Spanish 1 Semester project
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The document provides instructions for a semester project in Spanish class. Students must choose from topics covered in Units 4, 5, or 6 to create and present either a video with flashcards or slideshow presentation. The presentation should explain the vocabulary, grammar points, and examples from the chosen topic. Projects are due on May 14th, and students will present them starting on May 17th. The amount of effort and creativity in explaining the topic will be graded.
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The student is assigned a semester project to review material before the semester test. They must choose from one of five topics studied in class, including sports vocabulary, stem-changing verbs, health vocabulary, summer vocabulary, and verb tenses. They will create either a video with flashcards or a slideshow presentation to explain their chosen topic, making sure to include all relevant grammar and vocabulary examples. The project is due on May 14th to allow for student presentations to begin on May 17th.
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SPAN100Course SummaryCourse SPAN100 Title Spanish I.docx
SPAN100
Course Summary
Course : SPAN100 Title : Spanish I
Length of Course : 8 Faculty : Dallas Jurisevic
Prerequisites : N/A Credit Hours : 3
Description
Course Description:
This course will expose the student to the fundamentals of the Spanish language. The student will learn basic
vocabulary, verb conjugations and grammatical usage through workbook and listening exercises. The student
will also learn about the Spanish culture through reading and listening exercises. Please note the technical
specifications below. These are required to interface with the online version of Rosetta Stone. If you cannot meet
these requirements we strongly recommend you do not take this course. Please contact
[email protected] if you are unsure or have any questions. * The ability to download and install the
speech component. * A working microphone installed on the computer for speech recognition. * Access to
streaming media is also required and should be confirmed before registering for the class.
Course Scope:
Standards for Foreign Language Learning in the 21st Century (1999) “Language and communication are at the
heart of the human experience. The United States must educate students who are linguistically and culturally
equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a
future in which ALL students will develop and maintain proficiency in English and at least one other language…”
Our major focus is on learning to communicate appropriately in practical, culturally authentic contexts. Students
are asked, to a limited extent, to use their Spanish to engage in simple dialog and talk about themselves and
create with the language in practical ways. Students also correct peer work and in doing so, students solve
problems (and thus engage in analysis, synthesis, and evaluation).
In these courses, students gradually add to their vocabulary and communication skills, practice question- and-
answer techniques, and apply what they learn in order to communicate and solve problems in practical
situations.
Objectives
Students who successfully complete Spanish 100 should be able to:
► Listening Skills
1. Distinguish all the sounds of Spanish important to meaning.
2. Comprehend brief sentences expressed within the framework of high- frequency vocabulary, grammatical
forms, and sentence structures.
3. Determine the meaning of unfamiliar words or phrases though logical guessing based on contextual clues.
► Speaking Skills
1. Produce all the sounds of Spanish and link sounds together in sentences with sufficient accuracy to
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2. Use high- frequency vocabulary, grammatical forms, and sentence structures to converse in brief sentences in
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SPAN100Course SummaryCourse SPAN100 Title Spanish I.docx
SPAN100
Course Summary
Course : SPAN100 Title : Spanish I
Length of Course : 8 Faculty : Dallas Jurisevic
Prerequisites : N/A Credit Hours : 3
Description
Course Description:
This course will expose the student to the fundamentals of the Spanish language. The student will learn basic
vocabulary, verb conjugations and grammatical usage through workbook and listening exercises. The student
will also learn about the Spanish culture through reading and listening exercises. Please note the technical
specifications below. These are required to interface with the online version of Rosetta Stone. If you cannot meet
these requirements we strongly recommend you do not take this course. Please contact
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speech component. * A working microphone installed on the computer for speech recognition. * Access to
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Standards for Foreign Language Learning in the 21st Century (1999) “Language and communication are at the
heart of the human experience. The United States must educate students who are linguistically and culturally
equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a
future in which ALL students will develop and maintain proficiency in English and at least one other language…”
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are asked, to a limited extent, to use their Spanish to engage in simple dialog and talk about themselves and
create with the language in practical ways. Students also correct peer work and in doing so, students solve
problems (and thus engage in analysis, synthesis, and evaluation).
In these courses, students gradually add to their vocabulary and communication skills, practice question- and-
answer techniques, and apply what they learn in order to communicate and solve problems in practical
situations.
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Students who successfully complete Spanish 100 should be able to:
► Listening Skills
1. Distinguish all the sounds of Spanish important to meaning.
2. Comprehend brief sentences expressed within the framework of high- frequency vocabulary, grammatical
forms, and sentence structures.
3. Determine the meaning of unfamiliar words or phrases though logical guessing based on contextual clues.
► Speaking Skills
1. Produce all the sounds of Spanish and link sounds together in sentences with sufficient accuracy to
communicate with Spanish speakers.
2. Use high- frequency vocabulary, grammatical forms, and sentence structures to converse in brief sentences in
everyday situations (such as greetings, asking for directions, answering short questions, expressing basic
needs and reactions, exchanging information, or persuading others)
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The document discusses a Spanish lesson about word order of adjectives and nouns in sentences. The teacher is looking for students to differentiate between nouns and adjectives, discover patterns in how adjectives and nouns are ordered, and create their own sentences. Examples are provided of adjective placement before and after nouns, and students are asked to determine the rules for placement and apply them to example sentences.
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Cartilla modulo iii de competencias ingles fundacion siigo
Here are the answers to the comparative form questions:
1. b
2. c
3. a
4. b
5. a
6. b
7. b
8. c
9. a
10. b
11. b
Cartilla modulo iv de competencias ingles fundacion siigo
The document provides information about an English language course including:
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ENG 380 Effective Communication/tutorialrank.com
For more course tutorials visit
www.tutorialrank.com
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This document provides a detailed lesson plan for teaching English (Language) to 6th grade students focusing on forming the plural of nouns. The objectives are for students to identify and write plural nouns and understand their importance. The lesson introduces rules for making nouns plural through examples, pictures, discussion and exercises. It involves forming plurals by adding 's', 'es', changing 'y' to 'i' and adding 'es', and irregular plurals. Students practice applying the rules in groups and independently. The plan aims to help students properly use and understand plural nouns.
Lesson plan 4 intermediate EFL
This lesson plan aims to teach reported speech to intermediate level English students. The main goals are for students to be able to use reported speech correctly and develop their reading and speaking skills. The teacher anticipates that students may struggle with remembering English tenses in reported speech and completing reading tasks. To address these issues, the teacher will provide a handout on reported speech rules and example questions. Monitoring and help will also be provided during reading activities. A card game is planned to consolidate grammar in an engaging way. The lesson will use handouts, a projector, audio, and cards over 50 minutes.
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This document provides a unit plan for a Spanish class focusing on Spanish theater. The unit lasts 16 days and aims to teach students about different theater genres, writing scripts, and grammar structures like preterit, imperfect, and commands. Students will be placed into groups to write and perform original 10-minute scripts applying the unit's vocabulary and grammar. Each class day outlines objectives, materials, and step-by-step lessons including warm-ups, reviews, practice activities, and homework. The unit emphasizes meaningful communication and assessment through group work, videos, and a final script performance and test.
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