This document provides curriculum samples and elaborations for teaching Spanish at levels 7 and 8. It includes communicative goals in areas like socializing, informing, creating, translating and reflecting. Sample teaching activities are described like having students exchange views through online interactions or analyze information from various texts. Topics covered include everyday life, past events, leisure activities and visiting Spanish-speaking countries. Assessment criteria are provided along with details about grammar, vocabulary and sociocultural understanding goals for these levels.
Åhörarkopior från Kate Seltzers presentation på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/ways-to-teach-and-collaborate-in-superdiverse-schools-1.231482
I am getting ready for my presentation in La Cosecha 2018. Dual Language programs require more than good intentions. Actually, the accurate definition of model, language allocation, and curriculum represent essential elements to implemente dual language successfully.
Åhörarkopior från Kate Seltzers presentation på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/ways-to-teach-and-collaborate-in-superdiverse-schools-1.231482
I am getting ready for my presentation in La Cosecha 2018. Dual Language programs require more than good intentions. Actually, the accurate definition of model, language allocation, and curriculum represent essential elements to implemente dual language successfully.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
5. LOTE SPANISH
Topics and materials
Themes and topics Materials and resources
Everyday life
1. Corresponding with Spanish-speaking peers to exchange culture and experiences through ePals
(http://www.epals.com/#/connections).
2. Games:
◦ Interactive games: http://www.aprenderespanol.org/,
http://cvc.cervantes.es/ensenanza/mimundo/...
◦ Board games: Game of the Goose with vocabulary, Taboo, Bingo...
◦ Other games: Mentiras piadosas (white lies) to discuss ethical issues, ¿Quién soy? (Who am I?)...
3. Songs and podcasts: traditional and modern music
(http://www.aprenderespanol.org/canciones/canciones-video-letra.html,
http://www.lyricsgaps.com/esp/es)...
4. Stories: library with more than 100 books and comics in Spanish:
Classic Fairy Tales
Disney stories
Spanish stories: Don Quixote, El Prado Museum
Asterix and Obelix, Tintín...
5. Videos and DVDs: collection of more than 50 DVDs in Spanish
Past events
Leisure activities
Making plans
Visiting a Spanish-speaking
country
Page 3
6. LOTE SPANISH
F – 10 Sequence - Levels 7 and 8
Strand: Communicating Strand: Understanding
Socialising Systems of language
Participate in a range of
spoken, written and online
interactions, for example,
exchanging views and
experiences, apologising,
thanking, inviting or
congratulating (VCESC163)
Engage in collaborative
tasks, activities and
experiences that involve
negotiation, making
arrangements, problem-
solving and transacting
(VCESC164)
Engage in class activities and
discussions through asking
and responding to open-ended
questions, and expressing or
rejecting points of view
(VCESC165)
Develop more consistent control
of the rhythms and intonation of
spoken Spanish and of the
features of the writing system
(VCESC174)
Understand and control grammatical
structures such as different forms of
the past tense, regular and irregular
verbs, interrogative and imperative
moods, and conjunctions in a range of
familiar types of texts (VCESC175)
Expressing likes and preferences and organising an outing to the cinema
Elaborations
Expressing likes and preferences, giving information and asking for information.
Establishing and maintaining a spoken exchange in Spanish related to their own lives and interests.
Task 1:
◦Give the students the “Cada oveja con su pareja” worksheet (worksheet 1 on next page) and have them fill in the ‘Respuesta’ column for each of the listed
questions.
◦After all students have completed this task, have everyone circulate the classroom attempting to get the names of students who have filled in the same
favorite item for a given question. (e.g. If my favorite colour is blue, I must find someone else who listed that colour as their favourite and write that
person’s name in the last column). Students may not have any individual’s name listed more than twice.
◦The teacher uses a random name picker tool to choose a student and the rest of them have to say what they know about this student.
Task 2:
◦According to your interests, discuss and choose a film you all want to see, arrange an outing to a cinema via Whatsapp in Spanish and leave a note for mum
on the fridge (worksheet 2).
Page 4
7. LOTE SPANISH
Worksheet 1: CADA OVEJA CON SU PAREJA
Pregunta Respuesta Compañero
¿Cuál es tu color favorito?
¿Qué número de zapato calzas?
¿En qué calle vives?
¿Cuál es tu actor/actriz favorito/a?
¿En qué mes naciste?
¿Cuál es tu deporte preferido?
¿Qué haces en tu tiempo libre?
¿En qué te gustaría trabajar?
¿Qué asignatura te gusta más?
¿Cuántos hermanos tienes? (sin contarte)
¿Cuál es tu grupo de música preferido?
¿Cuál es tu libro/autor favorito?
¿Cuál es tu programa de TV preferido?
¿Cuál es tu comida favorita?
Page 5
9. LOTE SPANISH
F – 10 Sequence - Levels 7 and 8
Strand: Communicating Strand: Understanding
Socialising Informing Creating Translating
Language variation and
change
Role of language and
culture
Engage in collaborative
tasks, activities and
experiences that involve
negotiation, making
arrangements, problem-
solving and transacting
(VCESC164)
Analyse and
summarise key ideas
and information from
a variety of texts on a
range of topics
(VCESC166)
Create texts about
imagined characters,
contexts and
experiences to engage
and entertain others
(VCESC169)
Produce short bilingual
texts such as digital
stories, comics and blogs,
and discuss how language
reflects culture
(VCESC171)
Investigate the nature and
extent of Spanish language
use in both Australian and
global contexts (VCESC179)
Reflect on how cultural values
and ideas are embedded in
language and influence
intercultural interactions and
experiences (VCESC180)
Virtual trip to a Spanish-speaking country and planning of a Spanish 'fiesta'
Elaborations
Learning about the Spanish language in the world and locating the countries where Spanish is an official language through an interactive tool
(worksheet 3).
Investigating other countries where Spanish is spoken and presenting the information with graphs and a map in a short video clip or display (in
groups, see worksheet 3).
Deciding on four or five countries (depending on the number of students) to plan and conduct a virtual trip that will be the groundwork for the
planning of a Spanish 'fiesta'.
Planning and conducting that virtual trip in groups of 4 students. Each group works on different aspects of the country of their choice, deciding on
which ones they would like to learn about, such as a traditional dish, a famous person, a festival, a landmark, everyday routines, the most popular
sports, folk music... Examples of tasks include:
◦ A traditional dish: investigating about ingredients and elaboration and producing a bilingual text to explain the recipe (use of imperative).
◦ A famous person: investigating on that person and creating and performing an imagined interview (use of past, present and future).
◦ A festival / landmark: investigating on it and producing a brochure with subtitles or captions...
Planning the Spanish 'fiesta': 'experts' on every aspect work together on the plan. Examples of tasks include:
◦ Experts on traditional dishes compose a menu for the event.
◦ Experts on famous people plan a live show with interviews.
◦ Experts on festivals / landmarks create a 'virtual travel agency' with brochures and displays...
Reflecting on similarities and differences among cultures.
Page 7
10. LOTE SPANISH
Worksheet 3:
EL ESPAÑOL EN CIFRAS
En 2016, más de 472 millones de personas tienen el español como lengua materna. A su vez, el grupo de usuarios potenciales de
español en el mundo (cifra que aglutina al grupo de dominio nativo, al grupo de competencia limitada y al grupo de aprendices de
lengua extranjera) alcanza casi 567 millones.
El español es la segunda lengua materna del mundo por número de hablantes, tras el chino mandarín, y también la segunda
lengua en un cómputo global de hablantes. Por razones demográficas, el porcentaje de población mundial que habla español
como lengua nativa está aumentando, mientras que la proporción de hablantes de chino e inglés desciende.
En 2016, el 7,8 % de la población mundial es hispanohablante. Las previsiones estiman que en 2050 los hispanohablantes
seguirán siendo el 7,8 % de la población mundial. Sin embargo, dichas previsiones también pronostican que, en 2100, este
porcentaje se situará en el 6,6 %, debido fundamentalmente al descenso de la población de los países hispanohablantes.
Más de 21 millones de alumnos estudian español como lengua extranjera.
Fuente: El español: una lengua viva. Informe 2016. Instituto Cervantes.
El español es lengua oficial en 21 países (contando Puerto Rico).
Listado:
México República Dominicana
Colombia Honduras
España Paraguay
Argentina El Salvador
Perú Nicaragua
Venezuela Costa Rica
Chile Panamá
Guatemala Puerto Rico
Ecuador Uruguay
Cuba Guinea Ecuatorial
Bolivia
1. Practica Geografía y localiza estos países en los mapas interactivos de:
http://serbal.pntic.mec.es/ealg0027/MapasAmerica.html
2. El español se habla también en otros países, aunque no
como lengua oficial. En grupos de 3 personas, investigad en
qué países tiene el español una presencia importante.
3. Con la información de todas estas fuentes, elaborad un
vídeo o un mural de la situación actual del español en los
mismos grupos de 3 personas. La actividad se divide en 3
partes:
a) Gráficos que muestren la situación del español entre las
lenguas del mundo (según el texto “El español en cifras”).
b) Mapa de países con el español como lengua oficial.
c) Mapa de países con presencia importante del idioma.
Page 8
14. LOTE SPANISH
F – 10 Sequence - Levels 9 and 10
Strand: Communicating Strand: Understanding
Socialising Informing Reflecting Language variation and change Role of language and culture
Engage in class discussions
and debates, justifying
opinions, evaluating
perspectives and reflecting
on own language learning
(VCESC183)
Analyse, synthesise and
evaluate ideas and
information from multiple
sources on a range of local
and global issues
(VCESC184)
Explore and compare cultural
traditions in both the Spanish-
speaking world and their own
cultural contexts, considering
how these influence identity
(VCESC191)
Investigate the variety of languages
used in different communities in the
Spanish-speaking world, for
example, Mapudungun,
Basque/Euskera and Náhuatl
(VCESC197)
Understand and describe ways in
which language and culture are
interrelated and influence each
other (VCESC198)
Indigenous languages
Elaborations
Students read the text on the worksheet 1 (next page). In case they find difficult words or passages, they underline them. In groups of 4 or 5
students, they try to find out the meaning of these difficult expressions by helping out each other.
Based on the information obtained, students fill in the gaps on the maps of Spain and America.
Each student decides on either a co-oficial language in Spanish-speaking countries or the Aboriginal and Torres Strait Islander languages in
Australia. Then students set up 'expert' groups of 4 or 5 students and investigate the status and function of each indigenous language. They
determine:
◦ What aspects they want to cover
◦ How they plan to report the results to the rest of the class (eg posters, multimedia or student presentations).
After presenting their report to the class, each 'expert' group breaks into mixed groups to draw comparisons between indigenous languages in
Spanish-speaking countries and Aboriginal and Torres Strait Islander languages in Australia.
The whole class reflects on the topic and develops proposals for improvement using tools such as:
◦ Multimedia posters with Glogster (www.glogster.com) or
◦ Flip books with Toondoo (www.toondoo.com)
They can try to publish them in mass media.
Page 3
15. LOTE SPANISH
Worksheet 1:
EL ESPAÑOL NO ESTÁ SOLO (1ª parte)
España. Comunidades Autónomas
Lenguas cooficiales en España
Fuente: Aula3. Editorial Difusión
Orígenes. El español (o castellano) es una de las lenguas románicas derivadas del latín, como el francés o el italiano. Nació en el
norte de España, en una zona protegida con castillos. Por eso fue denominada la región Castilla y su lengua, castellano. En 1714, el
rey Felipe V la declaró lengua oficial de España y generalmente es conocida como “español”.
Desde entonces se ha convertido en la lengua oficial de 21 países y es también la lengua vehicular de muchas personas que viven en
otros países. Solo en Estados Unidos, por ejemplo, hay más de 42 millones de hispanohablantes.
En España. El catalán, el gallego y el euskera (cuyo origen es todavía desconocido) son, junto con el español, lenguas oficiales en
sus respectivas comunidades autónomas: Cataluña, las Islas Baleares y la Comunidad Valenciana, Galicia, y el País Vasco y parte
de Navarra.
Fuente: Adaptación de Aula3. Editorial Difusión
Mirad el mapa de las comunidades
autónomas españolas y completad el
mapa de las lenguas cooficiales.
Page 4
16. LOTE SPANISH
Worksheet 1 (cont.):
EL ESPAÑOL NO ESTÁ SOLO (2ª parte)
Mirad ahora el mapa de los
países de América Latina y
completad el mapa de las
lenguas cooficiales.
En América. La pluralidad lingüística alcanza en
América cifras increíbles. Se han estudiado cerca de
2000 idiomas y dialectos divididos en 17 grandes
familias. Algunas de las familias lingüísticas más
importantes son:
a) La familia yuto-azteca. Comprende 16 lenguas
habladas en el sur de Estados Unidos, México y
América Central. Las principales son el náhuatl,
utilizada actualmente por alrededor de un millón de
personas en México, y el pipil que se habla en El
Salvador.
b) La familia maya. Abarca unas 30 lenguas. De ellas,
21 se hablan en Guatemala, y las demás en México.
La más conocida es el maya quiché, que cuenta con
más de medio millón de hablantes en Guatemala.
c) La familia quechua. Cuenta con unas 20 lenguas.
La principal es el quechua, que se habla
principalmente en zonas de Ecuador, Perú y Bolivia y,
en menor medida, en el sur de Colombia y en el norte
de Argentina. Lo utilizan unas 10 millones de
personas.
d) La familia tupi-guaraní. Son alrededor de 60
lenguas habladas en Brasil, Uruguay, Paraguay,
noreste de Argentina y este de Bolivia. La variedad
más importante es el guaraní paraguayo, hablado
actualmente por la mayoría de población de Paraguay.
e) La familia arahuac. Representa alrededor de 80
lenguas y dialectos, que se hablaban, en el pasado, en
Florida y las Antillas y, actualmente, en las Guayanas,
Venezuela, Colombia y Brasil.
f) La familia aimara. Representa fundamentalmente las
lenguas andinas jaqaru, kawki y aimara. El aimara se
habla en las proximidades del lago Titicaca, en Bolivia,
Chile y Perú. Tiene más de medio millón de hablantes.
Fuente: Aula3. Editorial Difusión
Mapa de América Latina
Lenguas cooficiales en América
Fuente: Aula3. Editorial Difusión
Page 5
17. LOTE SPANISH
F – 10 Sequence - Levels 9 and 10
Strand: Communicating Strand: Understanding
Socialising Reflecting Systems of language Language variation and change
Discuss and compare
young people’s interests,
behaviours and values
across cultural contexts
(VCESC181)
Engage in shared activities
such as planning and
organising events by
contributing ideas, opinions and
suggestions and managing
diverse views (VCESC182)
Explore and compare cultural
traditions in both the Spanish-
speaking world and their own
cultural contexts, considering
how these influence identity
(VCESC191)
Apply complex grammatical rules
such as those relating to reflexive
verbs and subjunctive and
conditional moods, and use
cohesive devices to link and
extend ideas in own spoken and
written texts (VCESC193)
Understand and analyse the power
of language to influence people,
actions, values and beliefs
(VCESC196)
Use of conditional and subjunctive
Elaborations
In groups, students decide on how to match up some Spanish-speaking famous people with some famous Australians to spend an evening together
in Melbourne (see Worksheet 2 on next page). They use the conditional to convey their preferences: 'Yo pondría a Salma Hayek con Chris
Hemsworth porque ambos son actores'.
Students use the conditional and the subjunctive to discuss:
◦ Where they would go
◦ What they would do and
◦ What they would say to each other.
◦ Example: Irían al cine a ver una película de acción y Chris le pediría a Salma que le contara (subjuntivo) historias de México.
They also justify their views: Yo creo que se lo pasarían mejor en la bolera porque...
Students imagine what famous person they would like to meet and why. They discuss and compare their interests.
They reflect on how famous people in each country influence others through language, actions and values.
Page 6