EL SEGUNDO UNIFIED SCHOOL DISTRICT

EL SEGUNDO HIGH SCHOOL

 

COURSE DESCRIPTION

 

Course Title:                 Spanish 1AB

Department:                  Foreign language

Grade Levels:               9-12

 

This course will provide the student with a general introduction to the Spanish language: sound system, pronunciation, functional vocabulary related to everyday life, cultural information and basic grammatical structures. Emphasis will be on the acquisition of four skills: listening, speaking, reading and limited writing. There are two main objectives to the course. Foremost is to give the students the ability to carry on a simple conversation. The course also endeavors to introduce the students to the cultural richness and diversity of the Spanish- speaking world.

 

Length: One year

Prerequisite for Enrollment: Middle School: 90% or better in 7th grade English.  High School:  80% or better in 8th grade or High School English

Recommendation for Enrollment: Teacher Recommendation

Type of Course:  Elective. Meets foreign language high school graduation requirement. College Preparatory (UC/CSU)

 

COURSE OUTLINE AND STANDARDS

 

COMMUNICATION

 

Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

·        Learn the phonological system,  (ESHS) (Meaningful Integration of Core Knowledge; Effective Communication)

·        Identify 10 subject pronouns and conjugate regular –AR, -IR, -ER verbs, as well as the irregular verbs: IR, SER, TENER and VENIR to form a declarative sentence in the PRESENT TENSE. (ESHS) (Meaningful Integration of Core Knowledge; Effective Communication)

·        Create an interrogative sentence using the question words: WHO, WHAT, WHERE, WHEN, WHY, HOW MANY, HOW MUCH, WHICH. (ESHS) (Meaningful integration of Core Knowledge; Effective Communication)

·        Make a negative declarative sentence using: NOT, NEVER, NOTHING, NOBODY, NO LONGER, NEITHER/NOR (ESHS) (Meaningful Integration of Core Knowledge; Effective Communication)

·        Be able to use adjectives, conjunctions and prepositional phrases, and

possessive and demonstrative adjectives. (ESHS) (Meaningful Integration of         Core Knowledge; Effective Communication)

 

Standard 1.2  Students understand and interpret written and spoken language on a variety of topics.                                                                                                                                                                                                                  

·        Respond to simple questions on the most common features of everyday life: NAME, AGE, NATIONALITY, FAMILY, SCHOOL SUBJECTS, FOOD, CLOTHING, CLASSROOM OBJECTS, ROOMS OF THE HOUSE (ESHS) (Meaningful integration of Core Knowledge; Communication)

·        Converse using memorized formulaic phrases: GREETINGS, TIME, WEATHER, DAYS OF THE WEEK, MONTHS, SEASONS, CARDINAL NUMBERS TO 100, ORDINAL NUMBERS, DIRECTIONS ON A MAP, THE NAMES OF SPANISH-SPEAKING COUNTRIES AND THEIR CAPITALS (ESHS) (Meaningful Integration of Core Knowledge; Effective Communication)

·        Apply decoding techniques to aid comprehension of the spoken language. Analyze: BODY LANGUAGE, VOICE REGISTER, INTONATION, WORD ORDER, GENDER in comprehending the spoken language.(ESHS) (Effective Communication; Critical Thinking; Social Development)

·        Apply decoding techniques to aid comprehension of written language. Analyze: TITLES, PICTURES, CONTEXT CLUES, SYNONYMES AND ANTONYMES, ENGLISH COGNATES, POST-READING QUESTIONS in comprehending the written language. (ESHS) (Effective Communication; Critical Thinking)

 

·        Standard 1.3   Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

·        Create a family tree using the target language (ESHS) (Meaningful Integration of Core Knowledge; Communication

·        Write a guided biography to share with the class (ESHS) (Communication)

·        Make a restaurant video with student groups(ESHS) (Communication; Social Development)

·        Put on a fashion show. Students must narrate in the target language. (ESHS) (Meaningful Integration of Core Knowledge; Social Development)

 

CULTURES

 

Standard 2.1  Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

·        Compare and contrast views on academics, social customs, family and national values, holidays, entertainment, (ESHS) (Critical Thinking; Social Development)

Standard 2.2  Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

·        Use Internet to learn about the products valued in the country studied from a historical, geographical, economic and social perspective (ESHS) (Critical Thinking; Social Development)

 

 

CONNECTIONS

 

Standard 3.1  Students reinforce and further their knowledge of other disciplines through the foreign language.

·        REINFORCE ENGLISH SKILLS FOR SAT 9 VERBAL TEST in the areas of grammar, vocabulary and reading comprehension (ESHS) (Meaningful Integration of Core Knowledge; Communication)

Standard 3.2  Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.

·        Broaden  knowledge base,  be able to problem solve from a  fresh perspective (ESHS) (Critical Thinking; Social Development)

 

COMPARISONS

 

Standard 4.1  Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

·        Compare and contrast IDIOMATIC EXPRESSIONS AND GRAMMAR

Standard 4.2  Students demonstrate understanding of the concept of culture through comparisons of the culture studied and their own.

·        Appreciate the ORIGINS AND SIGNIFICANCE OF CULTURAL EXPRESSION in the context of the country studied.(ESHS) (Social Development)

 

COMMUNITIES

 

Standard 5.1  Students use the language both within and beyond the school setting.

·        Participate in the foreign language FIELD TRIPS to RESTAURANTS, PLAYS, MUSEUMS, and ETHNIC NEIGHBORHOODS. (ESHS) (Social Development)

Standard 5.2  Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

·        Make friends with students of backgrounds, join the SPANISH, FRENCH OR INTERNATIONAL CLUBS to further knowledge of other cultures.

·        Participate in cultural events such as CINCO DE MAYO, DAY OF THE DEAD, held in class and in the community.(ESHS) (Social Development)

 

INSTRUCTIONAL METHODS

 

A.     Lecture, guided practice, drill

B.     Internet research

C.      Manipulatives  (Total Physical Response technique with props)

D.     Group work and paired dialogues

E.      Individual work

F.      Short term projects

G.  Foreign language cassettes and films

 

 

EVALUATION/GRADING OF STUDENT WORK

 

A.  Quizzes

B.  Chapter tests

C.  Semester exam

D.     Comprehensive final exam

E.      Homework and classroom participation

F.      Projects

 

INSTRUCTIONAL MATERIALS

 

A.     Text: Voces y Vistas, Scott Foresman

B.     Workbook and Tape Manuel:  Voces y Vistas, Scott Foresman

C.     Film: Dia de los Muertes

   Christmas in Mexico

               Amazing Sports in Spain

               Don Quijote

 

 

 

 

           

 

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