Skills mastered: Present tense, personal a, nouns/articles, reflexives Additional vocabulary: AP preparation supplemental text: El Cuerpo Literature Selection: “El décimo” por Emilio Pa
Trang 1Central Gwinnett High School
Spanish IV
María E Fernández
Teacher- Maria E Fernandez
E-mail- Maria_Fernandez@gwinnett.k12.ga.us
Phone Number- (770) 963-8041
Textbook- En Contacto, Lectura Tutorial Hours- 2: 15- 2: 45 p.m.
Preparing for the
AP Exam
Textbook price- $ 55.32
Course Description:
The AP Spanish Language Course is a rigorous course designed to be roughly
equivalent to a mid-advanced level college Spanish course This course will be
conducted completely in Spanish and focus on grammar, composition, and conversation,
as well as test-taking skills leading to preparation for the AP Spanish Language
Examination Students taking this course will continue to develop their proficiency by repeatedly practicing the target language in the areas of listening, speaking, reading, writing, and cultural knowledge through interaction in Spanish with the teacher and peers
Course content may reflect intellectual interests shared by the students and teacher (the arts, literature, sports, etc.) Materials will include authentic audio and video recordings, film and written material including newspapers and magazines Extensive training in the organization and writing of compositions will be emphasized
Course Outline:
The goals of the AP Spanish Language courses are as follows:
1 The ability to understand spoken language both formally and in conversation,
2 The ability to speak with accuracy and fluency using appropriate pronunciation and intonation
3 The acquisition of vocabulary and grasp of structure that enables students to read newspaper and magazine articles as well as literature, with ease and accuracy
4 The ability to express ideas accurately and fluently in writing
5 Support opinions and develop persuasive arguments
6 Use the target language as a mean to explore career opportunities
7 Produce a variety of writings
In order to achieve these goals, our schools use the following adopted resources:
* En Contacto: Gramática; Authors: Gill, Wegmann, Méndez-Faith
Trang 2(Publisher by Thomson/Heinle – 2003; 7th edition)
* AP Spanish, Preparing for the Language Examination, third edition
* En Contacto: Literatura
* Abriendo Paso: Lectura (Heinle&Heinle;1995)
* Various reading and listening materials: literary, informative, journalistic, authentic documents, films, music, recordings, newspapers, etc
A strong command of grammar is essential for communicative functions En Contacto: Gramática provides students a very thorough grammar review and practice The
teacher offers explanations in class when needed and students work regularly on
activities at home This text also integrates relative vocabulary each chapter Each chapter test includes audio and visual opportunities for students to develop their tour key proficiencies – reading, writing, listening and speaking
En Contacto: Literatura provides students with frequent opportunities to integrate the
four language skills through reading authentic materials Each story is related to the
concepts of each chapter outlined in the accompanying text En Contacto: Gramática.
Abriendo Paso: Lectura provides students with opportunities to integrate the four
language skills through reading authentic stories by renowned authors
AP Spanish, Preparing for the Language Exam is an essential supplement that
provides extensive vocabulary and grammar practice similar to the actual format of the
AP Spanish Language exam This text is used to extend knowledge of not only the test itself, but of vocabulary and reading comprehension This text provides frequent
opportunities to write a variety of compositions in Spanish
Course Instructional Plan:
Fall Semester: (Thematic vocabulary from AP preparation book used throughout semester)
Chapter 1: Diversiones y Fiestas (12 days duration)
Project: Complete the composition on page 25 de En Contacto Must be
handwritten and checked for grammar and fluidity by 2 other people in
AP class
Essay topic: ¿Qué piensas que vas a “recibir” de esta clase? ¿Cuáles son tus
pensamientos acerca de esta clase ahora? ¿Piensas que será difícil?
¿Por qué (no)? ¿Qué piensas que vas a aprender en la clase?
¿Piensas que será una clase divertida o sólo mucho trabajo?
Skills mastered: Present tense, personal a, nouns/articles, reflexives
Additional vocabulary: AP preparation supplemental text: El Cuerpo
Literature Selection: “El décimo” por Emilio Pardo Bazán
Assessments: Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing, daily speaking assessments, informal and formal debates, 2 formal
speaking assessments, 1 test
-Chapter 2: Vejez y Juventud (15 days duration)
Trang 3Project: Complete activity 2-33 on page 58 of En Contacto The project is to
create a presentation of what your web site would look like IF you posted
a page with information about your family The project can be on paper
or a copy made from a computer It must be in color and labeled in detail answering all questions listed with the activity You may use your own family or a made-up one
Essay topic: ¿Cuáles son algunas cosas que quisieras hacer después de graduarte
del colegio?¿Cuál es lo mejor y lo peor del colegio en general y de
tu escuela en particular?
Skills mastered: Preterite tense, irregular verbs in preterite tense, Imperfect tense,
Choosing between preterite and imperfect, Hace+time expressions
Additional vocabulary: AP preparation supplemental text: La Familia
Literature Selection: “Nosotros, no” por José Bernardo Adolph
Assessments: Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing, daily speaking assessments, informal and formal debates, 2 formal
speaking assessments, 1 test
Chapter 3: La Presencia Latina (13 days duration)
Project: Complete activity 3-36 on page 87 of En Contacto You will interview a
Hispanic person and record their answers to the questions given Once the interview is complete, compile it into a report Rubric for grading the report will be given to you in class
Essay topic: ¿Quién era tu mejor amigo en la escuela primaria? ¿Qué hacían juntos?
¿Todavía son amigos? ¿Por qué? o ¿Por qué no?
Skills mastered: Adjectives, Ser vs Estar, Future and Conditional tenses, Present
Subjunctive tense, Use of the Subjunctive
Additional vocabulary: AP preparation supplemental text: Las Caracteristicas Personales Literature Selection: “El árbol de oro” por Ana María Matutue, “Tres hombres junto al rio” por
Renee Marquez
Assessments: Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing, daily speaking assessments, informal and formal debates, 2 formal
speaking assessments, 1 test
-Chapter 4: Hombres y Mujeres (13 days duration)
Project: Make a video for a new student at Central Gwinnett High School advising
him/her what to do in order to achieve a well-rounded life at the school
Be sure to use at least 8 different expressions: 2 adverbial expressions,
2 adjective expressions and 4 expressions of emotions You may work with a partner for this project
Essay topic: Escríbele una carta a “Querida Abby” Describe con muchos detalles tu
problema o cuestión
Trang 4Skills mastered: Subjunctive vs the indicative, adjectives and noun clauses in the
subjunctive, adverbial clauses in the subjunctive
Additional vocabulary: AP preparation supplemental text: La Ropa
Literature Selection: “Jaque mate en dos jugadas” por W I Eisen
Assessments: Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing, daily speaking assessments, informal and formal debates, 2 formal
speaking assessments, 1 test
-Chapter 5: Vivir y Aprender (17 days duration)
Project: Using advanced search techniques find at least five quotes in Spanish
that describe proverbs about education similar to the quotes in this chapter Copy the quote citing the URL for each web site on which you found the quote Then, translate the quote, describe in Spanish what you think it means and email that information to the teacher’s school address If you do not have access to email at home, please see me about the procedure to use
Essay topic: Vas a recibir la carta “Querida Abby” de otro estudiante Debes
responder, ayudando a la persona Sé simpático (o lo más posible)
Skills mastered: All perfect tenses including future and conditional perfect, sequencing
Additional vocabulary: AP preparation supplemental text: Profesiones y Oficios
Literature Selection: “Casa tomada” por Julio Cortázar, Fábulas: “Tio Coyote y Tio Conejo”
Assessments: Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing, daily speaking assessments, informal and formal debates, 2 formal
speaking assessments, 1 test
-Chapter 6: De Viaje (10 days duration)
Project: Make a travel brochure in Spanish using Microsoft Publisher outlining a
favorite vacation spot in a hispanic country of your choice Be sure to include the following in your brochure: country, capital, population, weather, 3 most popular tourtist sites, 5 activities outlined in a simple itinerary that spans 2 days
Essay topic: ¿Cómo sería un día o fin de semana ideal para ti? ¿Qué harías?
¿Adónde irías? ¿Con quién(es) estarías?
Skills mastered: Present and Pluperfect Subjunctive, If clauses, sequencing
Additional vocabulary: AP preparation supplemental text: árboles y aves
Literature Selection: “Espuma y nada más” por Hernando Téllez, “El ahogado más hermoso
del mundo” por Gabriel Garcia Marquez
Assessments: Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing, daily speaking assessments, informal and formal debates, 2 formal
Trang 5speaking assessments, 1 test
Course Instructional Plan:
Spring Semester: (Thematic vocabulary AND Idiomatic expressions from AP preparation book used throughout semester)
Chapter 7: Gustos y Preferencias (13 days duration)
Project: Find a partner in the class and the two of you pick a famous Spanish
dance and research it Using your research, you will present to the class the origin of the dance you chose (i.e – how did it come into existence) and you will give a demonstration/teaching of the dance moves to the class Be sure to bring accompanying music for dance before the due date to be approved by teacher
Essay topic: ¿Cuáles son algunas cuestiones que existen entre los adolescentes hoy
en día?¿Qué se puede hacer para resolver los problemas? ¿Qué problemas tienes tú como un adolescente? ¿Son tus problemas iguales que los de otros adolescentes de nuestro país o comunidad?
Skills mastered: Verbs like gustar, affirmative/negative words, demonstrative adjectives,
possessives
Additional vocabulary: AP preparation supplemental text: Peces y Moluscos
Literature Selection: “Emma Zunz” por Jorge Luis Borges
Assessments: Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing, daily speaking assessments, informal and formal debates, 2 formal
speaking assessments, 1 test
-Chapter 8: Dimensiones Culturales (14 days duration)
Project: You will draw 5 advertisements on one page and indicate what the
advertisement is for by using the impersonal se construction It must be colored, there must be 5 separate advertisements and each
advertisement must have at least 1 sentence describing it using the impersonal se A worksheet outlining examples will be given to you in class when impersonal se is covered Project is due the day after the test
Essay topic: ¿Quién es tu héroe? ¿Por qué es tu héroe?
Skills mastered: Reflexives vs non reflexives, reflexives with commands, reciprocal
reflexives, impersonal se, passive se, comparatives and superlatives
Additional vocabulary: AP preparation supplemental text: el tiempo
Literature Selection: “Dos Caras” por Sabine Ulibarrí
Assessments: Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing, daily speaking assessments, informal and formal debates, 2 formal
Trang 6speaking assessments, 1 test
-Chapter 9: Un Planeta para Todos (14 days duration)
Project: You will write 2 poems as directed in activity 9-33 on p 252 de En
Contacto The poems must follow the outline given, be placed on construction paper, colored/decorated well and it must outline two different seasons Project is due the day after the test
Essay topic: Describe un sueño tuyo (o mejor, pesadilla) ¿Qué te pasó en el sueño?
¿Por qué recuerdas el sueño? ¿Te gustó o no?
Skills mastered: Lo + adjective, adverbs, use of the infinitive, gerunds and the verb
acabar de
Additional vocabulary: AP preparation supplemental text: Hortalizas y legumbres
Literature Selection: “Al colegio (Estampa)” por Carmen Laforet
Assessments: Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing, daily speaking assessments, informal and formal debates, 2 formal
speaking assessments, 1 test
Chapter 10: La imagen y los negocios (15 days duration)
Project: Create a portfolio of investments Pick a person (you or a family
member or a made up person) and create a list 1 month’s expenses for the following: rent, food, debts, extra expenses for medical and
personal Then, list savings account amount and income per month Once that is complete, compile it into an excel spreadsheet and look on the Internet for 3 possible investments for your money taking into account your budget and monthly spending They will be real investment options and you must give 3 reasons why for each investment The end product will be a spreadsheet of expenses along with a colorful and organized advertisement (and reasons why to invest) for the three different investment options
Essay topic: Has encontrado a tu media naranja ¿Cómo y dónde se conocieron?
¿Van a casarse? ¿Qué problemas han tenido? (Será inventado, ¿no?)
Skills mastered: Past participle as adjective, passive voice, commands (including
vosotros), commands with pronouns, review of direct and indirect object pronouns, sequencing
Additional vocabulary: AP preparation supplemental text: el restaurante
Literature Selection: “Jacinto Conteras recibe su paga extraordinaria” por Camilo José
Arrerola
Assessments: Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing, daily speaking assessments, informal and formal debates, 2 formal
speaking assessments, 1 test
Trang 7-Chapter 11: ¡Adios distancias! (12 days duration)
Project: You will write a ten sentence paragraph in Spanish outlining a theme of
your choice You must choose 10 items to delete from the paragraph exactly like it is done on the AP test You must have 2 verbs in past tense and at least 2 verbs in subjunctive The best in class will be given
as a practice for AP exam writing fill ins next chapter
Essay topic: Tú eres un profesor o una profesora que piensa dejar su trabajo
Describe por qué quieres dejar la profesión ¿Qué problemas has tenido últimamente?
Skills mastered: Por vs para, relative pronouns, diminutives, review of ser vs estar and
preterite vs imperfect, sequencing
Additional vocabulary: AP preparation supplemental text: armas, bebidas, cereales
Literature Selection: “La venda” por Miguel de Unamuno
Assessments: Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing, daily speaking assessments, informal and formal debates, 2 formal
speaking assessments, 1 test
Chapter 12: La imaginación creadora (5 days duration)
Project: None
Essay topic: Escribe un ensayo (¡de sólo 100 palabras esta vez!) acerca de tus
experiencias en la clase de Español AP ¿Qué te gustó? ¿Qué no te gustó? ¿Qué harías tú diferente si lo pudieras volverla a tomar? (Sé específico.)
Skills mastered: Review and practice for AP exam
Additional vocabulary: AP preparation supplemental text: idioms not covered in former chapters Literature Selection: “Una semana de siete días” por Magali García Ramis
Assessments: 2 quizzes, 1 journal entries, 1 formal writing, daily speaking
assessments, 1 formal speaking assessments
Student Evaluation:
Each chapter contains a series of quizzes, tests, debates, essays, readings,
presentations, writing activities, speaking activities and one major project related to the theme of the chapter
1 Daily formative speaking assessments outlined to reflect the exclusive use of the Spanish language is evaluated informally in class and formally using language labs
Trang 8 Informal speaking takes place in class by means of debates, presentations, conversations and discussions The informal speaking is evaluated by teacher using multiple avenues including but not limited to observation and participation
Formal speaking based on varying types of topics and processes are evaluated
by teaching using the language labs Teachers are able to record students speaking in the native language and accurately assess their fluency, content and interpersonal proficiency Many of the formal speaking assessments are given using the format of the AP exam
Since the focus of the class is encouraging students to speak exclusively in Spanish, the informal and formal assessments are wonderful tools for evaluation and enrichment
2 Formative writing assessments are given weekly in the forms of emails, journal writing, letters and persuasive essays These assignments are given to assess fluidity of writing, rich vocabulary, and control of syntax and expression The writings are always evaluated and given back to the student for revision Formative writing is a great tool with which to learn how to synthesize information given by an outside source and use that information to create a clear, organized essay that demonstrates excellence in syntax and expression
3 Quizzes assess the ongoing development and acquisition of vocabulary and also provide a way to measure mastery of various grammatical structures Quizzes may also include short evaluations, multiple choice and short answer regarding reading selections and other course content These assessments are administered to reflect a mastery of vocabulary and grammatical structures needed to succeed on the AP exam
4 Essays and readings are assessments directly related to the format of the AP exam Weekly, topics are given to the students upon which to reflect and write a well organized essay The topics are taken from the chapter theme or the AP preparation book that accompanies the main text
5 Exams contain a variety of components, including reading, writing, listening, literature and culture These assessments contain both free-response and fill in the blanks
questions about readings, presentations, grammar, and vocabulary Students are required to make comparisons and synthesize information learned in class Speaking is also assessed in class before the exam using language labs and is graded according to the rubrics outlined in the AP Spanish Language Exam supplemental textbook Formal writing is assessed separately as well and converted to a percentage of the overall average Each concept is practiced and evaluated weekly
6 Projects are assigned per chapter and are based on the theme of the chapter Projects vary yet always include speaking and writing components both formal and informal that allocate opportunities for student creativity and written as well as
presentational practice in the native language
Listening Comprehension Skills
Audio sources are selected from the internet and the textbooks for the course Goals will differ depending on audio source but the main focus will be to listen for controlled
Trang 9information and synthesize that information to complete questions or extract details with which to compile in written format
Some examples of what a student will do are as follows
The student will:
a Listen to a ten minute lecture in Spanish and respond correctly to oral/written questions on the material
b Comprehend oral questions and respond appropriately and quickly
c Summarize orally or in writing after viewing a Spanish language film
d Summarize orally or in writing the key points of a lecture given in Spanish
e Respond appropriately to questions based on a brief oral narrative
f Respond spontaneously to a variety of questions posed in class
g Watch the Spanish channel weekly and summarize what was seen in either written or spoken format
Sources: Internet resources (examples listed on last page)
Text En Contacto and AP supplemental 3rd edition
Destinos video series
Spanish channel accessible through county
Realia as outlined by individual teacher
Speaking Skills
Students are challenged daily to respond to conversational props in venues such as interviews, advice, storytelling, speeches and interpersonal scenarios Using
observational skills and the language labs, students are recorded and evaluated
according to their grammatical accuracy, rich vocabulary, fluency, idiomatic usage and syntax Students are also regularly called upon to give oral presentations in the form of projects
The student will:
h Speak extemporaneously on given topic using appropriate vocabulary and accurate grammar
i Both initiate and participate in a conversation on everyday topics
j Improvise orally, based on a series of cues
k Make an oral presentation on a prepared topic by teacher using notes
l Paraphrase/summarize a reading passage
m Discuss in Spanish the materials read in class
n Participate in a discussion based on an oral presentation
Sources: AP Spanish Language Preparation text
Project and speaking themes chosen by individual teacher
Reading Skills
Students are exposed weekly to the world of Spanish literature and idioms though current events as outlined on news sites on Internet, magazines and newspapers Furthermore, students are required to read a story from the accompanying text Abriendo Paso – Literatura each chapter These selections are authentic and reflect famous
Trang 10authors from varying countries Students are required to read texts and give oral and/or written summaries of the information
The student will:
o develop a familiarity with literary analysis vocabulary
p compare and contrast themes
q write critically about literature beyond plot and summary
r gain confidence in their ability to read in a second language and improve their linguistic skills
s students will be required to read a variety of articles on a wide variety of topics
Sources: Abriendo Paso, Lectura
En contacto, Literatura
Mundo Hispánico
People en Español
Writing Skills
Every week students write an informal essay in a journal entry These entries are based
on topics provided by the teacher and thematic in nature Journal entries can be free choice or creative writing in nature based on the information discussed in class or viewed/read from an outside source
Every three weeks students write a formal, well organized essay of at least 200 words
on a topic outlined in the AP preparation supplemental text Each formal writing is assessed using the AP rubric and evaluated for its content, organization, rich vocabulary and grammatical accuracy
The student will:
t using authentic texts, students will identify main points as well as concrete details and express them in written format
u be able to paraphrase in writing, in their own words, details of the story
v synthesize audio and textual input to write a well organized essay outlining they key concepts and show comprehension was achieved
w maintain an ongoing dialogue with a Spanish speaker via email
Sources: Abriendo Paso, Lectura
Destinos video series
Realia as outlined by individual teacher
Internet Resources:
To provide reinforcement and enrichment activities related to grammar, vocabulary and projects throughout the year, the internet is utilized as a source for this AP course The sites listed below are examples of sites used in this AP course to provide authentic real-time cultural information and access to current events