Spanish 3 Syllabus - Live, 1-to-1
SPANISH 3Spanish 3Full year. Grades 9, 10, 11, 12.No prerequisites.COURSE OBJECTIVESThe LanguageBird Spanish program is designed to help students develop communicative skillsin Spanish and it will prepare students for further study in Spanish. The goal is to equip studentsto function in a Spanish-speaking culture; to use the language in meaningful contexts forpersonal enjoyment, enrichment and potential future travel, and to appreciate the role ofHispanic cultures in a global context through conversing regularly with a native speaker.Textbook:Realidades 2 & 3**Realidades (Prentice Hall, 2014) is the textbook that LanguageBird instructors use to helpguide lessons. The content of lessons is additionally directed by student interest and inquiry astopics naturally occur with their instructor while conversing online.Realidades may be borrowed from a library, purchased online (new or used) or even borrowedfrom the student’s high school (the text is standard in many high schools). LanguageBird usesthe most recent (2014) edition of the text. A digital version of the text is also available.This course is not completely text dependent. Instruction is completely differentiated based onstudent skill level and ability. Strategies may include: videos online, websites recommended bythe teacher, movies or TV shows that can be viewed online, books/novels at the appropriatelevel, graphic organizers when needed. Instructors will be checking often for understanding,repeating directions, providing a rubric with detailed expectations and modelling is providedwhen needed for all students.COURSE DESCRIPTIONThis course integrates a complete review of first and second year concepts with new third yearmaterials. Continued emphasis on oral high level communicative skills is stressed throughconstant conversation. Students will build upon and increase the listening, speaking, reading,and writing skills in the target language that they began to acquire in Spanish 1 & 2. Continuedemphasis on oral high level communicative skills is stressed through constant conversation(goal is speaking Spanish with the instructor 80-100% of the time). Students will continue todevelop their Spanish proficiency through extensive interaction in the language. In addition, thestudent will develop cultural awareness and become prepared to encounter real life situationsoutside of the classroom through in-class discussions of cultural customs and behavior, videos,Internet research and by reading authentic materials written in Spanish.COURSE METHODOLOGYThis is a conversation and inquiry-based course where students discover and utilize theirknowledge of the language through suggested readings, assignments and direct interactioneach session with their personal instructor. The instructor facilitates the process but the studentis responsible for actively acquiring vocabulary and knowledge through suggested readings andactivities. Each session is a full 50 minutes of one on one listening and speaking and role-playsituations in Spanish. This experience provides students with the auditory experience they needto pronounce and read basic Spanish conversation and vocabulary.LanguageBird, LLC ã 2017
SPANISH 3PRE-REQUISITES/CO-REQUISITESNONE.COURSE TOPICSStudents will be able to: Al aire libreThe preterite of regular verbsActividades al aire libreThe preterite of verbs ir and serThe preterite of verbs ending in –car, -gar, and –zarPreterite of irregular, stemchanging, and spelling-changingverbsImperfect tenseEl arte y los artistas,descripciones, comparacionesAdjective agreementEl teatro y los conciertosComparisons and superlativesThe preterite vs. imperfectEstar past participleThe verbs ser and estarPreterite and imperfect—specialmeaning of verbsLa comida Direct objectpronounsEl cuerpo y la saludIndirect object pronounsAffirmative and negativecommands with tu, Ud., Uds.Present subjunctive of regular,irregular, and stem-changingverbsActividades, descripciones, eltiempoOther uses of reflexive verbsDescripciones de personalidadesReflexive pronouns withreciprocal actionsPresent subjunctive with emotionThe uses of por and para Commands with nosotrosPossessive pronounsThe use of direct and indirectobject pronounsArqueologiaAffirmative and negative wordsLa naturalezaUsing adjectives as nounsPresent and present perfectsubjunctive with doubtPero and sinoThe subjunctive in adjectiveclausesConstrucciones, descripcionesInterrogative wordsDe compras, relacionesinterpersonalesVerbs that change in the preteriteThe conditional tenseThe imperfect subjunctiveThe imperfect subjunctive with siEl medio ambiente, en lacomunidadVerbs like gustarLos animales y los fenómenosnaturalesUses of the definite articleConjunctions that use thesubjunctive and the indicativeThe relative pronouns que, quien,and lo queMore conjunctions that use thesubjunctive and the indicativeLa sociedad, obligacionesThe preterite vs. the imperfect;verbs with different meaningsConflictos y solucionesLanguageBird, LLC ã 2017
SPANISH 3 The passive voice: ser and thepast participleThe present and imperfectsubjunctiveThe pluperfect subjunctiveThe conditional perfectLanguageBird, LLC ã 2017
EXPECTED LEARNING OUTCOMESStudents are expected to:1. Hear Spanish spoken by a native speaker to gain a phonemic awarenessthough listening to teacher speak with an authentic native accent.2. Practice listening, speaking, reading and writing in Spanish.3. Develop the ability to communicate and express themselves in Spanish.4. Gain awareness of other cultures, customs, traditions and viewpointsthrough interaction with a native speaker living in a Spanish-speakingcountry.5. Have a sense of responsibility over their learning process and progress.6. Increase their awareness of the Internet as a tool and an informational andeducational resource to connect with people around the world anddiscover new cultural knowledge.COURSE PARTICIPATION OBJECTIVESThis is a college-preparatory, academically rigorous course that covers a full year’sworth of material. The pace is quick and there is learning that needs to be doneindependently aside from meeting with the instructor. Students will need to prepare priorto each session in order to make sufficient progress. Therefore, it is important thatstudents manage their time and commit to studying independently as well as keepappointments and be prompt for every scheduled session with their instructor.1. The learning outcome of this course is equivalent to completion of oneyear of high school Spanish. In addition to the required one on one hourswith the instructor students are expected to spend an additional 2 hoursindependently studying for each 1 hour spent with the instructor. The firsthalf hour to hour should be reviewing content from the previous lessonand the second hour should be preparing for their next lesson.2. Assignments given by the instructor must be submitted by email prior toeach meeting so that the instructor may review student progress duringthe session and answer any questions. Weekly progress must bedemonstrated. Independent effort and work must be clear to the instructorin order to proceed with new materials.3. Students must attend their appointments on time each time. Studentsmust also complete all course requirements including total individualmeeting hours, assignments, assessments and projects given by theteacher.4. All student work must be their own. If academic integrity is in question orthere is suspected plagiarism or cheating on assignments an inquiry intothe situation will be made and LanguageBird reserves the right to fail thestudent in the course or any other further action as deemed appropriate.COURSE OUTLINESpanish 3A: Lessons 1, 2, 3; Unit 1: Dias inolvidablesLanguageBird, LLC ã 2017
Summary: Talk about your school and non-school daily activities, your day before andafter school, talk about weekend activities and describe special events and celebrations.(Review from Spanish 2). Describe a visit to a national park, express your emotionsregarding the outcome of an event, narrate an event in the past.Assignments/activities: Introduction to vocabulary, preterito de los verbos conel cambioi-y, the imperfect, uses of the imperfect, vocabulary from athletic events and other typesof competitions, goals and prizes.Spanish 3A: Lessons 4, 5, 6; Unit 2: Como te expresasSummary: talk about the arts, give an opinion about a work of art, relate the arts to yourown experience, describe how people express themselves, narrate an event in the past,and discuss some artists of the Spanish-Speaking world. Focus on music, dance and artin the Spanish-speaking world.Assignments/activities: Introduction to vocabulary, different types of art, art materials,preterito vs. imperfect, estar participio, ser and estar, verbos con distinto sentido en elpreterito y en el imperfecto.Spanish 3A: Lessons 7, 8, 9; Unit 3: Que haces para estar en forma?Summary: talk about symptoms and remedies, give advice about health and nutrition,express how you feel under certain circumstances, tell others what to do, understandcultural perspectives about health, physical fitness and nutrition.Assignments/activities: Introduction to vocabulary, mandatos afirmitivos/negativos contu, Ud. Uds, el subjunctive (regular and irregular and stem changing)Spanish 3A: Lessons 10, 11, 12; Unit 4: Como te llevas con los demas?Summary: express how you relate to family and friends, explain what is needed tomaintain friendships, express how you feel under certain circumstances, talk aboutfamily conflicts and how to resolve them.Assignments/activities: Introduction to vocabulary of love and friendship and personalitytraits. Subjuntivo con verbos de emocion, usos de por y para, madantos con nosotros,pronombres posesivos.Spanish 3A: Lessons 13, 14, 15; Unit 5: Trabajo y comunidadSummary: talk about ways of getting a job, describe skills and abilities needed toperform a job, talk about opportunities for volunteer work in your community, explain howyou can help your community.Assignments/activities: Introduction to vocabulary of getting a job and skills and abilitiesto perform a job, interviewing techniques, how you can help your community. El presenteperfecto, el pluscuamperfecto, el presente perfecto del subjuntivo, los adjetivos y lospronombres demostrativos.Spanish 3B: Lessons 16, 17, 18; Unit 6: Que nos traera el future?LanguageBird, LLC ã 2017
Summary: talk about careers and professions, talk about plans for the future, explain theimpact of science and technology in our lives.Assignments/activities: Introduction of vocabulary: professions, future relationships,technology, careers of the future. El future, el future de probabilidad, el future perfecto,uso de los complementos directos e indirectos.Spanish 3B: Lessons 19, 20, 21; Unit 7: Mito o realidad?Summary: describe what archeologists do, identify and describe some extraordinaryphenomena, give you opinion about mysterious events, talk about contribution of theMaya and Aztec civilizations.Assignments/activities: Introduction to vocabulary of what archeologists do, myths andledgends. El presente y el presente perfecto del subjuntivo con expressions de duda,pero y sino, el subjuntivo en clausulas adjetivas.Spanish 3B: Lessons 22,23, 24; Unit 8: Encuentro entre culturasSummary: describe how different cultures interact, talk about the fusion of cultures inspan before 1492, talk about the fusion of different cultures in the Americas after theEuropeans arrived.Assignments/activities: Introduction to vocabulary, el condicional, el imperfect delsubjuntivo, el imperfect del subjuntivo con si.Spanish 3B: Lessons 25, 26, 27; Unit 9: Cuidemos nuestro planetaSummary: talk about environmental concerns in the community, discuss how to solvelocal and global environmental problems, express attitudes and opinions about theenvironment.Assignments/activities: Introduction to vocabulary about environmental issues andendangered species, conjunciones que se usan con el subjuntivo y el indicative, lospronombres relativos que, quien y lo que.Spanish 3B: Lessons 28, 29, 30; Unit 10: Cuales son tus derechos y deberes?Summary: talk about rights and responsibilities at home and in school, discuss rights insociety guaranteed by the U.S. Constitution, talk about the role of government.Assignments/activities: Introduction to vocabulary about government and individualrights. La voz pasiva: ser participio pasado, el presente y el imperfect del subjuntivo, elpluscuamperfecto del subjuntivo, el condicional perfecto.COURSE PROJECTStudents will create a presentation about a future career they think they would like tohave and how they would go about getting to that career. Students can discuss, wherethey would get the education for the career, talk about ways of getting the job, describeskills and abilities needed to perform the job, and explain how that career may help theirLanguageBird, LLC ã 2017
community. The assignment is to be mailed to instructor in the form of a PowerPointpresentation.The PowerPoint presentation must contain at least 8 slides detailing: the name of thefuture career, the functions of the career, how to get into that career (education), how toget a job in that field, skills needed to complete the job and how the career may helptheir communities in the future. Any additional information is also welcome. Studentsmust include all phrases in Spanish as well as ample pictures. The assignment must beturned in within a week after the student’s final session with the instructor.LANGUAGEBIRD ACADEMIC CODE OF HONESTYAll students and parents must sign a pledge of academic honesty within their coursecontract. Plagiarism, falsification, multiple submissions of the same materials withoutpermission to do so or any other dishonest practices are not tolerated and may result infalling the assignment or the class.GRADING POLICYFinal grades in the course will be assessed by the student’s instructor based on studentprompt attendance, clear progress in oral communication abilities and written abilities inSpanish.Instruction is completely differentiated based on student skill level and ability. Instructorswill be checking often for understanding, repeating directions, providing a rubric withdetailed expectations and modelling is provided when needed for all students.HOW STUDENTS WILL BE GRADEDGrade – Skills ObtainedA – Exceeds expectations of grasping key concepts, provides many examples bothorally and in written form of their mastery of topics taught, participates fully in onlinesessions, completes all assignments independently prior to lessons, prepares and asksquestions of the instructor during each meeting.B – Meets expectations of grasping key concepts, provides some examples both orallyand in written form of their mastery of topics taught, participates fully in online sessions,completes most all assignments independently prior to lessons, prepares and asksquestions of the instructor during each meeting.C – Mostly meets expectations of grasping most key concepts, provides few examplesorally and in written form of mastery of topics taught, participates in online sessions withsome hesitancy, completes many assignments independently prior to lessons,sometimes prepares and asks questions of the instructor.D or F – Little evidence of the student grasping key concepts, the student is unable toprovide examples both orally and in written form of their mastery of topics taught, theydo not participate in online sessions orally with the instructor, completes fewassignments independently prior to lessons, rarely prepares and asks questions of theinstructor during each meeting.At the end of each session online session with the instructor, students will be assessedon a 10 point rubric that will comprise their grade in oral communication skills (see therubric below). This will be 80% of their grade. The other 20% of the grade will focus onwritten assignments and one larger on-going project. 80% Spanish proficiency through extensive interaction in the language10% Weekly written assignments/notes from sessions viewed by teacherLanguageBird, LLC ã 2017
10% Project: A future careerLANGUAGEBIRD RUBRICSPROJECT RUBRICScore – Project components10 – Completely addresses all topics including: the name of the future career, thefunctions of the career, how to get into that career (education), how to get a job in thatfield, skills needed to complete the job and how the career may help their communities inthe future. Any additional information is also welcome. The student has more than 10slides which include many visual elements as all text in Spanish phrases they havelearned. The assignment is turned in within a week after the student’s final session withthe instructor.8 – Sufficiently addresses all topics including: the name of the future career, thefunctions of the career, how to get into that career (education), how to get a job in thatfield, skills needed to complete the job and how the career may help their communities inthe future. Any additional information is also welcome. The student has 8 to 10 slideswhich include some visual elements and is entirely in Spanish. The assignment is turnedin within a week after the student’s final session with the instructor.6 – Satisfactorily addresses topics including: the name of the future career, thefunctions of the career, how to get into that career (education), how to get a job in thatfield, skills needed to complete the job and how the career may help their communities inthe future. Any additional information is also welcome. The student has 8 slides whichinclude few visual elements and some Spanish phrases they have learned. Theassignment is turned in within a week after the student’s final session with the instructor.2 – Does not respond adequately in addressing topics including: the name of thefuture career, the functions of the career, how to get into that career (education), how toget a job in that field, skills needed to complete the job and how the career may helptheir communities in the future. Any additional information is also welcome. The studenthas less than 8 slides which include no visual elements or few Spanish phrases theyhave learned. The assignment is turned in more than a week after the student’s finalsession with the instructor.LESSON DISCUSSION RUBRICScore – Discussion Responses10 – Completely responds to the teacher orally. Addresses instructor questions fully.Shows mastery of the materials taught in the lesson.8 – Sufficiently responds to the teacher orally. Addresses instructor questions mostly.Shows mastery of most the materials taught in the lesson.6 – Satisfactorily responds to the teacher orally. Addresses instructor questionssomewhat. Shows mastery of some of the materials taught in the lesson.2 – Does not respond to the teacher orally. Is not able to address instructor questions.Shows little to no mastery of the materials taught in the lesson.LANGUAGEBIRD LEARNER EXPECTATIONSLanguageBird Students will be:1. Engaged in their language learning.2. Open to learning about new people and cultures.3. Communicate effectively.LanguageBird, LLC ã 2017
4. Show integrity and motivation in their work to learn the language.LanguageBird, LLC ã 2017
*Realidades (Prentice Hall, 2014) is the textbook that LanguageBird instructors use to help guide lessons. The content of lessons is additionally directed by student interest and inquiry as topics naturally occur with their instructor while conversing online. Realidades may be borrowed from a
With Brighter Child Spanish Grade 2, you can help your child master language skills for school success. Inside this book, fi nd activities that teach: Spanish Spanish vocabulary The Spanish alphabet First sentences Spanish introductions and greetings Listening skills Spanish songs and chants
PIMSLEUR LANGUAGE PROGRAMS Spanish IV SUPPLEMENTAL READING BOOKLET . Spanish IV ii Spanish IV BK.qxp:14654 Farsi 2nd-BK 10/29/10 8:53 AM Page 8. Spanish IV 1 Spanish IV BK.qxp:14654 Farsi 2nd-BK 10/29/10 8:53 AM Page 11. Spanish IV 2 Page 2 is intentionally blank. Spanish IV BK.qxp:14654 Farsi 2nd-BK 10/29/10 8:53 AM Page 12.
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