1. Spiral 3-5 subject Pencil & pens



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Materials

1. Spiral 3-5 subject

2. Pencil & pens

3. Map colors

4. Pencil sharpener

5. Index cards

6. 501 Spanish Verbs (opt)

AP Spanish Language Course

Instructor: Ramón Rivera-Rivera

ramon.rivera@ectorcountyisd.org
432-456-2244

Conference 2nd period 9:49-10:40

Extra Help 8:10-8:40 T-F
Course Overview

In this course students develop a strong command of the Spanish language, with proficiency in integrating language skills and synthesizing written and aural materials, the formal writing process, extensive interpersonal and presentational speaking and writing practice, and aural comprehension skills through quality, authentic, and level-appropriate audio and video recordings. They are also further exposed to the world of literature and current events of Spanish-speaking countries through authentic written texts, including newspaper and magazine articles, literary texts, and other nontechnical writings [C3,C4] that develop students’ reading and comprehension abilities. Class [C1]

is conducted completely in Spanish and includes frequent writing and integration of skills with a rigorous review of grammatical structures. Advanced organizational and analytical strategies are taught. An array of resources is used as necessary to facilitate the learning process. A diagnostic test or other means of determining students’ strengths and problem areas is done within the first two weeks of the school year in order to customize the instruction.
Course objectives:

I. Express ideas accurately and fluently in writing. Improve writing skills through


1. Essay Writing. Every three weeks each student writes a formal, well

organized analytical or persuasive essay of at least 200 words, on an appropriate topic, in reaction to a text or information discussed or viewed, which is evaluated for its content, organization, range and appropriateness of vocabulary, and grammatical accuracy.

2. Other Writing Tasks. There are weekly writing activities related to topics covered, such as: writing journal entries, letters, e-mails, poems, and dialogues, abstract writing, creative writing, or writing reactions to articles and lectures. [C6]
II. Synthesize vocabulary and structures to broaden understanding in reading newspapers, magazine articles, and literary pieces with increasing ease and accuracy. Improve reading skills through
C3—Instructional materials include a variety of authentic audio and/or video recordings that develop students' listening abilities.
C4—Instructional materials include authentic written texts that develop students’ reading abilities.
C1—The teacher uses Spanish almost exclusively in class and encourages students to do likewise.
C6—The course provides instruction and frequent opportunities to write a variety of compositions in Spanish.

1. Weekly reading focus and text analysis. Students read and interpret selected samples of authentic literary prose and poetry (as a vehicle of language study and expansion as well as emerging literary analysis), current topics (newspaper and magazine articles), and communications (letters and emails).

2. Reading Strategies: The following (and others as appropriate) are employed regularly to help improve reading skills: SQ3R, thinking maps, word attack skills, effective use of context clues, Cornell notes, and interactive reading.

3. Research projects. Students use reading strategies and vocabulary knowledge to improve reading skills when investigating various topics, and ultimately to create and to present a synthesis. [C4]


III. Speak with fluency, accuracy in structure and syntax, using a rich vocabulary and appropriate pronunciation and intonation. Improve speaking skills through
1. Interpersonal language focus. Respond to conversational prompts, such as interviews, voice mail, asking directions, advice, storytelling, and giving speeches, using rich vocabulary, accuracy in structure and syntax, and fluency. There is at least one major assessment per nine-week cycle that includes oral presentation. [C5]

2. Participate daily in class discussions in the target language. Improve vocabulary, fluency, pronunciation, and intonation through directed or free class[[C1]] discussions. [C1]


IV. Understand the spoken language both formally and informally in conversations or narrations. Improve listening skills through

1. Interpreting spoken material. Interpret messages, lectures, and

other materials spoken using a variety of regional dialects. Become familiar with pronunciation, dialects, and aural syntax.

2. Listening to narratives and dialogues to make inferences, predictions, and interpret linguistic cues. [C3]


V. Expand knowledge and understanding of the practices, perspectives, and products of Spanish and Hispanic cultures. Enrich knowledge of Hispanic and Spanish cultures through
1. Discussing literary and cultural topics, current events, and personal experiences.
C4—Instructional materials include authentic written texts that develop students’ reading abilities.
C5—The course provides students with regular opportunities to develop their speaking skills in a variety of settings, types of discourse, topics, and registers.
C1—The teacher uses Spanish almost exclusively in class and encourages students to do likewise.
C3—Instructional materials include a variety of authentic audio and/or video recordings that develop students' listening abilities.

2. Incorporating culture in other skills learned. Culture is integrated throughout the year, connected meaningfully to reading, writing, listening and speaking skills. [C7]


VI. Acquire and enrich vocabulary and grasp structures that enable the student to manipulate a variety of reading and aural materials. Improve vocabulary through
1) Reviewing and broadening vocabulary. Students use methods such as reading, investigation, and listening to a wide range of topics, and apply it in speaking and writing. [C7]

2) Using idiomatic expressions, cognates, synonyms and antonyms correctly. Learn and apply in aural and writing exercises the specific uses of idiomatic expressions, cognates, synonyms, and antonyms.

3) Using transitions. Learn and correctly use transition words and expressions related to written and spoken Spanish. Use transitions to introduce an idea, add another idea, express a contrasting point of view, emphasize, give examples, draw a conclusion, etc.
VII. Be able to implement a variety of grammatical structures using proper concordance (subject-verb; subject-adjective; gender-noun agreement, tense agreement, sequence of tenses), correct mechanics (punctuation, accentuation, syntax, orthography), and superior language control. Improve knowledge of grammar through:
1. Applying grammatical and syntactic rules, focusing on problematic areas. Generally, the problematic areas include, but are not limited to tenses and moods (ser v. estar, preterit v. imperfect, sequence of tenses, commands, complex constructions using the subjunctive, irregular and spelling-change verbs, perfect tenses), nouns and their modifiers (direct and indirect object pronouns, relative pronouns, adjective placement) and other verbal and syntactic constructions (passive voice, reflexives, making comparisons, por v. para, prepositions, transitions, accentuation, etc.).

2. Implementing / synthesizing a variety of grammatical and syntactic structures in speaking and writing.


C7—The course provides frequent opportunities for students to integrate the four language skills through the use of authentic materials.
C7—The course provides frequent opportunities for students to integrate the four language skills through the use of authentic materials.

Student Evaluation

25% Exams, Essay Writings

25% Research Projects, Group presentations

25% Class discussions and participation, Journal and Class notes

25% Current News Analysis, Independent reading reflections, Community experience reflection.[C7]

AP Spanish 4 Weekly Course Planner

Semester 1


Week 1

Introductions, classroom rules, expectations, syllabus,



Abriendo puertas overview

En Español 4 Preliminar Chapter

www.terra.es/personal/maropabe/refranes.htm

www.Espanole.org

Week 2


En Español 4 Preliminar Chapter

Project presentations; exam format, thinking maps; tense review

www.apcentral.collegeboard.com/spanlang
Week 3

En Español 4 Etapa 1 lección 1

Computer lab: research current events (crime story) read from

authentic source: reporter style—who, what, where, when, why

www.bbc.co.uk/spanish

www.all-links.com/newscentral/

www.clarin.com/diario/2005/07/23/index_diario.html

www.nacion.com/

www.chron.com/news/spanish/



[C4,C7]
Week 4

En Español 4 Etapa 1 lección 1

Discuss synthesis; Watch newscast in Spanish, read article [C3]

from news; informal writing: email a friend, giving reactions

if you know the criminal or the victim



¿No oyes ladrar los perros?(Juán Rulfo)

www.literatura.us/rulfo/perros.html


Week 5

En Español 4 Etapa 1 lección 1

Two-week project: create original story incorporating news story, and 2 AP stories Background info—Rulfo

Description: Write foto-novela about a criminal’s family.
Week 6

Quick review of AP essay scoring guidelines; reading strategies



La siesta del martes (García Márquez)
C4—Instructional materials include authentic written texts that develop students’ reading abilities.
C7—The course provides frequent opportunities for students to integrate the four language skills through the use of authentic materials.
C3—Instructional materials include a variety of authentic audio and/or video recordings that develop students' listening abilities.
Week 7

En Español 4 Etapa 1 lección 1

Formal Essay: compare how the two stories demonstrate “La viuda de Montiel” Gabriel García Marquez http://sololiteratura.com/ggm/marquezlaviuda.htm Implementing the past, perfect, and conditional tenses, including imperfect

Family love and family shame, citing class discussion as well as stories

review vocabulary

http://www.quia.com/shared/spanish/
Week 8

En Español 4 Etapa 1 lección 2

Theme: Herencia cultural

Balada de los dos abuelos (Nicolás Guillén); analysis/interpretation http://www.geocities.com/elalmiqui/abuelos.html

Peso ancestral (Storni)

http://www.michaelmatthews.net/work_details/peso_ancestral/peso_ancestral.html

http://www.authorstream.com/presentation/sraward-64276-peso-ancestral-storni-education-ppt-powerpoint/ questions on Peso ancestral.

Other works by Storni http://www.amorpostales.com/Sabado.html
http://www.tierra-inca.com/peru/incas.php?lg=es

www.ccu.umich.mx/mmaya/recorrido/antiguos.html

www.indians.org/welker/aztec.htm

www.cibercentro.com/

www.azteca.net/aztec/

www.mexonline.com/precolum.htm


Week 9

En Español 4 Etapa 1 lección 2

Integration of history, culture and literature, imagery, indigenous cultures



La noche boca arriba (Julio Cortázar) http://www.literaberinto.com/CORTAZAR/lanochebocarriba.htm
Week 10

En Español 4 Etapa 1 lección 2

Día de los muertos/ begin research project in lab/library articles found on the Internet



La Llorona

www.azcentral.com/lavoz/dead/newindex_spanish.html

www.diademuertos.com/
Week 11

En Español 4 Etapa 1 lección 3

La Llorona presentations for lower levels; student reports; formal writing: relationships

Día de los muertos celebration


Week 12

En Español 4 Etapa 1 lección 3

Indigenous cultures, Background info—Carlos Fuentes



Chac Mol (Carlos Fuentes) http://www.ciudadseva.com/textos/cuentos/esp/fuentes/chac.htm

Vocabulary for Chac Mol http://www.scribd.com/doc/9195994/Chac-Mool-Carlos-Fuentes

Understanding and using transitions

Abriendo puertas: Lenguaje vocabulary

Week 13


En Español 4 Etapa 2 lección 1

Aztec calendar, Aztec, Mayan legends and culture

Using idiomatic expressions, cognates, synonyms and antonyms correctly

Introduce Calendar project

www.ccu.umich.mx/mmaya/recorrido/antiguos.html www.indians.org/welker/aztec.htm

www.azteca.net/aztec/

www.mexonline.com/precolum.htm

www.mayalords.org/


Week 14

En Español 4 Etapa 2 lección 1

Legends; service project

Writing a legend

Sendas literarias dos, Unidad 1
Week 15

En Español 4 Etapa 2 lección 1

El ambiente: Discussing issues related to the environment—student-selected articles Implementing / synthesizing a variety of grammatical and syntactic structures in speaking and writing

Theme: technology and progress; Conexiones unit ¿Donde jugarán los niños? (Mana)

http://www.nshp.org/



Abriendo puertas: Lenguaje vocabulary

Formal speaking: What can we do to help the environment? Synthesis of audio source reading source


Week 16

En Español 4 Etapa 2 lección 2

Theme: technology and progress; Conexiones unit

Formal writing
Week 17

En Español 4 Etapa 2 lección 3

Semester review


Week 18

Midterm exams


Semester 2
Week 1

En Español 4 Etapa 3 lección 1

Review semester goals, upcoming tasks and objectives; add what-if’s to pass it on, respond to what-if’s of goal; list benefits and sacrifices about the goal.

Reading/making predictions

Incorporate ideas into an essay


Week 2


En Español 4 Etapa 3 lección 1

Entertainment industry: read “El español que conquistó Hollywood”

subjunctive vs indictive; director wants actors, cameramen, etc to do http://www.univision.com/portal.jhtml (about Antonio Banderas, p. 179 Conexiones);

Writing task: Explain directing process: what

www.locoporelcine.com/preview5.php?article=240

www.locoporelcine.com

Week 3

En Español 4 Etapa 3 lección 2

Career exploration involving target language: Film industry, Use skills acquired to explore the careers related to film production.

Introduce voice-over/cineproject options
Week 4

En Español 4 Etapa 3 lección 2 and 3

Cinematography industry. Write a concept for a new TV series.

http://www.nlcc.com

p. 182 Conexiones: Una serie nueva


Week 5

En Español 4 Etapa 4 lección 1 and 2

Project presentations; movie reviews.


Week 6

En Español 4 Etapa 4 lección 3

Ojala que llueve café poem/song; related activities;

Poetry recitation,writing poetry, exploring themes, poems from AP lit list



Oda a la alcochofa, Lo fatal, other

http://www.poesia-inter.net/index.html


Week 7

En Español 4 Etapa 5 lección 1

Connecting ideas, synthesis of info from different sources

Article: La Tomatina; (Abriendo paso)

http://www.creighton.edu/langlab/classes/spn311fs00/arnold/arnold.htm

http://www.escuelai.com/spanish_culture/fiestas_espanolas/latomatina.html

http://www.uweb.ucsb.edu/~mlc/La_tomatina_de_bunol.html

http://www.lapalmainteractivo.com/vida/content/vida/090205_la_tomatina.html

http://www.lukor.com/viajes/noticias/04082442.htm


Week 8

En Español 4 Etapa 5 lección 2

Discussing topics of interest: stereotypes and impressions

Prereading: El delantal blanco (Vodanovic)

http://www.bbn-school.org/summer_reading/readings/ElDelantalBlanco_sp3H.pdf

http://www.scribd.com/doc/6418151/Sergio-Vodanovic-El-Delantal-Blanco-

Write the ways clothing affects attitude


Week 9

En Español 4 Etapa 5 lección 3

Role-play; asking comparisons



El delantal blanco (Vodanovic)

Quick write: Otra personalidad



Encuentros maravillosos: Gramática a través de la literatura

Cap. 11 “Los estereotipos y las espectativas sociales”


Week 10

En Español 4 Etapa 6 lección 1 and 2

Lazarillo overview, Lazarillo prologue http://www.lazarillodetormes.com/esp.htm

literary terminology; informal writing practice


Week 11

En Español 4 Etapa 6 lección 3

El píaro: characterization, reading strategies



Lazarillo
Week 12 En Español 4 Etapa 7 lección 1

AP Exam practice, role-play



Lazarillo oral presentations
Week 13

En Español 4 Etapa 7 lección 2

AP Exam practice based on Lazarillo, (fill-in, etc)

Unit Exam; critique related to Lazarillo,

synthesis for formal writing [C6]


Week 14

En Español 4 Etapa 7 lección 3

AP Exam strategies and practice: analyze reasons for answers

Write an informal essay about making life choices

Practice exercises in Conexiones to review selection of tenses, prepositions, etc.


Week 15

En Español 4 Etapa 8 lección 1

Fotonovela project

Independent review of stories read summarization and synthesis

Simulated AP Exam



Abriendo puertas: Lenguaje
Week 16

En Español 4 Etapa 8 lección 2

AP Exam strategies and practice (activity selection based on student needs)



Abriendo puertas: Lenguaje
Week 17

En Español 4 Etapa 8 lección 3

AP Exam strategies and practice (activity selection based on student needs)


Week 18

AP Exam week


Week 19

Service project: tutor Spanish 1–3 students

Final Exam
C6—The course provides instruction and frequent opportunities to write a variety of compositions in Spanish.
Texts

Zayas-Bazan, Bacon, García; Conexiones; comunicación y cultura Prentice Hall, 2006


Judy. Abriendo puertas: Lenguaje. Illinois: McDougal Littell, 2007.
Battisti. ¡En Español! Pasaporte al mundo 21. Illinois: McDougal Littell, 2005.
Battisti. ¡En Español! Pasaporte al mundo 21 Workbook. Illinois: McDougal Littell, 2005.
Nextext. Abriendo puertas; Antología de literatura en español Tomo 1. Illinois: McDougal Littell, 2003.
Nextext. Abriendo puertas; Antología de literatura en español Tomo 2. Illinois: McDougal Littell, 2003.
Jarvis, Ana. ¡Continuemos! 7th ed. Boston: Houghton Mifflin. 2003
Díaz, José M and Stephen Collins. Abriendo paso Lectura (and ancillaries) Needham,Massachusetts: Pearson/ Prentice Hall 2005.
Díaz, José M., Gilda Nissenberg. AP Spanish: Preparing for the Language Examination. 3rd ed. White Plains, New York: Prentice Hall, 2006.
Gatski, Barbara and John McMullan. Triángulo, 4th ed. Sándwich, Massachusetts: Wayside Publishing, 2006. E-mail: wayside@sprintmail.com toll-free (888) 302-2519
Kanter, Abby. Encuentros maravillosos: Gramática a través de la literatura.

Needham,Massachusetts: Pearson/ Prentice Hall, 2005.


Nuevas vistas uno (and ancillaries), Nuevas vistas dos and ancillaries: Austin: Holt, Rinehart and Winston. 2003
Rodríguez, Rodney . Momentos cumbres de las literaturas hispánicas. Introducción al análisis literario: Prentice Hall, 2003.
Research & Education Association. Ap Spanish Language Exam 6th edition: Piscatawa; 2008.
Walqui-VanLier, Aida. Sendas literarias dos Pearson/Prentice Hall.
Zayas-Bazán, Eduardo. Conexiones Comunicación y cultura. Needham, Massachussetts: Pearson/ Prentice Hall, 2005. [C2]
C2—The course provides students with a learning experience equivalent to that of a third-year college course in Spanish language. Instructional materials, activities, assignments, and assessments are appropriate to this level.
C2—The course provides students with a learning experience equivalent to that of a third-year college course in Spanish language. Instructional materials, activities, assignments, and assessments are appropriate to this level.

Other Resources

Kanter, Abby. Encuentros maravillosos: Gramática a través de la literatura.

Glenview, Ill.: Addison Wesley Longman, 2005. [C2]



Web Sites

BBC Mundo.com

http://news.bbc.co.uk/hi/spanish/news/



Biblioteca Virtual Miguel de Cervantes

www.cervantesvirtual.com



The City: La ciudad. (PBS)

www.pbs.org/itvs/laciudad/index.html



EuroNews

www.euronews.net/create_html.php?page=home&lng=5

www.euronews.net

Instituto Cervantes

www.cervantes.es/portada_b.htm



Internet Activities for Foreign Language Classrooms

www.clta.net/lessons/

López Nieves, Luis. Ciudad Seva: cuentos de Augusto Monterroso

www.ciudadseva.com/textos/cuentos/esp/monte/am.htm



Materiales (Ministerio de Educación y Ciencia de España)

www.sgci.mec.es/usa/materiales/

McClennen, Sophia A. Cinergia.

www.personal.psu.edu/users/s/a/sam50/cinergia/cinergia.htm



Portalmix

www.portalmix.com

Romagosa, Santiago. Don Quijote de la Mancha

www.quixote.tv [C4]



CDs

Arjona, Ricardo. Si el norte fuera el sur. Miami: Sony, 1996.

Sosa, Mercedes. 30 años. Buenos Aires: Polygram Discos, 1993.

Telemann, Georg Philipp. Don Quijote. HNH International Ltd., 2003. [C3]


Workbooks for Exam Prep

Triángulo

www.waysidepublishing.com



AP Spanish: A Guide to the Language Course

http://phschool.com/sales_support/marketing_websites/PH/AP_Spanish/



Abriendo puertas: Lenguaje

http://www.mcdougallittell.com/ml/5.htm?level2Code=AW&lvl=3 [C2]



Authentic Listening Resources [C3]

Nuevos horizontes

www.nuevoshorizontes.org



SCOLA

www.scola.org



Español en vivo

http://delta-systems.com/



Think Spanish

www.thinkspanish.com



Las voces de las mujeres de Xelajú

http://nflrc.hawaii.edu/voces/



Authentik en español

http://www.authentik.com/

http://delta-systems.com/proddetail.cfm?cat=6&toc=85&stoc=0&pronum=3373

Puerta del Sol

www.puerta-del-sol.com

http://www.champs-elysees.com/products/spanish/default.aspx

Yabla.com

BBC en español

http://news.bbc.co.uk/hi/spanish/news/



Radio Nederland

http://www.informarn.nl/news/international/



Radio Naciones Unidas

http://www.un.org/radio/es/



Elmundo.es

http://www.elmundo.es/



CNN en español

http://www.cnn.com/espanol/



Univision

http://www.univision.com/



Podcasts Notes in Spanish

www.notesinspanish.com



Radio Exterior de Espana

http://www.rtve.es/ree/



WFHB: Hola Bloomington

http://news.wfhb.org/



Ecos Magazine

http://www.ecos-online.de/audio/



University of Toronto

http://lab.chass.utoronto.ca/rescentre/spanish/



Voice of America News

http://www.voanews.com/spanish/



Multikultura

http://www.multikultura.org.uk/academy.php/lgfront



ABC News

http://abcnews.go.com/Technology/Podcasting/



Resources to Develop Speaking Skills

Spanish Q-Cards (Level 1–Set 1) 40 sheets on card stock

www.madamefifi.com

Over 1000 Conversation Starters

ISBN 0-9667418-1-1

www.madamefifi.com

Let’s Talk Conversational Cards

Scott Foresman

http://www.scottforesmancatalog.com/search_results_ISBN.cfm?site_id=18&sear

chterm=0673215539



Situations and Guided Conversations for Language Proficiency

www.audioforum.com



Everyday Situations in Spanish (Transparencies)

www.teachersdiscovery.com



Español en pareja and Español en pareja Júnior

Langenscheidt; ISBN # 3-468-96704-7



Spanish Oral Communication Activities Book

Teacher’s Discovery; ISBN 1-884473-01-6

www.teachersdiscovery.com

Sources for authentic listening activities:

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

• Yabla (paid subscription) www.yabla.com

• BBC www.bbcmundo.com

• Nuevos Horizontes www.nuevoshorizontes.org/

• CNN en español www.cnn.com/espanol/ [C3,C7]
Sources for Reading activities

• La Nación www.nacion.com/

• Thepaperboy.com www.thepaperboy.com

• Prensaescrita.com www.prensaescrita.com/

• El Mundo elmundo.es/

• BBC www.bbcmundo.com [C2,C4,C7]



I have read and understood the requirements for this class.

Student Signature____________________________________________________________________Date_____________________________

It is your responsibility for your progress and success in this class. Study daily and practice to achieve the best results.

Parent signature______________________________________________________________________Date____________________________
Parent Contact Tel #’s_________________________________________________________________________________________________
Parent Contact email__________________________________________________________________________________________________
Other Contact information_____________________________________________________________________________________________

AP Spanish Language Course

Instructor: Ramón Rivera-Rivera

ramon.rivera@ectorcountyisd.org

432-456-2244

Conference 2nd period 9:49-10:40

Extra Help 8:10-8:40 T-F
Course Overview

In this course students develop a strong command of the Spanish language, with proficiency in integrating language skills and synthesizing written and aural materials, the formal writing process, extensive interpersonal and presentational speaking and writing practice, and aural comprehension skills through quality, authentic, and level-appropriate audio and video recordings. They are also further exposed to the world of literature and current events of Spanish-speaking countries through authentic written texts, including newspaper and magazine articles, literary texts, and other nontechnical writings that develop students’ reading and comprehension abilities. Class



is conducted completely in Spanish and includes frequent writing and integration of skills with a rigorous review of grammatical structures. Advanced organizational and analytical strategies are taught. An array of resources is used as necessary to facilitate the learning process. A diagnostic test or other means of determining students’ strengths and problem areas is done within the first two weeks of the school year in order to customize the instruction……..
The student will keep and follow the Syllabus on a weekly basis.


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