THE GOVERNMENT OF THE COMMONWEALTH OF … · THE GOVERNMENT OF THE COMMONWEALTH OF THE BAHAMAS DEPARTMENT OF EDUCATION ... Lesson Plan Format 63 ... The four linguistic skills –

THE GOVERNMENT OF THE COMMONWEALTH OF THE BAHAMAS

DEPARTMENT OF EDUCATION

PRIMARY SPANISH CURRICULUM GUIDELINES

LEVELS 1 - 3

(Revised August 2004)

ii

TABLE OF CONTENTS

Page Message from the Minister iii

Message from the Director iv

Acknowledgments… v

Ministry / Department of Education’s Mission Statement and Modern Languages Unit: Vision, Mission Statement and Belief Statements vi

Rationale vii

Definition of Terms viii

Overarching Goal and Sub-goals ix

Standards x

A Guide to Teaching from the Curriculum xv

Scope and Sequence xvi

Scope of Work – Level 1 1



Suggested Weighting for Formative and Summative Assessments 56

Interdisciplinary Links 57

Prayers – Oraciones 59

Pledge and National Anthem - Juramento a la bandera y El himno nacional 60

Classroom Expressions 61

Song: This Land Is My Land - Ésta es mi tierra 62

Lesson Plan Format 63

Required Texts 64

iii

MESSAGE FROM THE MINISTER It is quite fitting that major curriculum revisions are taking place at the beginning of a new century. This is an opportune time to officially document the body of knowledge, skills, attitudes and understanding that our students should embrace, the demonstration of which will indicate that learning has taken place. The purpose of these Curriculum Guidelines is twofold. Firstly, it is to ensure that all school administrators, teachers, parents, students and members of the wider community are aware of the national educational goals. Secondly, the curriculum must serve as a stimulus to generate creativity and a renewed commitment to the teaching/learning process. No curriculum is static. Therefore, Superintendents in the various Districts will be expected to organize efforts to localize this curriculum. Such revisions must recognize the specific needs of Districts, but at the same time adhere to national standards and goals. The real change agent however, is the classroom teacher who will determine how best to implement this curriculum with students. Those who have contributed to the development of these Curriculum Guidelines deserve highest commendation. This document is a remarkable synthesis of old education practices and new research which has benefited from invaluable feedback from teachers and significant others throughout our Bahamas. The fruits of their labour will enhance the work of our schools to assure the maturation of individuals who can live peacefully and participate in our democratic Christian country.

iv

MESSAGE FROM THE DIRECTOR

The Curriculum, which is the heart of the education system, determines the citizens of tomorrow. Our task as educators then, is to ensure that we include everything in the curriculum that will produce thinking and caring individuals. The curriculum must cater to the development of the students’ intelligence, attitudes, knowledge, and values. It must be flexible and relevant. In developing the curriculum, we must consider the resources needed, learning outcomes expected, and the assessment methods and criteria to be used. We must also include as many people on our team- parents, education authorities, students, and members in the community should all have ownership of the curriculum. It is in this vein, that the Department of Education, in partnership with the school and the community has provided curricula that promote discovery learning, focus on the development of students’ higher order thinking skills and enhance character building and appreciation for cultural values. We in the Department are aware that reform in education is often a difficult undertaking and that the task involved in bringing about innovations in the content of any subject area or in the methods/strategies of learning and teaching is a mammoth one. We are therefore depending on our teachers and administrators to effectively implement the new pedagogies, the educational technologies and the various modes of delivery so that our students will have a realistic chance of “successfully managing the challenges of learning, growth and developing.” The Department of Education is appreciative of the professional expertise reflected in this document and commends all persons who through their contributions have demonstrated a shared vision of guiding and motivating persons to lead successful lives while participating in a democratic, fast changing global society.

Iris Pinder (Mrs.) Director of Education

v

ACKNOWLEDGEMENTS

The revision of the 2004 Primary Spanish Curriculum Guidelines would not have been possible without the hard work and dedication of a number of committed officers, administrators and teachers. The Modern Languages Unit is especially grateful to the members of the Curriculum Team for their devotion to the success of this curriculum revision.

Curriculum Writers

Mrs. Dulcie Armbrister Team Leader Carlton Francis Primary

Mrs. Virginia Grimes-Idah Team Member Thelma Gibson Primary Ms. Kathia Barley-Anderson Team Member Ridgeland Primary

Ms. Maria Seymour Education Officer Department of Education

Consultants Dr. Rhonda Chipman-Johnson Executive Vice-President College of The Bahamas

Ms. Verona Seymour Assistant Director of Education Department of Education Mrs. Leanora Archer Deputy Director of Education Department of Education

Additionally, we wish to express gratitude to the following educators who so willingly gave of their time, knowledge and skills:

Ms. Aleida Jiménez North Eleuthera Primary Ms. Tamra Lightbourne Oakes Field Primary

Ms. Alexandra Rey Walter Parker Primary Ms. Rosa Bailón -Paz E.P. Roberts Primary

We also appreciate the contributions of all those who in any way assisted in the development of this document. The following books / documents were used as resource materials for the development of this curriculum guide: Modern Foreign Languages in the National Curriculum (HMSO Publications, Britain); Conversational Spanish – Primary (Ministry of Education, Youth Affairs and Culture, Barbados); World Languages Curriculum (Arkansas, U.S.A.).

We sincerely thank the Inter-American Development Bank (I.D.B.) for sponsoring this project and Mr. Kirk Lopez for his technical advice.

vi

MINISTRY/DEPARTMENT OF EDUCATION’S MISSION STATEMENT

The mission of the Ministry/Department of Education is to provide opportunities for all persons in The Bahamas to receive the education and training that will equip them with the necessary beliefs, attitudes, knowledge and skills required for work and life in an interdependent, ever changing world.

MODERN LANGUAGES UNIT: VISION, MISSION STATEMENT AND BELIEF STATEMENTS VISION We envision a Bahamas where students are linguistically and culturally equipped to communicate successfully in Spanish and / or French, which will inspire a life-long interest in and appreciation for Hispanic and Francophone cultures, thereby creating windows of opportunity in our global village. MISSION STATEMENT To ensure student proficiency in Spanish and / or French, we will continue to enhance the learning environment by providing relevant curricula, producing indigenous materials and facilitating teacher development programmes. BELIEF STATEMENTS We believe that: 1. Proficiency in Modern Languages enhances self-confidence, improves sense of academic achievement, heightens creativity and sharpens mental

flexibility. 2. Modern Languages skills are necessary for global communication and 21st century citizenship. 3. The four linguistic skills – Listening, Speaking, Reading and Writing should be taught in an integrated manner. 4. Grammar and vocabulary should not be taught in isolation but should be integrated in Modern Languages instruction. 5. Modern Languages instruction provides students with an improved awareness of their own language and culture. 6. Language and culture are inseparable and are best taught in an integrated manner. 7. Modern Languages programmes guide students into an increased awareness and appreciation of their traditions, customs, and values as well as those

of Hispanic and Francophone countries. 8. The methods used for assessing achievement in Modern Languages should reflect teaching and learning strategies. 9. Teaching processes that help to reduce student language performance anxiety and strengthen motivation will enhance learning opportunities.

vii

RATIONALE

The reality of globalisation has put The Bahamas in a position where, to survive economically, it has to be able to compete internationally. Our unique location places us in an enviable position at the crossroads between Europe and the Americas, including The Caribbean. Our geographical proximity to these diverse countries demands that, for survival, we forge social, economic and political partnerships with bodies such as CARICOM, WTO, NAFTA, FTAA, and OAS. It is incumbent upon all educators to prepare students for the multi-lingual world if they want to compete in any arena. Effective communication is of paramount importance as it is at the heart of the human experience.

To be linguistically challenged at this time in our development is not an option. The Bahamas has come to realise that Spanish is the predominant second language in our region. It is therefore imperative that we develop language competency in Spanish and French as we develop our economy in tourism, international banking, trade and investment and other industries.

In order to keep pace with these changing times, the Modern Languages Unit, in the Humanities Section of the Department of Education, has revised the Spanish curricula. Since studies show that language-learning is more effective at an early age, the programme at the primary school level will lay the foundation for the secondary level.

These revised curricula will promote levels of attainments in the four language domains: listening, speaking, reading and writing, as our students prepare for the National Examinations. In so doing, we will be well on our way to becoming a multi-lingual nation. The new thrust is on communicative objectives in authentic situations, as opposed to topics in isolation. The curricula must cater to the diverse needs of students and are, therefore, student-centred. These integrated curricula reinforce links with other disciplines and promote an appreciation for cultural diversity.

It is hoped that students will develop a positive attitude towards foreign language-learning and, in the process, develop a greater measure of their true potential as life-long learners.

viii

DEFINITION OF TERMS

This document comprises several components: the Overarching Goal; Sub-goals; Standards; Scope and Sequence; Scope of Work and the Appendices.

Overarching Goal defines the ultimate outcome of foreign language learning, and outlines the intended purpose of the curriculum document. Sub-goals form the major contextual framework for foreign language teaching: linguistic, interpersonal, environmental and cultural

aspects. Standards show the progressive attainment levels. They define what students should know and be able to do upon completion of

specific levels of instruction. Scope and Sequence is a map outlining the progression of the communicative objectives and presenting subject content to be accomplished at

the end of each level/academic year. Scope refers to the content to be taught; sequence refers to the order in which the content should be taught.

Incidental Teaching refers to impromptu instruction that meets the immediate needs of students.

Scope of Work develops each communicative objective with suggested content, activities, assessment and resources to facilitate and

enhance the teaching/learning process.

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OVERARCHING GOAL

Communicating in Spanish Using the Listening, Speaking, Reading and Writing Skills in a Cultural Context and Within the Grammatical Framework of the Spanish Language

SUB-GOALS

1. Using the Conventions of the Spoken and Written Language, and Critical Thinking Skills

2. Establishing Relationships and Providing Information about Themselves and Others

3. Seeking and Responding to Information about the World Around Them

4. Expressing Feelings, Emotions and Opinions

5. Exploring Cultural Practices and Perspectives

x

STANDARDS Sub-Goal I Using the Conventions of the Spoken and Written Language and Critical Thinking Skills

Standard 1 (Levels 1 & 2)

Students will be able to exchange very basic spoken and written information, using memorised single words or short familiar phrases and visual cues.


Students will be able to produce and respond to short, simple phrases and sentences using familiar vocabulary and structures, but sometimes substituting vocabulary or simple idioms.


Students will be able to engage in original and spontaneous oral and written communication demonstrating skills in comprehension of short texts and dialogues, and a manipulation of grammar and vocabulary.


Students will be able to demonstrate greater proficiency in the target language by completing extended written and oral tasks: describing past, present and future actions and events, based on familiar as well as unfamiliar topics and contexts and using a variety of media.

Standard 5 (Level 9)

Students will be able to sustain detailed oral and written exchanges, express subtleties of the target language, and develop proficiency using a variety of authentic materials and a wide range of vocabulary, idiomatic expressions, structures, tenses and moods.

xi

STANDARDS

Sub-Goal 2 Establishing Relationships and / or Providing Information About Themselves and Others


Students will be able to ask and answer very basic routine questions and make and respond to basic requests and commands. Standard 2 (Levels 3 & 4)

Students will be able to produce and respond to brief, familiar statements and questions. Standard 3 (Levels 5 & 6)

Students will be able to engage in exchanges using level appropriate vocabulary and structures to describe/ narrate actions and events.


Students will be able to use a wide range of vocabulary and structures to produce more detailed information that includes familiar and unfamiliar materials.


Students will be able to apply knowledge and skills to respond to and relate extended oral and written communication.

xii

STANDARDS

Sub-Goal 3 Seeking and Responding to Information About the World Around Them Standard 1 (Levels 1 & 2)

Students will be able to identify conditions within their physical environment and make simple declarations. Standard 2 (Levels 3 & 4)

Students will be able to ask general questions and relate basic information about their immediate environment. Standard 3 (Levels 5 & 6)

Students will be able to demonstrate a greater level of accuracy when using structures to communicate information about their immediate world and daily activities.


Students will be able to communicate using more complex structures on a variety of topics, and engage in more sustained exchanges that reflect different time frames.


Students will be able to attain high proficiency in communication, through an exchange of diverse facts and experiences.

xiii

STANDARDS Sub-Goal 4 Expressing Feelings, Emotions and Opinions


Students will be able to use very basic verbal and non-verbal cues to interpret and express pleasure, displeasure and other conditions and feelings.


Students will be able to describe feelings and relate preferences using basic structures. Standard 3 (Levels 5 & 6)

Students will be able to produce spontaneous exchanges and express, in writing, opinions, preferences, desires and conditions. Standard 4 (Levels 7 & 8)

Students will be able to express and support facts and opinions, orally and in writing using more complex structures. Standard 5 (Level 9)

Students will be able to demonstrate a high level of proficiency using a full range of vocabulary and structures to discuss various points of view.

xiv

STANDARDS Sub-Goal 5 Exploring Cultural Practices and Perspectives.


Students will be able to identify Hispanic regions, countries and major cities, including their respective customs and traditions. Standard 2 (Levels 3 & 4)

Students will be able to demonstrate an understanding of cultural similarities and differences. Standard 3 (Levels 5 & 6)

Students will be able to explore and discuss the impact of Hispanic cultures. Standard 4 (Levels 7 & 8)

Students will be able to examine literary material and discuss traditions within Hispanic communities. Standard 5 (Level 9)

Students will be able to demonstrate an appreciation of distinctive viewpoints through the study of a foreign language.

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A GUIDE TO TEACHING FROM THE CURRICULUM DOCUMENT POINTS TO CONSIDER:

Teaching is not vertical. A Suggested Sequence for Teaching can be found at the beginning of each Level. However, teachers are expected to

adjust the suggested sequence, where necessary, to meet the objectives of the programme and the needs of the students.

The document is flexible. It is not exhaustive and should be adapted to meet students’ needs.

Instructional strategies should be designed for the diverse needs of students.

Sub-goals 1.1 to 1.12 are not intended to be taught separately. They should be integrated in all communicative objectives.

Teachers must familiarise themselves with the Standards and Scope and Sequence for the attainment levels.

Once the communicative objectives have been decided, teachers can refer to the Scope of Work for appropriate vocabulary, structures,

suggested activities, assessment and resources.

Culture must be integrated.

Interdisciplinary links, including integrated technology, must be fostered. See Appendices for a few teaching ideas.

An Assessment Weighting Guide is included in the appendices.

Once the syllabus has been decided, and sub-goals and communicative objectives have been selected, teachers should prepare individual

Schemes of Work.

N.B. Teachers should build on previous knowledge as outlined in the Scope of Work. Feeder schools should provide receiving schools

with accurate information regarding students’ attainment levels.

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SCOPE AND SEQUENCE

Key: I - Introduction of skill IT Incidental teaching R- Reinforcement of skill (always to include advancement of skill, based on students’ needs) A - Advancement of skill

Overarching Goal: Communicating in Spanish Using the Listening, Speaking, Reading and Writing Skills in a Cultural Context and Within

the Grammatical Framework of the Spanish Language

Sub-Goal 1: Using the Conventions of the Spoken and Written Language, and Critical Thinking Skills Sub-goal 1 is not be taught in isolation, but included, where appropriate, in all other communicative objectives.

COMMUNICATIVE OBJECTIVES

Level 1

Level 2

Level 3

Level 4

Level 5

Level 6

Level 7

Level 8

Level 9

1.1 Using the sound system I R R R R A A A A 1.2 Utilizing appropriate structural patterns I R R A A A A A A

1.3 Utilizing appropriate vocabulary, expressions and idioms in phrases and sentences in a variety of situations

I

R

R

R

R

A

A

A

A 1.4 Identifying main points and extracting details and information I R R R R A A A A 1.5 Summarizing information IT IT I R R A A A A 1.6 Making comparisons I R R A A A A 1.7 Making deductions and inferences I R R A A A A 1.8 Identifying and presenting different points of view I R R A A A A 1.9 Expressing present actions and events IT I R R R A A A A

1.10 Expressing future actions and events IT I R R A A A A 1.11 Expressing past actions and events IT I R R A A A A 1.12 Applying the subjunctive mood in context IT IT IT IT IT IT I R A

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SCOPE AND SEQUENCE

Key: I - Introduction of skill IT - Incidental teaching R- Reinforcement of skill (always to include advancement of skill, based on students’ needs) A - Advancement of skill



Sub-Goal 2: Establishing Relationships and / or Providing Information About Themselves and Others


Level 1

Level 2

Level 3

Level 4

Level 5

Level 6

Level 7

Level 8

Level 9

2.1 Interacting socially with peers, relatives, adults and strangers I R R R IT IT IT IT IT

2.2 Seeking and giving information about origin and nationality I R R R R R A A IT

2.3 Giving commands, making requests and responding to them I R R R A A A A A

2.4 Identifying and describing parts of the body I R R A A A A A A

2.5 Describing physical characteristics and personality I R R A A A A A A

2.6 Discussing what people wear on different occasions I R R R A A A A A

2.7 Discussing entertainment, recreation and leisure time I R R R A A A A A

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SCOPE AND SEQUENCE




Sub-Goal 3: Seeking and Responding to Information About the World Around Them


Level 1

Level 2

Level 3

Level 4

Level 5

Level 6

Level 7

Level 8

Level 9

3.1 Using numbers, days and months in everyday situations I R R R R A A A A 3.2 Describing school life I R R R A A A A A 3.3 Describing the home and daily routine I R R R A A A A A 3.4 Distinguishing the seasons of the year and weather conditions IT I R R A A A IT IT 3.5 Locating places, objects and persons IT I R A A A A A 3.6 Describing geographical surroundings, the natural environment and

conservation I R R R R R A A A

3.7 Exploring the future and the world of work IT IT I R A A A 3.8 Identifying and discussing essential services and responding to

emergencies I R R R A A A

3.9 Discussing and comparing tourism at home and abroad IT IT IT I R A A

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SCOPE AND SEQUENCE

Key: I - Introduction of skill IT - Incidental teaching

R- Reinforcement of skill (always to include advancement of skill, based on students’ needs) A - Advancement of skill

Overarching Goal: Communicating in Spanish Using the Listening, Speaking, Reading and Writing Skills in a Cultural Context and Within the Grammatical Framework of the Spanish Language

Sub-Goal 4: Expressing Feelings, Emotions and Opinions


Level 1

Level 2

Level 3

Level 4

Level 5

Level 6

Level 7

Level 8

Level 9

4.1 Describing states and conditions (emotional and physical) I R R R R A A A A

4.2 Expressing and explaining preferences IT IT I R R A A IT IT

4.3 Expressing apologies, regrets and condolences IT IT IT I R R R A A

4.4 Discussing health issues I R A A

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SCOPE AND SEQUENCE



the Grammatical Framework of the Spanish Language Sub-Goal 5: Exploring Cultural Practices and Perspectives


Level 1

Level 2

Level 3

Level 4

Level 5

Level 6

Level 7

Level 8

Level 9

5.1

Discussing the geography, customs, traditions and beliefs of Hispanic countries

I

R

R

R

R

A

A

A

A

5.2 Investigating the linguistic similarities and differences of Hispanic countries

IT

IT

IT

IT

IT

IT

IT

IT

IT 5.3 Comparing and contrasting products, goods and services of Hispanic

countries

IT

IT

IT

I

R

R

A

A

A 5.4 Exploring the literary, cultural and political aspects of Hispanic

countries

IT

IT

I

R

R

A

A

A

A

1

SUGGESTED SEQUENCE FOR TEACHING COMMUNICATIVE OBJECTIVES AT LEVEL 1

Term 1 Page

2.1 Interacting socially with peers, relatives, adults and strangers: Greetings

3

5.1

Discussing the geography, customs, traditions and beliefs of Hispanic countries: Countries; Customs. Continue to teach throughout.

15

2.3

Giving commands, making requests and responding to them

5

1.1

Using the sound system: Vowels and Consonants Continue to teach aspects of the sound system throughout the year.

2

2.2

Seeking and giving information about origin and nationality

4

3.1

Using numbers, days and months in everyday situations

10

3.2 & 1.2

Describing school life: Use of adjectives

11

3.3 & 1.2

Describing the home and daily routine: Use of adjectives

12

2.4 & 1.2

Body Parts: Use of Adjectives

6

Term 2 Page

2.5 Describing physical characteristics and personality: Singular forms of verb ‘ser’

7

2.6

Discussing what people wear on different occasions

8

4.1

Describing states and conditions (emotional and physical): Singular forms of verb ‘estar’

14

Term 3 Page

2.7 Discussing entertainment, recreation and leisure time

9

3.6

Describing geographical surroundings, the natural environment and conservation

13

N.B. At Level 1, teachers are to use only very basic vocabulary and structures. These are to be built on at each successive Level.

2

SCOPE OF WORK

PRIMARY SPANISH - LEVEL 1 Sub-Goal 1: Using the Conventions of the Written and Spoken Language and Critical Thinking Skills

Standard 1: Students will be able to exchange very basic spoken and written information, using memorised single words or short familiar

phrases.

N.B. Communicative objectives in Sub-goal 1 are not taught in isolation, but included, where appropriate, in all communicative objectives.

COMMUNICATIVE

OBJECTIVES

VOCABULARY / STRUCTURES /

CULTURE

SUGGESTED ACTIVITIES

SUGGESTED

ASSESSMENT

RESOURCES

1.1 Using the sound system

Vocabulary 1. The Spanish Alphabet 2. Vowels; Consonants 3. Cognates Structures 1. ¿Qué letra es? 2. ¿Cómo suena? 3. ¿Cómo se pronuncia/deletrea/? 4. Pronuncia/Deletrea/Escribe… Culture 1. Compare Spanish and English alphabet to introduce non-English. sounds: ll, ñ, rr. 2. K and W in words of foreign origin

1. Recite vowel rhyme. 2. Sing vowel songs (e.g. Las Vocales). 3. Sing an alphabet song. 4. Play Alphabet Bingo. 5. Spell names in Spanish.

1. Word completion 2. Circle pictures of items that have vowel sound(s) indicated. 3. Dictation 4. Spelling activities

1. Flashcards 2. Learning System B (p.359, 361, 386) 3. Hola Resource and Activity Book 4. Pimpón / Pinocho/ABC costarricense 5. Sing, Dance, Laugh and Eat Tacos 2 (El alfabeto)

3

SCOPE OF WORK

PRIMARY SPANISH - LEVEL 1 Sub-Goal 2: Establishing Relationships and/or Providing Information About Themselves and Others

Standard 1: Students will be able to ask and answer very basic routine questions and make and respond to basic requests and commands.

COMMUNICATIVE

OBJECTIVES


CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

2.1 Interacting socially with peers, relatives, adults

and strangers

Vocabulary / Structures 1. ¿Cómo está(s) usted / tú? 2 . ¡Hola! 3 . Buenos días; Buenas tardes/noches 4. Estoy bien; Muy bien; Así, así; Mal 5. Adiós; Chao; Hasta luego / la vista 6. Gracias; por favor, de nada; etc. 7. Señor(a/ita); maestro(a), etc. 8. Spanish names Culture 1. Role play kissing on cheeks and

hand-shaking. 2. Explanation of ‘Buenas noches’ for night-time. 3. Explanation of tú and usted in

Spanish-speaking countries.

1. Sing Buenos días or

Buenos días a ti. 2. Role play greeting teacher

and classmates. 3. Engage in mini

conversations using puppets.

4. Pantomime responses to enquiries about health.

5. Make finger puppets. 6. Cut out and colour feelings

masks. 7. Role play situations

requiring the use of tú and usted in Spanish-speaking countries.

1. Complete a dialogue in

Spanish, using cartoon characters.

2. Put a dialogue in correct order.

3. Match pictures to correct written responses.

4. Use courtesy expressions appropriately.

5. Distinguish between tú and usted, using pictures of family members, people of different ages and peers.

1. Español para ti (Level1)

- Blackline Master 4A 2. Español para ti Song

Tape 3. Photographs 4. Flashcards 5. Feelings masks 6. Clocks 7. Magazines

4

SCOPE OF WORK

PRIMARY SPANISH - LEVEL 1

Sub-Goal 2: Establishing Relationships and/or Providing Information About Themselves and Others

Standard 1: Students will be able to ask and answer very basic routine questions and make and respond to basic requests and commands

COMMUNICATIVE

OBJECTIVES

VOCABULARY / STRUCTURES

/CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

2.2 Seeking and giving

information about origin and nationality

Vocabulary 1. El niño,/la niña; chico(a); alumno(a) 2. Encantado(a); Mucho gusto 3. Los nombres 4. Las Bahamas Structures 1. ¿Cómo te llamas? Me llamo… 2. ¿Cómo se llama Ud.? Me llamo… 2. ¿De dónde eres tú? Soy de... 3. ¿Cuántos años tienes tú? Yo

tengo…. años. Culture 1. Shaking of hands and kissing of cheeks 2. Spanish nicknames, Lupe, Pepe, Paco, Lola, etc.

1. Sing a song about Spanish

names. 2. Role play mini-

conversations. 3. Question and answer drills 4. Make name tags using

Spanish names. 5. Play name game, ¿Quién

es?, using real or fictitious names.

6. State names, using photographs of real persons.

1. Question and answer exercise 2. Sentence completion 3. Dialogue completion

1. Sing, Dance, Laugh

and Eat Tacos 1 – Booklet and Cassette

2. Español para ti - Level 1

3. Hola (p. T 155) 4. Photographs 5. Name Tags 6. Maps

5

SCOPE OF WORK




COMMUNICATIVE

OBJECTIVES


CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

2.3 Giving commands,

making requests and responding to them

Vocabulary 1. Sí; No; Silencio; 2. Por favor; Gracias; Con permiso 3. Perdóname / Perdon; Disculpa 4. Levántate / Levántense 5. Siéntate / Siéntense 6. Escucha / Escuchen 7. Repite / Repitan 8. Ven / Vengan; Ve/Vayan 9. Habla/Hablen; Contesta/Contesten 10. Abre/Abran; Cierra/Cierren Structures 1. ¿Puedo ... / ir al baño? etc. 2. ¿Puedes… / Quieres ...? 1. Vamos a cantar / jugar, etc. Culture 1. Explanation of use of por favor with

commands (Character Education)

1. Role play giving and responding to commands. 2. Play Charadas (miming). 3. TPR - Students take turns being the teacher and giving commands. 4. Play Simón dice ... 2. Role play using courtesies

in various situations. 3. Match pictures with phrases. 7. Listening exercise with multiple choice questions

1. Match pictures with spoken and written commands.

2. Respond appropriately to spoken or written commands through physical actions (TPR).

3. Listening comprehension.

4. Arrange dialogue In an order that makes sense.

1. Learning System A / B 2. Español para ti 3. Hola

6

SCOPE OF WORK




COMMUNICATIVE

OBJECTIVES


CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

2.4 Identifying and describing

parts of the body

Vocabulary 1. La cabeza, la cara, el pelo, los ojos, la boca, la nariz, el cuello, las orejas

2. Los hombros, los brazos, las manos los dedos

3. Las piernas, los pies, las rodillas

Structures 1. Tengo ..., Tienes ..., 2. Toca/Toquen ... 4. Levanta/ Levanten 5. The definite articles: el, la , los

las, not the personal pronouns (my, your, etc.) are used when talking about body parts.

1. Spelling: El Ahorcado (in Supplementary Booklet) 2. Play Simón dice ... (Simon

says...) 3. Sing song about body

parts. 4. Play Body Bingo. 5. Perform TPR activities: Touch relevant body parts as instructed by teacher. 6. Mold a mask and describe it

1. Label parts of the body in pictures/diagrams. 2. Match pictures with sentences. 3. Complete multiple choice exercise.

1. Body Parts chart 2. Body Bingo game cards 2. Mask template 3. Learning System B - Song: Toca tu cabeza

5. Trotamundos Book 1 (La Macarena)

7

SCOPE OF WORK




COMMUNICATIVE

OBJECTIVES


CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

2.5 Describing physical

characteristics and personality

Vocabulary 1. Pequeño, grande; alto, bajo; bueno,

malo; inteligente; popular; amable

Structures 1. ¿Cómo eres? 2. Soy...; No soy… 3. Tengo... No tengo… 4. Agreement of adjectives

1. Draw a self-portrait and describe it OR make a mask and describe it. 2. Play Body Bingo. 3. Give oral description of

self.

1. Match pictures with oral or written descriptions

1. Hola 2. Muy bien - Level B 3. Mask template

8

SCOPE OF WORK




COMMUNICATIVE

OBJECTIVES


CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

2.6 Discussing what people wear on different occasions

Vocabulary 1. La falda, la blusa, la camisa, las

medias, los calcetines, el pantalón, los zapatos, el cinturón, la corbata, el uniforme

2. El vestido (dominical), las cintas

Structures 1. ¿Qué llevas puesto? 2. Llevo… 3. ¿Qué usas? 4. ¿Qué vas a ponerte? 5. Voy a ponerme… 6. ¡Pónte!

1. Identification exercise 2. Clothing Bingo 3. Relay clothing game 4. Sing song about clothing: Estos son mis zapatos. 5. Dress paper dolls.

1. Matching exercise 2. Cloze test - from song 3. Listen and Circle exercise

1. Hola 2. Muy bien - Level A 3. Learning System A 4. Clothing Bingo game cards 4. Español para ti - cassette

9

SCOPE OF WORK




COMMUNICATIVE

OBJECTIVES


CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

2.7 Discussing

entertainment, recreation and leisure time

Vocabulary

1. La banda: las maracas, el tambor, el triángulo, el piano, la guitarra, la trompeta, la flauta, el saxofón, el violin, la pandareta

2. La música (music) 3. El músico / La música (musician) Structures 1. ¿Qué es esto? 2. Es… 3. ¿Tocas? 4. Si, toco… 5. No, no toco… Culture 1. Los mariachis of Mexico 2. Los bailes típicos: Mexican Hat

dance, la salsa, la Macarena, la bamba, el merengue

1. Sing La Bamba. 2. Matching exercise 3. Instrument Bingo 4. Play musical instrument for class. 5. Dance la Macarena / salsa / etc. 6. Listen to instruments and identify them.

1. Cloze test with song, La Bamba 2. Matching exercise 3. Listen and Circle exercise

1. Sing, Dance, Laugh and Eat Tacos 2 2. Muy Bien Level A 3. Instrument Bingo cards 4. Flashcards 5. Musical instruments

10

SCOPE OF WORK



Standard 1: Students will be able to identify conditions within their physical environment and make simple declarations.

COMMUNICATIVE

OBJECTIVES


CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

3.1 Using numbers, days and months in everyday situations

Vocabulary 1. Numbers 0 to 30 2. Days of the week 3. Months of the year

Structures 1. ¿Cuántos(as) hay ...? 2. Hay... 3. ¿Qué dia es hoy? 4. Hoy es ... 5. Mañana será ... 6. Ayer fue .. 7. ¿Cuántos años tienes tú? 8. Tengo ... años. 9. Days of the week and months of the

year are not generally capitalized.

Culture

1. The Spanish week begins on Monday.

1. Play Numbers Bingo. 2. Sing version of Los niñitos (Ten Little Indians). 3. Calculate simple Maths problems (addition, subtraction, division and multiplication). 4. Sing song about the days

of the week. 5. Complete oral / chain drills for asking and giving age. 6. Label a weekly calendar.

1. Solve simple Maths problems. 2. Put days/months in order. 3. Fill in missing numbers, days or months in sentence-completion exercises. 4. Unscramble the days of the week.

1. Numbers Flashcards 2. Bingo cards 3. Calendar 4. Sing, Dance, Laugh and Eat Tacos 1: Numbers Rap - Cuenta

11

SCOPE OF WORK




COMMUNICATIVE

OBJECTIVES


CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

3.2 Describing school life

Vocabulary 1. Objetos: libro, cuaderno, lápiz, pluma, bolígrafo, regla, silla, mesa, escritorio, tiza, pizarra, borrador, etc. 2. Personas: maestro(a), profesor(a), alumno(a), director(a) 3. Edificios: escuela, clase/aula, oficina, auditorio, biblioteca, baño 5. Formas: círculo, triángulo, cuadrado, rectángulo 6. Colores: negro(a), blanco(a), etc. Structures 1. ¿Qué / Quién es? Es el / la… 2. ¿Cuántos(as) ... hay? Hay… 3. ¿Tienes tú un(a)…? 4. Tengo…/No tengo… Culture 1. In some Hispanic countries, the

schools operate on shift systems.

1. Play Busca el objeto or Yo estoy pensando en una cosa ... 2. Label and colour a classroom scene. 3. Play Tic Tac Toe using school-related vocabulary. 5. Name items in school bags

or desks; ¿Qué hay en la mochila / el pupitre? 5. Sing song about colours, shapes or school supplies. 6. Role play mini schoolyard dialogue. 7. Play Shapes Bingo. 8. Label objects in classroom.

1. Match items with words 2. Complete multiple choice exercises. 3. Color and label classroom objects. 4. Describe classroom objects by colour and shape. 6. TPR - Commands:

Muéstrame / Señala + objetos / personas

1. Hola Teacher’s Manual 2. Flashcards 3. Tic Tac Toe game board 4. Sing, Dance, Laugh

And Eat Tacos (Colour Song)

6. Twin Sisters CD (Colour Song) 7. Map of school grounds 8. Shapes Bingo game

cards

12

SCOPE OF WORK




COMMUNICATIVE

OBJECTIVES


CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

3.3 Describing the home and daily routine

Vocabulary 1. El desayuno, el almuerzo, la cena la comida, la merienda, el picnic 2. Las bebidas: refrescos, gaseosas el agua, el jugo, la leche 3. Los alimentos: la carne, el pescado, el pollo, el jamón, el pan, las papas, los huevos, el cereal, el arroz, el queso, el helado, el pastel 5. Las frutas: mango, banana, platáno, manzana, naranja, limón, uva, piña, 6. Las legumbres: tomate, lechuga, Structures 1. ¿Qué es / son? Es…/ Son… 2. ¿Qué comes? Como… 3. ¿Qué te gusta comer? 4. Me gusta… / No me gusta… 9. Reinforcement of colours and other adjectives

1. Sing picnic song: La merienda campestre. 2. Matching exercise 3. Food Bingo 4. Food Tasting exercise

1. Listening comprehension 2. Matching exercise

1. Español para ti – Level 1 2. Muy Bien A & B 3. Food Bingo game cards

13

SCOPE OF WORK




COMMUNICATIVE

OBJECTIVES


CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

3.6 Describing

geographical surroundings, the natural environment and conservation

Vocabulary 1. Los animales domésticos / las mascotas: el perro, el gato, el pez, el conejo, el pájaro, el loro, el canario, la tortuga 2. Los animales de la granja / finca: el gallo, la gallina, el pollito, el pavo, el caballo, la oveja, la vaca, la cabra, el cerdo, el pez Structures 1. ¿Qué animal es? Es… 2. ¿Qué da(n) leche / lana? 3. ¿Tienes animales en casa? 4. Tengo… / No tengo… 5. ¿Cómo es / son? Es / Son… 7. Reinforcement of gustar 8. Reinforcement of adjectives

1. Listening comprehension: Listen to description of animals and complete grid. 2. Listen and Colour exercise 3. Animal Bingo 4. Pair work – Interview classmate about his/her pet and complete grid. 5. Sing a song - Vengo a ver

mi granja.

1. Reading comprehension: Read descriptions and complete grid. 2. Listen and Circle exercise 3. Write a short paragraph

about a farm animal (using guided questions).

1. Muy bien – Level A 2. Hola - Resource Book 3. Flashcards 4. Animal Bingo game cards

14

SCOPE OF WORK



Standard 1: Students will be able to use very basic verbal and non-verbal cues to interpret and express pleasure, displeasure, and other conditions or feelings.



CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

4.1 Describing states

and conditions (emotional and physical)

Vocabulary 1. Contento, triste, bien, mal, cansado, enojado, 2. Frío, calor, hambre, sed, sueño, miedo, dolor Structures 1. Estar + adjective of emotion 2. Estoy .../ Estás ... 3. Tener + noun 4. Tengo .../¿Tienes ...? 5. ¿Qué tienes ...?

1. Mime feelings 2. Role play 4. Draw faces to show different emotions. 5. Sing a song about feelings (e.g.: Los sentimientos) 6. Use puppet in a warm-up dialogue to present vocabulary and structures. 7. Repetition drills 1. Watch video of Los Tres Cerditos.

1. Match picture with phrase / sentence that describes it. 2. Describe picture flash cards. 3. Complete a dialogue.

1. Feelings Chart 2. Flashcards 3. Masks 4. Puppet (e.g.: “Rosco”) 6. Learning System - A Big Book and Story Cassette 6. Sing, Laugh, Dance and Eat Tacos 1 7. Video of Los Tres

Cerditos (Learning System A)

15

SCOPE OF WORK


Sub-Goal 5: Exploring Cultural Practices and Perspectives

Standard 1: Students will be able to identify Hispanic regions, countries and major cities, including their respective customs and traditions

COMMUNICATIVE

OBJECTIVES


CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

5.1 Discussing the geography, customs, traditions and beliefs of Hispanic countries

Vocabulary 1. Names of Spanish-speaking countries and their capitals: España - Madrid; Cuba - Habana; La República Dominicana - Santo Domingo; Puerto Rico - San Juan; México - La Ciudad de México 2. El Caribe, la bandera, el país, la isla, el mar, la capital 3. Las nacionalidades: bahamés(a), español(a), cubano(a), mexicano(a) 4. La Navidad, Los Reyes Magos, La Nochebuena Structures 1. ¿De dónde eres tú? 2. Soy de ... 3. ¿Cuál es la capital de …?

1. Label map (one region at a time). 2. Sing song, Los Países Hispanos. 3. Parade flags from Hispanic countries. 5. Listen to National Anthems of The Bahamas and select Spanish-speaking countries. 6. Draw and colour flags of Hispanic countries. 7. Assume personalities of famous persons and state origin.

1. Identify capitals of Spanish-speaking countries. 2. Listening comprehension 3. Matching exercise 4. Label and colour flags of countries studied. See column 1 on this page.

1. Hola Culture Resource Book 2. Los Trotamundos 1 (p. 8, 9) 3. Masks 4. Flags 5. Puppet (e.g.: “Rosco”) 6. Sing, Dance, Laugh and Eat Tacos 2 (Los Países Hispanos)

16


Term 1 Page

1.1 Using the sound system - Vowels and Consonants - N.B. Continue to teach aspects of the sound system throughout the year.

R

18

2.1 Interacting socially with peers, relatives, adults and strangers

R

19

5.1

Discussing the geography, customs, traditions and beliefs of Hispanic countries - Countries and Customs

R

32

2.3


R

21

2.2

Seeking and giving information about nationality and origin

R

20

3.1


R

26

3.2 & 1.2

Describing school life: Use of adjectives and the verb ‘tener’

R

27

3.3 & 1.2

Describing the home and daily routine: Rooms and Use of adjectives

R

28

2.4 & 1.2

Identifying and Describing Parts of the Body: Use of Adjectives

R

22

17


Term 2 Page

2.5

Describing physical characteristics and personality: Singular forms of verb ‘ser’

R

23

2.6


R

24

2.7 & 4.2

Discussing entertainment, recreation and leisure time and Expressing and Explaining Preferences

R

25 &52

4.1

Describing states and conditions (emotional and physical): Singular forms of verb ‘estar’

R

31

Term 3 Page

3.4

Distinguishing the seasons of the year and weather conditions

I

29

3.6 & 4.2

Describing geographical surroundings, the natural environment and conservation and Explaining Preferences

R

30 & 52

18

SCOPE OF WORK


Standard 1: Students will be able to exchange very basic spoken and written information, using memorised single words or short familiar

phrases.


COMMUNICATIVE

OBJECTIVES


CULTURE


SUGGESTED

ASSESSMENT

RESOURCES


Vocabulary 1. The Spanish Alphabet 2. Vowels; Consonants 3. Cognates Structures 1. Las sílabas 2. ¿Cómo se deletrea? 3. ¿Cómo se escribe? 4. Deletrea/Escribe… Culture 1. Compare Spanish and English alphabet to reinforce non-English. sounds: ll, ñ, rr. 2. K and W in words of foreign origin

1. Sing vowel songs (e.g. Las Vocales). 2. Sing an alphabet song. 3. Spelling exercises 4. Pronunciation exercises

1. Word completion 2. Fill in missing vowel / consonant in simple songs. 3. Pronunciation exercise 4. Word dictation

1. Hola Resource - Pronunciation pages 2. Learning System B 4. Pimpón / Pinocho (ABC costarricense) 5. Sing, Dance, Laugh and Eat Tacos 2

19

SCOPE OF WORK

PRIMARY SPANISH - LEVEL 2 Sub-Goal 2: Establishing Relationships and/or Providing Information About Themselves and Others


COMMUNICATIVE

OBJECTIVES


CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

2.1 Interacting socially with peers, relatives, adult and strangers

Vocabulary / Structures 1. La familia, mamá, papá, hijo(a),

hermano(a), abuelo(a) 2. Grande, mediano(a), pequeño(a) 3. Numbers 0 – 50 Structures 1. ¿Qué tal / pasa? 2. ¡Qué pena! 3. Mucho gusto, El gusto es mío,

Hasta mañana / pronto / el lunes 4. ¿Quién es / eres / son? 5. ¿Cuántos son? 6. ¿Cómo se llama? Se llama … 7. ¿Cómo es tu / su familia? 8. Agreement of nouns and adjectives Culture 1. Compare different ways of greeting

and naming people / families in different Hispanic countries.

1. Draw a family tree. 2. Role play different

situations. 3. Perform mini

conversations. 4. Sing The Hello Song. 5. Sing song Adiós mis

amigos, or any song about leave-taking.

6. Sing song about the family: e.g.: Mi familia es muy querida.

1. Listening

comprehension 2. Complete a dialogue. 3. Put dialogue in

correct order. 4. Answer questions

about family tree.

1. Muy bien - Level B 2. Hola 3. Learning System A 4. Twin Sisters CD

20

SCOPE OF WORK



Standard 1: Students will be able to ask and answer very basic routine questions and make and respond to basic requests and commands

COMMUNICATIVE

OBJECTIVES

VOCABULARY / STRUCTURES

/CULTURE


SUGGESTED

ASSESSMENT

RESOURCES



Vocabulary 1. Estudiante, muchacho(a), edad,

dirección, nacionalidad, país Structures 1. ¿Dónde vives? Yo vivo… 2. ¿Quién eres tú? Soy… 3. ¿Quién es? Es… 4. ¿De dónde es él / ella? 5. ¿Cuál es tu nacionalidad?

1. Sing song about nationality

(Paco). 2. Fill in personal data form -

e.g. ID cards. 3. Role play. 4. Create a dialogue. 5. Chain drills 6. Play game about

nationality - e.g. Jeopardy. 7. State origins and

nationalities using photographs of famous persons.

1. Complete personal data

form. 2. Reading comprehension

exercise. 3. Sentence completion

exercise - e.g. Paco es de México. Él es méxicano.

4. Write postcards and exchange with classmates or school mates.


and Eat Tacos (Paco) 2. Trotamundos Level 1 -

Text and Workbook 3. Pictures / Photographs

of famous personalities 4. Personal Data Forms

21

SCOPE OF WORK




COMMUNICATIVE

OBJECTIVES


CULTURE


SUGGESTED

ASSESSMENT

RESOURCES



Vocabulary 1. Ve / Vayan 2. See level 1. Structures 1. ¡Toca la puerta! 2. ¡Dame el libro! 3. ¡Corre al baño! 4. ¡Tráeme el lápiz! Culture 1. Reinforce use of por favor with

commands (Character Education)

1. Play Simón dice. 2. Create conversations using

a puppet.

1. Matching exercise 2. Oral command exercise 3. Fill in blanks to complete

dialogue.

1. Learning System A / B 2. Puppets

22

SCOPE OF WORK




COMMUNICATIVE

OBJECTIVES


CULTURE


SUGGESTED

ASSESSMENT

RESOURCES


parts of the body

Vocabulary 1. Review vocabulary from Level 1.

See page 6, column 2.

Structures 1. ¿Qué es esto? 2. ¿Qué son estos? 3. Tengo… / Tiene… 4. Toca / Toquen

1. Play Simón dice. 2. Sing Fray Felipe: Change

toca la campana to commands to identify parts of the body.

3. Role play a dialogue. 4. Draw a monster based on

description given. 5. State the funcion of each

part of the body: Tengo ojos para ver. / Tengo la boca para hablar y comer.

1. TPR exercises,

commands and questions

2. Reading comprehension exercise 3. Fill in the blanks exercise 4. Spelling exercise

1. Learning System A 2. Flashcards

23

SCOPE OF WORK




COMMUNICATIVE

OBJECTIVES


CULTURE


SUGGESTED

ASSESSMENT

RESOURCES



Vocabulary 1. Grueso(a), delgado(a); bonito(a),

guapo(a), feo(a); moreno(a), rubio(a)

Structures 1. ¿Cómo eres? Soy… 2. ¿Cómo es? Es… 3. ¿Cómo son? Son… Culture 1. Amerindians of Latin-America:

Mayans, Incas, Aztecs 2. Arawaks 3. Explain Todos son distintos.

1. Describe classmate. 2. Describe famous persons

(from photographs). 3. Play guessing game. 4. Write postcards to pen-pal

at another school.

1. Identification exercise 2. Write description from

pictures. 3. Listen to dictated

descriptions and complete a grid.

1. Qué tal – Text and

Workbook 2. Trotamundos 3. Blank postcards 4. Photographs / Pictures

24

SCOPE OF WORK




COMMUNICATIVE

OBJECTIVES


CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

2.6 Discussing what people wear on different occasions

Vocabulary 1. Sombrero, pijamas, medias,

calcetines, gorra, traje de baño 2. Nuevo, viejo; limpio, sucio 3. Los colores (reinforcement) Structures 1. ¿De qué color es? 2. ¿Cuánto cuesta? 3. ¿Qué llevas puesto? 4. Llevo (puesto)… 5. Agreement of adjectives

1. Play game, La tienda de

ropa (Hola p. T166). 2. Play Clothing Card Game

(solitaire version). 3. Word Search (with

pictures) 4. Fashion show 5. Make and / or dress paper

dolls. 6. Clothesline song - La

lavadora

1. Identification exercise 2. Oral / Written description

of given items 3. Matching exercise

(picture / item with written word)

1. Muy bien - Level B 2. Viva el español

Learning System A 3. Hola (p.T166) 4. Game cards 5. Paper dolls

25

SCOPE OF WORK


Sub-Goal 2: Establishing Relationships and / or Providing Information About Themselves and Others


COMMUNICATIVE

OBJECTIVES


CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

2.7 Discussing entertainment, recreation and leisure time

Vocabulary

1. Los deportes: el baloncesto, el fútbol, el volibol, la natación, el béisbol, el karate, la gymnasia, el atletismo,

2. jugar, cantar, bailar, nadar, escuchar, caminar, patinar, montar en bicicleta, mirar la televisión

Structures 1. ¿Qué haces en tu tiemp libre? 2. ¿Cuál es tu pasatiempo favorito? 3. ¿Qué pasatiempo te gusta? 4. Present tense singular verb forms:

yo, tú, él, ella 5. Simple future: ir a + the infinitive Culture 1. El fútbol - soccer, as the popular

sport in Hispanic countries

1. Matching exercise 2. Listen to dictation and

identify pictures on activity sheets.

3. Draw schedule of pastime activities.

1. Listen and Circle

exercise 2. Fill in grid after listening

to dictated dialogue / sentences.

3. Write a description using visual cues.

1. Hola 2. Flashcards 3. Learning System A

26

SCOPE OF WORK




COMMUNICATIVE

OBJECTIVES


CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

3.1 Using numbers, days and months in everyday situations

Vocabulary 1. Numbers 0 –50 2. Days of the week 3. Months of the year 4. El primero, una fiesta, un día

feriado, la hora

Structures 1. ¿Qué mes es? 2. ¿En qué mes es tu cumpleaños? 3. ¿Qué número falta? 4. ¿Cuál es la fecha / Qué fecha es? 5. Él / Ella tiene … años. 6. ¿Qué hora es? (for the hour only) 7. Es la una. / Son las dos / tres / etc. 8. ¿Cuál es tu número de teléfono?

1. Play Numbers Bingo. 2. Give date of birth, special

occasions, holidays, etc. 3. Discuss weekly activities. 4. Calculate simple Maths

problems. 5. Give ages of family

members and others. 6. Indicate time on clock.

1. Provide missing numbers

in number patterns: E.g.: cinco, diez, _____, veinte.

2. Put months in order. 3. Give dates in Spanish. 4. Match written or dictated

times with pictures of clocks.

1. Bingo game cards 2. Sing, Dance, Laugh

and Eat Tacos 2 – Los meses del año

3. Learning System A 4. Clock(s)

27

SCOPE OF WORK




COMMUNICATIVE

OBJECTIVES


CULTURE


SUGGESTED

ASSESSMENT

RESOURCES


Vocabulary 1. La sala de profesores, la secretaria,

la profesora (el profesor) de español 2. El aula, la clase de matemáticas

(etc.), la soda, el campo de deportes,

3. La mochila, la carpeta, el marcador Structures 1. ¿Qué es esto? 2. ¿Qué son estos? 3. ¿Adónde vas? 4. ¿Qué vas a hacer? 5. ¿Cuándo vas? 6. Pluralisation of nouns and articles

(definite and indefinite)

1. Matching exercise: Match

picture cards with word cards.

2. Take inventory of objects in the classroom.

3. Play game, ¿Dónde está? 4. Make up school schedule.

1. Sentence completion

exercise 2. Reading comprehension 3. Answer questions (orally

and in writing) about school schedule.

1. Hola - Text, Resource

and Activity Books 2. Muy bien - Level B

28

SCOPE OF WORK




COMMUNICATIVE

OBJECTIVES


CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

3.3 Describing the home and daily routine

Vocabulary 1. La casa, el cuarto, el baño, la

cocina, el comedor, el dormitorio, la sala, el patio, el jardín

Structures 1. ¿Dónde está? 2. ¿Qué hay…? Hay… 3. ¿Cómo es…? 4. Afuera de, dentro de, en Culture 1. Popularity of el patio in Spanish-

style houses / homes 2. Discussion of home life in Spanish-

speaking countries

1. Play Rooms Bingo. 2. Matching exercise

1. Matching exercise 2. Listening

comprehension: E.g.: Teacher dictates: “Juan está en la cocina.” Write Juan’s name in the kitchen of a house plan.

1. Bingo game cards 2. House plans 3. Muy bien - Level A 4. Qué tal

29

SCOPE OF WORK




COMMUNICATIVE

OBJECTIVES


CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

3.4 Distinguishing

seasons of the year and weather conditions

Vocabulary 1. Los meses del año (review) 2. Las estaciones: el verano, el otoño,

el invierno, la primavera 3. El sol, la lluvia, las nubes, el cielo 4. Calor, frío, viento, fresco 5. el impermeable, la capa, las botas,

el paraguas, las gafas 6. El trueno, el relámpago, el huracán,

la tormenta Structures 1. ¿Qué tiemp hace? 2. Hace buen / mal tiempo; tiempo;

Está / nublado 3. ¿Qué estación es? Culture 1. Comparison of weather in southern

and northern hemispheres during specific seasons of the year

1. Make weather chart /

wheel. 2. Match clothing / items with

appropriate weather conditions.

3. Label weather conditions. 4. Match months with

seasons.

1. Recognise weather

conditions illustrated on cards.

2. Match weather phrases with pictures.

3. Create a mini dialogue. 4. Keep a record of daily

weather conditions for one week.

5. Match weather phrases with seasons.

6. Fill in weather conditions on map of island / country.

1. Hola – Text and

Resouce Books 2. Paper plates 3. Flash / Picture Cards 4. Blank map 5. Muy bien - Level B

30

SCOPE OF WORK




COMMUNICATIVE

OBJECTIVES


CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

3.6 Describing

geographical surroundings, the natural environment and conservation

Vocabulary 1. El país, la isla, la ciudad, 2. El mar, la arena, el océano 3. El (parque) zoológico: el tigre, el

león, el elefante, el canguro, la jirafa, el oso, el mono, la culebra

Structures 1. ¿Qué animal es? 2. ¿Qué da(n)? 3. Da(n) leche / lana / huevos. 4. ¿Cómo es / son? 5. Come(n) hierba / heno / maíz. 6. Use of the definite artcles with

general nouns 7. Reinforcement of adjective and

number agreement Culture 1. Discussion of national symbols

1. Sing song about zoo

animals. 2. Animals Bingo. 3. Label and colour an

outdoors scene. 4. Make cards for animal

picture book.

1. Listening exercise: Fill in

grid after listening to simple descriptive sentences.

2. Write a brief description about a zoo animal (using guided questions).

3. Match animals with written descriptions.

1. Flashcards 2. Bingo cards 3. Twin Sisters CD

31

SCOPE OF WORK



Standard 1: Students will be able to use very basic verbal and non-verbal cues to interpret and express pleasure, displeasure, and other conditions or feelings.



CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

4.1 Describing states

and conditions (emotional and physical)

Vocabulary 1. Razón, prisa, suerte 2. Flojera, pereza Structures 1. ¿Tienes? 2. ¿Qué tiene(s)? 3. Tengo… / No tengo… 4. Tienes… / No tienes… 5. Tiene… / No tiene…

1. Mime feelings. 2. Listening comprehension 3. Produce the appropriate

tener expression, based on situations given: E.g. Tú corres a casa. ¿Qué tienes? (Answer: Tengo prisa.)

1. Listening comprehension 2. Match description given

by classmates or teacher with vocabulary cards.

1. Vocabulary cards 2. Hola - Teacher’s

Edition

32

SCOPE OF WORK


Sub-Goal 5: Exploring Cultural Practices and Perspectives

Standard 1: Students will be able to identify Hispanic regions, countries and major cities, including their respective customs and traditions

COMMUNICATIVE

OBJECTIVES


CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

5.1 Discussing the geography, customs, traditions and beliefs of Hispanic countries

Vocabulary 1. Names of Central American

countries and their capitals 2. La capital, la ciudad, la bandera 3. El escudo, el sombrero, el poncho /

huipl, Structures 1. ¿Dónde está Cuba / Costa Rica? 2. Cuba está en el Caribe. 3. ¿Cuál es la capital de ….? 4. ¿Cuántas habitants hay? 5. ¿Quién el el presidente? 6. ¿Qué es la comida típica? Culture Customs celebrated in Central American countries: Día de los muertes, la lotería, el ojo de Dios, las piñatas

1. Locate countries and

capitals on a map. 2. Parade of countries with

flags and coat of arms 3. Follow recipes:

guacamole, tortillas, tacos, chocolate, arroz con leche, etc.

4. Sing songs. 5. Make ojos de Dios - a

Mexican craft. 6. Compare celebrations in

Hispanic and Bahamian cultures.

7. Make a piñata.

1. Label Spanish-speaking

countries on a map. 2. Match countries and

capitals. 3. Match heroes, singers,

athletes and sports with countries.

4. Mini country project

1. Hola - Culture and

Resource Books 2. Hola - Teacher’s

Resource Book 3. Learning System A 4. Ven Conmigo Book 1 5. Flags 6. Songs: Guantanamera;

El Tapatío (The Mexican Hat Dance); Cielito Lindo, Las Mañanita;, La Piñata; Palo, Pal;, So-so Caramba

33


Term 1 Page

1.1 Using the sound system - Vowels and Consonants - N.B. Continue to teach aspects of the sound system throughout the year.

R

35

5.1 & 5.4 Discussing the geography, customs, traditions and beliefs of Hispanic countries

R

53 & 54

2.1

Interacting socially with peers, relatives, adults and strangers

R

37

4.1

Describing states and conditions (emotional and physical) - Present tense plural forms of ‘estar’ and ‘tener’

I

51

2.3


R

39

3.1


R

44

2.2 & 1.10

Seeking and giving information about origin and nationality

R

38

3.2 & 1.10

Describing school life

R

45

3.3 & 1.10 – 1.11

Describing the home and daily routine

R

46

3.8

Identifying and discussing essential services and responding to emergencies

I

50

3.5

Locating places, objects and persons

I

48

2.7 & 1.9 – 1.11

Discussing entertainment, recreation and leisure time - Present, simple future and past tense structures

R

43

34


Term 2 Page

2.7 & 1.9 – 1.11

Discussing entertainment, recreation and leisure time - Present, simple future and past tense structures

R

43

4.2

Expressing and explaining preferences

I

52

3.6

Describing geographical surroundings, the natural environment and conservation

R

49

2.6


R

42

Term 3 Page

3.4

Distinguishing the seasons of the year and weather conditions

R

47

2.4

Identifying and describing parts of the body

R

40

2.5

Describing physical characteristics and personality

R

41

35

SCOPE OF WORK


Standard 2: Students will be able to produce and respond to short simple phrases and sentences, using familiar vocabulary, structures

and simple idioms.


COMMUNICATIVE

OBJECTIVES


CULTURE


SUGGESTED

ASSESSMENT

RESOURCES


Vocabulary 1. El acento, el tilde 2. Minúscula, mayúscula 3. Vowels, Consonants Structures 1. ‘E’ used instead of ‘y’ before words

beginning with ‘i’ or ‘y’ 2. Accented vowels (vocales con

acento / tilde) Culture 1. Reinforcement of non-English

sounds: ll, ñ, and rr

1. Sing a song or recite vowel

rhyme. 2. Sing an alphabet song. 3. Play El ahorcado

(Hangman). 4. Play ¿Cuánto cuesta la

palabra? 5. Tongue Twisters

(Trabalenguas) 6. Practise intonation

patterns. (Repetition drills) 7. Read aloud. 8. Spelling exercises (E.g.

Place written accent marks on words.

1. Spelling Bee 2. Dictation (spot or

sentence 3. Unscramble letters in

known words. 4. Word completion 5. Place written accent

marks correctly. 6. Group words according

to vowel sounds (or sounds that the teacher wants students to identify).

7. Divide words into syllables and identify where the stress falls.

1. Learning System B -

La casa del alfabeto 2. Rhyme Time -

Cassette and Booklet 3. Trotamundos 1 –

Students’ and Teacher’s Book

4. Hola - Resource and Activity Booklet

5. Pimpón / Pinocho / ABC costarricense

6. Vocabulary Builder (p.53)

36

SCOPE OF WORK


Standard 2: Students will be able to produce and respond to short simple phrases and sentences, using familiar vocabulary, structures

and simple idioms.

COMMUNICATIVE

OBJECTIVES


CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

1.2 Utilising appropriate

structural patterns

Vocabulary 1. Refer to Structures in the Scope of

Work, Levels 1 – 3. Structures 1. Agreement of nouns and adjectives 2. Placement of adjectives 3. Present tense verb forms 4. Simple future: ir a + infinitive 5. Contraction a + el = al 6. Contraction de + el = del 7. Past tense verb forms: singular 8. Placement of negative words in

sentences

1. Recite Nursery Rhyme

(E.g. Ba ba, oveja negra). 2. Give oral description of

pictures. 3. Write affirmative sentences

and negative sentences. 4. Rearrange words to form

complete phrases or sentences.

1. Put words in correct

order to form complete sentences.

2. Change questions to statements and vice versa.

3. Write dialogues or short descriptive paragraphs.

1. Rhyme Time –

Cassette and Booklet 2. Hola - Resource and

Activity Booklet

37

SCOPE OF WORK

PRIMARY SPANISH - LEVEL 3 Sub-Goal 2: Establishing and / or Providing Information About Themselves and Others

Standard 2: Students will be able to produce and respond to brief and familiar statements and questions.



CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

2.1 Interacting socially with

peers, relatives, adults and strangers

Vocabulary 1. La familia: el padrastro, la

madrastra; nieto(a); bisabuelo(a); ahijado(a); padrino, madrina

Structures 1. ¿Quién es? / ¿Quiénes son? 2. Es… / Son… 3. ¿Cómo se llama(n)? 4. Se llama(n) 5. ¿Qué edad tienes? Culture 1. Children in Spanish-speaking

countries use the last name of each parent.

2. Comparison of family customs: baptisms, weddings

3. Use of ‘Don’ and “Doña’ with first names to show respect

1. Conduct survey of

classmates’ family members.

2. Draw a family tree. 3. Role plays

1. Listening comprehension 2. Information gap exercise 3. Answer survey

questions.

1. Hola 2. Learning System B 3. Muy bien - Level B

38

SCOPE OF WORK

PRIMARY SPANISH - LEVEL 3 Sub-Goal 2: Establishing Relationships and/ or Providing Information About Themselves and Others




CULTURE


SUGGESTED

ASSESSMENT

RESOURCES



Vocabulary 1. El profesor, la profesora, señor,

señora, señorita 2. Level 2 vocabulary Structures 1. ¿De dónde son ellos / ellas? 2. Son de … 3. ¿De dónde son ustedes? 4. Somos de … 5. ¿De qué país es? 6. Es de … 7. ¿Cuál es tu dirección?

1. Fill in personal data form. 2. Role play 3. Create a dialogue 4. Sing a song about

nationality (Paco).

1. Complete information

form (e.g. Immigration and Customs information sheets).


and Eat Tacos 1 (Paco)

2. Trotamundos - Text and Workbook, Level 1

3. Immigration Forms 4. Passport Forms

39

SCOPE OF WORK

PRIMARY SPANISH - LEVEL 3 Sub-Goal 2: Establishing Relationships and / or Providing Information About Themselves and Others




CULTURE


SUGGESTED

ASSESSMENT

RESOURCES



Vocabulary 1. ¡Arriba / Abajo! 2. See vocabulary for Levels 1 and 2. Structures 1. ¡Disculpe! 2. ¡Baja la mano! 3. ¡Cierra la puerta / el libro! 4. ¡Abre la ventana / tu cuaderno! 5. The use of por favor with commands

(Character Education)

1. Play Simón dice. 2. Sing song about giving

commands. 3. Respond acceptably to

requests made. 4. Read and interpret

requests.

1. Matching exercise 2. Reading comprehension 3. Sentence completion

exercise

1. Learning System A and

B 2. Español para ti

40

SCOPE OF WORK

PRIMARY SPANISH - LEVEL 3 Sub-Goal 2: Establishing Relationships and Providing Information About Themselves and Others




CULTURE


SUGGESTED

ASSESSMENT

RESOURCES


parts of the body

Vocabulary 1. El labio, los dientes, la lengua; la

ceja, la frente, la ceja, las pestañas, el codo, el tobillo

2. Review vocabulary in Level 1. See page 6, column 2.

Structures 1. Me duele(n)… 2. Te duele(n)… 3. Le duele(n)… 4. Qué te / le duele?

1. Song, El Padre Abrahan 2. Role plays 3. Complete pictures of parts

of the body. 4. Touch body part as

commanded by the teacher or classmate.

1. Label body parts on

diagram. 2. Write a Missing Person

profile.

1. ¿Qué tal? 2. Body Parts chart 3. Sing, Dance, Laugh

and Eat Tacos 2 - Dolor de la cabeza (cassette and booklet)

41

SCOPE OF WORK





CULTURE


SUGGESTED

ASSESSMENT

RESOURCES



Vocabulary 1. Débil, fuerte; cómico(a), serio(a);

rojizo(a), rubio(a), castaño(a), negro(a); atlético(a); impaciente; perezoso(a); generoso(a), mezquino(a); simpatico(a), antipático(a)

Structures 1. ¿Quién tiene el pelo negro / rubio? 2. ¿De qué color es /son…? 3. Más…que / menos… que Culture 1. Todos son distintos: emphasis on

appreciation of differences in peoples of the world.

1. Conduct surveys. 2. Role plays 3. Play guessing description

game, using classmates. 4. Describe television and

sports celebrities (orally and in writing).

5. Oral presentations describing selves.

1. Write descriptions of

different types of persons, using structures más…que / menos… que.

2. Write postcard describing selves and family to pen-pal.

1. ¿Qué tal? 2. Photographs / Pictures 3. Blank postcards

42

SCOPE OF WORK





CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

2.6 Discussing what people

wear on different occasions

Vocabulary 1. Las botas, la chaqueta, el abrigo,

los guantes, el suéter, la bufanda, las sandalias, la sombrilla, la camiseta, la bata, el paraguas

2. Los colores 3. Los números 50 - 1000 Structures 1. ¿Qué llevas puesto? Llevo… 2. ¿Qué vas a llevar / comprar? 3. ¿Cómo es / son? 4. ¿De qué color es / son…? 5. ¿Cuánto cuesta(n)…? 6. Cuesta(n)… Culture 1. Traditional clothing in Spanish-

speaking countries

1. Perform skit about

shopping for clothes at the mall.

2. Sing Numbers Song. 3. State type of clothing used:

for different weather conditions, at church, at the beach, etc.

1. Describe clothing from

picture cards. 2. Listen and Circle

exercise: Identify correct picture for situation described – See #3 in previous column.

1. Hola 2. ¿Qué tal? 3. Muy bien 4. Learning System A 5. Flashcards

43

SCOPE OF WORK





CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

2.7 Discussing entertainment,

recreation and leisure time

Vocabulary 1. El lugar, la fecha, la hora, el motivo,

los invitados 2. El cine, la iglesia, el parque, la

playa, la tienda, el zoológico, el concierto, el partido

3. Review numbers 0 – 1000, days of the week, and the time.

Structures 1. ¿Adónde vas? Voy a /al … 2. ¿Cuándo vas / fuiste…? Voy / Fui... 3. ¿A qué hora vas …? 4. ¿Con quién vas? 5. ¿Qué haces / hiciste…? 6. Use of al – a+ el contraction Culture 1. Celebration of quinceañero(a) 2. Discuss different ways that

Hispanics celebrate picnics.

1. Role plays. 2. Interviews 3. Make invitation cards.

1. Draw up a schedule -

different activities for each day.

2. Write sentence responses to oral and written questions.

3. Hola 4. Learning System A 5. Card paper, etc. 6. Español para ti

44

SCOPE OF WORK

PRIMARY SPANISH - LEVEL 3 Sub-Goal 3: Seeking and Responding to Information About the World Around Them

Standard 2: Students will be able to ask general questions and relate basic information about their immediate environment.



CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

3.1 Using numbers, days and

months in everyday situations

Vocabulary 1. El reloj, la aguja, la hora, el minuto,

y, cuarto, media, el mediodía, la medianoche

2. El horario, el recreo, el almuerzo 3. Ordinal numbers: first, second, third,

fourth, …tenth Structures 1. ¿Qué hora es? 2. Son las dos y media, etc. 3. ¿A qué hora…? 4. A la(s)… 5. En punto 6. De la mañana / tarde / noche 7. Salida / puesta del sol 8. ¿Cuánto cuesta(n)?

1. Make clock faces and draw

in times. 2. Role play buying school

supplies. 3. Draw up a school

timetable. 4. Play “Señor Lobo, ¿Qué

hora es?” (Hola, T165). 5. Clock Bingo

3. Match clock time to

written time. 4. Listening and reading

comprehension exercises

3. Hola 4. Clocks 5. Currency 6. Muy bien - Levels B

and C

45

SCOPE OF WORK





CULTURE


SUGGESTED

ASSESSMENT

RESOURCES


Vocabulary 1. Las materias/ asignaturas: español,

inglés, arte, matemáticas, música, educación física, etc.

2. El / la conserje(a), el / la guardia 3. La asamblea, el recreo, el almuerzo 4. Favorito(a), aburrido(a), divertido(a),

interesante, difícil, fácil, importante, terrible

Structures 1. ¿Cuál es tu clase favorita? 2. Me gusta(n)… 3. ¿Qué vas a hacer…? 4. ¿A qué hora? 5. ¿Adónde vas? 6. Comer, beber, leer, decidir (present,

simple future and past tense forms) 7. Definite articles with days of the

week (e.g. el lunes = on Monday)

1. Interview classmates about

favourite class(es). 2. Sing a song about school

subjects (e.g. “Lucinda ¿Adónde vas?”

3. Role play dialogue about coming to school and / or moving to classes.

4. Label a school plan.

1. Listening comprehension 2. Matching exercise 3. Give a brief report about

a day at school, orally and in writing.

4. Oral / written description of school / classroom

3. Hola - Text, Resource

and Activity Book ( and cassette.

4. Muy bien - Level C 5. ¿Qué tal? 6. Blank plan of school

46

SCOPE OF WORK





CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

3.3 Describing the home and

daily routine

Vocabulary 1. La casa, el apartamento, el hogar 2. Los cuartos 3. Los muebles: la cama, la mesa, la

silla, el sillón, el sofá 4. La tina, la bañera, la refrigeradora,

la estufa, el mostrador 5. La toalla, las sábanas, el jabón 6. Los quehaceres: planchar la ropa,

lavar la ropa, lavar los platos, cocinar, limpiar, barrer, dormir

Structures 1. ¿Dónde vives? Vivo… 2. ¿Dónde está(n)? 3. Está(n)? 4. ¿Qué hay en…? 5. ¿Cómo es?

1. Label the floor plan of a

house. 2. Rooms Bingo 3. Make up a schedule of

daily household chores. 4. Sing De esta manera

lavamos la ropa.

1. Label rooms or parts of a

house. 2. Listening comprehension 3. Matching exercise

1. ¿Qué tal ? (Unidades 4

– 7) 2. Muy bien - Levels A

and B 3. Blank floor plan

47

SCOPE OF WORK





CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

3.4 Distinguishing seasons of

the year and weather conditions

Vocabulary 1. Review of level 2 vocabulary 2. Reinforcement of gustar structures 3. ¿Cuándo?, ¿Cuál?, ¿Qué? 4. Jugar, nadar, montar en bicicleta,

correr Structures 1. ¿Cuál estación te gusta (más)? 2. ¿Qué tiempo hace ahora / hoy? 3. ¿Qué tiempo hacía ayer? 4. ¿Qué te gusta hacer cuando llueve? 5. ¿Qué te gusta hacer cuando hace

calor / frío? 6. ¿Qué llevas puesto en el verano /

en la primavera? 7. Llevo un impermeable / una

camiseta.

1. Make a weather and

clothing chart. 2. Give weather report for a

news broadcast. 3. Say what activities they

like to do during different weather conditions.

4. State what sports are played during specific seasons.

5. Say what clothing they wear during different weather conditions.

1. Listening comprehension 2. Reading comprehension 3. Sentence completion –

complete weather phrases accurately.

1. Hola - Text and

Workbook 2. Muy bien - Level B 3. Newspapers 4. Weather charts 5. Map of the island(s)

48

SCOPE OF WORK





CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

3.5 Locating places, objects

and persons

Vocabulary 1. Los lugares: la escuela, la dirección,

el auditorio, el campo de deportes, el aula, el hospital, la iglesia, la discoteca

2. Los objetos: la silla, la mesa, la mochila, la tiza, la pluma, el libro, el cuaderno, la libreta, el pupitre

3. Las personas: (Vice)director(a), maestro(a), alumno(a), estudiante, niño(a), familia, amigo(a)

Structures 1. ¿Dónde está(n)…? 2. Está(n)… 3. Preposiciones: en, sobre, arriba,

abajo, al lado de, cerca de, lejos de, delante de, detrás de, dentro de, fuera de, adentro, afuera

4. Al norte, al sur, al oeste, al este

1. State where items or

persons are in the classroom.

2. Describe where to find various places in the school or community using a city map.

3. Play hide and seek game such as Araña, araña, Busca el objeto, or ¿Dónde está?

1. Listening comprehension 2. Match pictures with

phrases that describe them.

3. Reading comprehension

1. ¿Qué tal? (p.117, 120,

122-123 2. Muy bien - Level B

and C

49

SCOPE OF WORK





CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

3.6 Describing geographical

surroundings, the natural environment, and conservation

Vocabulary 1. El archipiélago, el país, la isla, el

kayo, el golfo, las cavernas 2. El Océano Atlántico / Pacífico, El

Mar Caribe 3. El cielo, la luna, el sol, las estrellas 4. La mañana, la tarde, la noche 5. El mar, el océano, el lago, la arena,

la playa 6. La tierra, el aire, el agua, el fuego 7. Los árboles, las plantas, las flores 8. El tamarindo, el banano. el mango,

el naranjo / guayabo / limero, piño, el palo santo (lignum-vitae)

9. Dulce, amargo(a), agrio(a) 10. Conservar, experimentar, participar Structures 1. ¿Te gusta…? 2. Me gusta(n)… 3. ¿Cuál es tu fruta / flor favorita?

1. Label pictures of trees, etc. 2. Match pictures with

phrases or sentences that describe them.

3. Talk about favourite tree / fruit.

4. Sing patriotic song, Ésta es mi tierra – This Land Is My Land (in Appendices).

5. In groups, make fruit salad and discuss tastes, etc.

6. Label the trees / flowers in the schoolyard.

7. Discuss (in English) the importance of conservation and national pride.

1. Label flora and fauna of

The Bahamas, or of an Hispanic country.

2. Mini project - national symbols of an Hispanic country.

3. Write short description of one of the islands of The Bahamas.

1. Pictures / Photographs 2. Flashcards 3. Fruits (real and

artificial)

50

SCOPE OF WORK





CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

3.8 Identifying and discussing

essential services and responding to emergencies

Vocabulary 1. El hospital, la clínica, la farmacia, el

supermercado, el banco, el correo, la estación de bomberos

2. El robo, el ladrón, el accidente, el fuego

3. El / la policía, el / la dentista, bombero(a), medico(a) / doctor(a), la enfermera, el farmaceútico, enfermo(a), dolor, medicina, socorro, auxilio

4. Ayudar, trabajar, curar, apagar, salvar, sacar dientes, robar, encender, proteger

Structures 1. ¿Quién es? 2. ¿Dónde trabaja? 3. ¿Qué hace? 4. ¿Dónde está? 5. ¿Qué te duele?

1. Identify emergency

buildings on diagrams. 2. Match pictures of workers

with places where they work.

3. Role play emergency situations.

1. Matching exercise –

workplace with worker 2. Listening comprehension 3. Reading comprehension

1. Muy bien - Level C 2. First Thousand Words

in Spanish - Text and CD ROM

51

SCOPE OF WORK

PRIMARY SPANISH - LEVEL 3 Sub-Goal 4: Expressing Feelings, Emotions and Conditions

Standard 2: Students will be able to describe feelings and relate preferences, using basic structures.



CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

4.1 Describing states and

conditions (emotional and physical)

N.B. Integrate with other

vocabulary and structures: weather and seasons, school life, home and daily routine, etc.

Vocabulary 1. Contento(a), preocupado(a)

sereno(a), enojado(a), afligido(a), emocionado(a), aburrido(a), orgulloso(a), avergonzado(a), amistado(a), querido(a), odioso(a)

Structures 1. ¿Cómo está(s)? 2. ¿Cómo está él / ella? 3. ¿Cómo eres / es? 4. Estoy … / No estoy; Soy… / No soy 5. Está… / No está; Es… / No es… 6. ¿Cómo te sientes / se siente? 7. Me siento… / No me siento… 8. Differences in usage of verbs ser

and estar 9. Construction of negative sentences

1. Mime feelings. 2. Listening comprehension 3. Write and role play

dialogue. 4. Complete sentences using

the correct forms of the verbs ser and estar.

1. Reading comprehension 2. Match picture with

phrase or sentence that describes it.

3. Verb usage activity sheet 4. Complete sentences

using the correct forms of the verbs ser and estar.

1. Hola 2. Muy bien - Level C 3. Work sheets

52

SCOPE OF WORK

PRIMARY SPANISH - LEVEL 3 Sub-Goal 4: Expressing Feelings, Emotions and Conditions

Standard 2: Students will be able to describe feelings and relate preferences, using basic structures.



CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

4.2 Expressing and

explaining preferences N.B. Integrate with other

vocabulary: fruits and vegetables, animals, leisure time, etc.

Vocabulary 1. Las cosas, todas las cosas, el vaso,

la taza, el plato, el cuchillo, la cuchara, el tenedor

2. Las bebidas: refrescos, la gaseosa, el agua, la leche, el jugo / zumo, el café, el té, el chocolate

3. Los alimentos, el desayuno, la comida, la cena, la hamburguesa, el perro caliente

4. La ropa: el bañador, el traje de baño, la joyería, los pantalones cortos / largos

5. Dulce, amargo(a), agrio(a) Structures 1. ¿Te gusta(n)…? 2. Me gusta(n)…; No me gusta(n) 3. ¿Qué prefieres / quieres)? 4. Prefiero … / Quiero…; No quiero…

1. Role play shopping /

restaurant scene. 2. Reading comprehension

(with picture aids) - Hola, p.115

3. Match picture to name of fruit.

4. Blindfolded fruit-tasting exercise: Blindfolded students taste foods and then say what they think it is, whether they like it and how it tasted.

1. Listening comprehension

(e.g. Hola, p.115) 2. Reading comprehension 3. Sentence completion 4. Match picture to

sentence that best describes it.

5. Write short paragraph about favourite fruit: name, color, size, shape, taste.

1. Hola - p.114 - 117 2. ¿Qué tal? - p.197-9,

201-4, 216, 228 3. Muy bien - p.68-9 &

74-5 4. Learning System B 5. Flashcards

53

SCOPE OF WORK

PRIMARY SPANISH - LEVEL 3 Sub-Goal 5: Exploring Cultural practices and Perspectives

Standard 2: Students will be able to demonstrate an understanding of cultural similarities and differences.



CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

5.1 Discussing the

geography, customs, traditions and beliefs of Hispanic countries

N.B. Integrate with all other

sub-goals.

Vocabulary 1. Names of Spanish-speaking

countries in South America 2. Día de los muertos, la navidad, la

nochebuena, los villancicos, el año nuevo, la nochevieja, carnaval, días feriados, la pascua, la semana santa, piñatas, quinceañero(a)

Structures 1. ¿Cuál es la fecha de…? 2. ¿Cuándo se celebra…? 3. ¿Cuándo celebramos…? 4. Se celebra… 5. Celebramos… 6. Mañana es feriado. 7. Ayer fue feriado.

1. Design and make greeting

cards. 2. Make posters. 3. Make a mask – día de los

muertos or carnaval. 4. Make piñatas. 5. Prepare an Hispanic

national dish or drink. 6. Sing Hispanic festival

songs. 7. Traditional dances.

1. Mini project - country or

celebrity profile 2. Oral presentation on a

country, a celebrity or a custom

1. Hola - Culture and

Resource Book 2. Learning System A and

B 3. Mask templates 4. Materials for greeting

cards and piñatas 5. Ingredients for national

dishes and / or drinks

54

SCOPE OF WORK

PRIMARY SPANISH - LEVEL 3 Sub-Goal 5: Exploring Cultural practices and Perspectives

Standard 2: Students will be able to demonstrate an understanding of cultural similarities and differences.



CULTURE


SUGGESTED

ASSESSMENT

RESOURCES

5.4 Exploring the literary,

cultural and political aspects of Hispanic countries

Vocabulary 1. Los indios, Cristóbal Colón, Hernán

Cortez, Isabella y Ferdinand 2. Raza, mestizo, conquistadores 3. José de Martí, Fidel Castro 4. Simón Bolivar 5. Diego Rivera y Frida Kahlo 6. La corrida de toros, la plaza de

toros, el toro, el torero, la capa, el traje de luces, la posada, los villancicos

Structures 1. ¿Cómo se llama el / la….? 2. Se llama… 3. ¿Quién es…? 4. ¿En qué año llegó Cristóbal Colón?

1. Role play cultural

practices. 2. Sing songs (e.g.

Guantanamera, a Cuban song based on a poem by José de Martí; or La cucaracha, a popular Mexican revolutionary song.

3. Name and describe an Hispanic leader or celebrity.

4. Make paper poinsettias. 5. Follow recipes to make

churros y chocolate, empanadas, buñuelos or guacamole.

6. Watch video on culture of an Hispanic country.

7. Attend International Food Fair and Culturama.

1. Research popular

Hispanic leader or personality for mini project.

2. Participate in field trips where participation requires comprehension and use of the target language: Ministry of Tourism’s Walking City Tour, trips abroad

3. Write about the field trip experience.

1. Poems 2. Songs 3. Magazines 4. Newspapers 5. Diez deditos (song

book) 6. Pimpón - p. 124-125 7. Bienvenidos 8. Hola Culture and

Resource Book - Lo que se canta en Costa Rica

55

APPENDICES

56

SUGGESTED WEIGHTING FOR FORMATIVE AND SUMMATIVE ASSESSMENTS

SKILL

WEIGHTING

DURATION

ASSESSMENT INSTRUMENTS

SPEAKING

15%

CONTINUOUS

1. Memorised Presentations 2. Guided Responses 3. Role plays 4. Interviews 5. Descript ions of Pictures

LISTENING COMPREHENSION

35%

10 - 15 MINUTES

1. Matching Exercises 2. Mult iple Choice Exercises 3. True / False Responses 4. Sequencing Exercises 5. Spot Dictat ion 6. Sentence Completion Exercises

READING COMPREHENSION

35%

10 - 15 MINUTES

1. Mult iple Choice Exercises 2. True / False Responses 3. Sequencing Exercises 4. Matching Exercises

WRITING

15%

10 - 15 MINUTES

1. Sentence Completion Exercises 2. Sentence / Paragraph Construct ion 3. Postcards / Letters 4. Guided Composit ions 5. Dialogues 6. Descript ions of Pictures

57

INTERDISCIPLINARY / CURRICULUM LINKS


INTERDISCIPLINARY LINKS AND INSTRUCTIONAL CONNECTIONS

2.4

Identi fying and describing parts of the body

ART 1. Make masks from templates. 2. Paint and decorate masks. LANGUAGE ARTS 1. Describe physical features about the mask. 2. Write an essay about an event where a mask would be worn. MUSIC 1. Sing songs about parts of the body. SCIENCE 1. Identi fy and label parts of the body and indicate their uses / functions.

2.7

Discussing entertainment, recreation and leisure t ime

SOCIAL STUDIES 1. Discuss how young people in other countries spend their leisure t ime. 2. Draw a map of the community to show where various activi t ies take place. MATHEMATICS 1. Plot a graph to show the most popular activ i ty among classmates. LANGUAGE ARTS 1. Interview peers about favouri te past imes and give a report. HEALTH AND FAMILY LIFE EDUCATION 1. Compare and contrast recreat ional act iv i t ies in The Bahamas and in some

Hispanic countr ies.

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INTERDISCIPLINARY / CURRICULUM LINKS


INTERDISCIPLINARY LINKS AND INSTRUCTIONAL CONNECTIONS

3.1

Using numbers, days and months in everyday situat ions

MATHEMATICS 1. Solve simple Mathematics problems. 2. Take inventory of classroom items. 3. Add up prices of school suppl ies needed for one term. SOCIAL STUDIES 1. Discuss the fact that people in Hispanic countries wri te the number 7 di f ferent ly. 2. Discuss the fact that the day of the week begins on Monday in Hispanic countr ies. HEALTH & FAMILY LIFE EDUCATION 1. Compare and contrast celebrat ions of birthdays, nat ional hol idays, etcetera, in The

Bahamas and Hispanic countr ies. ART 1. Draw a calendar to show certain hol idays and special occasions during the school

year.

4.1

Describing states and condit ions (emotional and physical)

ART 1. Draw feel ings faces or make a puppet. MUSIC 1. Sing songs that describe or inspire di f ferent feel ings. LANGUAGE ARTS 1. Create a dialogue about di f ferent feel ings. 2. Dramatise the story, The Three Li tt le Pigs .

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PRAYERS / ORACIONES

Meal –Time Prayers

Te damos gracias, O Señor, Por este día de hoy.

Amén.

(Submitted by Mrs. Virginia Grimes-Idah) †††

¡Gracias, Señor!

Por el alimento que nos da hoy. Bendice las manos que lo han preparado,

Y dales de comer A los que no tienen.

Amén.

(Submitted by Ms. Kathia Barley-Anderson) †††

Morning or Afternoon Prayer

Padre nuestro, que estás en el cielo,

Te damos gracias por este día. Te damos gracias por la vida,

Por mis padres, Por mis maestros.

Ayúdenos a ser mejores cada día. Amén.

(Submitted by Mrs. Inés Brown-Richards)

Padre Nuestro (de la Biblia)

Padre Nuestro, Que estás en los cielos,

Santificado sea tu nombre; Venga a nosotros tu reino.

Hágase tu voluntad

En la tierra Como en el cielo.

Danos hoy nuestro pan de cada día.

Perdona nuestras ofensas, Como también

Nosotros perdonamos A los que nos ofenden.

No nos dejes en tentación,

Y líbranos de mal; Porque tuyo es el reino,

El poder y la Gloria, Por siempre.

Amén.

(Submitted by Mrs. Inés Brown-Richards) †††

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PLEDGE AND NATIONAL ANTHEM

The Pledge

I pledge my allegiance to the flag, and to the Commonwealth of The Bahamas,

for which it stands: One people united in love and service.

(Written by Rev. Philip Rahming)

Juramento a la bandera

Juro mi lealdad A la bandera y

A la Comunidad de Las Bahamas por las cuales un pueblo permanence,

unido por amor y por servicio.

(Traducido por Ricardo Herrera)

El himno nacional (The National Anthem)

March on Bahamaland Marcha hacia adelante, Oh Bahamas Lift up your head to the rising sun, Bahamaland! March on to glory your bright banners waving high. See how the world marks the manner of your bearing! Pledge to excel through love and unity. Pressing onward, March together, to a common loftier goal; Steady sunward, Tho’ the weather hide the wide and treacherous shoal. Lift up your head to the rising sun, Bahamaland! ‘Til the road you’ve trod lead unto your God; March on Bahamaland! (Written by Timothy Gibson)

Levanta tu frente hacia el sol naciente, tierra de Las Bahamas; Marcha hacia Gloria Tu estandarte reluciente ondea en lo alto. Mira cómo el mundo señala el modo de tu entereza. Promete sobresalir por medio del amor y la unidad. Empujando hacia adelante, Marchemos juntos, Hacia un sublime destino común; Con el sol constante, y aunque el clima esconda el ancho y traidor banco de arena. Levanta tu frente hacia el sol naciente, Oh Bahamas; Hasta que el camino que has pisado te dirije hacia tu Dios, Marcha hacia adelante, oh Bahamas.

(Traducido por Ricardo Herrera)

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CLASSROOM EXPRESSIONS

ENGLISH SPANISH ENGLISH SPANISH Good morning. Buenos días. I cannot hear. No puedo oír.

Good afternoon. Buenas tardes. Repeat, please. Repita(n), por favor.

Hel lo! ¡Hola! I don’t understand. No ent iendo. / No comprendo.

How are you? ¿Cómo estás? How do you say ___ in Spanish? ¿Cómo se dice___ en español?

I ’m f ine, thanks. Estoy bien, gracias. I know. / I don’t know. (Lo) sé. / No (lo) sé.

How’s everything? ¿Qué tal? Very good! ¡Muy bien!

Fine. / So-so. Bien. / Así-así. Excellent! ¡Excelente!

See you tomorrow! ¡Hasta mañana! Perfect! ¡Perfecto!

See you later! ¡Hasta luego! Wel l done! ¡Bien hecho!

See you on Monday! ¡Hasta el lunes! Congratulat ions! ¡Fel ic i taciones!

Goodbye! ¡Adiós / Chao! Best wishes! ¡Fel ic idades!

Please. Por favor. Hush! / Sh sh! ¡Calladito(s)!

Thank you. / Thanks. Gracias. Be quiet! ¡Si lencio!

Thank you very much. Muchas gracias. (Pay) attent ion! ¡Atención!

You’re welcome. De nada. Begin! ¡Empieza! / ¡Empiecen!

I t ’s okay. No importa. Finish! ¡Termina! / ¡Terminen!

I ’m sorry. Perdón. / Lo siento. Stop! ¡Para! / ¡Paren!

Excuse me. Con permiso. That ’s al l ! ¡Es todo!

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SONG: THIS LAND IS MY LAND CANCIÓN: ÉSTA ES MI TIERRA

Ésta es mi t ierra, Lo exploraremos

Ésta es tu t ierra, Protegeremos.

Desde Gran Bahama Preservaremos,

Hasta Inagua. El Commonwealth;

Porciones de tierra Sus bellas playas.

Hasta Mayaguana Vida sulvestre,

Esta t ierra Esta t ierra

Es para mi y para t i. Es para mi y para t i.

(Translated and submit ted by: Ms. Kathia Bar ley-Anderson)

63

LESSON PLAN FORMAT

DEPARTMENT OF EDUCATION

NAME OF SCHOOL

Name of Teacher: Date: Grade: Abi l i ty Level: Duration of Lesson: Communicat ive Objective: (See Curr iculum Guidel ines) Behavioural / Lesson Objective(s): (what students should be able to achieve at the end of the lesson) Resources: (materials needed for the lesson) Review / Prior Knowledge: (what students need to know to achieve the objectives of the current lesson) Interdiscipl inary / Curriculum Links (See samples in the Appendices – pages 57-58 of this document.) Introduct ion: (st imulus that makes students want to part ic ipate in the lesson, directly l inked to the current lesson) Development of Lesson: ( teacher’s and students’ activ i t ies - properly sequenced and clearly stat ing content of new information to be taught) Conclusion: (recapping of lesson’s object ive[s]) Fol low-up: (extension / enrichment exercise) Evaluat ion: (what worked wel l , what did not, and why)

64

CORE TEXTS AND INSTRUCTIONAL MATERIALS

¡HOLA! - TEXTBOOKS AND CASSETTE TAPES

NATIONAL TEXTBOOK COMPANY, U.S.A.

¿QUÉ TAL? - TEXTBOOKS


¡VIVA EL ESPAÑOL! LEARNING SYSTEM ‘A’ KIT


FIRST THOUSAND WORDS IN SPANISH

SCHOLASTIC INC.

¡MUY BIEN! - TEXTBOOKS AND KITS

DOUBLE ‘R’ PUBLISHING

CD PLAYER AND TAPE RECORDER

For supplementary texts and instructional materials, please refer to the Scope of Work, Resources column.

65

Document typed by Mar ia T . Seymour , Educat ion Of f icer – Pr imary Spanish & ESL

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