communication determined by the choice of verb mood and tense in Spanish? |
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7. |
How does one deduce or infer meaning from context? |
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8. |
What is a command and when is it used in speech? |
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9. |
What is the role of the conditional tense in the expression of past actions in contrary to fact conditions? |
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10. |
How do customs and culture differ between the Spanish-speaking world and the students’ personal experience? |
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11. |
How do customs and tradition vary within the context of ones’ own culture? |
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12. |
How does knowledge of English vocabulary help and/or hinder the acquisition of the Spanish language? |
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13. |
What vocabulary does one need to function effectively in a Spanish-speaking country? |
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14. |
How do hair styles and use of makeup contrast between the students’world and the Spanish-speaking world? |
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15. |
What tools are needed in order to travel comfortably to a Spanish speaking-country? |
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16. |
What financial information facilitates travel to a foreign country? |
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17. |
How is education valued in Spanish-speaking countries? |
The student will be
able to:
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1. |
Express what he / she has done recently. (Present perfect tense) |
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2. |
Express what he/she is doing, will be doing or was doing at a given point in time. (Progressive tenses) |
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3. |
Compare people and things with the same characteristics. (Comparisons of equality with nouns, adjectives and adverbs) |
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4. |
Analyze who or what is receiving a given action. (Direct and indirect object pronouns) |
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5. |
Express thoughts about travel. (Vocabulary) |
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6. |
Describe various kinds of lodging in the Spanish-speaking world. (Vocabulary) |
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7. |
Make meaning of procedural travel prompts. (Vocabulary) |
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8. |
Communicate an action, feeling or emotion that he/she has just experienced. (Acabar de + infinitive) |
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9. |
Refer to people or things already mentioned. (Object pronouns and placement) |
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10. |
Read and demonstrate comprehension of informational
material that views hair fashion from a cultural perspective. ( |
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11. |
Describe different hairstyles, use of makeup and the latest hair fashions. (Vocabulary) |
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12. |
Tell about a visit to the hair salon. (Vocabulary) |
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13. |
Describe how he/she would like to wear his/her hair. (Vocabulary) |
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14. |
Communicate what has just occurred at a hair salon. (Acabar de + infinitive + vocabulary) |
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15. |
Compare his/her Thanksgiving traditions with those of other students. (Vocabulary and culture |
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16. |
Express wishes, preferences, and demands concerning oneself and others. (Present subjunctive in noun clauses or when followed by the infinitive) |
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17. |
Express and recognize actions that may or may not take place. (Regular, irregular, and stem-changing (present subjunctive in noun clauses) |
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18. |
Express and recognize wishes, preferences and commands. (Regular, irregular, and stem-changing present subjunctive in noun clauses) |
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19. |
Express and recognize opinions. (Regular, irregular and stem-changing present subjunctive in noun clauses) |
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20. |
Advise and make suggestions to others. (Regular, irregular, and stem-changing present subjunctive in noun clauses) |
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21. |
Express doubt, uncertainty, or disbelief of something or someone. (Regular,irregular, and stem-changing present subjunctive in noun clauses) |
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22. |
Express emotional reactions to the actions of others. (Regular, irregular, and stem-changing subjunctive in noun clauses) |
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23. |
Infer meaning from context. |
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24. |
Recognize and infer meaning from cognates. |
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25. |
Critique and compare good and bad manners in the Spanish-speaking world with those of the student’s own experience. (Vocabulary and culture) |
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26. |
Write about and discuss the rules of conduct in Spanish class. |
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27. |
Read and demonstrate comprehension of informational material that views manners and courtesy from a cultural perspective. |
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28. |
Read and demonstrate comprehension of informational material that treats customs, celebrations and holidays in the Spanish-speaking world. |
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29. |
Discuss family celebrations and holidays celebrated in the
Spanish-speaking world and in the |
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30. |
Discuss leisure activities such as camping. (Vocabulary) |
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31. |
Describe the process of laundering one’s clothing. (Vocabulary) |
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32. |
Express what one did or did not due in the past. (Regular, irregular, and stem-changing preterite tense) |
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33. |
Express wishes, preferences, and demands concerning oneself and others in the past. (Imperfect subjunctive in noun clauses and when followed by the infinitive) |
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34. |
Express and recognize actions that might or might not have taken place in the past. (Imperfect subjunctive in noun clauses) |
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35. |
Express and recognize wishes, preferences and commands in the past. (Imperfect subjunctive in noun clauses) |
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36. |
Express and recognize opinions in the past. (Imperfect subjunctive in noun clauses) |
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37. |
Advise and make suggestions to others in the past. (Imperfect subjunctive in noun clauses) |
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38. |
Express doubt, uncertainty, or disbelief of something or someone in the past. (Imperfect subjunctive in noun clauses) |
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39. |
Express emotional reactions to the actions of others in the past. (Imperfect subjunctive in noun clauses) |
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40. |
Express conditional situations in present, future, and past time. (“If clauses” with the present, future, conditional, and imperfect subjunctive ) |
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41. |
Express what one will or will not do in the future. (Regular and irregular future) |
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42. |
Express what one would or would not do. (Regular and irregular conditional) |
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43. |
Express formal imperatives. |
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44. |
Communicate information and directions. (Passive voice) |
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45. |
Discuss exchanging money in the world markets. (Vocabulary and culture) |
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46. |
Discuss banking transactions. (Vocabulary) |
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47. |
Discuss practical financial matters. (Vocabulary) |
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48. |
Discuss and contrast education in the |
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49. |
Read and demonstrate comprehension of informational material that treats the subject of education and its’cost as well as the subject of differences in international economies. (Vocabulary and culture) |
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50. |
Discuss and/or debate topics that reflect the personal experiences, interests, and concerns of students. (Multi-tense, structure, and vocabulary) |
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Woodford/Schmitt. A bordo, Glencoe Macmillan/Mcgraw-Hill, 1997 ISBN 0-02-646118-8 |
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Woodford/Schmitt. A bordo workbook, Macmillan/Mcgraw-Hill, 1997 |
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Audiovisual materials: Maps, globes, films, photographs, charts, diagrams, signs, and other realia. |
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Authentic readings from contemporary Spanish language newspaper and magazine articles, announcements, advertisements, interdisciplinary readings, and weather reports. |
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Health and/or medical careers |
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Political science careers |
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Foreign service careers |
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Teaching careers |
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Communications careers (international postal/telephone) |
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Service Careers (international au pair/customer service) |
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International business careers |
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Tourism/travel related careers |