Español 2A ~ Internet Search: Spanish Language

1.http://www.lingolex.com/housen.htm

2.http://www.inside-mexico.com/featureindep.htm

3.http://www.abcgallery.com/R/rivera/riverabio.html

4.http://www.spanishspanish.com/alfabeto_ipower.html

5.http://www.rlrouse.com/spanish/spanish-colors.html

6.http://en.wikipedia.org/wiki/Hispanic

7. http://www.recipezaar.com/Mole-Mo-lay-Sauce-35659
http://www.mediterrasian.com/cuisine_of_month_paella.htm
http://allrecipes.com/Recipe/Argentine-Meat-Empanadas/Detail.aspx

8.http://www.spanish.bz/body.htm

9.http://www.lingolex.com/bodyen.htm

Spanish 2a

¡Hola!
Make sure to get your SYLLABUS signature page filled out and turned in ASAP.

DUE THURSDAY (JUEVES), Dec. 7:  Answers to Internet Search Q’s
DUE FRIDAY (VIERNES), Dec. 8: Vocabulary Matching

SCOPE AND SEQUENCE FOR SPANISH 1A/1B- 2006-2007
Profesora Suzy Dalrymple, Canby H.S.
dalrymps@canby.k12.or.us
503-266-5811 Ext. 5512

Course Description: This is a two-trimester class which includes 140-150 hours of classroom instruction plus outside reading, writing, and project assignments.  The focus of this class will be developing understanding of basic Spanish grammar in the present and past tenses in the indicative mood.  Students will develop vocabulary through reading and discussion of sheltered Spanish fiction and nonfiction literature.  Audiovisual material will provide students with opportunities to listen to Spanish spoken by native speakers.  Activities will help increase students’ understanding and comfort level in Spanish. The approach will be Whole Language (i.e. several grammatical points will be introduced explored as they naturally occur in speech and writing rather than as a “unit of study”).  Vocabulary and structures will be reviewed continuously throughout the class.

Oregon State Foreign Language Content Standards (3rd Ed.)
Students will meet these standards in the following ways:

1. Communicate Information, express/exchange ideas, and accomplish tasks on a variety of topics.  Students will have a daily small group conversations on the topic being studied and be the “reporter” for the group at least once a week.
2. Comprehend and gain information from a variety of print/videotext materials.  Demonstrate comprehension of messages from authentic and other sources on a variety of topics.  At least 3 times a week, students will hear an audio recording or view a video/DVD with native Spanish speakers as the main characters/narrators.
3. Communicate information and express ideas in written/videotext form for a variety of audiences and purposes.  In small, cooperative groups, students will daily practice Spanish conversation.  In the small group/cooperative setting of “Writer’s Workshop,” they will present their written work at least once a week.  At least once a week, students will make a short presentation of the larger group.
4. Recognize and demonstrate appropriate verbal and nonverbal practices in common situations occurring within a second language culture.  Identify cultural products, perspectives and practices of a second language culture.  Using a multimedia and bilingual approach, students will read, listen to recordings and see video recordings on topics relating to the Hispanic culture.  Using Mastery in Motion (Oregon’s CIM tracking system), each student will present one scored CIM work sample in speech, reading or writing.
5. Understands that different languages use different patterns to communicate and applies this knowledge to the target and native languages.  Using a Whole Language Approach, Spanish structures, vocabulary, grammar, etc. will be presented using a comparative linguistic model.  This means that students will be able to use what they know and use naturally in English to help them understand the vocabulary, structure, similarities, and differences of Spanish.  Students will not only learn more about Spanish, they will learn more about the English language.

Oregon State Performance Standards: Benchmark Stage 2 :
Comprehend main ideas and some supporting details from simple announcements, narratives and conversations in familiar situations on everyday topics.
Use sentences and questions to communicate information and ideas and maintain simple conversations in familiar situations on everyday topics.
Comprehend main ideas and pertinent details from simple written/videotext materials including authentic sources.
Write/compose short letters and simple paragraphs to meet practical needs and produce simple, guided compositions.
Recognize and demonstrate common conventions, social courtesies, and nonverbal cues.
Compare and contrast first and second language cultures.

The successful student should be able to to the following:
usually pronounce memorized words and read simple texts with a pronunciation recognizable to a native speaker, avoiding vowel sounds not heard in native Spanish.
use learned/standard words and phrases to appropriately greet, exchange basic courtesies, ask/answer questions to get basic information from others
demonstrate understanding of proper contexts for using formal and informal constructions
know the names, capitals and location of Spanish-speaking countries
correctly write, from dictation, phrases and sentences from short familiar dialogues and readings — not including correct use of accent marks and special characters;
write simple original phrases/sentences with increasing accuracy and be able to fill out simple forms in Spanish
use learned vocabulary and phrases to handle simple situations and meet basic needs in the context of topics studied
to comprehend and respond to words and phrases within topics/contexts studied when these words/phrases are spoken at a slower than normal speed and/or repeated
show limited ability to respond to open-ended questions and to create original speech (using the present tense and sometimes past and informal future tenses) in the context of topics studied
participate in conversation with increasing ease, but still with some prompting and repetition
have an understanding and appreciation for the richness and diversity of the Hispanic culture
recognize differences between Hispanic and Anglo cultures

Synopsis of Spanish 1 included the following: Basic Survival Information including asking questions about each other, introductions, telling time, greetings, numbers, alphabet, days of week/months of year, classroom commands and objects, personal pronouns (subject, possessive, demonstrative), present progressive (“estar + present participle”), use of ser and estar, use of hay.  Major topics included Mexico City, Food and Drink/Eating in Restaurants, Family Celebrations, Residences/Neighborhoods, At the Beach, the Weather, Student Life, Getting Ready to Go Out (Personal grooming), Methods of Communication, Going Shopping, Exchange Programs.  Comparisons were made between Spanish and English grammar.  The culture and history of the Hispanic world included the study of Mexico, Puerto Rico, Spain, Peru, Argentina, and Chile as well as the U.S. cities Los Angeles and San Antonio.
Major assignments and activities:
Students will…
1.  In groups, students will develop and present a drama presentation written primarily in the present indicative.
2. Develop and present a dream house to the class in Spanish.
3.  Present, with a partner and with limited preparation, dialogs based on the major topics covered; conversations will have a minimum of three exchanges and will include present and preterite tenses.

Materials:
-Juntos Uno, text, audio tapes, and activity book.  Supplemental audio, video and written materials
-Games: Teacher-created card and board games which promote vocabulary development and provide practice in the target language (1)(3).
-Authentic audiovisual materials applicable to topics.
– Drama: students will work on scripted theater productions throughout the term for presentation.

Grammatical structures to be explored

1.  Present tense
2.  Past tenses
3.  Informal Future structures (review and extensions)
4.  Use of pronouns in conversation
5.  Reflexive verbs

Proposed Units of Study
Trimester I
Weeks 1-6
New material : Juntos 1, Encuentros
Time, weather, age, introductions, numbers, alphabet, directions, colors,family, days, months, dates, school vocab

Weeks 7-8
New material
Juntos Uno, Chapter 1 –
Mexico, verb ir (to go), things in the city, things to do, -ar verbs – present indicative conjugations

Weeks 9-10
Juntos Uno, Chapter 2 –
Food, verb gustar, present indicattive conjugation of -er and -ir verbs, more on Mexico

Weeks 11-12
New material and review
Juntos Uno, Chapter 3 –
Fiesta days, adjective/noun agreement; the verb ser and estar (to be), the verbs hacer and conocer.  Mexican Americans in Texas.
Review and final exams and projects.

Trimester 2
Weeks 1-2
Juntos Uno, Chapter 4 –
Things in the house, giving directions, estar, and possessive adjectives
House project and presentation.

Weeks 3-4
New material and review
Juntos Uno, Chapter 5 –
Beach vocab, Puerto Rico, the verbs saber and querer + infinitives

Weeks 5-6
New material and review
Juntos Uno, Chapter 6 –
Reflexive pronouns, affirmative informal commands, weather expressions,, Puerto Rico.

Weeks 7-8
New material and review
Juntos Uno, Chapter 7-
Student life, classes, preterite tense of regular verbs and hacer.  Spain

Weeks 9-10
New material and review
Juntos Uno, Chapter 8
The verbs poder and salir, reflexive verbs, daily routine, And Spain

Weeks 11-12
New material and review and Final
Juntos Uno, Chapter 9
Comparatives and superlatives, perterite of ver, Latin music, radio stations, mass media.