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Course Description | General Program Goal | Proficiency | Oral Proficiency Expectations | Listening and Oral Comprehension | Speaking and Oral Proficiency | Reading | Writing | Vocabulary | Grammar | Culture | Language as Language | Supplemental Cultural Content
Spanish II (Intermediate-Low Level Spanish) Course
Description All Modern Language courses are based on proficiency principles as promulgated by the American Council on the Teaching of Foreign Languages (ACTFL). Textbook Somos Así: Listos- EMC Paradigm (Click here for scope and sequence) Instructor: Mr.
Milton Turner
Students will attain communicative proficiency in language consistent with their level of study. Proficiency is the student's relative ability to function properly in the target language in specific communicative circumstances. Proficiency is a measure of one's ability to use language. Proficiency is assessed by considering content/context, function and accuracy. The proficiency rating generally falls into one of the broad levels of Novice, Intermediate, Advanced or Superior. Novice and Intermediate are further divided into the categories of Low, Mid, and High. Advanced is further divided into Advanced and Advanced High. The proficiency that students attain depends on such factors as time, level of control, and classroom activities. A description of the four major levels (from the 1986 ACTFL Proficiency Guidelines) are below.
Based on the ACTFL Oral Proficiency Guidelines, the following levels can be reached by students in a five-year secondary sequence of classroom instruction. One year is considered 120 hours of actual time on task in the classroom. An occasional very superior student may, of course, reach the next higher level. Expected outcomes are given for both Concept Control and Partial/Full Control. Grades are based concept control. Factors such as type of classroom activity, time, motivation, independent practice, and special opportunities enter into the partial and full control necessary to advance on the ACTFL Oral Proficiency scale. Concept Control Average student
Advanced student
Partial/Full Control Average student
Advanced student
SPANISH II: INTERMEDIATE LEVEL LISTENING AND ORAL COMPREHENSION To understand spoken Spanish in sentence-length utterances (one or more) consisting of recombined learned materials. To understand the essential information from Spanish spoken in original sentences (one or more) such as dialogs and narratives using mostly familiar vocabulary, and on familiar topics and/or topics of high personal interest. To understand instructions and directions on familiar topics given in Spanish. COURSE OBJECTIVES Students will ...
To speak Spanish within a controlled framework, making statements, asking questions, an/or giving rejoinders based on learned materials. To begin to create with the language by combining and recombining learned elements, primarily in a reactive mode. To participate in simple conversational situations. COURSE OBJECTIVES Students will ...
To understand main ideas and some facts from simple dialogs and texts using mainly recombined materials. To read and comprehend structured non-complex authentic texts dealing with very familiar topics, such as basic and social needs. COURSE OBJECTIVES Students will ...
To recombine in writing learned vocabulary and structures into simple sentences on familiar topics and personal experiences. To create simple dialogs or paragraphs. To write simple practical messages. To be understood in writing by Spanish native speakers used to the writing of non-natives. COURSE OBJECTIVES Students will ...
To develop an active and passive vocabulary in Spanish of common topics and expressions of high interest and/or of everyday situations. To begin to learn Spanish vocabulary of average frequency. COURSE OBJECTIVES Students will ...
To identify learned grammatical patterns and to use them correctly in previously learned but recombined materials. To begin to apply (in exercises and in writing) basic Spanish grammatical rules in recombined materials. To understand additional grammatical concepts, such as distinguishing different kinds of pronouns, placement of pronouns, identifying tenses, and using limiting or quantitative adjectives. COURSE OBJECTIVES Students will ...
To develop an awareness of the contemporary ideas and behavior of the people who speak Spanish. To recognize ;and compare additional surface-level cultural differences between the Hispanic culture and the culture of the United States. Begin to develop tolerance and appreciation for linguistic and cultural differences. COURSE OBJECTIVES Perform objectives of previous level. Become familiar with various specific aspects of Hispanic culture: i.e., special events, sports, education, easily identifiable beliefs and attitudes about such areas as leisure activities, extended family, animals, etc. Begin to recognize cultural differences among various regions where Spanish is spoken. Begin to study the formal culture of Hispanic countries: famous landmarks, famous people, art, music, etc. Listen to Spanish native speakers speaking English about their native culture. Read short dialogs and/or passages about everyday cultural situations. Demonstrate knowledge of countries and capitals. Write a report (English or Spanish). To recognize the interaction between various language components (vocabulary, grammar, the language skills--speaking, reading, etc.), and to realize that the interaction can aid in learning language. To begin to utilize the interactive components of language. (For example: 1) difference in prefixes for nouns vs. prefixes for adjectives; 2) synonyms are not always the same grammatically.) To begin to recognize linguistic components of language. To understand that many components of language are applicable to English as well as to Spanish. COURSE OBJECTIVES Students will ...
The student will be exposed to basic linguistic notions such as language families and relatedness, stages of L2 learning, cognates and borrowings. The student will also be introduced to fundamentals of the Arabic language and its contribution to the development of Spanish. This will include an introduction to the Arabic alphabet (one and two-way connectors), basic greetings and leave-taking expressions, classroom vocabulary, and vocabulary borrowed by Spanish.
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