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Grade 4, 5, 6, 7, 8 Level I, II, III return to home page |
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Spanish as a Second Language — High School Level
II
As students progress through the expanding stage
of the second language learning continuum in Spanish II, they will demonstrate
expanding
level proficiencies as described by
the benchmarks for this stage by completing activities related to the following
themes while using certain linguistic concepts as listed below. They will
demonstrate progress between the intermediate-low
and intermediate-high
ranges of the ACTFL proficiency guidelines. Below are the Themes,
Linguistic Concepts,
Context,
Text
Type,
and
Accuracy
expectations of students for this grade level. (Scroll down or click on
the highlighted topic in the previous sentence for details.)
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| Topics of conversation in which instruction is presented, elaborated upon, or cultivated will include but are not limited to | ||
|
of new instruction |
on instruction from previous levels |
of instruction from previous levels |
| Medicine
accidents health professions Culture
Travel & Vacation
Activities
Communications
|
School
Activities Health and Fitness Travel and Vacation People Around Us Food Culture Shopping Communities See Spanish I curriculum for details. |
School
Communities Senses and Feelings World Around Us Clothing Activities Body Parts Home Food Travel and Vacation Hygiene and Safety Possessions Health and Fitness See curricula for grades 4-8 for details. |
| Grammar structures and linguistic functions students will know by the end of this level include but are not limited to | |
|
of new concepts |
concepts from previous levels |
| Differentiation of past tenses,
Conditional tense, Present perfect tense, Future tense, Imperative mood, Present subjunctive mood, Comparatives, Superlatives, Relative pronouns, Passive voice. |
Definite and indefinite articles,
Adjectives, Comparisons, Possession, Present tense and preterite of regular and irregular verbs, Ser versus estar, Stem changing verbs, Contractions of de and a, Tú versus usted, Using hay, Infinitive constructions, Using gustar, Affirmative and negative expressions, Present progressive tense, Demonstrative adjectives, Direct and indirect object pronouns, Interrogatives, Ordinal numbers, Conocer versus saber. See curricula for grades 4-8 for more. |
| Students will be able to use Spanish when |
| Speaking with someone face-to-face
or on the telephone,
Listening to someone or to audio or video texts, Reading short stories, poems, essays and articles, and Writing journals, letters and short compositions. |
| Text type: Students will use Spanish to |
| Speak using strings of related sentences,
Listen and understand most messages carefully conveyed by a speaker accustomed to dealing with learners, Write simple paragraphs, and Read and acquire knowledge and new information from comprehensive, authentic texts. |
| Precision in the students' ability to communicate in Spanish as related to grammar, pronunciation, and vocabulary will reflect |
| Tendency to become less accurate as
the message becomes more complex,
Patterns of error which may occasionally interfere with meaning, Appropriate vocabulary use for familiar topics, Hesitation, groping for words, patterns of mispronunciation and intonation in complex situations, and Understanding and retention of key ideas and some supporting detail when reading and listening. |