Spanish I ap curriculum Guide World Languages and Cultures



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LCPS

Spanish I - AP Curriculum Guide

World Languages and Cultures




LCPS

2014-2015


LCPS

Spanish I Curriculum Guide

World Languages and Cultures




LCPS

2014-2015

ACCORDING TO MODES OF COMMUNICATION

The three modes of communication provide the organizing principle for describing language performance across three ranges of performance: Novice, Intermediate, and Advanced. The ACTFL Proficiency Guidelines were developed for purposes of assessment across four skills (listening, speaking, reading, and writing) and originated prior to the Standards. The 2012 revision of the Proficiency Guidelines considers how each skill is used, for example, describing both interpersonal and presentational aspects of speaking. The Performance Descriptors embrace the communicative purpose behind the three modes of communication, describing how a language learner performs to achieve each communicative purpose: interpersonal, interpretive, and presentational. The language functions are appropriately matched to the mode of communication (e.g., in the Intermediate range, a hallmark function for Interpersonal is the ability to ask, understand, and answer questions; for Interpretive, a key function is to comprehend main ideas and identify some supporting details; for Presentational, an essential function is the ability to present information by creating with language). One can also observe significant differences in the communication strategies that language learners use in each of the modes.


Interpersonal

Interpretive

Presentational

Active negotiation of meaning

among individuals



Interpretation of what the author, speaker, or producer wants the receiver of the message to understand

Creation of messages

Participants observe and monitor one another to see how their meanings and intentions are being communicated.

One-way communication with no recourse to the active negotiation of meaning with the writer, speaker, or producer

One-way communication intended to facilitate interpretation by members of the other culture where no direct opportunity for the active negotiation of meaning between members of the two cultures exists.

Adjustments and clarifications are made accordingly.

Interpretation differs from

comprehension and translation

in that interpretation implies

the ability to read (or listen

or view) “between the lines,”

including understanding from

within the cultural mindset or

perspective



To ensure the intended audience is successful in its interpretation, the “presenter” needs knowledge of the audience’s language and culture

Speaking and listening (conversation); reading and writing (text messages or via social media)

Reading (websites, stories, articles), listening (speeches, messages, songs), or viewing (video clips) of authentic materials

Writing (messages, articles, reports), speaking (telling a story, giving a speech, describing a poster), or visually representing (video or PowerPoint)

*Page 8 from ACTFL Performance Descriptors for Language Learners © ACTFL, Inc., 2012


AP THEME: PERSONAL AND PUBLIC IDENTITIES


AP SUBTHEME: Language and Identity

Recommended pacing: 3 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 themes.



Virginia State Foreign Language Standards of Learning for Level:

SI.1.1 Use basic greetings, farewells, and expressions of courtesy both orally and in writing.

SI.2.1 Initiate, sustain, and close brief oral and written exchanges with emphasis on the present time.

SI.2.2 Use proper formal and informal forms of address in familiar situations.

SI.3.1 Identify key words, cognates and some formulaic expressions when listening and reading.

SI.3.3 Follow simple instructions, such as those about classroom procedures or for using computers and other classroom technology.

SI.4.1 Differentiate among basic types of statements, questions, and exclamations.

SI.7.2 Identify key customs and traditions of Spanish-speaking cultures, such as greetings, celebrations, holiday practices, and forms of address that demonstrate politeness.

SI.10.1 Recognize cognates, genders, level-appropriate idioms, and differences in writing systems.

SI.10.2 Recognize differences in sound systems including basic sound distinctions and intonation patterns and their effects on the communication of meaning.

COMMUNICATION
-Interpersonal

-Interpretive-Presentational

CULTURES/ CONNECTIONS

COMPARISONS/ COMMUNITIES

ESSENTIAL KNOWLEDGE
(Facts & Skills)


INTERPERSONAL MODE:

•Maintain a discussion related to greetings, farewells, and feelings

•Discuss the alphabet, and feelings

•Express and explain the use of the formal and informal forms to address people

•Express opinions about feelings and emotions

INTERPRETIVE MODE:

•Demonstrate comprehension of content from authentic audio visual texts relating to greeting exchange.

•Interpret written texts and materials on formal and informal form of address.

PRESENTATIONAL MODE: •Produce an activity showing proper pronunciation, greetings and farewells, and expressing feelings and emotions.


CULTURES:

  • Students demonstrate an understanding between the formal vs. the informal forms of address in Spanish speaking countries 

CONNECTIONS:

  • Talk about new vocabulary through the recognition of cognates. Similarities between Spanish and English alphabet.

  • Explore attitudes or feelings when reacting to gaining knowledge and understanding of other cultures.

.


COMPARISONS:

  • Compare and contrast the Spanish language and the cultures in the countries where it is spoken

  • Compare and contrast the social norm of formal vs. informal address between Spanish speaking countries and the United States

COMMUNITIES:



  • Identify local Spanish speaking communities and cultural events




  • Verbs ser and estar

  • Respond to basic interrogatives (who, what, where, when, why, how)

  • Express feelings and emotions

  • Respond to basic classroom commands

  • Exchange greetings and farewells with friends or when meeting a new person.

  • Alphabet and pronunciation

  • Numbers 0-20





USEFUL VOCABULARY

SALUDOS

PALABRAS INTERROGATIVAS

MANDATOS

SENTIMIENTOS Y ESTADOS FÍSICOS

OTRAS PALABRAS Y EXPRESIONES

de bienvenida

respuestas




abre
open

estar

to be (temporary)

¿Cómo se deletrea?
How do you spell…?

señora
Mrs.

¡Buenas noches!
Good Evening! /
Good Night!


(muy) bien

(very) well

¿Adónde?
To where?

camina
walk

estar asustado
to be scared

¿Cómo se dice?
How do you say…?

señorita

Miss

¡Buenas tardes!
Good Afternoon!

¿Y tú?
And you? (inf.)

¿Cómo?
How?

cierra
close

estar cansado (a)
to be tired

¿Cómo se escribe?
How do you write…?

ser

to be (permanent characteristics)

¡Buenos días!
Good morning!

¿Y usted?
And you? (form.)

¿Con quién?
With whom?

corre
run

estar contento
to be happy/content

¿Cómo te llamas?
What's your name?

Soy……
I am

¡Hola!
Hello!

de nada
your welcome

¿Cuál?/¿Cuáles?
Which?/Which ones?

entrega
hand in

estar emocionado

to be excited

¿Cuántos años tienes?
How old are you?

te presento a…
this is...

¿Qué tal?
What's up!
How is it going?


igualmente
likewise

¿Cuándo?
When?

levanta la mano
raise your hand

estar enfermo
to be sick

¿Qué quiere decir?
What does it mean?

tengo

I have


¿Cómo está usted?
How are you (formal)?

más o menos

more or less

¿Cuánto/a (s)?
How many?

repite
repeat

estar enojado
to be angry

eres

You are (informal)

tiene

he/she/it has

you have (formal)

¿Cómo estás tú?
How are you (inf.)?

mucho gusto
pleased to meet you

¿De dónde?
From where?

siéntate
sit down

estar feliz
to be happy

es

he/she/it is

you are (formal)

tienes

you have (informal)

¿Qué pasa?
What's up?

What's happening?




¿Dónde?
Where?

silencio
silence

estar ocupado
to be busy

está

he/she/it is

you are (formal)

números del 1-20

de despedida




¿Por qué?
Why?

 

estar preocupado
to be worried/preoccupied

estás

you are (informal)

Yo tengo ___años

I am ___years old

¡Adiós!
Good Bye!




¿Qué?
What?

 

estar triste

to be sad

estoy

I am



él/ella tiene ___años

he/she is __years old

¡Nos vemos!
We'll see each other!




¿Quién?
Who?

 

tener

to have

gracias
thank you




hasta luego
'til later




porque
because

 

tener calor
to be hot

Me llamo...
My name is...




hasta mañana
'til tomorrow







 

tener frío
to be cold

nada
nothing













 

tener hambre
to be hungry

por favor
please













 

tener sed
to be thirsty

Se llama...
his/her/you (form.) name is...













 

tener sueño
to be sleepy

señor
Mr.









RECYCLED/ONGOING TOPICS/STRUCTURES

¿Cómo estás? ¿Qué tal? ¿Qué pasa? ¿Cómo te llamas? Me llamo____. ¿Cuál es tu nombre? Me llamo ____. ¿Cuántos años tienes tú? ¿Cuántos años tiene él/ella? ¿Qué letra es? ¿Cómo se escribe ____? Deletrea la palabra______. ¿Qué dice aquí? ¿Cómo se dice? Usted vs. Tú. Números del 1-20

RESOURCES/ ACTIVITIES

Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange

  • Written dialogues, dramatization, oral conversations, free talk, comic strips, group work, picture as clue to meaning, transparencies, spelling, rhyming, listen to audio program, journal, create a picture dictionary

  • For introductions, arrange students into two circles (an inner circle facing outwards and an outer circle facing in) where students face each other. Have students take turns greeting each other and then have the circles move in different directions. Repeat the greetings with a new student.

  • “Moo! Spanish Greetings” from Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1271.html

ASSESSMENTS/ RUBRICS

NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.

*Communicative Performance Assessments



Suggested Interpretive Task

Suggested Interpersonal Task

Suggested Presentational Task
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