Spanish I/French I
1st Quarter
Content/Concepts
Spanish classes have a pretest for OTES HQSD
Size of Hispanic world/Francophone world
Advantages of knowing Spanish/French (words used in English)
Greetings/Farewells
Self-introduction
Response to introduction, body language in this situation
Alphabet and pronunciation
Telling date, day and time.
Introduction to descriptive adjectives (colors)
Independencia de México and Hispanic Heritage Month
Integrated Performance Assessment for Preliminary Unit
Skills
Greet someone
Introduce self
Respond to the above
Ask someone’s name
Say good-by
Recite alphabet
Spell words in Spanish/French
Write words being spelled in Spanish/French
Tell the day, date and time with evaluation at end of year
2nd Quarter
Content/Concepts
Cognates
la familia/la famille
(introduction to family members and common Hispanic/Francophone living arrangement)
el papá, la mamá/le papa, la maman
el lobo/le loup
él/ella come/il/elle mange
está/ enojado/a/il est fâché, elle est fâchée
llora/il/elle pleure
cuida/il/elle prend soin de
la oveja/le mouton
él/ella corre/il/elle court
el pastor/le berger
otra vez/encore une fois
él/ella está furioso/a/il est furieux, elle est furieuse
la montaña/la montagne
él/ella vive/il/elle habite
está aburrido/a/il/elle s’ennuie
viene/il/elle vient
el chiste/la blague
él/ella se ríe/il/elle rit
el próximo día/le lendemain
él/ella le dice/il/elle lui dit
lo escucha/il/elle l’écoute
Día de los Muertos
Traditions of Navidad/Noël
Learn weather expressions (evaluation at end of year with time, day, date)
Integrated Performance Assessment
Skills
Tell/write a story w/visual clues in Spanish/French in the present of the 3rd person singular using these words
Answer questions in complete sentences orally and in writing about a story using these words
Recognize cognates Recognize the past from the present. Students will begin asking and answering familiar tú/tu questions using the vocabulary of this chapter and the yo/je form to respond along with the day, date, time.
3rd Quarter
Content/Concepts
Making plurals
Formal and plural you
Vocabulary
Chapter 2
El coyote/le renard | El cacto/le cactus | El cuervo/le corbeau | El pájaro/l’oiseau |
El sombrero/le chapeau | El suelo/par terre | El desierto/le desert | La roca/le rocher |
El letrero/le placard | Se esconde/n/se cache/nt | Sale/n/part/ent | Deja/n/laisse/nt |
Ve/n/voit/voient | Quiere/n comer/veut/ veulent manger | Agarra/n/saisit/ saisissent | les ofrece/n/leur offre/nt |
Tiene/n/a/ont | les pregunta/n/leur demande/nt | le responde/n/lui répond/ent | Levanta/n/soulève/nt |
Espera/n/attend/ ent | Tiene/n hambre/a faim/ont faim | Está/n curioso/a(s) est/sont curieux/ curieuse(s) | Está/n desilusionado/a(s) est déçu(e),sont déçu(e),(s) |
Es/son tonto/a(s) il est fou, elle est folle, sont fous, folles | Es/son inteligente(s) est intelligent(e) sont intelligent(e)s | Detrás de/derrière | Debajo de/sous |
Cerca de/près de | «¡Te conozco mosco!»«Je te tiens!» | | |
Traditions of Navidad/Noël
Integrated Performance Assessment
Skills
Students will tell and write stories using the above vocabulary plus vocabulary from Unit 1 in the 3rdperson singular and plural present and with visual prompts as well as creative writing. Students will continue to ask and answer familiar tú/tu personal questions using the vocabulary from this Unit as well as from the Preliminary Unit and Unit 1 and answer with the Yo/Je form, all in the present tense. They will begin asking questions in the Uds./Vous form and respond in the nosotros/nous form. Students will answer questions in complete sentences orally and in writing about a story that incorporates these words as well as others.
4th Quarter
Content/Concepts
Making the yo, je, tú, tu and the nosotros, nous forms in the present
Continue reinforcing the 3rd person singular and plural in the present
Vocabulary
Chapter 3
él/ella/Ud. va/il/elle va | habla/il/elle parle | quiere hablar/veut parler | mastica/mache |
regresa/retourne | la casa/la maison | el amigo/l’ami(e) | el chicle/la gomme |
por/durante tres horas pendant trois heures | él/ella/Ud. busca il/elle cherche | sopla il/elle souffle | sube il/elle monte |
flota flotte | está abierto/a il est ouvert | el campo la campagne | el aire les aires |
él/ella/Ud. toma il/elle prend | tiene miedo il/elle a peur | entra entre | escapa échappe |
está contento/a il/elle est content(e) | el ratón/ratoncito la souris | la burbuja la bulle | él/ella/Ud. hace/hizo il/elle fait, a fait |
trabaja travaille | persigue/sigue poursuit/suit | la fábrica l’usine | la ciudad la ville |
el gato/le chat | nuevo/a/nouveau | grande/grand | él/ella/Ud. abraza/embrasse |
se pega/se colle | salva/sauve | la pared/le mur | ¡Socorro!/Au secours |
Cinco de Mayo, Integrated Performance Assessment
Skills
Students will tell and write stories using the above vocabulary plus vocabulary from Units 1 and 2 in the 3rd person singular and plural, yo/je, tú/tu and nosotros/nous forms of the present, with visual prompts as well as creative writing. Students will add weather expressions to the daily questions at the beginning of class. Questions will include to asking and answering tú/tu questions, Ud./Vous questions (to teacher), Uds. questions and responding with yo/je and nosotros/nous forms.
Students will answer questions in complete sentences orally and in writing about a story or personal questions, that incorporate these words as well as others already covered.