AP® Spanish Language



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AP® Spanish Language

Syllabus



Course Overview

Goals


Students will expand their interpersonal communication skills in Spanish through daily classroom interactions in the language. This includes casual conversations with the teacher and classmates as well as formal discussions. [C1]

  1. • Students will increase and refine their written presentational skills in formal and informal contexts.

  2. • Students will refine their oral presentational skills in formal and informal contexts.

  3. • Students will broaden their comprehension skills of written and aural material in formal and informal contexts.

  4. • Students will broaden their understanding of the cultures that comprise the Spanish-speaking world through the study of history, literature, art, music, and current events.

  5. • Students will make connections between their learning in the Spanish classroom, their learning in other classes, and their daily lives.

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]


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.

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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



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: thinking maps, word attack skills, effective use of context clues, 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 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.

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


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.
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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.

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. 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 vs. 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.

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Course Planner



Semester 1

Week 1-3

diagnostic evaluation, scoring rubrics.

Speaking: First oral presentation: Report on article from summer reading from

an authentic source [C4, [C5] [C7]



Reading: “El décimo” by Emilia Parda Bazán (in Abriendo Paso Lectura) Discuss the

story and engage in pre- and post-reading activities



  • Review of basic structures of the present tense, reflexive verbs, ser & estar (in Abriendo Paso Gramática, www.colby.edu/~nknelson/exercises, http://www.studyspanish.com).

Writing: “El amor o el dinero” (present tense).

Listening: Comprensión auditivo (in Abriendo Paso Lectura).

Speaking: Picture sequence (in Abriendo Paso Lectura).

  • Discussion of the lotería and el premio gordo in Spain.

Week 4-5

Reading: “Un oso y un amor” by Sabine Reyes Ulibarrí (in Abriendo Paso

Lectura). Discuss the sotry and engage in pre-and post-reading activities.

  • Review of past tenses—preterite, imperfect, present perfect, pluperfect (in Abriendo Paso Gramática, www.colby.edu/~nknelson/exercises, http://www.studyspanish.com).

Writing: Otra final (past tense).

Listening: Comprensión auditivo (in Abriendo Paso Lectura).

Speaking: Picture sequence (in Abriendo Paso Lectura).

  • Song Pobre Juan by maná (past tense).

Week 6

Reading: “Fiesta de San Fermín” by Carmen Roman (in Abriendo Paso Lectura)

  • Review of adjectives, nouns and articles (in Abriendo Paso Gramática www.colby.edu/~nknelson/exercises, http://www.studyspanish.com)

Writing: Una carta a mis padres

Listening: Fiesta de san Fermín, video

Week 6-7Nuevas Vistas – “La guerra de los yácares”

“Ojalá que llueva café” –study module [C3]

www.colby.edu/~nknelson/exercises



Abriendo Paso Gramática – Present subjunctive,present perfect

subjunctive, prepositions

Debate on environmental issues [C5] http://www.niles-hs.k12.il.us/davmal/clases/AP/free_ response/free_response.htm>

www.colby.edu/~nknelson/exercises

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

C5—The course provides students with regular opportunities to develop their speaking skills in a variety of settings, types of discourse, topics, and registers.

C3—Instructional materials include a variety of authentic audio and/or video recordings that develop students' listening abilities. 4

Week 8 Film – “Buscando a Nemo” [C3]



Abriendo Paso Gramática– Imperfect subjunctive, conditional,

pluperfect subjunctive, conditional perfect,

essay writing comparing and contrasting, citing sources, and

story telling. [C6]



http://www.studyspanish.com

Week 9 (3days) AP Spanish:Preparing for the Language Examination

Simulated conversations, formal speaking, essay writing

Week 10-11 Abriendo Paso Lectura – “Un oso y un amor”



Abriendo Paso Gramática- indefinite and negative words, ser vs. estar,

present perfect and past perfect

http://www.studyspanish.com

Week 12-16 (novel) “Marianela “

“Instantes” – study module, si clauses, conditional and imperfect

subjunctive [C3]



Abriendo Paso Gramática” –object pronouns, adverbs.

Circumlocution, summarizing and narrating,understanding and using transitions,

formal writing [C6]

film “Marianela” [C3]



http://www.studyspanish.com

www.colby.edu/~nknelson/exercises

Week 17 Grammar review—all subjunctive forms and sequence of tenses,

individual presentations on current events

Week 18 Review and final exam


Semester 2

Week 19 Spanish Oral Communication Activities Book – simulated dialog



Spanish: Preparing for the Language Examination – long narratives, informal

writing, reading selections, timed essay

Oral presentation-Research a topic about health, politics or world event from an authentic material [C5]
Week 20 (3days) Spanish: Preparing for the Language Examination – formal speaking,

writing; verb completion, fill in with and without root word.



http://www.niles-k12.i.us/davmal/clases/AP/free_ response.htm
C3—Instructional materials include a variety of authentic audio and/or video recordings that develop students' listening abilities.

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

C5—The course provides students with regular opportunities to develop their speaking skills in a variety of settings, types of discourse, topics, and registers.

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Week 21-22 Abriendo Paso Lectura- “El décimo”



AP Central Web Guide - Passive voice, passive constructive using se,

obligations; hay que/se debe

Week 23-4 Abriendo Paso Lectura- “El árbol de oro”

Abriendo Paso Gramática – making comparisons

Oral presentation – childhood fantasies [C5]

AP Exam practices (activity selection based on student needs)

Week 25-6 Abriendo Paso Lectura- “¿No oyes ladrar los perros?



Abriendo Paso Gramática – interrogatives and exclamations, relative pronouns

http://www.niles-k12.i.us/davmal/clases/AP/free_ response.htm http://www.ndhsb.org/academics/webteachers/folco

www.colby.edu/~nknelson/exercises

Week 27 Nuevas Vistas – “Hay un naranjo ahí”, “La tortuga”

Interpreting poetry, metaphors

Week 28 Nuevas Vistas – “El forastero gentil”

Review of preterite and imperfect

Week 29 Spanish: Preparing for the Language Examination

AP exam practices

Think Spanish Magazine-selected articles [C3] [C4]

Oral presentation – heroes [C5]

Week 30 Abriendo Paso Lectura- Jaque mate en dos jugadas

Spanish: Preparing for the Language Examination

AP exam practices

Week 31 Spanish: Preparing for the Language Examination

AP exam practices

Think Spanish Magazine – selected articles

Week 32-3 Spanish: Preparing for the Language Examination

AP exam practices

Week 34 AP exam practices

Oral presentation- If I could change one thing in the world [C5]

Week 35 AP exam

Week 36 Film study “Mar Adentro” [C3]

C5—The course provides students with regular opportunities to develop their speaking skills in a variety of settings, types of discourse, topics, and registers.

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.

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Teaching Strategies
Use of technology

Many of the projects I have described take advantage of technology.

We use the internet as a source of current topics, research, [C4]

and presentation (both teacher and student) through PowerPoint, publishing software, and multimedia. Our school has a mobile computer lab which we use once or twice a month for research, preparing for project presentations, or occasionally for in-class writing.

Current events

During the year students research an article of interest from one of the Spanish-language websites. I usually give them three general topics from which they can choose; health, politics or world events. They must list and define new vocabulary, write a summary and an opinion or reaction to the topic. They then prepare an oral report to the class about the article and finish with several questions for their classmates.

This provides practice for the speaking portion of the exam and allows students to gain a greater understanding of the diversity of the Spanish-speaking world. [C4, C5, C7]

Authentic sources

Working with authentic sources is the key to successful AP Spanish Language Exam preparation. Many of the themes for the weeks of study lend themselves to additional reading, such as author biographies or articles with the same theme as the literature. These sources will be sought from newspapers, the Internet, etc., as appropriate, throughout the year. Students will read articles to form a basis for essays and give oral summaries of the information read [C4]

Student Evaluation

Exams generally contain a variety of components, including reading, speaking, writing, listening, and culture. These assessments contain both free-response and multiple choice questions about readings, presentation and language use. Multiple choice sections usually are analytical-type questions, and free-response questions often require making comparisons, or synthesizing information in some way. Speaking is usually done as a separate evaluation, and depending upon the requirements, might be classified either as a quiz or a major grade. Formal writing is scored using both content and language rubrics.

They are given the score from the rubric, and a converted percentage score. There is ongoing assessment through spontaneous interviews, interactive reading, in-class essay (or other formal) writing every other week, and formal oral presentations approximately every three weeks. [C2]


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.

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

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.

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Texts

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.

Nuevas vistas uno (and ancillaries), Nuevas vistas dos and ancillaries: Austin: Holt,

Rinehart and Winston. 2006


Authentic Listening Sources

Puerta del Sol



www.puerta-del-sol.com

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

Think Spanish

www.thinkspanish.com

BBC en español



http://news.bbc.co.uk/hi/spanish/news/
Resource to develop speaking skills

Spanish Oral Communication Activities Book

Wade Peterson – Teacher’s Discovery

ISBN 1-884473-01-6



www.teachersdiscovery.com
Magazines

People en español

ESPN Deportes

Online Sources



www.colby.edu/~nknelson/exercises

http://www.studyspanish.com

http://www.niles-k12.i.us/davmal/clases/AP/free_ response.htm http://www.ndhsb.org/academics/webteachers/folcohttp://www.prensa.com/

http://www.lanic.utexas.edu/la/region/news

http://www.elpaisonline.com



www.lavanguardia.es/

http:/www./bbcmundo.com

http://www.abc.es/

http://www.latinworld.com/special/kiosco.html

www.apcentral.com (Web guide)


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