Ap spanish Syllabus 2012-2013 – amundsen high school srta. Cojocnean Classroom: 324 Email



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AP Spanish Syllabus 2012-2013 – AMUNDSEN HIGH SCHOOL

Srta. Cojocnean

Classroom: 324

Email: acojocnean@cps.edu

The AP Spanish Language course is designed to help students become proficient in the Spanish Language and also to successfully complete the AP Spanish Language Exam. The course is conducted completely in Spanish and all students are encouraged to practice the target language every day with the teachers and their peers. Students will use the target language in ways that reach a high level of proficiency by presenting information based on different topics and current events. The students will be exposed to different literary texts as well as current events of Spanish-speaking countries through authentic materials such as: newspapers and magazine articles and selected literary texts.



Course objectives:

  • To acquire the ability to comprehend formal and informal spoken Spanish through conversations, lectures, oral presentations, newspapers, letters, instructions, Internet articles and short stories. Students will interpret messages, lectures and others materials spoken using a variety of regional dialects. Students will be able to listen to narratives and dialogues to make inferences and predictions.

  • The acquisition of vocabulary to allow easy and accurate reading of newspaper and magazine articles, as well as, modern literature in Spanish.

  • Express themselves orally and in writing by convincing, arguing, inquiring and describing.

  • To acquire the ability to express ideas orally with accuracy and fluency.

  • Record 10 minutes cassette in Spanish. (Students will have choices.)


Texts: Armen Judy. Abriendo puertas: Lenguaje. Evanston, Illinois: McDougal Littell, 2007.

Diaz, José, Leicher-Prieto, Margarita, Nissenberg, Gilda. AP Spanish: Preparing for the Language Examination, 3rd. Edition. Boston, Massachussets; Prentice Hall, 2006.



Couch James, McCann Rebecca, Maroto-Rubio Angel, Walter-Rodríguez Carmel. Una vez más: Repaso detallado de las estructuras gramaticales del idioma español. White Plains, New York: Longman, 1993.

Authentic Resource Materials: Resources will include websites, newspapers, magazines, songs and movies.

Teaching strategies:
Listening comprehension:
Class will be conducted in Spanish and students will be given the opportunity to present and discuss different topics related to the Hispanic culture, current events and issues related to school and teenagers. Students’ class participation grades reflect a strong requirement that they use only Spanish in the classroom. To enhance the study of culture students will be exposed on a regular basis to authentic materials such as Tv programs, documentaries, movies (without subtitles), news in the target language. They will also listen to short narratives and dialogues and songs of various Hispanic singers. Based on the authentic audio/ video source students write formal and informal letters, short essays and will complete comprehension exercises.
Sources for authentic listening activities:


  • Radio Naciones Unidas www. Un.org/radio/es

  • BBC www.bbcmundo.com

  • CNN en español www.cnn.com/espanol


Speaking:
Speaking is a daily activity. In order to provide an opportunity for students to integrate their skills and practice the target language, the students will work in pairs and in small groups. Students prepare oral presentations and respond to conversational prompts such as open-ended questions, asking directions, giving advice giving a persuasive speech, express ideas and opinions related to the topics assigned in class. Students will participate in simulated conversations by listening to the source and then responding to the prompt. Students will engage in oral presentations based on different authentic sources such as: audio recording and newspaper article. In addition, students participate in discussing present and past cultural events related to Spanish- Speaking countries and the United States, on a regular basis. Every two weeks students will record their oral work on a tape.
Reading comprehension:
Reading is a daily activity. The reading texts come from a variety of sources such as: textbooks, newspaper articles, magazines, former AP exams, short narratives, literary texts and the Internet. Students learn and use new vocabulary and other linguistic features such as idiomatic expressions, transition words, cognates, synonyms and antonyms. Students discuss and read literary texts to compare and contrast themes and to improve their vocabulary skills. Students use different reading strategies and vocabulary knowledge to improve reading skills when researching various topics and current events. In addition, students will write essays and summaries of the literary text, answer comprehension questions based on the text selected.
Writing:
Students practice their writing skills using different written sources. Students paraphrase in writing using their own words and summarize newspaper articles. Every three weeks students write a formal, well organized analytical or persuasive essay of at least 200 words based on authentic sources. Students also write weekly writing activities such as informal and formal letters, e-mails, poems, newspaper articles and compositions about different topics. In addition, students use peer editing, brainstorming and graphic organizers to express their ideas in writing and to help them with their writing skills.
Some authentic resources that are used are:


  • Revista Americas

  • La nación www. Nación.com

  • Prensa escrita www. Prensaescrita.com

  • El mundo www. Elmundo.com

  • El país www. El país.com

Student evaluation
Students are evaluated frequently through short quizzes on grammar points, formal and informal written assessments, formal and informal speaking evaluations, projects, unit exams, midterms and final exams. Students will be graded with the AP rubrics for listening, reading, writing and speaking.

Thematic Units:

First Semester

Relaciones sociales: El hombre y la mujer

Vocabulary

Review of the tenses: el presente, presente perfecto, el pretérito

El subjuntivo

Dibujo – “Antes, ahora y después”

Canción – Carlos Ponce – Busco una mujer/ Ojalá que llueva café

Artículos – Matrimonio Inca, Azteca y Maya

Los esclavos de la estética – Facetas

Cuento: “La princesa vestida con una bolsa de papel”: El cuento de hadas

El abuso de la mujer - artículo - “Desafío a la violencia doméstica en Guatemala”

Poema: “Hombre pequeñito” – Alfonsina Storni

“Tú me quieres blanca”



Global Issues - La inmigración

Vocabulary

Immigration in Spain/ United States

Canción: Los Jornaleros del Norte

“El plan de retorno voluntario”

Documentario – “Los que se quedan

Película – El Norte

“La UE reconoce la naturaleza positiva de la inmigración latinoamericana”.

“Ser negro en España”

“Cajas de Cartón” – Francisco Jiménez

“El Río Grande” / El inmigrante – Abelardo Delgado

Gramática: Los tiempos del futuro y del condicional



Second semester:

El medio ambiente/ Los desastres naturales

Vocabulary:

Canción – Caribe Atómico – Aterciopelados

Mana – Donde jugaran los niños?

Mi tierra – Gloria Estefan

Artículo de Tecla – Cuidemos el medio ambiente

Literatura: “Un oso y un amor” – Abriendo Paso

“Una carta a Dios”/ “El hijo”

Gramática: El sustantivo y los artículos, los pronombres

Ciencia y tecnología – Los Robots

Vocabulary

Artículo: Los robots que nos cambiaran la vida

Cuento: Apocalipsis y Génesis – Marco Denevi

Lectura – La Rosa – La tecnología – Analyze/ Written assessment

Gramática: Los posesivos y los demostrativos



Ocio – Que hacemos en nuestro tiempo libre

Vocabulary

Las fiestas de San Fermín

Canción: Bailando salsa- Mecano

Lectura: Jaque mate en dos jugadas – Isaac Aisemberg

La fiesta de San Fermín

La Tomatina

Gramática: Los pronombres relativos



A.P. Spanish: Preparing for the Language Examination, Third Edition

Abriendo puertas: Lenguaje

  • Reading Comprehension

  • Paragraph Completion with & without Root Word

  • Informal Writing

  • Formal Writing

  • Informal Speaking

  • Formal Oral Presentations

  • Listening Comprehension (Short & Long Dialogues & Narratives)

Each unit includes the following activities that students will do in class and for homework:

  • Vocabulary review, study and practice

  • Auditory practice exercises

  • Reading comprehension activities

  • Fill-ins with and without context clues

  • Informal short writing activities

  • Essay based on 3 sources

  • Directed conversation activities

  • Formal oral presentation activities

  • Conversations based on current events/topics related to the topic being studied

  • Writing activities – formal and informal related to the topic being studied

  • Simulated conversations

  • Teacher assessments


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