The Newman School
247 Marlborough Street
Boston, Massachusetts 02116
SPANISH 3 / IB Spanish B SL1 - SYLLABUS
Mr. Israel Bernal-López Fall 2011-12
Spanish Teacher
Description
Designed for students with 2-5 years of previous experience of learning Spanish. Students will focus on mastering communicative skills of speaking, listening, reading and writing through the use and study of a range of written, spoken and visual material. Such material will extend from everyday oral exchanges to literary texts, always related with the Spaniard, Latin American and Equatoguinean cultures and countries.
Competence in each of the primary language skills will involve an understanding of three interrelated areas: Language
(handling the system of linguistic units accurately: grammar, semantic, syntax and phonology); cultural interaction
(selecting language appropriate to a particular cultural and social context); message (understanding ideas and how
they are organized in order to communicate them appropriately).
A successful student in Spanish 3 or Spanish B standard level will:
o Communicate confidently, creatively, clearly and effectively in a range of situations.
o Understand and use accurately oral and written forms of the language that are commonly encountered in a range of situations.
o Structure arguments in a generally clear, coherent and convincing way
o Understand and respond appropriately to written and spoken material of average difficulty
o Show Cultural Awareness, and sensitivity to Hispanics societies. He/She is open to the perspectives, values and traditions of other individuals and communities.
o Explore concepts, ideas and issues that have local and global significance: Global warming, poverty, energy, technology, etc.
o Exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
Course Expectations:
o The Teacher aims to provide a typical Spanish monolingual environment; students contribute to the class and they use Spanish all the time.
o Students are expected to participate in all class activities to the best of their ability.
o Students are expected to do their homework and to review on a daily basis those aspects that they might find more difficult: 30-35 minutes a day, 6 days a week
o Students are encouraged to read books, magazines and newspapers, and to take opportunities to use the language outside the classroom.
o For searching and pursuing the language outside of the classroom students must to have access to the internet, word processing and printing
Textbooks and materials
o Libro de Texto: ¡Exprésate! Level 3; Holt McDougal; ISBN: 978-0-030-45372-4
o Cuaderno de actividades: ¡Exprésate! Level 3; Holt McDougal; ISBN: 978-0-030744785
o Materials: binder, white index cards, Dictionary: English-Spanish/Español-Inglés, and access to the Internet
Classroom Grade Components
o 20% Grammar and vocabulary quizzes
o 30% Speaking: Daily activities participation, Oral interactive activities, and Individual Oral quizzes
o 20% Writing assessments-quizzes and tests essays (100 words and 250 words minimum)
o 20% Reading-quizzes and tests
o 10% Daily homework
Texts
Language skills should be developed through the use of a wide range of texts and material.
Students are encouraged to choose their own texts—written, spoken, literary or non-literary.
Listening
Sources of spoken materials: news bulletin, documentary, feature program, interview, speech, advertisement, film, video, songs, interactive video, conference, lecture.
Possible communicative purposes: description, narration, explanation, argument, exploration, spoken interaction, analysis critique.
Speaking
Conversational situations: making a class presentation or a speech, defending an opinion in a debate, giving instructions, interviewing a character, real or fictitious, taking part in a role play
Possible communicate purposes: description, narration, explanation, argument, graphics (these will depend on the subject matter), spoken interaction
Writing
Prescribed communicative purposes and examples
Description: presentation of factual detail
o factual: set of instructions, guidelines, introduction
o Evocative: a portrait of a person or a travel brochure.
Narration: presenting a sequence of events
o Factual: statement to the police, news article
o imaginative: anecdote, short story
Written interaction: Personal communication through written language
o Informal: a letter to a friend or family
o Formal: a business letter or a job application letter.
Spoken interaction: Personal communication through spoken language
o Transcribed: a dialogue transcription, drama or screenplay
o Reported: a newspaper profile or a research interview.
Explanation: relating cause and effect
o Factual: a report of a situation or event, analysis of a type of technology.
o Argumentative: proposal for change, prediction based on a current situation
Argument: discussing in a logical manner
o Controversial: a political speech, an editorial or a letter to a newspaper.
o Balanced: a definition, a debate for and against an issue, an analysis of evidence, a presentation of a point of view, or an essay.
Analysis and critique: Presentation of opinions and personal reactions
o Subjective: a review of a book, film or play, or a biography.
o Objective: a text commentary, a detailed academic analysis of a work of literature, a film or music.
Exploration: experimenting with the language
o Promotional: a television advertisement, a magazine advertisement or a promotional pamphlet.
o Poetic: a poem or song lyrics.
Graphics: Relating language and graphic art
o Factual: a diagram in a scientific text or a flow chart.
o Imaginative: a cartoon, a comic or a web site page.
Scheme of work
Topics Unit details: vocabulary, grammar, learning activities Evidence of learning Teacher, self and peer assessment Resources
Introducción Explain IB program, assessment criteria, etc.
Evaluation in order to evaluate and adapt program to the group
¿Cómo se divierten los jóvenes en México y en España? Vocabulary: Hobbies and leisure activities, vacation activities and destinations, weather, youth and sports, competitiveness
Grammar: Preterite and Imperfect; Ser and Estar; Subjunctive mood; Pronouns; Comparisons, demonstrative adjectives and demonstrative pronouns; Negative words and time constructions; Ir a + Infinitive in the Imperfect; Nosotros Commands
Culture:
Text: Geography and culture of Castilla La Mancha
Video Audio Interview of Maria (Madrid, Spain), Brando (Buenos Aires, Argentina)
Literature: Memory fragment of “Fiestas Quinceañeras” by Rolando Hinojosa
Audio-Texts: “Una visita a Castilla La Mancha”; “Una noche en España”
Video: ¡Exprésate! 3: “Castilla La Mancha”
Song: Jose Alfredo Jimenez “Serenata Huasteca” Vocabulary and Grammar quizzes
Oral Quiz: Interview one on one
Writing assessment quiz: short history realistic or Imaginative about a sportive event.
Writing assessment test: Article for a newspaper about a “Quinceañera” celebration; or a “Serenata Mariachi” ¡Exprésate! 3, Holt.
Chapter 1 and 1st part chapter 2.
¿Cómo nos relacionamos con los demás? Vocabulary: Friendships and relationships: problems and solutions, emotions and feelings, attitudes and opinions
Grammar: Object pronouns, Subjunctive with the unknown or nonexistent; Subjunctive with expressions of feelings; verbs + Infinitive; Subjunctive with Will or Wish; Subjunctive with negation or denial; future tense; Conditional
Culture:
Text: “Como facilitar la comunicación”; “America en Español”
Video Audio Interview of Lucía (Madrid, Spain), Pamela (Santo Domingo, Dominican Republic) and Antonio (Puerto Rico)
Songs: “¡Hay, corazón!” by Las hijas del sol (Equatorial Guinea) ”Es tiempo de Cambiar” by Juanes (Colombia)
Prescribed Communicative purpose texts: Escribamos un buen párrafo Vocabulary and Grammar quizzes.
Oral Quiz: Interview one to one.
Listening Comprehension Quiz
Writing assessment Quizzes: Writing an outline for an essay.
Paragraph about a wrong impression about something or someone.
Writing assessment Test: Portrait of a person
Reading assessment
Interactive oral activity ¡Exprésate! 3, Holt.
2nd part chapter 2 and chapter 3.
Cosas de Familia
Vocabulary: Family members and relatives, family events, life stages, types of personality, generations and conflicts.
Grammar: Present Progressive; Present Perfect Indicative; Present Perfect Subjunctive; Preterite; Se + indirect object pronouns; past progressive.
Culture:
Text: “los postres”; “de Epístola” de Nicolás Guillén
Audio Interview of Zaida (San Juan, Puerto Rico), Rafael (San José, Costa Rica), Inés (Santo Domingo, Dominican Republic) and Nelson (Miami, Florida).
Prescribed Communicative purpose texts: Writing interaction informal Vocabulary and Grammar quizzes
Writing assessment test: a letter to a friend or family
Oral Interactive activity
Reading assessment
Daily interactive participation
Cooperative pair or three work and skits ¡Exprésate! 3 (2008), Holt.
Chapter 4.
Topics Unit details: vocabulary, grammar, learning activities Evidence of learning Teacher, self and peer assessment Resources
Las Bellas Artes, la Música y las Artes Dramáticas en España y en México Vocabulary: Arts, architecture, music, dramatic arts, adjectives to describe.
Grammar: Comparatives of equality and superlatives; passive Se and Impersonal Se; passive voice with se; subjunctive with hopes and wishes; Past Perfect Indicative.
Culture:
Text and videos: The History of Flamenco. Song and dance in Spanish culture.
Audio: Interview of Mario (Ciudad de México, México), Loriana (San Jose, Costa Rica) and María Guadalupe (Argentina).
Movies: “Orozco: Man on fire”; “The life and times of Frida Khalo”
Audio-texts: Lectura Cultural chapter 5 “Diego Rivera” (México); “Danza negra” by Luis Palés Matos (Puerto Rico).
Prescribed Communicative purpose texts: Exploration, poetic Vocabulary and Grammar quizzes
Writing assessment Quiz: Song
Oral assessment: Singing your song
Daily interactive participation
Cooperative pair or three work and skits ¡Exprésate! 3 (2008), Holt.
Chapter 5.
¿Como nos afectan los medios de comunicación y la publicidad? Vocabulary: Movies and TV, Media and advertising, electronic media and print media, radio and mobile telephones.
Grammar: Indicative after expressions of certainty; Subjunctive after expressions of doubt and disbelief; uses of “Haber”; Indefinite expressions; gender of nouns; Indicative in compound sentences
Culture:
Audio: Interview of Octavio (Santiago, Chile), Claudio (Argentina) and Sumitsuki (El Paso, Texas)
Texts: “¿Afecta la publicidad a nuestra salud mental?” en Marketing Directo; “Espiritualidad vs Materialismo, la lucha por la felicidad” by Prensanet.net
Song: “Color Esperanza” by Diego Torres (Argentina)
Prescribed Communicative purpose texts: Exploration, promotional and advertisement.
Vocabulary and Grammar quizzes
Project: Prepare a promotional leaflet for an activity or club (ex. summer camp in Honduras)
Interactive Oral Activity
Reading assessment
Daily interactive participation
Cooperative pair or three work and skits ¡Exprésate! 3, Holt.
Chapter 6.
Desafios y logros Vocabulary: Challenges, cultural heritage, accomplishments, hopes and plans
Grammar: Review of Preterite and Imperfect; Grammatical reflexives; “lo” and “lo que”; Subjunctive with adverbial conjunctions; Subjunctive with future actions; Indicative with habitual or past actions
Culture:
Text: “Rafa Nadal” “No envidies mis logros sin haber conocido mis sacrificios”
Audio: Interview of Dana (Lima, Perú), and Matías (Santiago, Chile)
Prescribed Communicative purpose texts: Exploration, promotional and advertisement.
Vocabulary and Grammar quizzes
Project: Prepare a leaflet
Oral quiz: Interview one on one
IB Oral Internal Assessment: Oral Interactive Activities
Daily interactive participation
Cooperative pair or three work and skits ¡Exprésate! 3, Holt.
Chapter 7
Topics Unit details: vocabulary, grammar, learning activities Evidence of learning Teacher, self and peer assessment Resources
El mundo del trabajo Vocabulary: jobs and business terms, volunteerism, workplace terms, professions, technology
Grammar: verbs with indirect object pronouns: verbs that express “to become”; Uses of se; Review Conditional; Past subjunctive with hypothetical statements
Culture:
Video audio interview of Omar (Cuzco, Perú), and Ulises (Ciudad de México, México)
Texts: “El trabajo en Latinoamérica”; de “Senderos fronterizos”
“El teletrabajo y las relaciones socials” de Francisco Ortíz Chaparro
Prescribed Communicative purpose texts: Formal written interaction: Writing a covering letter for a job application (Section 3 adv. Mat.)
Vocabulary and Grammar quizzes
Reading assessment Quiz
Interactive Oral activity
Writing assessment test: Job application letter
Daily interactive participation
Cooperative pair or three work and skits ¡Exprésate! 3, Holt.Chapter 8
Lectura y escritura avanzadas (2009), advance materials.
Spanish B, Oxford
Identidad y Tradiciones: Huellas del pasado en las Culturas de América Central y del Sur Vocabulary: Legends and folk tales, Historical events
Grammar: Preterite and Imperfect Review; Por and Para review; Uses of Subjunctive Review; SEQUENCE OF TENSES.
Culture:
Video audio interview of Hector (Santiago, Chile), Miguel(Lima, Perú) and Enrique (Venezuela)
Video: Variedades: “Los Mayas” ¡Exprésate! 3 Chapter 6
Texts: “Un territorio con historia”; “El caleuche”
Legends from Ecuador : “La dama tapada”; “El nacimiento de la selva ecuatoriana”
“Yolouca, o el pájaro que nació del arco iris” from Mitos y leyendas latinoamericanas Holt Spanish pp. 47 y 48
Prescribed Communicative purpose texts: Imaginative narrative: diary entry
Vocabulary and Grammar quizzes
Oral Quiz: Interview one to one.
Reading assessment Quiz
Interactive Oral activity
Daily interactive participation
Cooperative pair or three work and skits ¡Exprésate! 3, Holt. Chapter 9
AP Preparation Student workbook, 2007 Exam Edition, Holt Spanish
Maravillosas Leyendas Ecuatorianas (2006)
¿Nos esforzamos para la preservación del medio ambiente? Vocabulary: Animals, natural phenomenon, natural disasters, environmental abuses.
Grammar: Uses of Haber; Expressions of time; Future review; Subjunctive with doubt, denial and feelings review; Subjunctive and indicative with adverbial clauses review
Culture:
Text: “Jóvenes por el medio ambiente” by Berthania Ortega
Audio-text: Lectura Informativa Chapter 10 “Chile y el medio ambiente”
Video Story: “Clara perspectiva” from ¡Exprésate! 3
Prescribed Communicative purpose texts: Objective narrative: a police/witness statement Vocabulary and Grammar quizzes
Oral Quiz: Interview one to one.
Reading assessment
Daily interactive participation
Cooperative pair or three work and skits ¡Exprésate! 3, Holt.
Chapter 10
Spanish B, Oxford
The IB Exam
The written component
Paper 1
Consists of two differentiated parts:
Section A: Reading comprehension: Two to three texts with reading comprehension questions.
Section B: Written response: A written response to a text of 100 words minimum. Students will have to demonstrate comprehension, synthesis and critical thinking.
Paper 2
A written essay of 250 words: Students are given a choice of 4 possible topic or kinds of writing.
The tasks offered are varied and each one requires the candidates to answer using a specific type of text, such as a formal letter or a report. To this end, candidates need to identify the communicative purpose(s) of the task in order to use a language appropriate to the type of text and its audience
The Oral component
This assessment is done by your teacher and the individual exam will be sent externally for moderation.
Interactive oral: this consist in a interactive activity, it could be a debate, a play, etc. The exam is recorded.
Individual oral: Students can choose the topic and have time to prepare in advance. The topic has to be directly related to the Spanish speaking world and cultures. This exam is recorded and sent to the IBO for external moderation.