Spanish for Non-Fluent Speakers

Spanish for Non-Fluent Speakers

Spanish Non-Speakers Grade Block

Course Description

This course is designed to teach basic communication skills in Spanish and to develop an understanding of and appreciation for the Spanish language and culture. The goal is to create a engaging, enriching, and rewarding environment where students gain confidence to speak in Spanish inside and outside the classroom.

Through a variety of cultural activities, group-based and individual projects, songs, music, games, and technology resources, students learn reading, writing, listening, and speaking. The primary focus is for students to develop proficiency in oral comprehension and speaking as well as in reading and writing, within the limitations of the vocabulary and grammatical structures introduced.

Units of Study:

Unit 1: Primeros Pasos (First Steps)

Greetings, introductions, numbers, alphabet, classroom objects, classroom expressions, weather, seasons, dates, months of the year

GrammarTú vs. Ud., definite and indefinite articles, gender of nouns

CultureSpanish-speaking countries, México and Día de los Muertos

Unit 2: ¡Así Soy Yo! (The Way I Am!)

Likes and dislikes, verbs in infinitive, verb “Ser”, transition words, colors, animals.

Grammar: Adjectives, singular subject pronouns

Culture: The caribbean, song, dance, and drama

Unit 3: La Educación (Education)

Time, school subjects, school life, schedules, cardinal numbers, verb “Estar”, prepositions, classroom objects, shapes

Grammar: Subject pronouns, present tense verbs –ar

Culture: Central America, Concurso de Poesía

Unit 4: La Salud (Health)

Food and beverages for breakfast, lunch, and dinner; healthy eating habits, me gusta, me encantan, fruits and vegetables of the Americas

Grammar: The plural of nouns; present tense of verbs ending in –er, -ir verb “preferir”

Culture: South America, El menú

Unit 5: Mi Familia (My family)

Family, diminutives, review learned vocabulary and grammar structures

Grammar: Asking questions, possessive adjectives, verb “tener”

Culture: Spain, Guía de un país hispanohablante

 

Course Description

Students gain a deeper understanding of the connection between language and culture. This course places further emphasis on listening, speaking, reading, and writing skills. 7th grade students read a short novel completely in Spanish to expand their vocabulary, learn more complex grammar and sentence structure, and write paragraphs and a first essay in Spanish. Students also improve their proficiency in the language through the use of The Total Physical Response Technique (TPR’s), a variety of cultural activities, videos, music, group-based and individual projects, and reinforce their grammar skills throughout technology resources, including the use of Rosetta Stone online.

Units of Study:

Unit I- Communication Alive

Students seek connection between language and culture by reflecting about the importance to learn Spanish in the United States. On the grammar aspect, students learn the parts of speech and the use and application of regular verbs in present tense.

Unit 2-Day of The Dead

This unit focuses on an ancient indigenous Mexican holiday and it has the objective of enriching cultural appreciation, values and traditions from other cultures. Students also make linguistic and cultural observations by interacting directly with hand on activities while they prepare for the ceremony of The Day of the Dead. On the grammar aspect, students will practice the use of regular and irregular verbs in diverse written and oral exercises.

Unit 3- Unit 3-Daily Routines

Students develop abilities to listen, speak, read and write about diverse topics in small conversations, daily routines and written exercises.On the grammar aspect, students learn the use and application of ‘ser and estar’, and the application of regular and irregular verbs in diverse written and TPR oral exercises.

Unit 4-Culture and Language Connection

Students read real and fantasy stories while develop the reading comprehension skills and answer basic questionnaires related with the texts. 7th graders study the application of stem changing verbs (boot verbs), and reinforce the use of ‘ser and estar” and the application of regular and irregular verbs in diverse written and TPR oral exercises. In addition, students will select a Spanish language poem in preparation for the poetry contest. 

Unit 5-Oral Performance and Reading a book

Students engage on hand on activities by translating, working in pronunciation and memorizing a Spanish language poem. 7th graders also read and comprehend the book, “Pobre Ana.” On the grammar aspect, students learn and practice the application of present progressive tense in diverse written and TPR oral exercises.

Unit 6-Poetry and Paragraphs

Students engage on hand on activities by learning diverse techniques for memorizing and performing a Spanish language poem in front of the group. Students also are guided with grammar tools for writing a Spanish paragraph by following the structure of complete sentences and applying connective words. On the grammar aspects, students reinforce the application of present progressive tense in diverse written and TPR oral exercises.

Unit 7-Mexican Culture

Students engage in diverse activities in the classroom by making linguistic and cultural observations through texts and real situations connected with Latino community. 7th graders learn about Mexican history by reading a brief description of the May 5th Celebration.In addition, students create in teams a rap or play related with the book of “Pobre Ana.” On the grammar aspect, students reinforce the use of present and present progressive tense in written and TPR oral exercises.

Course Description

Eighth-grade Spanish as a Second Language is an interactive course designed to provide a rich learning environment where students experience and connect language and culture with real world life. By practicing different techniques to learn the language, students select their own learning system to apply and review grammar skills in various oral, written exercises and projects. Literacy skill components include listening, oral, reading comprehension, and writing. This course connects to multicultural activities with the preparation for the Day of the Dead, the Mexico Trip, and the Spanish Poetry Contest. As an important component of this course, students explore and learn different concepts, such as immigration, morality, courage, and exile, through cultural and language activities. Every unit of study is reinforced with the use of technology and by completing projects and visiting multiple teacher-selected websites.  Each cultural and language unit is reinforced with educational videos, games, and melodies. At the end of eighth-grade, students have a functional proficiency by practicing and improving their thinking process in the target language. In addition, students should be able to apply Spanish vocabulary in oral and written presentations, employ grammar skills in present, past and future tenses, participate in conversations, read, tell stories, and write summaries in Spanish.

Units of Study:

Unit 1: Immigration

Essential questions: What is immigration? Why do people immigrate? 

Students will review 7th grade grammar skills by reading a TPR book, “El viaje de su vida,” and practicing vocabulary and grammar in diverse written and oral exercises. In addition, stories connected with the real world and our community will cover the immigration unit.

Unit 2: The Day of the Dead in the Mexican Culture: Comparing Cultures

Essential question: What represents the Day of The Dead in the Mexican Culture?

This unit focuses on an ancient indigenous Mexican holiday and it has the objective of enriching cultural appreciation, values and traditions from other cultures. Students also make linguistic and cultural observations by interacting directly with hand on activities while they prepare for the ceremony of The Day of the Dead. While preparing with cultural activities, students are connected with language by learning and practicing grammar in diverse written and oral exercise.

Unit 3: Morality

Essential question: What is morality?

Students study the morality concept by reflecting on the respect for diverse cultural backgrounds where caring and citizenship are important values in this process. On the grammar aspect, students are introduced to the use and application of the regular verbs in past tense by reading brief stories related to morality, and learning how to apply the use of connective words and reflexive pronouns in oral and written exercises.

Unit 4: Courage

Essential questions: What is courage? How do you express your courage?

Students engage in brainstorming activities describing the concept of courage, and expressing these main ideas on diverse projects, such as reflecting on Frida Kahlo paintings. On the grammar aspect, students exercise regular and irregular verbs in past tense, adjectives and reflexive pronouns in stories related to courage.

Unit 5:  Courage through oral presentations in Spanish

Essential questions: How do I perform an oral poem in front of an audience? How do I prepare an oral presentation of my research project?

Students engage on hand on activities by selecting a Spanish language poem and selecting a topic related with the history, customs and traditions of Mexico. These activities promote the ability to search and plan a written project in individual basis and in teamwork.

Unit 6: Poetry Contest and Mexico trip preparation

Essential question: How do I present an oral project in front of the group?

Students engage on hand on activities by performing a Spanish language poem in front of the group, and preparing an oral presentation related to the Mexico research project. Students develop the skills of practicing Spanish pronunciation and learning a new wide variety of vocabulary.

Unit 7- Exile

Essential questions: What is the exile? Is it possible to be exiled in your own home, community or country?

Students will explore the exile concept by making language and cultural observations on real life stories of people living in the exile. In addition, they will reflect on José Bernal paintings, a Cuban artist, who bases his artwork in this concept. On the grammar aspect, students practice the future tense part I and II in different written and oral exercises.