|
Grade 4, 5, 6, 7, 8 Level I, II, III return to home page |
||||||||||||||||||||||||
Spanish as a Second Language — High School Level
III
As students progress through the extending stage
of the second language learning continuum in Spanish III, they will demonstrate
extending
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-mid
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.)
|
||||||||||||||||||||||||
| 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 |
| Communications
Arts and Entertainment Social Issues and Values Humor World of Work |
Medicine
Culture Travel & Vacation Activities Communications See curricula for Spanish II for details. |
School
Activities Health and Fitness Travel and Vacation People Around Us Food Culture Shopping Communities |
| Grammar structures and linguistic functions students will know by the end of this level include but are not limited to | ||
|
of new concepts |
on concepts from previous levels |
of concepts from previous levels |
| Past participle,
Pluperfect tense, Possessive pronouns, Future perfect tense, Demonstrative pronouns. |
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 face-to-face, on the telephone,
or in group discussions, prepared debates, and presentations,
Listening to someone or to audio or video texts, including radio and TV interviews, Reading short stories, poems, essays, and articles, and Writing journals, letters, and essays. |
| Text type: Students will use Spanish to |
| Speak using simple discourse in a
series of coherent ideas,
Listen and understand most authentic spoken language, Write series of coherent 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 |
| Engaging in conversations with few
significant patterns of error while using a wide range of appropriate vocabulary
and
Understanding and retention of key ideas and some supporting detail when reading and listening. |