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LCPS

Spanish I Curriculum GuideWorld Languages and Cultures

LCPS

2013-2014

Spanish Level I- SY 2013 – 2014

AP THEME: PERSONAL AND PUBLIC IDENTITIESAP SUBTHEME: Language and Identity

Recommended pacing: 3 Weeks (Unit 1 Q1)

Virginia State Foreign Language Standards of Learning for Level:SI.1 The student will exchange simple spoken and written information in Spanish.SI.2 The student will demonstrate skills necessary to sustain brief oral and written exchanges in Spanish using familiar phrases and sentences.SI.3 The student will understand simple spoken and written Spanish based on familiar topics that are presented through a variety of media.SI.4 The student will use verbal and non-verbal cues to understand simple spoken and written messages in Spanish.SI.5 The student will present orally and in writing information in Spanish that contains a variety of familiar vocabulary, phrases, and structural patterns.

COMMUNICATION-Interpersonal -Interpretive-Presentational

CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES

ESSENTIAL KNOWLEDGE (Facts & Skills)

• Use basic greetings, farewells, and expressions of courtesy both orally and in writing

• Use formal and informal forms to address in familiar situations

• Read and listen to information about the alphabet

• Read and listen to information about the calendar, weather, and seasons.

•Introduce ser and estar

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Connect with other disciplines and acquire information

Talk about new vocabulary through the recognition of cognates. Similarities between Spanish and English alphabet.

Explore attitudes when reacting to gaining knowledge and understanding of other cultures.

.

Compare and contrast the Spanish language and the cultures in the countries where it is spoken

Explore social issues in your own community or your school and compare them to issues in Spanish speaking communities.

Identify local Spanish speaking communities and cultural events

Use numbers 1-100 to quantify (age, time, items, possessions, etc.)

Respond to classroom commands.

Use feminine, masculine, singular, plural articles (un, una, unos, unas, el, la, los, las)

Respond to basic interrogatives (who, what, where, when, why, how)


USEFUL VOCABULARY

Q1/Para Empezar: Greetings, Weather & Seasons

SALUDOS MANDATOS EL CLIMA/LAS ESTACIONES

LOS DÍAS /LOS MESES SENTIMIENTOS

PALABRAS INTERROGATIVAS OTRAS PALABRAS Y

EXPRESIONES

de bienvenidaabreopen

el abrigocoat

el añoyear

asustadoscared

¿Adónde?Where to?

¿Cómo está el clima?How's the weather?

¡Buenas noches!Good Evening! /Good Night!

caminawalk

la chaquetajacket

el calendario calendar

contentohappy/content

¿Cómo?How?

¿Cómo se deletrea?How do you spell…?

¡Buenas tardes!Good Afternoon!

cierraclose

la temperatura el díaday

emocionadoexcited

¿Con quién?With whom?

¿Cómo se dice?How do you say…?

¡Buenos días!Good morning!

correrun

las botasboots

el mesmonth

enfermosick

¿Cuál?Which?

¿Cómo se escribe?How do you write…?

¡Hola!Hello!

entregahand in

los guantesgloves

la semanaweek

enojadoangry

¿Cuándo?When?

¿Cómo te llamas?What's your name?

¡Qué tal!What's up!/How is it going?

levanta la manoraise your hand el clima los días de la

semana

estoy cansadoI'm tired

¿Cuánto/a (s)?How many?

¿Cuál es la fecha?What's the date?

¿Cómo está Ud.?How are you (formal)?

por favorplease

está lloviendoit's raining

lunesMonday

felizhappy

¿De dónde?From where?

¿Cuántos años tienes?How old are you?

¿Cómo estás?How are you (inf.)?

quiere decir….It means...

está nevandoit's snowing

martesTuesday

me siento malI feel bad

¿Dónde?Where?

¿Qué día es hoy?What day is today?

¿Qué pasa?What's up?/What's happening?

repiterepeat

hace calorit's hot

miércolesWednesday

no me siento bienI don't feel well

¿Por qué?Why?

¿Qué quiere decir?What does it mean?

¿Qué tal?What's up?

se deletrea…it's spelled...

hace fríoit's cold

juevesThursday

ocupadobusy

¿Qué?What?

¿Qué tiempo hace hoy?What's the weather today?

de despedidase diceit's said...

hace solit's sunny

viernesFriday

preocupadoworried/preoccupied

¿Quién?Who?

graciasthank you

¡Adiós!Good Bye!

se escribe….It's written...

hace vientoit's windy

sábadoSaturday

tengo calor I'm hot

porque because

me llamo...My name is...

¡Nos vemos!We'll see each other!

siéntatesit down

hay granizothere's hail

domingoSunday

tengo frioI'm cold

nada nothing

hasta luego'til later

silenciosilence

hay tormentathere's a storm

los meses del año

tengo hambreI'm hungry

números 0-100

hasta mañana'til tomorrow

hay un huracánthere's a hurricane

eneroJanuary

tengo sedI'm thirsty

se llama...his/her/you (form.) name is...

respuestas llueve

rainsfebreroFebruary

tengo sueñoI'm sleepy

señorMr.

(muy) bien(very) well

nieva snows

marzoMarch

tristesad

señoraMrs.


¿Y tú?And you? (inf.)

soleadosunny

abrilApril

señoritaMiss

¿Y usted?And you? (form.)

ventosowindy

mayoMay

Soy……I am

de nadayour welcome

las estaciones del año

junioJune

te presento a…this is...

encantado/adelighted

la estaciónseason

julioJuly

Tengo____añosI'm ___years old

es un placerit's a pleasure

el inviernowinter

agostoAugust

igualmentelikewise

el otoñoFall/Autumn

septiembreSeptember

mucho gustopleased to meet you

la primaveraSpring

octubreOctober

regular

el veranoSummer

noviembreNovember

diciembreDecember

RECYCLED/ONGOING TOPICS/STRUCTURES

¿Cómo estás? ¿Qué tal? ¿Qué pasa? ¿Cómo te llamas? Me llamo____.¿Cómo está el clima? ¿Qué día es hoy? ¿En cuál estación del año estamos? ¿Cuál es tu nombre? Me llamo ____. ¿Qué tiempo hace hoy? Hace ____.Está ____. ¿Cómo te sientes? Me siento ____. ¿Hace calor? ¿Hace frío? ¿Qué letra es? ¿Cómo se escribe ____? Deletrea la palabra______. ¿Qué dice aquí? ¿Cómo se dice?

RESOURCES/ ACTIVITIES

Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange Video on what causes the seasons is available in Vision. Written dialogues, dramatization, oral conversations, free talk, comic strips, group work, picture as clue to meaning, transparencies, spelling,

rhyming, listen to audio program, journal, create a picture dictionary Interactive calendar, www.holaciudad.com, www.telemundo.com For introductions, arrange students into two circles (an inner circle facing outwards and an outer circle facing in) where students face each other.

Have students take turns greeting each other and then have the circles move in different directions. Repeat the greetings with a new student. “Moo! Spanish Calendar” from Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1275.html “Moo! Spanish Greetings” from Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1271.html

ASSESSMENTS/ RUBRICS

NOTE: Teachers should use the

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskRead , understand, and be ready to answer the questions the teacher will ask you about the reading. Notice that not all the answers may appear in the reading. You may need to infer information.

Use the A/B prompt to create a dialogue with a partner. Make sure you include everything you may require to answer the given prompt.

Describe a picture using the vocabulary suggested.Prepare a presentation on a given topic.

http://www.teachersdiscovery.com/gp1v1271.html


http://www.telemundo.com/

http://www.holaciudad.com/

http://loudounvision.net/


appropriate rubrics for speaking and writing CPAs*

*Communicative Performance Assessments


APTHEME : CONTEMPORATY LIFE, FAMMILIES AND COMMUNITIESAP Topic: Leisure and Sports, Childhood and Adolescence

Recommended pacing: 4 Weeks(Unit 2 Q1)

Virginia State Foreign Language Standards of Learning for Level :S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topicsS 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studiedS 3.1 Students reinforce and further their knowledge of other disciplines through the foreign languageS 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culturesS 4.2 Students demonstrate understanding on the concept of culture through comparison between Hispanic cultures and their own.S 5.1 Students use the language both within and beyond the school settingCOMMUNICATION-Interpersonal -Interpretive-Presentational

CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)

Talk about preferences in leisure activities Read and listen to information about leisure

activities, likes and dislikes (gustar) Listen to and understand information about

infinitives Regular ar, er, ir verbs Learn how to ask questions Obligations (tener que) Interrogative questions Extend, accept and decline invitations Express agreement and disagreement

Students research and discuss the popular hobbies and sports of their assigned Spanish speaking country.

Discuss the popularity of sports in Spanish speaking countries and their Own backgrounds.

Students discuss the popularity of the sports and hobbies of their assigned Spanish speaking country Students will discuss what makes some sports and hobbies more more popular that other throughout the Spanish speaking world.

Students will discuss the differences between football and soccer and how they share the same name.

Students will watch in school and at home a soccer game in Spanish and a soccer game in English and discuss in class the similarities and differences

Play soccer VS another class

Identify sports and favorite hobbies.

Discuss which hobbies they like, dislike and prefer.

Compare sports. Express agreement or

disagreement.

Identify -ar- er-& -ir infinitive verbs.

Gustar ¿Qué te gusta hacer? (No) Megusta ____. ¿Qué te gusta más ___o___? Me gusta mucho_____. Meencanta ____. A mí también, a mítampoco, ¿Cuál es tu deportefavorito? ¿Cuál es tu pasatiempofavorito? “preferir”


USEFUL VOCABULARY

Q1/c1A: Likes & dislikes, leisures & activities

ACTIVIDADES GUSTARMe Gusta/No me gusta PRONOMBRES

OTRAS PALABRAS Y

EXPRESIONES

bailarto dance

leerto read

(A mí) me gusta _____.I like to _______.

yoI

a vecessometimes

cantarto sing

leer novelas (las)to read novels

(A mí) me gusta más _____.I like to _______ better.

túYou - informal

favorito(a)favorite

comprarto buy

leer revistas (las)to read magazines

(A mí) me gusta mucho_____.I like to _______ a lot.

ustedYou - formal

haythere is/are

correrto run

montar en bicicletato ride a bike

(A mí) no me gusta nada___.I don't like to_____ at all.

él/ellahe/she

muchoa lot

dibujarto draw

montar en monopatínto ride a skateboard

(A mí) no me gusta___.I don't like to_____.

nosotros/nosotraswe

muyvery

escribir cuentosto write stories

montarto ride

A mí también.I do too./ Me too.

vosotros/vosotrasyou - plural

oor

escuchar músicato listen to music

nadarto swim

A mí tampoco.I don't like to ___either.

ustedesyou - plural

pero a veces…..but sometimes...

esquiarto ski

pasar tiempo con amigosto spend time with friends

ni…nineither…nor, not…or

ellos / ellasthey

perobut

estudiarto study

patinarto skate

no le gusta...he/she doesn't like...you don't like... (formal)

pocoa little bit

hablar por teléfonoto talk on the phone

practicar deportesto practice sports

no te gusta…you don't like… (informal)

pueswell

hacerto do

tocar la guitarrato play the guitar

¿Qué más te gusta hacer?What else do you like to do?

siif

hacer la gimnasiato do gymnastics

trabajarto work

¿Qué te gusta más?What do you like better?

síyes

ir a la escuelato go to school

usar la computadorato use the computer

¿Te gusta______?Do you like to ____?

tengoI have

jugarto play

ver la teleto watch TV

¿Y a ti?And you?

tienehe/she/it hasyou have (formal)

jugar a la pelotato play baseball

viajarto travel

le gustahe/she likes/you like (formal)

tienesyou have (informal)

jugar al baloncestoto play basketball

me gustaI like


jugar al fútbol americanoto play football

jugar al fútbolto play soccer

ARTÍCULOS INDEFINIDOS

ARTÍCULOS DEFINIDOS

jugar al tenisto play tenis

un/una a/an

el/losthe

jugar videojuegosto play videogames

unos/unassome

la/lasthe

la lucha librewrestling


Vocabulario relacionado con los saludos, el clima, el calendario, las partes del cuerpo, las emocionesla hora, los números,


Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange


NOTE: Teachers should use the appropriate rubrics for speaking and writing CPAs*


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task

Read a pen pal’s letter Read cultural information about school in Spanish speaking

countries and answer questions Use a story map graphic organizer to identify parts of a story

Create an entry on a voice thread discussion

Perform a dialog between students discussing what school is like.

Use an illustration of a classroom as a prompt for discussion between two students

Write a response to a pen pal’s letter

Create and present a display about student’s pen pal, their country school and other information

Create and present a slideshow about your school day

List all the vocabulary words to describe a situation

Write complete sentences to describe students in an imaginary classroom



APTHEME : CONTEMPORARY LIFE, FAMILIES AND COMMUNITIESAP Subtheme: Leisure and Sports. Who am I?

Recommended pacing: 3 Weeks(Unit 3 Q 1)

Virginia State Foreign Language Standards of Learning for Level :S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topicsS 4.1 Students demonstrate understanding of the nature language through comparison between Spanish and English



Talk about: Personality traits Ask and tell what people are like Use adjectives to describe people Understand cultural perspectives on

friendship Express how often something is done

Explain how friendships are formed in Spanish-speaking countries

Discuss current Hispanic/American artists in the US

Talk about new vocabulary through the recognition of cognates

Expressing agreement ordisagreement

Talk about placement of adjectives & vocabulary through recognition ofcognates

Explain gender agreement rules with use of adjectives. Compare the use of possessive adjectives

Respond to personal questions.

Introduce yourself to others. Identify infinitives. Use

positive and negative statements to agree/disagree.

Talk about leisure activities.

Identify the body parts. Say what hurts. Respond

appropriately to questions. Describe yourself and others

(family members) using adjectives

Identify and apply the correct gender (masculine & feminine) of nouns and adjectives

Describe pictures by using adjectives.

Write phrases using adjectives.

Describe what you and others are wearing

.


USEFUL VOCABULARY Q1/c.1B - ¿Cómo eres?

PASATIEMPOS SUSTANTIVOS VERBOS ADJETIVOS DESCRIPCION FÍSICA

OTRAS PALABRAS Y EXPRESIONES

coleccionarto collect

el atletismoathletisism

competirto compete

animador/acheerleader

alto(a)tall

¿Cómo eres?What are you like?

el pasatiempopasstime

el baloncestobasketball

correrto run

artístico (a)artistic

anciano(a)elderly

¿Cómo es?What is he/she/you(f) like?

ir a pasearto go for a walk/stroll

el béisbolbaseball

empatarto tie a score

atlético(a)athletic

bajo(a)short

¿Cómo se llama?What's his/her/your(f) name?

ir de…to go...

el ciclismocycling/biking

entrarto enter

atrevido(a)daring

bonito(a)pretty ¿Eres…?

Are you…?ir de campamento (el)to go camping

el equipoteam

ganarto win

bueno(a)good

calvobald

¿Te gustaría?Would you like?

ir de comprasto go shopping

el fútbol americanofootball

jugarto play

cansado(a)tired

el bigotemustache

a vecessometimes

ir de pesca (la)to go fishing

el fútbolsoccer

llevar puestoto wear

contento(a)happy/content

flaco(a)skinny

de acuerdoagreed

pasear en…to ride in...

el golfgolf

llevarto wear

deportistasports-minded/sporty

gordo(a)fat

demasiadotoo, too much, too many

pasear en bote (el)to ride a boat

el juego de pelotabaseball

montar (en)to ride on

desordenado(a)disorganized/messy

guapo(a)handsome

el amigomale friend

pasear en carro/auto (el)to ride a car/auto

el jugadorplayer

nadarto swim

estudioso(a)studious

tez blancalight skin

el chicoboy/guy

textearto text

el patinajeskating

no sé jugarI don't know how to play

extrovertido(a)extrovert

tez morenadark skin

entoncesso, the

el tenistenis

perderto lose

generosogenerous el pelo es

is

CUERPO HUMANOel tiempo librefree time

poderto be able to

gracioso (a)funny

castañobrown hair

estar de acuerdoto be in agreement

el cuelloneck

la cancha de……court

practicarto practice

impacienteimpacient

cortoshort (length)

la amigafemale friend

el hombre/los hombresman/men

la nataciónswimming

preferirto prefer

inteligenteintelligent

el pelohair

la chicagirl/gal

el pie/los piesfoot/feet

la piscinapool

quererto want

malo (a)bad

largolong (length) le gusta

he/she/you(f) likesla bocamouth

la raquetaracket

saberto know how to

negativo (a)negative

liso/laciostraight hair

me gustaría...I would like...


la cabezahead

las artesaníaslocal crafts

salirto exit

ocupado(a)busy

negroblack

muyvery

la mujer/las mujereswoman/women

sé jugarI know how to play

ordenado(a)organized

oscurodark

ni…..ninor…nor

la nariznose

tener queto have to

pacientepacient

pelirrojo(a)redhair

no estoy de acuerdoI don't agree

las manoshands

perezoso(a)lazy

rizadocurly

no le gustahe/she/you(f) doesn't like

las piernaslegs

reservado(a)reserved

rubio(a)blonde

no soyI'm not

los brazosarms

serio(a)serious

ARTÍCULOS DEFINIDOS

según mi familiaaccording to my family

los dedosfingers

simpático (a)friendly

el/losthe

segúnaccording to

los ojoseyes

sociablesociable

la/lasthe

soyI am

talentoso (a)talented

ARTÍCULOS INDEFINIDOS

un poco (de)a little (of)

trabajadorhard-working (masc.)

un/una a/an en

in, on, at

trabajadorahard-working (fem.)

unos/unassome

deof, from, about


¿Cuántos años tienes? Tengo ___ años. ¿Dónde vives? Vivo en ____. ¿De dóndeEres? Soy de ____. ¿Cuándo es tu cumpleaños? Mi cumpleaños es______. ¿Cuántos hermanos tienes? Tengo___hermanos. ¿Cuál es tu color favorito? Mi color favorito es___. Me gusta _____. No me gusta_____. ¿Cómo eres?¿Cómo es? ¿Cómo se llama? “Ser” + adjective


Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange For introductions: assign students different countries and have them introduce themselves using that nationality. Get magazine pictures of people and place them in plastic sheet protectors. Use them as flashcards to talk about physical descriptions in

class or relationships. “Moo! Body Parts Vocabulary Spanish” by Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1161.html

ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate rubrics for speaking and writing CPAs**Communicative Performance Assessments

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Create a chart/graph to demonstrate the

popularity of different sports Create a web page to showcase your school

activities

Write a letter/e-mail describing your activities

Create posters showing favorite hobbies

Give a speech to ‘incoming’ students to describe what is available

Have each student create a ‘show and tell mystery bag’

Have each student give a ‘Según mi...(familia, amigos, etc.)’ presentation




AP THEME : CONTEMPORARY LIFEAP Topic: Education


Virginia State Foreign Language Standards of Learning for Level :S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.S 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studiedS 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culturesS 4.2 Students demonstrate understanding of the concept of culture through comparison between Hispanic cultures and their own.S 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.



Talk about school schedules and subjects Discuss what students do during the school day Talk about location of objects and furniture in

the classroom Ask about who is doing an action Express ownership and possession Read and listen to information regarding

classroom, people, objects, furniture and the use of location words.

Talk about uniforms and the design of physical education class

Students will be exposed to the various Spanish speaking countries’ school systems.

Students are able to compare and contrast

Spanish-speaking countries’ schools systems and their own.

Compare and contrast behavior in school

Students create pen pal communications with a Spanish speaking student.

Identify classroom items. Discuss school schedules. Identify, talk about and

describe different classes. Conjugate regular -ar verbs. Compare classes and teachers

using comparative structures Describe the location of

classroom objects. Use ordinal numbers to

describe their schedules.

¿Qué es? Es ____. Esto es ___. Eso es___. “Estar” + Prepositional Phrases(locations). “Tener”, Comparisons (Laclase de ___ es más interesante que laclase____.), Superlatives (La clase de___ es la más __ de la escuela


USEFUL VOCABULARY Q2/c2A-B: La sala de clases y la escuelaSUSTANTIVOS PREPOSICIONES ADJETIVOS VERBOS NÚMEROS

ORDINALESel archivofiling cabinet

el/la estudiantestudent

a la derecha deto the right of

aburrido/aborring

aprenderto learn

primero /afirst

el armario/el casillerolocker

la banderaflag

¿Dónde?Where?

desordenado/adisorganized

asistirto attend

segundo/ asecond

el asistenteassistant

la bibliotecalibrary

a la izquierda deto the left of

difícilhard

bajarto go down

tercero/ athird

el aula/el salón/ la sala de clasesclassroom

la cafeteríacafeteria

a ver…let's see...

divertido/aamusing, fun

enseñarto teach

cuarto/ afourth

el bolígrafo / la plumapen

la carpeta de argollasthree-ring binder

abajounder/below

fácileasy

estudiarto study

quinto/ afifth

el borradoreraser

la carpetafolder

afueraoutside

favorito / afavorite

grabarto record

sexto/ asixth

el cartelposter

la compañerapartner (female)

al centrocenter

inquieto/arestless

hablarto talk

séptimo/ aseventh

el comedordinning room

la computadora/el ordenadorcomputer

al lado denext to

interesanteinteresting

hacer las tareasto do homework

octavo/ aeighth

el compañeropartner (male)

la enfermeríasickbay

allá/allíthere, over there

mucho/aa lot

hacerto do

noveno/ aninth

el cuadernonotebook

la goma/la pegaglue

aquíhere

ordenado/aorganized

imprimirto make copies

décimo / atenth

el diccionariodictionary

la grapadorastapler

arriba deabove

poco/aa little

ir a…to go to...

décimo primeroeleventh

el disco compactocompact disk

la hoja de papelsheet of paper

cerca denear to

práctico/apractical

irto go

décimo segundotwelfth

el escritorioteacher's desk

la maestrateacher (female)

debajo deunder

mandar un correoto send mail

el gimnasiogym

la mesatable

delante dein front of

mandarto send

el laboratoriolaboratory

la mochilabackpack

dentro de inside of

Navegarto navigate

el lápizpencil

la oficinaoffice

después de after

necesitarto need

MATERIAS /LAS CLASES

el librobook

la pantallaelectronic screen

detrás de behind

presentarto present

matemáticasmathematics

el maestroteacher (male)

la papeleragarbage can

en frente dein front of

salirto exit

españolSpanish

el mapamap

la pizarra/el pizarrónblackboard/whiteboard

en medio de in between

tener que…to have to…

historiahistory

el pasillohallway

la profesoraprofessor (female)

enon

ADJETIVOS POSESIVOS

biologíabiology


el profesorprofessor (male)

la pruebaquiz

encima deon top of

mi(s)my

educación físicaphysical education

el programaprogram

la puertadoor

lejos defar from

mío(s)mine

inglésEnglish

el pupitrestudent's desk

la radioradio

más...quemore...than

tu(s)your (informal)

músicamusic

el ratónmouse

la silla chair

tuyo(s)yours (informal)

artes plásticasart

el recreorecess

la tableta electrónicatablet

su(s)his/her/your (formal)

ciencias naturalesnatural science

el relojclock

la tareahomework

suyo(s)yours (formal)

ciencias socialessocial science

el sacapuntaspencil sharpener

la ventanawindow

nuestro/a (s)our

tecnologíatechnology

el tecladokeyboard

las tijerasscissors

vuestro/a (s)your

el almuerzolunch

la memoria portatilUSB drive

un examenexam

sutheir/your (formal)


¿Cómo estás? ¿Qué tal? ¿Qué pasa? ¿Cómo te llamas? ¿Cómo está el clima? ¿Qué día es hoy? ¿En cuál estación del añoestamos? ¿Cuál es tu nombre? Me llamo ____. ¿Qué tiempo hace hoy? Hace ____.Está ____. ¿Cómo te sientes? Me siento ____. ¿Hace calor? ¿Hace frío? ¿Qué letra es? ¿Cómo se escribe ____? Deletreala palabra______. ¿Qué dice aquí? ¿Cómo se dice?, los números, las actividades, vocabulario relacionado con la personalidad.


Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange Have students tell the class about the content of their ‘mochilas’





Read a student schedule and identify courses being taken Read a list of school supplies needed for the school year

Play the role of teacher-student in a dialog

Use adjectives of possession to tell a student how to organize his/her school supplies in their locker

Using pictures of school supplies one student calls out vocabulary words and other student points to correct pictures

Make an illustrated school supply list

Make a book of classes and necessary school supplies



AP THEME : CONTEMPORARY LIFEAP Topic: Professions, leisure and travelLugares en tu cominidad


Virginia State Foreign Language Standards of Learning for Level :S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.COMMUNICATION-Interpersonal -Interpretive-Presentational


Talk about location in your community Discuss about where you go and with whom Talk about activities outside school Extend, accept, and decline invitations Understand cultural perspectives on after school

activities.

Talk about how students traditionally engage in activities outside school

Read sports advertisement

The use of ir in conjuction with a and an infinitive

The opportunities in the job market for bilingual peopel

Identify and talk about different locations in a community. Talk about places you go in the

community and what you do there.

Identify professions and workplaces in your community.


USEFUL VOCABULARY Q2/c.4A-B: Places in your communiy & Professions LUGARES PROFESIONES EXPRESIONES ACTIVIDADES

(VERBOS)OTRAS PALABRAS Y

EXPRESIONESel auditorioauditorium

la montañamountains

doctor (a)doctor

¡Oye!Hey! Listen!

ir de comprasto go shopping

(él) puedehe can

el bailedance

la oficinaoffice

el abogadolawyer

¡Ay! ¡Qué pena!Oh! What a shame!

ir a + infinitivo…..to go to + infinitivo

(tú) puedesyou can

el bancobank

la oficina de…….the office of….

el carnicerobutcher

¡Genial!Great!

ir a + lugarto go to + location

(yo) puedoI can

el café cafe

la películamovie

el carpinterocarpenter

¡No me digas!Don't say!

ir al cineto go to the movies

¿A qué hora?At what time?

el campocountryside

la piscinapool

el carteromailman

¡Qué buena idea!What a great idea!

ir al medicoto go to the doctors

¿Te gustaría?Would you like?

el centro comercialmall

la playabeach

el dependientesalesperson

con mi(s)with my

ir de campamentoto go camping

a el = alto the (masculine)

el cinemovie theatre

la plazaplaza

el jardinerogardner

con tu(s)with your

ir de pescato go fishing

a la unaat one

el clubclub

la práctica de …practice

el mecánicomechanic

demasiadotoo much

ir de…..to go...

a lato the (feminine)

el club deportivosport club

la reuniónreunion

el panaderobaker

despuésafterwards

jugar a + deporteto play a + sport

a las ochoat eight

el colegioprivate school

la sinagogasinagogue

ingeniero(a)engineer

después deafter

jugar al balompiéto play soccer

ato

el complejo deportivosport complex

un cibercafécybercafe

la bibliotecarialibrarian

en casaat home

jugar al fútbol americanoto play football

acompañadoaccompanied

el conciertoconcert

maestro(a)teacher

entoncesthen

jugar al baloncestoto play basketball

conmigowith me

el correopost office

oficinistaoffice clerk

generalmentegenerally

jugar a la pelotato play baseball

contigowith you

el gimnasiogym

secretario(a)secretary

lo sientoI'm sorry

jugar al golfto play golf

de la mañanain the morning

el hospitalhospital

voluntario(a)volunteer

los fines de semanaon the weekends

jugar al tenisto play tenis

de la nochein the evening

el museomuseum

los lunes, los martes,…on Mondays ...

jugar al vóleibolto play volleyball

de la tardein the afternoon

el parquepark

un poco de…..A little of...

leer un libroto read a book

el fin de semanaweekend


el parque de diversionesamusement park

me gustaríaI would like

esta nochethis evening

el partidogame

me quedo en casaI stay home

esta tardethis afternoon

el restauranterestaurant

me recogespick me up

este fin de semanathis weekend

el supermercadosupermarket

nos encontramoswe meet

mañana tomorrow

el teatrotheatre

te recojoI pick you up

para + infinitivoin order to + infinitive

el templotemple

tengo queI have to

pasado mañana day after tomorrow

la bibliotecalibrary

ver una películato see a movie

Por la mañanain the morning

la casahouse

por la nochein the evening

la discotecadisco

por la tardein the afternoon

la escuelaschool

solo(a)alone

la farmaciapharmacy

tener que ______to have to

la fiestaparty

tú quieresyou want

la iglesiachurch

tú sabesyou know

la lección de pianopiano lessons

yo quieroI want

la libreríabookstore

yo séI know

la mezquitamosque



Dónde está ___? ¿Con quién vas ____? ¿Qué hace en ____? “Ir” + a + place, “Ir” + a + infinitive, Los fines de semana, el(los) lunes, el (los) martes... Para + infinitive

RESOURCES/ ACTIVITIESTeachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange

“Moo! Spanish My City” from Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1258.html





Read a map of a town and identify places indicated Read a story about going into town

Play the role of someone who works at a location in town.

Help a customer

Sequence pictures to tell a story and write the captions

Draw a scene from a favorite place to visit in town and talk about it

Draw a map if a city and identify places




AP THEME : FAMILIES AND COMMUNTIES, CONTEMPORARY LIFE, GLOBAL CHALLENGEAP Topic: Health Issues, Customs and Ceremonies, Nutrition and Food Safety


Virginia State Foreign Language Standards of Learning for Level :S 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinionsS 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.S 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studiedS 3.1Students reinforce and further their knowledge of other disciplines through the foreign languageS 3.2Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culturesS 4.1Students demonstrate understanding of the nature of language through comparisons of the language studied and their ownS 4.2Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.S 5.1 Students use the language both within and beyond the school settingS 5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.COMMUNICATION-Interpersonal -Interpretive-Presentational


Talk about preferences concerning foods and beverages Talk about eating habits during different meals Talk about table setting and meal customs in Spanish-speaking cultures

Listen to and understand information about food items and restaurants, table settings and meal customs during breakfast, lunch and dinner

Read: recipes for meals and beverages in Spanish; information about eating habits during different meals; restaurant menus; about fruits and vegetables; a restaurant review

Students present the creation of a traditional dish and its history from their assigned Spanish speaking country

Explain eating habits Interpret etiquette for summoning a

server; typical restaurant offerings Explain the variety of foods that are

unique to various Spanish speaking countries and the European and African influence.

Students are able to recognize through flavor and taste various foods and their proper usages.

Students are able to research a recipe for their assigned Spanish speaking country and present to class

Students are able to compare and contrast the various activities done in Spanish speaking countries to their own.

Students compare and contrast the various eating habits amongst Spanish speaking countries and the United States.

Students are able to order food in Spanish at a Spanish speaking restaurant.

Talk about food (breakfast/lunch/dinner/beverages) and discuss what they like and don’t like.

Talk about what food is healthy and how food tastes.

Discuss ways of staying healthy and good eating habits.

Conjugate regular –er and –ir verbs (comer, beber, compartir).

(No) Me gusta(n), Me encanta(n), ¿Qué prefieres? Prefiero_______. ¡Qué + adj!Para mantener la salud, en el desayuno, en el almuerzo, en la cena


USEFUL VOCABULARY Q3/c.3A-B: Food and Health

BEBIDAS/FRUTAS LA COMIDA VERBOS OTRAS PALABRAS Y EXPRESIONES

bebidas verduras el heladoicecream

¿te gusta?Do you like it?

¡qué asco!How aweful!

el aguawater

el aguacateavocado

el rellenofilling

abiertoopened

¿por qué?Why?

el cafécoffee

el apiocelery

el sándwichsandwich

bajar de pesoto loose weight

¿verdad?Right?

el chocolatechocolate

el brócolibroccoli

el yoguryogurt

beberto drink

agriobitter/sour

el jugojuice

el champiñónmushroom

la pizzapizza

caminarto walk

bebidas hidratanteshydrating drinks

el refrescobeverage

el maízcorn

la sopasoup

cerradoclosed

bueno good

el té tea

el pimientogreen pepper

la tortilla de huevosomellet

comerto eat

bueno para la saludgood for the health

el té calientehot tea

el tomatetomato

las galletascookies

compartirto share

cada díaeach day

el té heladoiced tea

la calabazapumpkin

las papas fritasfrench fries

comprenderto understand

caloríascalories

jugo de……(naranja)(orange…juice)

la cebollaonion

los huevoseggs

creerto believe

conwith

la lechemilk

la ensaladasalad

los panquequespancakes

darto give

dulcesweet

la limonadalimonade

la lechugalettuce

los pastelescakes

debermust/should

el almuerzolunch

la sodasoda

la zanahoriacarrot condimentos desear

to want/to wishel desayunobreakfast

frutas las espinacasspinach

la mantequillabutter

hacer ejercicioto do exercise

el postredessert

el cocococunut

las judías verdesgreen beans

la mayonesamayonaise

hacerto do / to make

enfermosick

el limónlemon

las papaspotatoes

la cremacream

levantar pesasto lift weights

hambrehunger

el mangomango

las verduras/los vegetalesvegetables

la mermeladajelly

los deportessports

horriblehorrible

el melocotón/el duraznopeach

los espárragosasparagus

la mostazamustard

los ejerciciosexercises

la cenadinner

el plátano/bananabanana

los guisantespeas

la pimientapepper

me duele la barrigamy stomack hurts

la dietadiet


ensalada de frutasfruit salad granos la sal

saltme dueleit hurts me

la meriendasnack

la cerezacherry

el arrozrice

la salsa de tomatetomato sauce

me encanta(n)I love…(not a person)

la saludhealth

la ciruelaprune

el cerealcereal

el azúcarsugar

me gusta(n)I like

malo para la saludbad for the health

la frambuesaraspberry

el espaguetispaghetti carnes

no me gusta(n)I don't like

malo/malabad

la manzanaapple

el pan tostadotoast

la carnemeat

pedirto ask for

más o menosmore or less

la naranjaorange

el panbread

el bistecbeefsteak

practicarto practice

nuncanever

la papayapapaya

la avenaoatmeal

el pollochicken

preferirto prefer

picantespicy

la perapear

la pastapasta

las salchichassausages

prepararto prepare

por su puestoof course

la sandíawatermelon

los frijolesbeans

el tocinobacon

subir de pesoto gain weight

porquebecause

la toronjagrapefruit

los granosgrains

el jamónham

tener hambreto be hungry

proteínasproteins

las fresasstawberries

la hamburguesahamburger

tenerto have

ricodelicious

las frutasfruits

el perro calientehot dog

traerto bring

sabrosotasty

las uvas verdes/rojasgreen/red grapes

mariscos salado

salty

el pescadofish

saludablehealthy

los mariscosseafood

sano healthy

siemprealways

sinwithout

todos los díasevery day


Saludos, el clima, el calendario, la hora, los números, las actividades, vocabulario relacionado conla personalidad, el horario escolar, interrogativos.



“Moo! Spanish Ordering Food” from Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1259.html Food manipulatives





The class will read a story together, act on parts of the story to demonstrate understanding

Create a skit that demonstrate knowledge of vocabulary

Identify pictures of vocabulary with simple word responses

Generate questions about the food eaten at home

Interview a classmate about their favorite meals

Role play a parent and a child during meal time

Make suggestions for future meals

Use objects from vocabulary and identify them as the table is set for dinner

Use all the words that describe a meal scene




AP THEME : CONTEMPORARY LIFE, GLOBAL CHALLENGESAP Topic: Health Issues, Leisure, Holidays and Celebrations


Virginia State Foreign Language Standards of Learning for Level :S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.S 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.5.1: Students use the language both within and beyond the school setting.



Learn how to read a menu Order a meal in a restaurant Ask to have something brought out to you Table settings, meal customs Listen to and understand information about

food items and restaurants, table settings and meal customs during breakfast, lunch and dinner

Explain eating habits Go to Hispanic food section of a

grocery store and make a list of foods available

Compare techniques for getting a servers attention, menu selections, typical breakfast

habits

Discover the local availability of foods from Spanish-speaking

countries

Going to a restaurant with your family

Order food in a restaurant.

Say they’re missing something.

Talk about how food tastes.

Discuss breakfast, lunch, dinner, beber,ages and preferences.

Describe table settings


USEFUL VOCABULARY Q3/c5B: El Restaurante/Introducción a la familia

EL RESTAURANTE LA MESA LA COMIDA VERBOS OTRAS PALABRAS

Y EXPRESIONES el bañobathroom

el cuchilloknife

¡Qué asco!How awful!

el picantehot sauce

beberto drink

¡Qué + adjetivo!How…!

le/les recomiendo…I recommend...

el camarero/el meserowaiter

el manteltablecloth

a la planchaon the grill

el plato principalprincipal dish

comerto eat

¿Algo más?Anything else?

le/les sugieroI suggest

el menúmenu

el platoplate

agriosour

el postredessert

compartirto share

¿Cuánto cuesta?How much does it cost?

me falta(n)…I need...

el/la acompañantecompanion

el tenedorfork

asadoroasted

el vinowine

desearto want

¿Está incluida la propina?Is the tip included?

me gustaría…I would like...

la camarera/la meserawaitress

el vasoglass

comida caribeñaCaribbean food

horriblehorrible

estar lleno(a)to be full

¿Le/les ofrezco…?May I offer you…?

muchísimoa lot

la cocinakitchen

la copawine glass

comida chinaChinese food

la bebidabeverage

ofrecerto offer

¿Le/les sirvo?May I serve you?

muchoa lot

la cuentabill

la cuchara pequeñasmall spoon

comida francesaFrench food

la pimientapepper

pagarto pay

¿Me trae…, por favor?Will you bring me…, please?

muy carovery expensive

la propinatip

la cucharaspoon

comida italianaItalian food

la salsalt

para llevarfor carry out

ahoranow

nadanothing

la mesatable

de plato principalas a main dish

liviano(a)light

pararseto stand oneself up

comida favoritafavorite food

no me gustaI don't like

la servilletanapkin

de postrefor dessert

pesado(a)heavy

pedirto ask for

De nadaYour welcome

otro (a)another

la sillachair

delicioso(a)delicious

picantehot/spicy

probarto taste/to try out

GraciasThank you

parato/for/in order to

la tazacup

dulcesweet

rico (a)rich/tasty

recomendarto recommend

la mejor comidathe best food

pocoa little bit

los cubiertosplacesettings

el azúcarsugar

saladosalty

salirto exit/to go out

la peor comidathe worst food

por favorplease

sentarseto sit oneself down

Le traigo…I will bring you...

quiero ordenar…I want to order...

LA FAMILIA servir

to serve quisiera

I would likeabuelagrandmother

los padresparents

servirseto serve oneself

soloonly


abuelograndfather

los parientesrelatives

sugerirto suggest

todoall/everything

el esposohusband

el padrastrostepfather

tener hambreto be hungry

un poco dea little bit of

el hijoson

la madrastrastepmother

tener calorto be hot

yo traigoI bring

el nietograndson

la mamá/la madremother

tener fríoto be cold

el papá/el padrefather

primocousin (male)

tener sedto be thirsty

hermanasister

tíouncle

tener sueñoto be sleepy

hermanobrother

los primoscousins

tomarto drink

la esposawife

primacousin (female)

traerto bring

los hermanossiblings

tíaaunt

venirto come

los hijoschildren

la sobrinaniece


RECYCLED/ONGOING TOPICS/STRUCTURES (No) Me gusta(n), Me encanta(n), ¿Qué prefieres? Prefiero_______. ¿Me trae ___? Quisiera________. Me gustaría______. ¿Algo más? ¿Cuánto cuesta? La cuenta por favor. Tengo hambre/sed/frío/calor.


Food manipulatives to have students be the servers and the





Read a menu and make selections for a meal. Go online to a Spanish language menu

Read and advertisement for several restaurants and answer questions about the content

Use a reaction guide to react to a reading. (What I read, what I think about what I read)

*Graphic organizer on VISION

Identify pictures of vocabulary with simple word responses

Generate questions about the topic

Interview a classmate about their favorite restaurant

Role play about placing or taking an order in a restaurant

Negotiate in the target language to convince a group of friends where to go for dinner

List all the words that describe a meal scene

Create a comic strip including dialog in a cultural situation about food or meals



AP THEME : CONTEMPORARY LIFE, FAMILIES AND COMMUNITIESAP Topic: Housing, Shelter, Family StructuresLa casa y los que haceres


Virginia State Foreign Language Standards of Learning for Level :S 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.S 1.2 Students understand and interpret written and spoken language on a variety of topics.S 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.S 4.2 Students demonstrate understanding of the concept of culture through comparison between Hispanic cultures and their own.



Identify rooms in a house Name household chores Talk about your bedroom Describe bedroom items and electronic

equipment Tell where you live Understand cultural perspectives on different

types of housing

Research house designs in Spanish speaking countries and different parts of the US. Spanish influence on architecture

Look at Spanish language home magazines

Identify family structures in the US Identify family structures in

Hispanic families

Compare family structures Compare houses/housing Talk about geographic and

climate influences on housing structures

Identify objects in the room,different rooms in the house andcolors. Describe the location ofdifferent items. List chores andgive commands. Describe whatpeople are doing right now(present progressive).


USEFUL VOCABULARY Q4/c6A-B: La casa y los quehaceres

LA CASA PERTENENCIAS DOMÉSTICAS ADJETIVOS LOS QUEHACERES OTRAS PALABRAS Y

EXPRESIONES

el apartamentoapartment

el coche/carro/autocar DESCRIPCIONES ayudar

to help¿cuáles?Which ones?

el armario/el roperocloset

el cuadropainting

altotall

cocinarto cook

¿De qué color es…..?What color is…?

el áticoattic

el despertadoralarm clock

bajoshort

cortar el céspedto cut the grass

¿Qué estás haciendo?What are you doing?

el balcónbalcony/porch

el disco compactocompact disk

bonito/apretty

dar de comer al…to feed…(the dog/the cat/…)

a la derecha(de)to the right of

el bañobathroom

el equipo de sonidosound system

feo/augly

darto give

a la izquierda (de)to the left of

el comedordinning room

el espejomirror

grandebig

hacer la camato make the bed

bastanteenough/sufficient

el corredor/el pasillohallway

el estantebookshelf

pequeñosmall

lavar el carroto wash the car

cerca (de)near to

el cuartoroom

el lavaplatosdishwasher

importanteimportant

lavar la ropato wash clothes

el dineromoney

el despachostudy

el lector DVDDVD player

mismo/asame

lavar los platosto wash the dishes

la cosathing

el dormitorio/la habitación/el cuartobedroom

el refrigeradorrefrigerator

propio/aone's own

limpiar…(la cocina, el baño,…)to clean…(the kitchen, the bathroom, …)

la posesiónpossession

el fregaderosink

el reproductor de música (e.g., MP3)MP3 player/iPod

COLORESpasar la aspiradorato vacuum

lejos (de)far from

el garajegarage

el sofásofa

amarilloyellow

poner la mesato set the table

limpioclean

el jardíngarden

el televisortelevision

anaranjadoorange

quitar el polvoto dust

siif

el patiopatio

el videovideo

azulblue

sacar la basurato take out the garbage

suciodirty

el pisofloor

la alfombracarpet

blancowhite

un momentoone moment


el primer pisofirst floor

la camabed

café/marrónbrown

Vebos

el recibidorfoyer

la cómoda/el tocadorchest of drawers

grisgray Mandatos Irregulares

dormir (o-ue)to sleep

el segundo pisosecond floor

la computadoracomputer

lilalilac

hazdo

poder (o-ue)to be able to

el sótanobasement

la escobabroom

moradopurple

ponput

poner (-go)to put

la casahouse

la lámparalamp

negroblack

recibirto receive

la chimeneafireplace

la mesitaside table

rojored

vivirto live

la cocinakitchen

la neverarefrigerator

rosadopink

Comparaciones

la escalerastairs/staircase

la pantallaTV or computer screen

verdegreen

el /la mejorbest

la habitaciónbedroom

las cortinascurtains

el/la peorworst

la oficinaoffice

los/las peoresthe worst

la paredwall

mejor/es quebetter than

la planta altaupper level

menos...queless than

la planta bajalower level

para mífor me

la salafamily room

para tifor you

la ventanawindow

peor/es queworse than


¿Dónde está _____? ¿De qué color es__? Mi dormitorio/habitación es___. ¿Qué estás haciendo? “Estar” + presentparticiple. Regular affirmative tú commands (pon & haz), “Tener” que + Infinitive. “Dormir”, “Poder”.


“Moo! Spanish My House” from Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1260.html


NOTE: Teachers should use the appropriate


Look online ads for home decorating Create a booklet describing Design a house based on a




rubrics for speaking and writing CPAs*


and furniture items Read real state ads from Spanish

speaking countries

the rooms in your house and what chores are done there

Create a dialog between a realtor and a client who is buying a home

US location vs. a Spanish speaking country and present to class

Create and present a show about dream homes

Record a radio or TV ad for home furnishing

Create a drawing of your house or bedroom to talk about what you have and where they are located


AP THEME : FAMILIES AND COMMUNITIES, CONTEMPORARY LIFEAP Topic: Holiday Celebrations, Family StructuresLa familia y las celebraciones


Virginia State Foreign Language Standards of Learning for Level :S1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinionsS1.2 Students understand and interpret written and spoken language on a variety of topics.S1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topicsS 4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.S 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.



• Describe your family• Read and listen to information about families• Present information about your family• Discuss your family tree• Talk about celebrations and parties• Ask and tell ages• Express possession• Understand cultural perspectives on family and celebrations

• Compare family celebrations• Compare the role of families• Compare crafts

•Compare the use of possessive adjectives• Compare the role of family membersand how families interact• Talk about new vocabulary through the recognition of cognates• Compare the uses of tener idioms With English• Compare the use of possessive adjectives• Explain the use of diminutives in Spanish

Describe family and family members. Describe physical characteristics

and personality traits of family members.

Tell ages, names, likes, dislikes of family members. Talk about decorations and activities at a party. Describe what people do to

prepare for a party.


USEFUL VOCABULARY

Q4/c5A: La familia y celebraciones

LA FAMILIAACTIVIDADES EN/PARA UNA

FIESTADECORACIONES ADJETIVOS

POSESIVOS CELEBRACIONES

el papá/el padrefather

el nietograndson

tenerto have

el globoballoon

mi / mismy

la fiesta de cumpleañosbirthday party

la mamá/la madremother

los nietosgrandchildren

celebrarto celebrate

la luz light

tu /tusyour (informal)

los preparativospreparations

hermanobrother

los sobrinosnieces and nephews

comprarto buy

las luceslights

su /sushis/her/its/your (formal)

el aniversarioanniversary

tíouncle

los hermanossiblings

apagarto turn off

la florflower

su /susyour (pl.)/their

la fiesta de aniversarioanniversary party

abuelograndfather

los padresparents

soplarto blow

el papel picadocut-paper decorations

las velascandles

primocousin (male)

el gato/la gatacat

bailarto dance

la piñatapiñata SOBRE LA EDAD

la cámaracamera

padrastrostep-father

el perro/la perradog

cantarto sing

el pastelcake

mayor/mayoresolder

la videograbadoravideocamera

madrastrastep-mother

la personaperson

cortarto cut

el regalogift

menor/menoresyounger

¡Feliz cumpleaños!Happy Birthday!

hermanastrostep-brother

cuñadobrother-in-law

abrirto open

la comidafood

viejoold

¡Felicidades!Congratulations!

el esposohusband

los parientesrelatives

decorarto decorate

las decoracionesdecorations

jovenyoung

la esposawife

hermanasister

sacar fotosto take pictures

¿Cuántos años tiene(n)______?How old is _________?

sobrinonephew

tíaaunt

hacer un videoto make a video

Tiene(n)______?He/She/You(f)/They ______?

el hijoson

abuelagrandmother

gustarto like

la hijadaughter

primacousin (female)

encantarto love something

los hijoschildren

hermanastrastep-sister

preferirto prefer

los primoscousins

sobrinaniece

repartirto pass out


la nietagranddaughter

cuñadasister-in-law

cumplir añosto have a birhday

tener años

to be certain years old


¿Quién es ____? Es mi __. ¿Cuántos años tiene(n)? Tiene(n)__años. ¿Cómo es? ¿Cómo se llama? Se llama___. ¿Quéle gusta hacer? Le gusta(n) __. Le encanta(n)__. “Tener”, Possessive Adjectives, “Ser” “Venir”, “Invitar”, “Traer”,“Tener” + que, ¿Dónde es la celebración/ fiesta? ¿Cuándo es la celebración/ fiesta?


Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange “Moo! Spanish Sweet 15” by Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1428.html “Moo! Family Nouns Vocabulary Spanish” by Teacher’s Discovery http://www.teachersdiscovery.com/gp1v1272.html




Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Read a story about families Create a dialog between a

parent and a child Interview a student about their

family structure or famous family structures

Create a power point that demonstrates knowledge of family structure




loudoun county public schools€¦ · web viewlcps spanish i curriculum guide world languages and...

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