T e r m 1 Topic / Unit and level Term 1 Unit 1 - Individuals and society Group aim(s) Develop students Provide students with a basis for further, work and leisure through the use of an additional language Assessment objective(s) DP 1 ABINITIO 2016-2017 Content Concepts Applications and skills Teaching & Learning experiences Students will know the following content: -Personal information: questions and answers -Professions -Simple present of regular verbs - Differences between tu and usted -cuando -como -donde -por que -quien -profesiones -verbo ser, estar, -ar, -er,- ir -verbos irregulares: hacer, tener, ir, saber, conocer, valer -short conversations with their classmates. -short reading comprehension activities involving personal information questions -games using verb forms -filll-in the blank activities -grammar practice with worksheets -listening activities with person s personal information questions -verbal lecture -verbal lecture supported by power point, and paired work -student teaching mini lessons -observation -inquiry Assessment type Formative questions Summative test at the end unit Links to MYP 4 / 5 ons Links to other subjects -tu (situaciones informales) -usted (situaciones formales) Term 2 Unit 2 Topic: Individuals and society Enable students to understand and use the language they have studied in a contexts understand and use accurately the basic structures language understand and use an Students will know the following content: -Describing physical characteristics -color de los ojos, piel, cabello -descripcion del pelo y del fisico -partes del -Short interviews with their classmates -Games to guess -vocabulary activities -observation of physical characteristics -short writing activities -short reading comprehension -Pair work and individual work -Independent -verbal lecture Formative questions Quizzes Summative Test at the end unit presentat ions Written summari es Readings
and for a variety of purposes encourage, through the of texts and through social interaction, an appreciation of the different perspectives of people from other cultures appropriate vocabulary -the family -Irregular verbs in the present -verb gustar -possessive pronouns -the house: appliances and rooms -the times -daily routines cuerpo -miembros de la familia -partes de la casa -las horas: cuarto, media, cuarto para -verbos reflexivos activities -Reading book Pobre Ana. -Summaries both in and in written TE R M 2 Term 1 Unit 3 Topic - Urban and rural environment enable students to understand and use the language they have studied in a contexts and for a variety of purposes provide the opportunity for enjoyment, creativity and intellectual stimulation through communicate clearly and effectively in a situations use a register and a format that are appropriate to the situation. Students will know the following content: -Regular (module 6) and irregular verbs (module 5) in the past -Means of transportation -Information questions (review) -Places in a city -Estar + locations (review and expansion of vocabulary). Difference with hay- -the preterite -means of transportation -places in the city -estar vs. haber -directions words -food -prepositions - connectors: addition and -unrehearsed conversations - descriptions and conversational practice - ons -reading book Patricia va a California -written and summaries Formative tests Summative tests at the end unit or during the unit with ons Summary of books and ons
knowledge of an additional language. -Give directions to go places -Food vocabulary -Prepositions aand por- -Express obligation hay que- and tener que- -Express preference querer- and preferir- -Connectors: review of y- and en cambio- and introduce: mientras que and del mismo modo. -Irregular and regular verbs in the past contrast
Term 2 Unit 4 Topic - Work and Leisure provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of an additional language. encourage, through the of texts and through social interaction, an appreciation of the different perspectives of people from other cultures understand and use accurately the basic structures language 3. understand and use an appropriate vocabulary -Regular and irregular verbs in the past (review) -time expressions: manana, ahora, hoy, el + dia de la semana, en + mes. - ir a + infinitivo - ser/parecer + (muy/bastante/un poco) + adjetivo -estar + bien/mal - comparaciones: mas que/ menos que - vocabulario: actividades de ocio y espectaculos -regular and irregular verbs in the preterite -time expressions -comparisons -leisure activitiies -unrehearsed conversations - descriptions and conversational practice - ons -reading book Pobre Ana bailo tango -written and summaries Ongoing formative tests /observation And mini-tests Summative tests at the end unit or during the unit with ons Summarie s of book, ons, research
T E R M 3 Term 3.1 Unit 5 Topic - Work and Leisure enable students to understand and use the language they have studied in a contexts and for a variety of purposes communicate clearly and effectively in a situations -weather expressions: hace frio, hace calor, llueve, me mojo, Hay nubes, nieva, hay neblina, hace buen tiempo. Hace mal tiempo -temperature -free time activities: the cinema, the zoo, the teather -plans for next week -weather expressions -numbers (temperature) review -free time activities -future simple -unrehearsed conversations - descriptions and conversational practice - ons - reading of articles related to the concepts taught. - ons Ongoing formative tests /observation And mini-tests Summative tests at the end unit or during the unit with ons ons of articles Term 3.2 Unit 6 Topic - General review develop students awareness of the role of language in relation to other areas of knowledge -Do you understand the world differently when you learn another language? How (for example, time, humour, leisure)? -When we learn an additional language, do we learn more than just vocabulary and grammar? -The concept of means the ability to of Cultural Language differences Language learning Learning environments - ons -Reflection -Research Ongoing summative tests based on ons and written papers ons / written papers
cultural diversity and/or similarity between the target culture(s) and one s own. To what extent is this definition true? -To what extent does the learning environment (the physical setting) have an impact on the way an additional language is acquired? Examinations and reporting period