Specifications: a) demonstrate understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts;

Transcription

1 TEKS: Spanish Level 1 Unit 3 Likes & Dislikes Costa Rica & Ecuador INTERPRETIVE COMMUNICATION In the interpretive mode of communication, students demonstrate understandings of spoken and written communication within appropriate cultural contexts. Examples of this type of one way Reading or listening include but are not limited to comprehension of digital texts, as well as printed, audio, and audiovisual materials. C2: Interpretive Communication: reading and listening. The student comprehends sentence length information from culturally authentic print and digital materials and audio and audiovisual materials as appropriate within contextualized situations and sources. The student uses the interpretive mode in communication using appropriate and applicable grammatical structures and processes at the specified proficiency levels. The student is expected to: TEKS: a) demonstrate understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts; b) identify key words and details from fiction and nonfiction texts and audio and audiovisual materials; c) infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and d) identify cultural practices from authentic print, digital, audio, and audiovisual materials. Specifications: Throughout all listed below, students will draw inferences and make connections to their own life and own culture. C2:C: Read and respond to a travel itinerary or summer camp brochure with activities, weather and places to visit. C2:C: Watch Videonovela and respond to questions C2:A, C2:B, C2:C, C2:D: Listen, reflect, and respond to Spanish speakers around the world in Spanish interviews about likes, dislikes, and activities INTERPERSONAL COMMUNICATION In the interpersonal mode of communication, students engage in direct oral or written communication with others. Examples of this two way communication include but are not limited to conversing face to face, participating in digital discussions and messaging, and exchanging personal letters. C1 : Interpersonal Communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed situations in a variety of contexts. The student uses a mixture of words and phrases and some simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to: a) ask and respond to questions about everyday life in spoken and written conversation: b) express and exchange personal opinions or preferences in spoken or written conversation e) participate in spoken conversation using culturally appropriate expressions, register, and gestures; and f) participate in written conversation using culturally appropriate expressions, register, and style. C1: A, C1: B, C1: E, C1:F : Students will ask and respond to one another, express and exchange opinions and preferences about objects and activities. o Popcorn Questions o Table Interviews o Beachball Questions C1:A, C1:B, C1:F : Students will ask and respond to one another to express and exchange opinions and preferences in a prompted writing activity.

2 PRESENTATIONAL COMMUNICATION In the presentational mode of communication, students present information, concepts, and ideas in spoken or written form to an audience of listeners or readers with whom there is no immediate interaction. Examples of this one to many mode of communication include but are not limited to a presentation to a group; creating and posting digital content; or writing reports, compositions, or articles for a magazine or newspaper. C3: Presentational Communication: The student will present information orally and in writing using a mixture of words and phrases and some simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to: a) state and support an opinion or preference orally and in writing; and b) describe people, objects, and simple situations orally and in writing using a mixture of words, phrases and simple sentences. C3:A, C3:B: Students will write their plans for Christmas break based on what they like or don t like to do. C3:A, C3:B: Students will talk about what they and others like or want to do in a video presentation.

3 Unit 3: Likes & Dislikes Countries of Focus: Costa Rica & Ecuador Unit Overview Approximate Time: 6 Weeks Many times, people within a country or culture share interest in the same activities. What do you like to do and why? Do you share interests with others? What do your preferences say about you? How does culture influence interest in certain activities? In this unit, you will learn new vocabulary, expressions, and grammar that will enable you to communicate about your activities, likes, dislikes, and desires, as well as those of others. By the end of this unit, you will have acquired the language necessary to express likes, dislikes, preferences and desires in authentic situations. Enduring Understandings People s culture and traditions may be reflected in their preferences. A person s likes, dislikes, preferences and desires can reflect the personality of that person. Conceptual Lens Understanding, Responding to, and Producing Language o Preferences o Seasons o Weather o Consideration of Audience o Pronunciation and Phonetics o Syntax o Interpretation and Intonation Using Language in Cultural Contexts o Seasons and Geography o Cultural Awareness and Appreciation Guiding Questions Vocabulary 1. What are some activities that you and others like to do? 2. When, where, and how often do you do certain activities? 3. How do weather and seasons affect activities? Grammar 1. How do you identify and use different types of verbs (infinitive, conjugated, stem changing, irregular, gustar like)? 2. How do you use prepositions (including prepositional pronouns)?

4 Learning Targets (Based on ACTFL Proficiency Guidelines) Culture 1. How do seasons, weather, and activities vary based on geography? 2. How do interests and activities vary between cultures? Proficiency Learning Targets The student will be able to correctly describe activities o invitations o with whom? o locations o time o wants & preferences o weather & seasons Grammar Learning Targets The student will be able to correctly use infinitive verbs with gustar and encantar. conjugate and use the verbs querer, ir, jugar, and regular AR verbs form the false future using ir + a + infinitive use prepositions (including prepositional pronouns). Assessments Formative: Cooperative Learning Activities Summative: Interpretive : Read tweets and listen to spoken descriptions of people s interests and answer questions in English. Interpersonal : Text message conversation with a friend. TEKS Addressed See TEKS matrix above. Topics of Chapter 3 Vocabulary & Grammar: Activities you and others like to do Indirect Object Pronouns (IOPs) with gustar like verbs Infinitives Expressing desire or preference

5 People and Places Prepositions and Prepositional Pronouns Conjunctions Querer Gustar and Encantar with Infinitives Expressing when and how often things occur Weather and Seasons AR Present Tense Verbs Ir and Ir + a + infinitive Jugar Hacer with Weather Use of/omission of Subject Pronouns Culture Differences in seasons and weather based on geography Role of Tourism Culture s influence of activities Sports and Activities Facts 1. An infinitive is a verb that is not conjugated and ends in AR, ER, or IR. Infinitive verbs always mean to. 2. In order to conjugate a regular verb, you must drop the AR, ER, or IR ending and then add the appropriate ending based on the subject. 3. A stem changing/ boot verb has regular AR, ER, and IR endings, but the stem of the verb changes (o ue, e ie, or u ue) in all forms except the nosotros and vosotros forms. 4. Querer is an e ie stem changing/ boot verb that means to want. 5. Ir is an irregular verb that means to go. 6. Jugar is a u ue stem changing/ boot verb that means to play when talking about a sport or a game. 7. To conjugate a regular AR verb, you must drop the AR ending and add o, as, a, amos, áis, or an. 8. When using infinitive verbs with gustar and encantar, you always use the singular form of the gustar like verb, regardless of the number of infinitive verbs that follow. 9. When using an infinitive verb with the verb querer, querer matches the subject and the following verb always remains in the infinitive. This is the case any time you have two verbs next to one another: the first verb is conjugated, and the second is in the infinitive form.

6 Language of Instruction 10. A preposition or prepositional phrase shows the relationship between a noun or pronoun and another word or element in the clause. If a prepositional phrase is removed from a sentence, the remaining words still form a complete sentence. (She arrives after school.) 11. A prepositional pronoun is a form of a personal pronoun that is used as the object of a preposition. (Bobby likes to eat pizza with me.) 12. Although conjunctions do not exist in the same manner as in English (can t, don t), the words a, de, and con may form conjunctions. (al, del, conmigo). 13. Weather is often expressed using the verb hacer, but we conjugate llover (to rain) to llueve and nevar (to snow) to nieva. Statement Question Question Word Expressions Noun Definite Article Indefinite Article Subject Pronoun Adjective Noun Adjective Agreement Comparative Verb Infinitive Verb Conjugated Verb Stem Ending Conjugation Rib Chart Regular AR Verb Gustar like Verb Stem Changing Verb Boot Verb Shoe Verb Yo Go Verb Irregular Verb Indirect Object Pronoun (IOP) Personal a Preposition/Prepositional Phrase

7 List of Authentic Resources Punctuation Accent Mark Tilde Pronunciation Cognate Etiquette Formality (formal vs. informal/familiar) Idioms Colloquialism Geography LAITS Yabla SpanishListening.org Newspapers/Magazines Videos from Expresate