Spanish I ap curriculum Guide World Languages and Cultures



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Quarter 1

Unit 2B
USEFUL VOCABULARY



Extracurricular Activities

Athletic Activities

Music and Drama

Actions

Internet Activities

Other Useful Words and Phrases

el ajedrez

el animador/

la animadora



el bailarín/

la bailarina



asistir a

crear una página de red

¿cuánto tiempo hace que…?

el club/los clubes

el entrenador

el coro

conocer

estar en línea

el interés


el equipo

el hockey

el ensayo

entrenar

hacer una búsqueda

entre

el fotógrafo/

la fotógrafa



hacer gimnasia

el/la cantante

ganar

navegar en la red

hace + time + que…

el/la miembro

jugar a los bolos

el músico/

la música



grabar

oprimir (aquí)

la oportunidad/

las oportunidades



el pasatiempo

la natación

ensayar

participar (en)

redes sociales

me interesa

la reunión/

las reuniones



las artes marciales

la orquesta

perder

enviar un correo electrónico

tan + adj + como

la fotografía

el jugador/

la jugadora



la banda

saber




tantos (as) + noun + como

la práctica




la canción/

las canciones



sacar fotos







las actividades extracurriculares




la voz/

las voces



ser miembro de…







los jóvenes







tomar lecciones
















volver (o-ue)











RECYCLED/ONGOING TOPICS/STRUCTURES

General review: locations such as, el gimnasio, el cine, la sala/el salon de clases, la biblioteca, el laboratorio, la oficina, etc.; the verb ir


New Grammar: Verbs saber and conocer; Making comparisons (más/menos...que, mejor/peor...que, menor/mayor...que, tan/tanto...como); superlatives (el más/menos...de); time expressions (using hace + time + que);



RESOURCES/ ACTIVITIES



Realidades II (Chapter 1B), visual photos/PowerPoint’s of schools/students doing sports, Spanish television news/sports reports (audio and visual), practice workbook parts I & II, audio and video CDs.

ASSESSMENTS/ RUBRICS

NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs.


Suggested Interpretive Task

Suggested Interpersonal Task

Suggested Presentational Task

Create a chart/graph to demonstrate the popularity of different sports

Create a web page to showcase your school activities

Write a letter/e-mail describing your activities

Create posters showing favorite hobbies

Create a brochure of your school activities

Give a speech to ‘incoming’ students to describe what is available



Quarter 2

Unit 3A: Un Evento Especial, Daily Routines and Getting Ready for a Special Event

AP THEME: Families and Communities

AP SUBTHME: Customs and Ceremonies

Recommended pacing: 2 weeks

Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.

Virginia State Foreign Language Standards of Learning for Level :
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.

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

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

S 4.2 Students demonstrate understanding of the concept of culture through comparisons between Hispanic cultures and their own.




COMMUNICATION
-Interpersonal -Interpretive
-Presentational


CULTURES/ CONNECTIONS

COMPARISONS/ COMMUNITIES

ESSENTIAL KNOWLEDGE
(Facts & Skills)



INTERPERSONAL MODE:

Maintain a discussion related to: Daily routines and preparing for a special event

Talk about:

Daily routines

Getting ready for a special event
INTERPRETIVE MODE:

Demonstrates comprehension of content from reading, watching and listening material relating to: daily routines and getting ready for a special events


PRESENTATIONAL MODE:

• Produce an oral report on:

How to prepare for a special event

Compare a special event in the US with those in a Spanish-speaking country








COMPARISONS:

• Compare and contrast: different activities/events of the US and Spanish speaking countries


Describe:

getting ready for a special event
Talk about daily routines
Vocabulary

daily routines

personal daily routine items

body parts

events
Grammar

reflexive verbs

verbs ser and estar

possessive adjectives (long form)





Quarter 2

Unit 3A
USEFUL VOCABULARY



Getting Ready

Things You Need

Body Parts

Special Events

How you feel

Other Useful Words

and Phrases

despertarse (e-ie)

el champú

el cuerpo

el aniversario

entusiasmado (a)

antes de

levantarse

el jabón el cepillo

la cabeza

el baile (formal)

nervioso (a)

después de

prepararse

el gel

el pelo

el bautizo

tranquilo (a)

depende de

arreglarse (el pelo)

el desodorante

la cara

el concurso

apurado (a)

luego

bañarse

la pasta dental

los ojos

la audición/

las audiciones



cómodo (a)

por ejemplo


ducharse

el agua de colonia

la nariz

la boda

emocionado(a)

mientras (tanto)

secarse

el maquillaje

la boca

la cita

feliz /contento(a)

lentamente

lavarse (la cara)

el cepillo

los labios

la confirmación




rápidamente

afeitarse

el peine

los dientes

la fiesta de quince años




el salón de belleza

cepillarse (los dientes/el pelo)

el secador

la oreja

la graduación




la quinceañera

peinarse

el espejo

el cuello

la primera comunión




el novio / la novia

mirarse

la ducha

el pecho

un evento especial




te ves (bien)

ponerse

la toalla

el estómago







luces (bien)

vestirse (e-i)

las joyas (de oro/de plata)

el brazo







primero

pintarse (el pelo/las uñas)

el cinturón

la muñeca







finalmente

cortarse (el pelo/las uñas)




la mano







en la mañana

acostarse (o-ue)




el dedo







en la tarde

pedir prestado (a) a




la pierna / las rodillas







en la noche







el pie







guapo(a)







la piel
















la espalda
















las cejas
















las pestañas














RECYCLED/ONGOING TOPICS/STRUCTURES

General review: present tense, the verbs ser and estar, and telling time.

New grammar structure: reflexive verbs, and possessive adjectives (long form)



RESOURCES/ ACTIVITIES


Realidades II (Chapter 2 A), Realidades I (Chapter 7A), Selecciones, Spanish television (audio and visual), practice workbook parts I & II, audio and video CDs.

ASSESSMENTS/ RUBRICS

NOTE: Teachers should use the appropriate PALS rubrics for speaking and writing IPAs.


Suggested Interpretive Task

Suggested Interpersonal Task

Suggested Presentational Task

Reading and listening to passages of daily routines and descriptions of events.

Create models to review body parts.

Simón dice game.



Create a personal book/video journal/power point about daily routines.

Write a letter about a special event you are going to.

Create invitations to a special event.


Create and present a collage of a special event you attended.

Record and present a special event.

Create pieces of Dali/Picasso artwork with the body and present.






Quarter 2

Unit 3B: Un Evento Especial, Clothing and Fashion

AP THEME: Beauty and Aesthetics, Families and Communities

AP SUBTHEME: Ideals of Beauty, Holidays and Celebrations

Recommended pacing: 2 weeks

Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.

Virginia State Foreign Language Standards of Learning for Level :
S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.

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

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

S 4.2 Students demonstrate understanding of the concept of culture through comparisons between Hispanic cultures and their own.




COMMUNICATION
-Interpersonal -Interpretive
-Presentational


CULTURES/ CONNECTIONS

COMPARISONS/ COMMUNITIES

ESSENTIAL KNOWLEDGE
(Facts & Skills)



INTERPERSONAL MODE:

Maintain a discussion related to: Clothing and fashion

Ask for assistance in a shopping situation

Express opinions and react to:

clothing preferences

fashion


fit
INTERPRETIVE MODE:

Demonstrates comprehension of content from authentic audio visual texts relating to: preferences in attire and personal choice


PRESENTATIONAL MODE:

Produce an oral report on: a personal fashion design identifying the clothing worn according to body parts and /or climate

Evaluates and interprets written texts and materials on Spanish-speaking fashion designers.



CULTURES:

Investigate fashion styles and costs in Spanish-speaking countries.

Discuss different Spanish-speaking fashion designers.

CONNECTIONS:

Make connections between fashion styles in Spanish-speaking countries and the U.S.


Make connections between historical contexts and current attitudes towards fashion.


COMPARISONS:

• Compare and contrast: traditional clothing from Spanish speaking countries to the U.S.



Talk about:

clothing and where to wear it

fashion and materials

sizing

Vocabulary:



clothing

shopping


numbers

body parts

Grammar:

stem-changing verbs pensar, querer, and preferir

demonstrative adjectives

verb ‘quedar’ to express fit





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