The Newman School
247 Marlborough Street
Boston, Massachusetts 02116
IB Spanish B HL 2
Teacher: Israel Bernal-López
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 B High 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 Select a register that is generally appropriate to the situation
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 Assess some subtleties of the language in a range of forms, styles and registers
o Show Cultural Awareness, and sensitivity to Hispanic civilizations. 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, immigration, 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 should aim 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 (around 30-35 minutes, 6 days a week) those aspects that they might find more difficult.
o Students are encouraged to read books, magazines and newspapers, and to take opportunities to use the language outside the classroom.
o Searching and pursuing the language outside of the classroom students must to have access to the internet, word processing and printing
Textbooks and books
o "Imagina. Español sin barreras" (Student edition, paperback) by Jose A. Blanco; VISTA Higher Learning, Inc.; ISBN-13: 978-1593349400
o "El Burlador de Sevilla" by Tirso de Molina; National Text Book Company; ISBN 0-658-00561-8
o "Don Quijote de la Mancha" by Miguel de Cervantes; Mc Graw Hill; ISBN: 0-658-00571-5
Classroom Grade Components
o 30% Speaking: Daily activities participation, Oral interactive activities, and Individual Oral quizzes
o 20% Grammar and vocabulary 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.
¿Que papel juegan en nuestras vidas la ciencia y la tecnología? Vocabulary: science; inventions; technology;
Grammar: The past perfect; the present perfect subjunctive; uses of the infinitive
Culture:
Texts: “La ciudad perdida”; “La intrusa” (Argentina) by Pedro Orgambide; “Primer encuentro” by Álvaro Menen Desleal (in Ventanas); “Lorena X301” by Amparo Arróspide
Short-movie: “Happy Cool” (Argentina, 2004) by Gabriel Dodero
Prescribed Communicative purpose texts:
- Objective description: Writing instructions (Section 1 adv. Mat.) Vocabulary and Grammar quizzes
Oral Interview one to one.
Reading assessment Quiz
Interactive Oral activity
Writing assessment
Daily interactive participation
Cooperative pair or three work and skits Imagina (2007), Vista.Chapter 8
Lectura y escritura avanzadas (2009), advance materials
Ventanas (2003), Vista
Que hacer para divertirse Vocabulary: sports, leisure, and culture
Grammar: The future perfect; the conditional perfect; Si clauses; Review transitional expressions
Culture:
Texts: “Fin de semana en Buenos Aires”; “El beso de los dragones” (Venezuela) by Wilfredo Machado; “los españoles y el fútbol” by Amando de Miguel
Packet of Didactical Unit 8 of DELE
Movies: “Espíritu deportivo” (México, 2004) by Javier Bourges; “Casi, casi” (Puerto Rico) by Jaime and Tony Vallés
Prescribed Communicative purpose texts:
- Informative description: Writing a travel itinerary (Section 1 adv. Mat.)
Vocabulary and Grammar quizzes
Oral Quiz: Interview one to one.
Reading assessment Quiz
Interactive Oral activity
Writing assessment
Daily interactive participation
Cooperative pair or three work and skits Imagina (2007), Vista. Chapter 9
Lectura y escritura avanzadas (2009), advance materials
Preparación al Diploma de Español Nivel Inicial B1 (2010), Edelsa.
Identidad y Tradiciones: Huellas del pasado en las Culturas de América Central y del Sur. Vocabulary: Legends and folk tales, Historical events.
Grammar:; Review Sequence of Tenses
Culture:
Short film: “Un pedazo de tierra” by Jorge Gaggero
Texts: “Yolouca, o el pájaro que nació del arco iris” from Mitos y leyendas latinoamericanas Holt Spanish pp. 47 y 48; “Pacha y sus hijos” “Los novios” and “La leyenda del maíz” Practica 6 from Holt Spanish pp. 87-90; “Los mayas de América Central: Murales y misterios” “Los Aztecas de México: Guerreros y constructores de pirámides” and “Los incas del Perú: Monarcas de las montañas” from Holt Spanish pp. 71-74.
Legends from Ecuador : “La leyenda de Cantuña”; “La dama tapada”; “El nacimiento de la selva ecuatoriana”.
Prescribed Communicative purpose texts:
- Imaginative narrative: Writing a short story
- Argumentative explanation: writing a school magazine article Vocabulary and Grammar quizzes
Oral Quiz: Interview one to one.
Reading comprehension assessment
Writing assessment test
Daily interactive participation
Cooperative pair or three work and skits Imagina (2007), Vista. Chapter 10
AP Preparation Student workbook, 2007 Exam Edition, Holt Spanish
Ventanas (2003), Vista
Maravillosas Leyendas Ecuatorianas (2006)
Topics Unit details: vocabulary, grammar, learning activities Evidence of learning Teacher, self and peer assessment Resources
Immigración: Sueño y realidad
Vocabulary: the changes in life; problems and solutions; tendencies;
Grammar: The passive voice; negative and indefinite expressions; pero vs. sino.
Culture:
Texts: “El cayuco del infierno” by Fernando Quintela (España) “¿De qué color son las mañanas?” by Judith Galindo Holt Spanish pp. 39-40; “Cajas de cartón” by Francisco Jiménez, Holt Spanish pp. 41-42; “España: Nueva ola de inmigrantes”
Songs: “Emigrantes” by Orishas (Cuba); “Papeles mojados” by Chambao
Movie: “Sin nombre” by Cary Fukunaga
Prescribed Communicative purpose texts:
- Balanced argument: Writing a balanced/discursive essay
- Controversial argument: Writing an editorial for a newspaper
Vocabulary and Grammar quizzes
Oral Quiz: Interview one to one.
Reading comprehension assessment Quiz
Interactive Oral activity
Writing assessment
Daily interactive participation
Cooperative pair or three work and skits AP Preparation Student workbook, 2007 Exam Edition, Holt Spanish
El Siglo de Oro Español Vocabulary: History; customs and traditions; folklore
Culture:
Texts: “La edad dorada y oscura” by Carlos Martínez Shaw; “En la Edad de Oro” by Jacobo Storch: “Los golfos del Imperio” by Miguel Mañueco.
Literature:"El Burlador de Sevilla" by Tirso de Molina; "Don Quijote de la Mancha" by Miguel de Cervantes; Mc Graw Hill.
Movies: “Alatriste” (España) by Agustin Diaz Yanes; “La Conjura del Escorial” by Antonio del Real (2008) Reading comprehension assessment Quiz
Interactive Oral activity
Writing assessment Magazine: Muy Interesante, número 9/2007
El Burlador de Sevilla
Don Quijote de la Mancha
La lucha contra las desigualdades sociales:
Che Guevara Vocabulary: Politics and ideologies; social relations and social inequalities; cultural diversity
Grammar: Pretérito perfecto simple (irregular verbs)
Culture:
Text: “Derechos Humanos Emergentes, los derechos del siglo XXI” by Azucena García; “Las diferencias entre los paises pobres y ricos” in www.forodeseguridad.com/artic/reflex/8052.htm; “Che Guevara (Ernesto Guevara)”
Literature: fragment of “Las venas abiertas de América Latina” by Eduardo Galeano
Movies: “Che part one and two” By Steven Soderbergh
Reading comprehension assessment Quiz
Interactive Oral activity
Writing assessment
Daily interactive participation
Cooperative pair or three work and skits Advance Materials (2011)
Spanish B (2011), Oxford
Topics Unit details: vocabulary, grammar, learning activities Evidence of learning Teacher, self and peer assessment Resources
BI Examen Oral Individual, repaso y prácticas IB Spanish B HL Oral Internal Assessment: Interview. One by one students are interviewed and recorded about their chosen topics according IB rules and procedures
IB Spanish B SL Paper 1 practice. Students read a wide range of texts responding multiple questions about them to practice for their May Exams. Also we will practice Paper 1 Section B IB Style written response as a mixture of reading comprehension and writing a minimum of 100 words selecting the relevant information from the source and manipulating it into a different type of text and register
Paper 1 Practice with several exams from previous years
IB Spanish B SL Paper 2 practice.
- Analysis and critique: Writing a film review
- Controversial argument: Editorial
- Argumentative/persuasive explanation: school magazine article
- Balanced argument: balanced/discursive essay
- Controversial argument: Persuasive speech Reading and writing tests
Daily Homework
Daily interactive participation
Cooperative pair or three work and skits Imagina (2007), Vista. Chapter 9
Lectura y escritura avanzadas (2009), advance materials
IB Spanish B revision guide (2010) OSC Publishing
The IB Exam
The written component
Paper 1
Consists of two differentiated parts:
Section A: Reading comprehension: Three to four texts with reading comprehension questions. One will be a literary text. The aim of the reading section is to assess, through a number of questions, the candidates’ ability to read a range of texts.
Section B: Written response: A written response to a text of 100 words minimum. Two different tasks are set on the final text. Candidates are required to choose one task only. Students are expected to manipulate the language and information given in a source text, and integrate them in their response in order to communicate to a specific audience. For
example, in response to an advertisement for a summer course, candidates might be asked to write a letter of application referring to the facilities offered, or to write a page of their diary at the end of the first week of the course.Students will have to demonstrate comprehension, synthesis and critical thinking. They should not copy directly from the source text but should adapt the original text and integrate it with their responses
Paper 2
A written essay of 400 words minimum: Students are given a choice of 6 possible topic or kinds of writing. They will choose one.
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: Candidates have to speak approximately 10 minutes in total. 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.