Outcome: As of now, you are now able to talk about what you like and not

like to do, and to combine it with entertaining and interesting activities.

This term will give you the opportunity to learn new vocabulary about
additional fun activities for your free time. Also, you will be asking other
friends to go with you. As you learn new grammar structures, such as
verbs and articles, you will be free to think and say more in Spanish. You
spend most of your week in school, learning and having fun with your
friends, so this term, you will be learning how to talk about school. You will
be able to say what subjects you study, what times do you have class and
what is your daily routine in class. It is going to be fun!
Talking about what others like to d
Interest Packet: During term #4 you are continuing expanding your
vocabulary in Spanish, so that you are be able to express your ideas. Last
term, you learned a lot of new words related to free time activities and
sports. Now, you are able to say whether you like or not any kind of
activity. Term #4 will give you more ideas and ways to express yourself.
You will be learning how to make plans for the weekend and how to invite
and include others. The needed vocabulary will be related to what you
have and what you need. Also, you will be learning how to talk about your
classes and timetable at school. Grammar is a very important asset when
you are learning Spanish, so this term you will be presented to new
irregular verbs, and you will be exposed to new ways of understanding
articles in Spanish.
Essential Key Topics:
Talk about what do you have an need
Talk about your classes at school
Make plans with your friends
Invite someone to do something
Learn about definite/indefinite articles
Continue conjugating new verbs: tener, venir and irregular
-er-/ir verbs
Review of term #3 topics
***SUMMATIVE ASSESSMENT ITEMS***
Quiz #1

Class #: Project 1

Quiz #2

Class #: Final Exam

Grading Breakdown:
1.
2.
3.
4.
5.

Quizzes: 20%
Project #1: 20%
Final Exam: 20%
Participation, Attendance, Behaviour: 20%
Assignments: 20%

FORMATIVE ASSESSMENT:
Throughout term #4 you will be receiving several rubrics that will help you
to make a self evaluation of your own learning progress in Spanish.
Grading rubrics and other activities will be presented to you periodically,
so that you can reflect about your learning. Also, I have included a new
section in powerschool called: Behaviour where I will be including some
weekly comments about what I see you say, and do in class, and also
-most important- some valuable feedback for you, to give you some
friendly suggestions about how you could improve the way you do, talk
and act in class. Most of the times, the way you act and talk in class have
a lot to do with what is going on inside of you, personally. Sometimes you
are aware of it, others you are not. When you are aware about how you
talk and act, you are more likely going to make good choices for yourself.
Your objective in class should be to learn not only the subject in question,
but how to behave in a respectful, kind and safe way. Once you are there,
you learn easily and feel good about yourself! I am here to support you,
so feel free to ask me how do you behave at any time!
Homework:
Students should check regularly the Spanish 1 class website to find their
assigned homework: http://cdsspanish1.weebly.com/
ABSOLUTELY NO LATE HOMEWORK is accepted!
All assignments are to be kept in a 3 ring binder, so that the student can
review them daily, and also for quiz/test preparation. The binder can be
collected at any time, so students need to keep their homework, class
notes, in-class assignments, handouts, quizzes, and tests well-organized in
their binders.
If a student is absent and therefore fails to present an assignment, a make
up is typically required. It is the students responsibility to arrange the
make-up with the teacher within the allotted time span. (This time span is
usually two days for every day absent, with exceptions for unusual
circumstances verified by parental contact or a doctors note).
Participation & Attendance: Every day we have class; each student has
the opportunity to obtain 1 point for Participation & Attendance. By the
end of the week, I will be putting students grades on Powerschool.
Students are graded on their daily participation & attendance. It is
absolutely necessary for each student to be participative, engaged and

responsive while the class is on. I expect students to raise hands and ask
questions, to come to the board, to share opinions and talk with
classmates in SPANISH. Learning a language means SPEAKING it and
USING it (reading, listening and writing) as much and as frequent as
possible. Participation grades will be assigned based on effort, overall
command of the language, pronunciation, attitude and behaviour in class.
Project and Oral Presentations: Given that the class has an emphasis
on developing communicative skills in Spanish, students will be required to
give an oral presentation. This will be graded on pronunciation, fluency,
grammatical structure and content.
Students will prepare a project during Term #3 and will be asked to give an
oral presentation about it. The project will cover cultural aspects of the
Spanish-speaking countries.
The project will be explained on our class website:
http://cdsspanish1.weebly.com/
Quizzes and Exams: approximately every 7 days of class, depending on
the rhythm of each group, students will be taking a short quiz. Students
are expected to study for the quiz and to pass it with good grade, as the
GPA will be depending on students effort. There will be a final Test on
Term #3 which will be covering everything learned during the term.
Skills List: (California Department of Education, 2010)
Communication: Listening and Speaking:
Exchange descriptions of people and places, in addition to
products of the target culture. (1.1d)
Communication: Reading and Listening:
Comprehend the principal message contained in various
target language media, such as, illustrated texts, posters and
advertisements. (1.2b)
Cultures: Products and Perspectives:
Demonstrate competencies previously introduced (2.2a)
Identify objects commonly used to represent the culture
studied. (2.2c)
Connections: Distinctive Viewpoints of Information:
Broaden understanding of world culture through authentic
spoken and written information. (3.2b)
Comparisons: Language Comparisons:
Report similarities and differences between the sound and
writing system of target and native language. (4.1c)
Comparisons: Cultural Comparisons:
Compare simple patterns of behaviour or interaction in
selected social and cultural settings such as greetings, personal
space, etc. (4.2b)
Communities: Language Use within and beyond the classroom:
Recognize the target language when encountered outside the
world language classroom. (5.1a)

Required Textbook: Exprsate! 1 (2008: Holt

Rinehart Winston). Required Material to bring to class: book, notebook,
pencils, pens, eraser, 3-ring binder. During the course, students will be
asked to bring extra materials when working on specific projects.
Daily Lesson and Assignment Overview: the following schedule is
tentative, and can be modified according to students progress in class.
Cultural activities: We will be seeing in class some videos on free time
activities, events and places. We will be learning about interesting and
unique festivals celebrated in several Spanish-speaking countries. We will
be listening and singing together some Spanish songs with their nice
lyrics. Probably, we will be tasting some delicious Spanish food if time
allows it.
Day 1: Review of vocabulary and grammar seen during term #3 to
reinforce knowledge. You will receive a worksheet with activities that
cover: free time activities, talking about yourself, asking about weather
and time, verbs: ser, tener, gustar, querer, wh-questions and possible
answers, your likes and dislikes, etc. (2.2a)
Day 2: New vocabulary about school: items, subjects, places, times and
activities. You will be reading, listening and writing about your own school.
You will be expressing how do you feel about the subjects you take and
your schedule. Review of Spanish numbers from 1-1000. (1.1d)

: Cuaderno: pgina 31, ejercicios: 1, 2 y 3

Day 3: Use of verb necesitar + adverbs. Conversational practice: talking
with your classmates @ CDS about class items and subjects. Asking and
answering several questions referred to your daily routine at CDS. Review
of previous knowledge. You receive some worksheets and audiovisual clips
that will help you to refresh what you already have in your long-term
memory drive :-) (1.1d)

: Your best friend has moved to a new school in Canada last

week. You miss him/her already and want to talk about what you do at
CDS. Write your conversation in Spanish. (100 words minimum)
Day 4: What do you have in your backpack? What do you need now?
Every term, you use many school items and you run out of material.
Today, you learn how to express what you need to get in Spanish. We
search the internet and find out prices, types of material and shops to get
those things in Spanish-speaking countries. We make a shopping list with

are buying for our family members. Bring your laptop to class today if you
have one. (1.2b)

Cuaderno: Make a list of 5 things you have and 5 things you need
for school. Use articles. (el, la, un, una, unos, unas)
Day 5: Listening and Speaking about school. You will see some clips about
what Spanish speaking students think about their subjects/school. You will
receive the script and will fill the words you can hear/understand. Can you
compare different routines. You learn how to use mucho o poco. Practice
having a conversation with your classmates and saying what you have,
need, like and dislike about your school. (1.2b)

Cuaderno: pgina 32, ejercicios 4 y 5.

Day 6: Writing your timetable for school. You will be now combining your
subjects, days and times of learning at CDS. You create your first and
funkiest ;) timetable in Spanish. Once you have it ready, you will be talking
about it with your classmates. We will be seeing similarities and
differences. Most important, you will plastify your timetable to put it next
to your study desk at home. Make Spanish your daily routine! (1.2 and
1.3b)

Cuaderno: Finish up your timetable at home: look for some fun

pictures, draw some images if you feel like and complete it.
Day 7: Indefinite and definite articles. When to use which one? You will be
learning about the use of articles in Spanish. The question Cunto? You
will be reading some sentences and paragraphs where you will be
choosing the correct one according to the context. you will practice talking
about how many things you have/need in class. (2.2c)

Review all grammar and vocabulary and study for Quiz #1

Day 8: You will be taking Quiz #1 in class today. Quiz #1 covers the first
part of Unit 4. Topics that you need to know for the quiz are: class items,
school subjects, class times and places at school. Also, the conjugation of
verbs: tener, necesitar and gustar.
You need to know how to use
definite/indefinite articles in Spanish. (2.2a)

Review worksheet will be given to cover previously learned

concepts.

Day 9: Review of previous learned material: How is the weather in

different parts of the world right now? Spanish speaking countries are
located in both hemispheres, we will be doing research about the different
climate conditions. You will be watching several clips about weather
conditions and how they influence peoples lives. How is the weather in
Korea? How many seasons do you have? Which one do you prefer? (2.2a)

Search in internet different Spanish-speaking countries and make

a list of their particular seasons and weather. Draw or print maps and
draw some weather symbols.
Day 10: Tune your listening skills. Today you will be exposed to several
audio and audiovisual material, where people with different accents will be
talking about topics you have learned in this unit: school items and
subjects, weather and seasons, etc. TENER + HAMBRE, SED, SUEO,
PRISA, GANAS DEYou will be practicing some exercises and creating your
own dialogues in class as you learn how it is used. (1.1d)

Cuaderno: listen to Spanish radio for 20 minutes and record your

voice explaining what you think/feel/intuit/sense you are hearing. You may
use some English and Spanish. Send me an e-mail with your recording
attached as mp3.
Day 12: Culture and connections: you will be reading about a typical
school day for different Spanish speaking students. (textbook, pages 130131). We will be listening to several people with different accents talking
about their school routines. You will be invited to talk about your own
school routine, to let other students know. (2.2c)

Cuaderno: complete a worksheet related to TENER + phrasal

verbs.
Day 13: Quiz #2. You will be completing a short quiz today that covers
weather, school day, vocabulary related to entertainment places, routines
and verbs such as: hacer, venir, ir, comer, escribir, asistir, hacer, poner,
traer, saber, ver y salir. Quiz will be related to the 4 skills. Play and learn in
Spanish through some activities. (2.2a)
Day 14: The verb VENIR a + Time. You know how to talk about several
activities that you like to do. Now, you will add on to that, by learning how
to ask and answer questions related to VENIR a + TIME. Example: A qu
horas vienes a clase de mates?
Answer: vengo a clase de mates a las 9:00. You will be presented several
activities and exercises that require you to choose the write conjugation
for this verb. (3.2b)

Imagine that you are visiting Spain and need to talk to your
school in Korea. Write at least 100 words about your daily routine, your
subject and your likes/dislikes.
Day 15: Self-assessment activities during class today. You will receive an
specific rubric that covers several aspects of your learning experience and
performance in Spanish. The intention of this exercise is to make you
aware of how you are learning and what do you need to improve. Several
examples of rubrics will be distributed in class. Reading activities in class
to improve pronunciation and speaking skills.
Project Term #4
Presentation. (4.1c)

Search a Spanish school website and find out what subjects do

students learn.
Day 16: You are now beginning Unit #4, lesson 2. You are introduced to
transport means, theaters and movies, pubs and cafe and other
entertaining places. You will be reviewing how to order food in a
restaurant. You will be reviewing and conjugating new irregular and regular
verbs such as: comer, beber, pedir, preferir, salir, ver, estar, etc. Project
Time in class. (2.2c)

Write a short conversation between two friends that are going out
(100 words)
Day 17: Listening and Speaking: practicing how to take part in cultural
activities. You are invited to go out with some Spanish friends, and you
need to get ready for the challenge :)! Learn how to communicate where
do you want to go, what you would like to eat, drink and do. Also, you
practice asking others what they prefer to eat, drink and do while they are
out having fun. You continue reviewing verbs related to those activities.
Project time in class. (5.1a)

Cuaderno: pgina 33, ejercicios 6, 7 y 8

Day 18: Study of irregular -er/-ir verbs (hacer, poner, traer, saber, ver,
salir, etc.)
You learn how to do the conjugation for these type of verbs. Complete
exercises on your textbook in class. Listen to some people talking about
actions related to these verbs. Project time in class (2.2.a)

Study vocabulary related to places of entertainment in Spanish

Day 19: Projects Term #4 presentations in class. Cultural

connections and activities: (textbook page 143) You are going to watch
some clips related to what people of your age do in Spanish-speaking
countries. We will be comparing and relating habits of young people in
Korea and Spanish-speaking countries. What are the similarities and
differences in their lives? (4.2b)

Find a website in Spanish that contains information about

cinema, theatre...

Day 20: Final Test for Term #4 during class. This quiz will be covering
all the material seen during Term #4 which is lesson #4 (pages 113-151).
(2.2a, 4.2b)