Spanish II. Communication. A. Describe family members and their favorite activities.

Transcription

1 Spanish II Month August A. Family 1. How do I talk about my family? A. Describe family members and their favorite activities. A. Students write a paragraph about their parents, brothers, sisters, aunts, uincles, and cousins and their favorite activities. B. Daily routine 1. How do I tell about ordinary things I do every day? B. Ask and answer five questions about your daily routine using a list of verbs. B. Students write five questions and ask them of another student and answer five questions from the other student, about their daily routine. C. Commands and chores 1. How do I tell a family member to do a task around the house? C. Tell a person to do ten chores in a home and respond to ten commands from a partner. C. Students write ten commands in the informal form to tell a friend or family member what to do in the home. Each student then pantomimes the chores a partner tells to him. D. Tener expressions 1. How many meanings does tener have? D. Ask and answer questions using interrogative words in combination with tener expressions. D. Students use interrogative words with tener expressions to ask questions such as "When are you hungry?", "Why are you in a hurry?", "What do you have to do?" and "How old are you?" 1 of 17

2 E. Mexican art 1. Is there art from Mexico that portrays family relationships? F. Culture and Geography of Mexico 1. What is Mexico like? Standard 10.5 Make connections to other content areas E. View and write a description of a Mexican painting. Indicator Analyze and discuss products, perspectives, and symbols of the target cultures through guided participation. F. Read about and discuss Mexico's geography, history and culture. Indicator Expand understanding of other content areas through resources intended for native speakers. E. Students view Mis Sobrinas by Maria Izquierdo and write a paragraph description of the relationship of the subjects in the painting. F. Students view pictures and videos and read about the celebrations, food, architecture, art and history of Mexico. G. Compare interviews of a Mexican and a Puerto Rican student 1. What are similarities between Mexicans and Puerto Ricans? G. Read interviews in which Mexican and Puerto Rican students compare the foreign languages they learn at school. and the learner s G. Students answer questions about interviews with a girl from San Juan, Puerto Rico and a boy from Mexico City as they discuss foreign languages they study in school. : September A. Professions 1. How do I talk about jobs that people do? A. Supply the profession practice after hearing a job description. A. Students hear a job description and supply the Spanish word for that career or profession. 2 of 17

3 B. Indirect object pronouns 1. Can you remind me how to use indirect object pronouns? B. Select and place indirect object pronouns with appropriate verbs. B. Students place me, te, le, nos, or les with a verb such as comprar, decir, dar, etc. C. To know 1. How many ways are there to say "I know"? C. Learn forms and uses of conocer and saber. C. Students supply forms of saber to indicate knowing general facts and conocer to indicate being acquainted with people or places. D. To be 1. Aren't there several uses of the verb ser? D. Supply the forms of ser to various types of sentences. D. Students supply appropriate forms of ser to sentences that identify, indicate ownership, origin and nationality. E. Housekeeping 1. What are words to describe rooms and furniture? E. Name the rooms where different household chores are performed. E. Students name the room after hearing about someone performing a chore in the home. Estar 1. Isn't the verb estar also used to say "is"? F. Supply forms of the verb estar to various sentences. F. Students use forms of estar in sentences that tell where something is, describe someone's condition, and what a person is doing. 3 of 17

4 G. Preterites 1. Aren't the endings different for - ar, -er, and -ir verbs when you talk about what someone did? G. Conjugate -ar, -er, and -ir verbs into preterite forms to describe the chores someone performed. G. Students conjugate verbs into the preterite forms telling that different people performed certain household chores. H. Peruvian art 1. Is there any good Peruvian art? H. View a painting from Peru and write a biography of the subject. H. Students view La caserita by Gladys Martinez Nosiglia and write a biography of the woman in the painting. Indicator Analyze and discuss products, perspectives, and symbols of the target cultures through guided participation. I. Culture and geography of Peru 1. What would it be like to live in Peru? g I. Read about and discuss Peru's geography, history and culture. g I. Students view pictures and videos and read about the celebrations, food, architecture, and art of Peru. Standard 10.5 Make connections to other content areas Indicator Expand understanding of other content areas through resources intended for native speakers. J. Are Peruvians and Costa Ricans similar in their preparations for J. Compare interviews of a Peruvian and a Costa Rican professional. J. Students read interviews with a Peruvian doctor and a Costa Rican paramedic and answer questions about the 4 of 17

5 October professions? and the learner s interviews. : A. Towns and cities 1. What are names of stores and buildings in cities and towns? A. Connect names of professions and activities in a town to the name of a shop or establishment. A. Students apply the Spanish name of a shop after hearing the product sold there. B. Infrastructure 1. What are words for streets, sidewalks, stoplights, highways, etc.? B. Give instructions to a place in a town using formal commands. B. Students use formal commands telling people what street to turn on, how many blocks to walk, etc. C. Capital cities 1. Are capital cities of Latin American countries all alike? C. Compare descriptions of their respective neighborhoods by residents of Mexico City and Santo Domingo. C. Students read interviews with a Dominican girl and a Mexican boy about their neighborhoods and they answer comparison questions in Spanish. and the learner s D. Art of Santo Domingo 1. Is there a painting depicting life D. View a Dominican painting and compare the scene to your home town. D. Students view the painting Merengue en el pueblo by José Morillo and write a paragraph comparing the 5 of 17

6 in Santo Domingo? scene to that of a celebration in their home town. November E. Culture and geography of Santo Domingo 1. What is Santo Domingo like? E. Read about and discuss the culture of Santo Domingo. Indicator Investigate and report on cultural practices of the target cultures. E. Students view pictures and videos and read about the celebrations, architecture, food and art of Santo Domingo. : Class discussion A. Competition 1. What are the names of sports and other activities? A. Identify the competitive activity being described. A. Students hear what people are doing and identify the competition being played. B. Reactions 1. How do I tell how people reacted at a game? g B. Tell how people reacted at a sporting event using preterite verbs. B. Students hear about the result of a game and identify the correct response describing what people said, how people became and how someone reacted. C. Sports injuries 1. How do I talk about injuring myself? C. Use verbs that correspond to the part of your body injured. C. Students tell what part of the body they sprained, broke, cut, twisted, or hurt. 6 of 17

7 D. Past participles used as adjectives 1. Can I change a verb form to make it an adjective? D. Use past participles as adjectives to explain a condition of a part of your body. D. Students describe body parts as being swollen, sprained, infected, etc. by using past participles as adjectives. E. Favorite sports 1. Do Spaniards like the same sports that Americans enjoy? E. Compare the sports popular in Spain and in the USA based on reading interviews with teenagers. and the learner s E. Students write summaries of interviews comparing a Spanish boy's favorite sports to those of an American boy. F. Florida art 1. What are the characteristics of Hispanic Florida art? F. Describe a painting from Florida. Indicator Analyze and discuss products, perspectives, and symbols of the target cultures through guided participation. F. Students view La Zumb, el mamey y otras frutas tropicales by Tere Pastoriza and describe the different tropical fruits from the Caribbean. December G. Geography and culture of Miami 1. What is Miami like? s G. Read and discuss the culture and geography of Miami. s G. Students view pictures and videos and read about celebrations, architecture, food and art of Miami, Florida. : Chapter Test s A. Morning preparations A. Describe activities a person A. Students use reflexive 7 of 17

8 1. How do I describe what I do every morning to get ready for school? undertakes to prepare for his day of work or school. verbs to indicate what they do to themselves to prepare for their day at school or work. B. Possessive pronouns 1. How do I say that something is mine? B. Convert possessive adjectives into possessive pronouns. B. Students answer questions such as "Is this your car?" with "This car is mine." C. Negative expressions 1. Is it true that in Spanish it's ok to use double negatives? C. Answer questions with negative expressions. C. Students respond to affirmative questions with negative answers. Example: "Do you see something?" Answer: "I don't see anything." D. How long have you been verbing? 1. How do I ask how long someone has been doing something? D. Ask and express how long someone has been doing an activity. D. Students use " Cuanto tiempo hace que" + a verb in the present tense to ask the amount of time someone has been doing an activity. E. Comparing interests 1. Do Latin Americans all share the same interests? E. Compare interests of a Peruvian girl and a Costa Rican girl. E. Students read interviews and compare the answers of a Peruvian girl and a Costa Rican girl. 8 of 17

9 and the learner s F. Art of Costa Rica 1. What is Costa Rican art like? F. View a Costa Rican painting and describe the dwellings of adobe. Indicator Analyze and discuss products, perspectives, and symbols of the target cultures through guided participation. F. Students view La casa de adobes by Ezequiel Jimenez and describe the details of the adobe house and imagine the contents therein. January G. Geography and culture of San Jose, Costa Rica 1. What is the capital of Costa Rica like? G. Read about and discuss the capital of Costa Rica. G. Students view pictures and videos and read about celebrations, architecture, festivals and arts of San Jose, Costa Rica. : A. Imperfect tense 1. How do I tell what things I used to do? B. Each other 1. How do I say "each other"? A. Use imperfect tense verb forms to tell what you used to do. B. Use nos, os, and se in front of plural verb forms to indicate the meaning of "each other. A. Students conjugate infinitives into appropriate imperfect tense verb forms. B. Students place reflexive pronouns in front of plural verb forms to signify "each other" in a list of sentences. 9 of 17

10 C. Imperfect of ser. 1. How do I describe what someone was like? C. Learn adjectives that describe personality and characteristics and use them after imperfect forms of the verb ser. C. Students write paragraphs describing their childhood friends' personalities and characteristics. D. Spanish art 1. Is there a good example of Spanish modern art? Standard 10.3 Present information in D. View a work of Spanish modern art and research the subjects in the painting. Indicator Recite rhymes, proverbs, and poetry or sing songs of the target language and cultures. D. Students view Clotilde y Elena en las rocas by Joaquín Sorolle y Bastida and research the relationships to the painter on the internet. E. Geography and culture of Spain. 1. What is Northern Spain like? E. Read about and discuss Northern Spain's geography, history, architecture and customs. E. Students view pictures and videos and read about celebrations, architecture, history, geography and customs of the region of Segovia, Spain. F. Compare present to past 1. How do our interests today compare to interests of Hispanics of two generations ago? F. Read interviews with 60-year olds from Spanish speaking countries and compare their activities to present-day activities. F. Students write an essay about the comparison of present-day activities to those of Hispanics of two generations ago. : 10 of 17

11 February and the learner s A. In a restaurant 1. How would I talk about food and order in a Puerto Rican restaurant? A. Order items in a Puerto Rican restaurant. A. Students create a restaurant skit involving authentic menu items from Puerto Rico. B. Double object pronouns 1. How do I say "He said it to me"? B. Use indirect and direct object pronouns when asking and answering questions. B. Students correctly choose and place indirect and direct object pronouns when asking and answering questions in Spanish. C. Adverbs 1. How do I make words like "generally" and "recently"? C. Create adverbs from adjectives by adding -mente to the feminine adjective form. C. Students add -mente to adjective forms to indicate how someone is doing something. D. Recipes 1. Is it hard or easy to follow a recipe in Spanish? D. Write a recipe in Spanish. D. Students use commands, measurements, names of ingredients and utensils, to write a recipe for a Puerto Rican dish. E. Storytelling 1. What tenses of verbs are needed to tell a story or legend? E. Use imperfect and preterite tenses to relate past descriptions and actions in telling a tale or legend. E. Students write imperfect and preterite forms of verbs to a text of a story. 11 of 17

12 F. Puerto Rican art 1. Is there a good painting of a Puerto Rican? G. Geography and culture of Puerto Rico 1. What is Puerto Rico like? F. View a Puerto Rican painting and describe the character in it. Indicator Analyze and discuss products, perspectives, and symbols of the target cultures through guided participation. G. Read and discuss the geography and culture of San Juan, Puerto Rico. Indicator Analyze and discuss products, perspectives, and symbols of the target cultures through guided participation. F. Students view El pan nuestro by Ramon Frade and present a description of the subject in the painting. G. Students view pictures and videos and read about the history, architecture, and cultural life of San Juan, Puerto Rico. H. Comparing foods 1. Is Puerto Rican food similar to Peruvian food? H. Read interviews with a Peruvian and a Puerto Rican about their favorite dishes. and the learner s H. Students compare the favorite foods of Puerto Ricans and Peruvians. : March A. Shopping for clothes 1. What words would I need to use to go shopping for clothing? A. Use vocabulary to refer to clothing, sales, fit, and prices. A. Students role-play a clothing salesperson and a shopper. B. Imperfect and preterite B. Students select preterite or 12 of 17

13 1. Do the English meanings change from imperfect to preterite sentences? B. Select imperfect and preterite forms for sentences that correspond to the appropriate English meanings. imperfect forms to talk about the past. C. Comparatives and superlatives 1. How do I say that one thing is prettier than another or the prettiest one of all? C. Form comparative and superlative forms of adjectives. C. Students use mas que to say that something is more than and el mas de to indicate that it is the most of all. D. Por and para 1. Don't por and para both mean for? D. Use por or para to mean for in the appropriate sentences. D. Students select por or para to complete sentences with contextual meanings. E. Ese and aquel 1. Why are there two ways to say "that car"? E. Use ese or aquel to refer to that object. E. Students refer to that object, depending on its location with respect to the speaker. F. Comparing Hispanic tastes in clothing 1. Do all Spanish speakers dress the same way? F. Read interviews and compare to students' tastes in clothing. F. Students read interviews with girls from Chile and the Dominican Republic and 13 of 17

14 and the learner s contrast their tastes in clothing. G. Chilean art 1. Is there any art that depicts a scene typical of Chile? G. View and describe a painting from Santiago, Chile. G. Students view El mercado by Anna Cortes and write dialogue between the subjects in the painting discussing what they are selling and buying. H. Geography and culture of Santiago, Chile H. Read and discuss the capital of Santiago, Chile and its culture. H. Students view pictures and videos and read about the neighborhoods, architecture, history and culture of Santiago, Chile. : April A. Mother Nature 1. How do I describe nature and outdoor activities? A. Describe weather conditions in different seasons and natural settings. A. Students write a weather report, associating seasons of the year and geographical regions with weather conditions. B. Comparing quantities 1. How do I say "more than", "less than", "as many as", etc.? B. Compare quantities of items that you have. B. Students use mas que, menos que, and tantos como to indicate comparisons of quantity. 14 of 17

15 C. Subjunctive mood 1. How do I say that I want someone to do something? C. Form present subjunctive verb forms to express that one person influences another to do something. C. Students write present subjunctive verb forms in dependent clauses to communication what someone wants them to do. D. Future tense 1. How do you say "will" in Spanish? D. Form future tense verb forms to tell what someone will do. D. Students write a prediction of what their classmates will be doing on their 10-year class reunion. E. Compare El Paso to Chile 1. How does the area around El Paso compare to the landscape around Santiago, Chile? F. El Paso art 1. Is there any good art from El Paso? E. Read interviews and contrast the opinions of a Chilean and a person from El Paso about the natural setting of their communities. and the learner s F. View a painting of the area where El Paso was to be and describe in a dialogue what the founders are saying to each other. E. Students read interviews with a girl from El Paso and a boy from Santiago, Chile, about the natural landscape and weather of their communities and describe the weather in the two countries in the month of July. F. Students view El Paso antes de su fundacion by Jose Cisneros and write Spanish dialogue imagining the conversation between the two founders. G. Geography and culture of El Paso G. Read about and discuss the area around El Paso and its culture. G. Students read about and view videos of El Paso and discuss the art, economy, 15 of 17

16 May 1. What is El Paso like? celebrations, and architecture of the city. : A. On a tour 1. What words do I need to know as a tourist on vacation in a Spanish-speaking country? A. Use vocabulary useful for tourists in Argentina. A. Students communicate their needs for housing, tickets and banking in a conversation with a travel agent. B. Present perfect 1. How do I talk about what someone has already done? B. Communicate with present perfect verb forms to tell what people have done in the past. B. Students supply forms of haber + past participles to indicate what someone has already done on a trip. C. Fun things we did on vacation 1. What are phrases to indicate fun things people did on vacation? C. Vocalize activities your family enjoyed on a vacation. C. Students use preterite verbs to indicate activities their family members did on a vacation. D. Present subjunctive 1. How do I recommend an activity for someone to do? D. Tell others what you hope, advise, suggest, or recommend that they do. D. Students make suggestions about activities for others to do using present subjunctives in dependent clauses. 16 of 17

17 E. Fun things for tourists to do 1. What are fun things for tourists to do in Buenos Aires and El Paso? E. Compare tourist activities in Buenos Aires and El Paso based on interviews with residents in those cities. and the learner s E. Students read interviews and answer questions comparing tourist opportunities in Buenos Aires and El Paso. F. Buenos Aires art 1. Is there any art of Buenos Aires, Argentina? F. View painting of Buenos Aires, Argentina and describe the architecture. F. Students view Libertad by Marilyn Itrat and write a paragraph describing the La Boca section of Buenos Aires. G. Geography and culture of Buenos Aires, Argentina 1. What is Buenos Aires like? G. Read about and discuss the area of Buenos Aires and its culture. G. Students view pictures and videos and read about the music, shopping, famous people and customs of Buenos Aires. : 17 of 17