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Oral and Written Presentation Demonstrate attentio n to accuracy of register in introducing self, expressing greetings and leavetaking

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SPANISH ONE EMPEZAR Theme: Introduction PARA Topic: Greetings and Introductions Areas of Interaction: Approaches to Learning Health and Social education Approaches to Learning Time: 4 weeks COMMUNICATION
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SPANISH ONE EMPEZAR Theme: Introduction PARA Topic: Greetings and Introductions Areas of Interaction: Approaches to Learning Health and Social education Approaches to Learning Time: 4 weeks COMMUNICATION Interpersonal Communication Introduce oneself and others using appropriate forms of address to peers and adults. Use appropriate gestures and expressions of greeting and leave-taking. Ask and respond to simple questions about someone else s identity and well-being. Talk about classroom people and objects. Provide others with the correct number of various items. Ask for and provide others with the time, day or date. Talk about the weather and seasons. Listening and Reading for Understanding Differentiate between informal and formal exchanges. Comprehend phrases related to a person s state of well-being. Follow basic classroom instructions. Comprehend information about numbers and telling time. Understand information about classroom items and individuals in the classroom. Differentiate between letters of the alphabet. Distinguish days and dates on a calendar. Comprehend information on the seasons and weather. Oral and Written Presentation Demonstrate attentio n to accuracy of register in introducing self, expressing greetings and leavetaking expressions. Demonstrate ability to present rehearsed and spontaneous greetings and introductions. Provide the correct number for various groupings of items. Demonstrate accurate pronunciation of letters in the Spanish alphabet. Present information about time, days and dates. Provide information about seasons and weather. CULTURES Cultural Perspectives, Practices and Products Recognize and distinguish between various culturally-authentic gestures and levels of formality of greeting and leave-taking. Demonstrate understanding of hand-shaking, body language and greetings including those used in phone, computer and letter writing situations. Explain the Spanish festival, Los San Fermines. 21 CONNECTIONS, COMPARISONS AND COMMUNITIES Cultural and Linguist Comparisons Contrast customs of greeting and leave-taking between the United States and Spanish-speaking countries. Contrast the use of formal address in Spanish and English. Reinforce math and metric conversion skills. Examine the hieroglyphics of the Maya. Discuss the Aztec calendar. Contrast the geography and climatology of the southern hemisphere with that of the United States. Identify various Hispanic traditional dances and their countries of origin. RELATED VOCABULARY AND LINGUISTIC ELEMENTS Tú/usted Formal and informal expressions Accents and other diacritical marks and punctuation particular to Spanish Negative response formations Alphabet sounds Gender of definite articles and nouns Agreement of adjectives with singular nouns Indefinite articles Word order of nouns and adjectives ACTIVITIES AND ASSESSMENTS Blooms Taxonomy, application & synthesis Knowledge Sample activities and assessment Role-play an introductory scenario with students assuming randomly selected identities of famous individuals from Spanish-speaking countries. Perform activities where students differentiate between greeting and leave-taking and between questions and responses. Perform activities to determine a person s state of well-being. Write an original introductory scenario. Introduce self to teacher or another Spanish-speaking teacher in the school. Make small clocks with pointers and with a partner, practice giving a time in Spanish to see if they can set the clock hands in the appropriate position on the clock. Suggest as many expressions as possible for saying hello, goodbye and how are you in English and identify the level of formality of each expression (i.e., top five ways to say hello ). 22 SPANISH ONE Theme: My Friends and I Unit One Topic: Leisure and Recreational Activities, Personality Characteristics, Expressing Likes and Dislikes Areas of Interaction: Approaches to Learning Health and Social Education Homo faber Time: 3 ½ weeks Guiding Questions: What makes a friend a friend? How does where you live impact how you interact with your friends? COMMUNICATION Interpersonal Communication Ask and answer questions about preferences of leisure activities. Ask and answer questions about personality traits. Talk about self and others. Talk about familiar objects. Listening and Reading for Understanding Comprehend spoken and written descriptions of self and others. Comprehend spoken and written descriptions of leisure and recreational activities. Differentiate between preferences of activities. Demonstrate understanding of noun gender and verb infinitives. Oral and Written Presentation Describe physical and personality attributes with appropriate adjective agreement and placement. Present descriptions, both rehearsed and spontaneous, of people and objects. Discuss preferences of leisure and recreational activities. Use poetry to describe self. CULTURES Cultural Perspectives, Practices and Products Discuss use of outdoor cafes as a popular meeting place. Explain how friendships are formed in some Spanish-speaking countries. Demonstrate an understanding of how the Caribbean has been influenced by a variety of different cultures and languages. Discuss various Hispanic artists and their work. Explain how the HUIPIL reveals facts about the wearer. 23 CONNECTIONS, COMPARISONS AND COMMUNITIES Making Connections through Language Discuss a variety of Hispanic artists and their work. Discuss specific traditional dances and musical instruments. Demonstrate an understanding of specific periods in Spanish history. Cultural and Linguist Comparisons Compare infinitives in English and Spanish. Compare negative constructions in both languages. Compare adjective placement and agreement in English and Spanish. Compare Spanish and English vowels. RELATED VOCABULARY AND LINGUISTIC ELEMENTS Recognition of cognates Expressions with GUSTAR Negative expressions Infinitives Structures that express agreement and disagreement ACTIVITIES AND ASSESSMENTS Blooms Taxonomy Knowledge Knowledge Knowledge, application & synthesis Sample activities and assessment Describe various classmates Create a mini-album (of friends or family) with illustrated descriptions Use magazine pictures, photos or drawings and describe them to a small group. Do a matching activity with adjective opposites. Create true-false statements about celebrities and have classmates respond to them. Compare two different people. Write a structured poem (e.g., haiku, acrostic) with descriptive adjectives. Create a poster about self, family member or pet and describe him/her with descriptive adjectives. Locate adjectives from Spanish print and TV advertisements. 24 SPANISH ONE Unit two impact Theme: School Topic: School Subjects, Class Schedules, Classroom Objects Areas of Interaction: Approaches to Learning Health and Social Education Homo faber Time: 3 ½ weeks Guiding Questions: What is good time management? How does your time management life? your family and your social COMMUNICATION Interpersonal Communication Ask and answer questions pertaining to homework, classes, preferences in school subjects, people and schedules at school. Demonstrate an understanding of the forms and use of the irregular verb ESTAR. Ask for and give information regarding the locations of items or places within the school. Listening and Reading for Understanding Identify information regarding school subjects, schedules, objects in the classroom and school supplies. Comprehend information about work, home and school activities. Demonstrate an understanding of subject pronouns and specific present tense regular AR verbs. Oral and Written Presentation Describe school activities. Provide information about classes and class schedules. Present information about classroom furniture and objects. Retell portions of a story. Compose a paragraph about their classroom. CULTURES Cultural Perspectives, Practices and Products Discuss the study of English in Spanish-speaking countries. Talk about school sporting event celebrations and traditions. Discuss the concept of Sunday family time in Mexico. Share information about traditional dances of Mexico. Discuss Botero and his art. Explain the widespread use of school uniforms. Discuss how physical education classes and team sports are conducted. 25 Explain the structure of educational systems in some Spanish-speaking countries. CONNECTIONS, COMPARISONS AND COMMUNITIES Cultural and Linguist Comparisons Explain some of the influences of the Roman Empire on the history of Spain. Examine similarities between the Mayan numbering system and Roman numerals. Discuss the impact of Spanish exploration on the Maya. Examine the currencies of Spanish-speaking countries. Compare the use of school uniforms. Compare the design of physical education classes. Examine the differences in commitment to and behaviors toward education. RELATED VOCABULARY AND LINGUISTIC ELEMENTS Subject pronouns Present tense regular AR verbs The irregular verb ESTAR Plural formation of nouns and adjectives ACTIVITIES AND ASSESSMENTS Blooms Taxonomy Knowledge & comprehension Knowledge & comprehension Sample activities and assessment You just received an from your e-pal in Costa Rica. He has told you about his classes. Write back telling him about at least 3 classes you are taking this year. Explain why you like or dislike each class. Your should include the name of the class, a description of the class in terms of difficulty, a description of the personality of the teacher, and your reason for liking or disliking the class. You have been chosen to represent your school in Mexico City for a month. School will be in session when you arrive. Describe at least 3 things that you have learned about schools in Spanish-speaking countries that will prepare you for what to expect when you arrive at the Mexican school. Team with students in the math and science departments to discuss the use of the metric system in the Hispanic and American scientific communities. Give the appropriate present tense forms of the verb HABLAR using the subject pronouns provided. Name at least 5 classroom items and explain where each is in relationship to the door of the classroom. 26 SPANISH ONE Unit three rest of Theme: Foods Topic: Foods and Beverages, Meals, Health and Exercise Choices, Frequency of Activities Areas of Interaction: Approaches to Learning Health and Social Education Environment Homo faber Time: 3 ½ weeks Guiding Question: How does what you eat impact the the world? COMMUNICATION Interpersonal Communication Ask and respond to questions about foods and beverages. Discuss eating habits during different meals. Talk about healthy lifestyle choices. Discuss personality traits for various people. Listening and Reading for Understanding Identify foods, beverages and meals based on spoken and written descriptions. Comprehend information about eating habits. Identify the origins of various food items originating in Spanish and Latin America. Comprehend information about diet and healthy lifestyle choices. Comprehend information about personality traits. Oral and Written Presentation Express food and beverage preferences. Present information about foods, beverages, meals and eating habits. Present descriptions and opinions about foods. Present descriptions of various people and their personality traits. CULTURES Cultural Perspectives, Practices and Products Interpret the value of fresh fruit from a historical socioeconomic perspective. Explain breakfast habits in Spanish-speaking countries. Discuss the artist Murillo and his work. Explain the connection between produce exports and economics in Latin America. Identify foods in the Columbian Exchange between the New and Old World. Explain open-air markets. Discuss the communal nature of MATE. Discuss the festival in Spain known as La Tomatilla. Discuss the artist Diego Rivera and his work. 27 CONNECTIONS, COMPARISONS AND COMMUNITIES Making Connections through Language Discuss the nutrition and the nutritional value of tropical fruit. Discuss the geological features of South America. Discuss the Galapagos Islands. Identify artists and their most famous work. Reinforce math and graphing skills. Cultural and Linguist Comparisons Discuss the impact of the Columbian Exchange Compare typical breakfast habits. Compare the creation of environmentally protected areas. Compare the use of MATE and its counterpart in the United States. Compare La Tomatilla to festivals in the United States. Compare places where people shop for produce. Explain that nouns can modify other nouns. Communication across Communities Realize the value of being able to read a restaurant menu. Understand the value of being able to speak Spanish in a career such as culinary arts. RELATED VOCABULARY AND LINGUISTIC ELEMENTS Present tense forms of regular ER and IR verbs. Use of me gusta(n) and me encanta(n). Formation of plural nouns and adjectives. Forms and definition of the irregular verb SER. ACTIVITIES AND ASSESSMENTS Blooms Taxonomy Knowledge Sample activities and assessment Using picture cards have students in teams competing to identify food and beverage items before their team mates. Role-play a shopping experience in a grocery store. Design a simple menu for a restaurant. Role-play a restaurant experience. List at least 5 foods that Europe acquired as a result of the Columbian Exchange. Using pictures categorize foods as either BEBIDAS, COMIDAS, CARNES, MERIENDAS, POSTRES or as DESAYUNO, ALMUERZO, CENA. Write a tip sheet on developing a healthy lifestyle. Write at least 5 things you believe someone should do to maintain good health. Include a variety of suggestions such as healthy food, exercise and good habits. Given a list of ingredients or recipe, match or identify the typical dish and its country of origin. 28 SPANISH ONE Unit four city? Theme: Leisure Activities Topics: Leisure Activities, Places in the City and Countryside, Emotions and States of Being, Invitations, Interrogatives, Contractions. Areas of Interaction: Approaches to Learning Health and Social Education Environment Homo faber Time: 3 ½ weeks Guiding Question: What constitutes the heart of a COMMUNICATION Interpersonal Communication Ask and respond to questions about leisure activities and where those activities take place. Discuss where they go on different days of the week. Talk about emotions and states of being. Extend, accept or decline an invitation. Use interrogatives appropriately. Listening and Reading for Understanding Comprehend information about leisure activities, sports and pastimes. Comprehend information about how people feel. Oral and Written Presentation Reply to an message. Write about cellular phone usage. Present an account of an interview about immigration. Perform a short skit about a student s first day of school. CULTURES Cultural Perspectives, Practices and Products Explain the use of the town square in Hispanic cities and towns. Discuss the artists Goya and Velázquez and their work. Discuss the Spanish-style architecture in the United States. Discuss how students in Spanish-speaking countries traditionally engage in activities outside of school. CONNECTIONS, COMPARISONS AND COMMUNITIES Making Connections through Language Discuss the influence of Spain s colonial history on the United States. Practice songs and games played by children in Hispanic countries. Apply knowledge of geography. 29 Reinforce math and graphing skills. Cultural and Linguist Comparisons Compare social gatherings, school-based sports and exercise activities. Compare songs sung during children s games. Discuss words borrowed across languages. Compare the use of JUGAR idioms with similar English expressions. Compare specialized, regional crafts and products. Compare the use and formation of contractions. Compare the use of interrogatives and question formation. Communication across Communities Identify opportunities to explore local Spanish-speaking communities. Consider opportunities for Spanish-speakers in the health care professions. Interview a Spanish-speaker about the immigration experience. Explain the current influence of Spanish-speakers in areas like politics, music, poetry and science. RELATED VOCABULARY AND LINGUISTIC ELEMENTS The irregular verb IR. Interrogatives Using the IR + A construction The stem-changing verb JUGAR Using the contraction AL ACTIVITIES AND ASSESSMENTS Blooms Taxonomy Sample activities and assessment Match the picture with the appropriate Spanish term for the sport represented. Create a diary or schedule of a week s leisure activities for your family. Write and present dialogs in which students ask and answer questions about extracurricular activities. With the class in teams, teams compete using sentence scrabble to see which team can successfully create accurate sentences in the allotted time. While walking though a park in Mexico City, you see several children playing. One group is playing jump rope, another group is choosing sides for a game and a third group is playing a game by hopping over a board. How is each of these activities similar to or different from how children play in the United States? Read a series of invitations and responses. Indicate whether the response to the invitation is logical or illogical. Prepare a Power Point presentation depicting sports activities in different season and in a variety of geography areas of the Spanishspeaking world. In the conversation that follows, all of the forms of JUGAR are missing. Read each line carefully and write the appropriate form in the blank. 30 MYP Language B Program of Study Level Two George H. Moody Middle School 31 MYP Aims and Objectives for Language B According to the MYP Language B Guide, August 2000 the aims of the study of a modern foreign language are to: enable the student to use the language effectively as a means of practical communication offer insight into the life and civilization of the communities where the language is spoken, and into the local and standard aspects of the language encourage integration with the local community, where relevant encourage positive attitudes towards speakers of other languages and an appreciation of, and empathy for, other cultures provide sound basis of communicative skills necessary for future study, work and leisure develop an appreciation of literature in the target language and, more particularly in the language B (advanced) option develop understanding of the nature of language and process of language learning complement other areas of study by providing access to more varied sources of information begin to develop an understanding of the cultural patterns that affect the thinking, feeling and acting of the societies in which the language is spoken understand that total language learning comprises the integration of linguistic, cultural and social components develop curiosity, interest and enjoyment in the target language. The four skills that are fundamental to language learning are SPEAKING, WRITING, LISTENING, and READING. These skills should be seen as interactive and interdependent and should not be dealt with in isolation. Intercultural awareness must play a special role in learning associated with a foreign language. Students should always be encouraged to use the language that they are learning as a tool to enhance the understanding of other cultures. 32 Virginia State Standards of Learning These four skills in language learning, speaking, writing, listening and reading, are the basis for the Virginia State Standards of Learning for Foreign Languages. The cultural goals for MYP Language B are also part of the state standards. Those standards are: GOAL 1: Communicate in languages other than English Standard 1.1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. Standard 1.2: Students understand and interpret written and spoken la
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