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Spanish 1
Introduction
This is the culminating activity of the unit that you have studied, where you learned to name
and describe members of your immediate and extended family and various types of
relationships you have with friends and acquaintances. You also learned about different
family events and some basic navigational vocabulary. Learning Spanish becomes more fun
and interesting when you understand the social dynamics of Spanish-speaking cultures.
Please save this document before you begin working on the assignment. Type your answers
directly in the document.
___________________________________________________________________
English Equivalent or
Context Reminder
house
biologist
lawyer
law
biology
occupation
doctor
masculine
block
Pronunciation Tips
like the a in father
Like the I in rifle
Like the b in boss
Like the e in tender
Like the I in pimple
Like the c in computer
Like the o in popper
Like the a in paper
Like the a in later
1
2013 EDMENTUM, INC.
Levos
policia
Piloto
Ingeniero
Tecnico
Programador
far
Policeman
pilot
engineer
technician
programmer
b. Update your Grammar Guide here: (Insert your guide from the previous unit here and
update it.)
Grammar Guide
Word
t (pronoun)
Meaning
you (informal)
Tomar (pronoun)
To take (informal)
Girar (pronoun)
To turn (informal)
Trabajar (pronoun)
To work (informal)
Llamar (pronoun)
To call (informal)
Lavar (pronoun)
To wash (informal)
Beber (pronoun)
To drink (informal)
Comer (pronoun)
To eat (informal)
Correr (pronoun)
To run (informal)
Vender (pronoun)
To sell (informal)
Aprender (pronoun)
To learn (informal)
When to Use
When Not to Use
to address a friend
to address an older
or a younger person person or someone
you respect
To address
To address an
someone to take
elderly to take
something
something
To address
To address an
someone to turn
elderly to turn
something
something
To address
To address an
someone to work
elderly to work
something
something
To address a
To address an
person to call
elderly to call
another person
another elderly
To address a
To address an
person to wash
elderly too wash
something
something
To address a
To address an
person to drink
elderly to drink
something
something
To address
To address an
someone to eat with elderly to eat with
you
you
To address
To address an
someone to run
elderly to run with
with you
you
To address a
To address an
person to sell
elderly to sell
something
something
To address a
To address an
person to learn
elderly to learn
something
something
To use the template, double-click inside the boxes and enter the names of the family
members and the Spanish terms for their relationships with you. Add or delete boxes in
each branch based on your family structure.
.
Lennie
joe
sally
radha
victoria
You
vinny
aaron
adriene
alyssa
justin
b.
Once you complete the family tree, list five questions and their corresponding answers
(in Spanish) that describe the relationships between the members of your extended family.
Example:
Quin es el to de Silvia?
George es el to de Silvia.
Type your response here:
1. Quien es papa justins? Joe es papas Justin.
2. Quien es tio justins? Vinny es tio justins.
3. Quin es justins mama? Radha es justins mama.
4. Quin es tia justins? Adriene es tia justins.
5. Quin es justins primos? Aaron y Alyssa es primo justins.
Include some classmates and family members as "friends," note your relationship with
each of them, and list the activities they like to do or those that you like to do with them.
c.
Write a short blog in Spanish describing some activities that your friends do during
weekends, in their jobs, or at family events such as a wedding or a birthday party.
3
Resources:
Google Maps
Type your response here:
Jose
(ingeniero)
Ernesto
(mdico)
Renaldo
(estudiante)
Paloma
(ama de casa)
Maria
(profesor)
Salvador
(banquero)
Gloria
(dentista)
Juanita
(periodista)
Rosa
(secretaria)
Pedro
(escritor)
Evaluation
Your teacher will use these criteria to evaluate your work.
Task 1: Vocabulary Table and Grammar Guide
(4 points)Distinguished
Criteria
Creates a comprehensive grammar guide: correctly establishes the rules for writing Spanish,
based on lessons from the unit
Completes the vocabulary table adequately: includes many vocabulary terms from the unit,
correctly translates most words or gives context clues in Spanish, and provides adequate
pronunciation tips
Creates an adequate grammar guide: adequately establishes the rules for writing Spanish,
based on lessons from the unit
Completes the vocabulary table partially: includes some vocabulary terms from the unit, correctly
translates some words or gives context clues in Spanish, and provides some pronunciation tips
Creates a somewhat adequate grammar guide: somewhat correctly establishes the rules for
writing Spanish, based on lessons from the unit
Completes the vocabulary table partially and incorrectly: includes very few vocabulary terms
from the unit, translates words or gives context clues in Spanish with several errors, and provides very
limited pronunciation tips
Creates a grammar guide with several errors: establishes very few or incorrect rules for writing
Spanish, based on lessons from the unit
Lists five questions and answers in mostly incomplete sentences with many errors
Criteria
Task 4: My Friends
(4 points)Distinguished
Criteria
Task 5: Directions
points)Proficient (3 (4 points)Distinguished
Criteria
Includes an image of the map and reads the map mostly accurately
Gives the directions requested in Spanish mostly correctly
(1 point)Beginning (2 points)Developing
Includes an image of the map and reads the map somewhat accurately
Includes an image of the map and reads the map somewhat with many errors
Gives the directions requested in Spanish incorrectly
(3 points)Proficient
Communicates clearly in the target language, uses sufficient vocabulary; a few pronunciation
or sentence structure errors that slightly impede understanding
(2 points)Developing
Criteria
Response is not on topic or us too brief or low level; may be of little value (e.g., yes or no
answers)
Unclear communication in the target language; uses limited vocabulary; makes several
pronunciation or sentence structure errors that significantly impede understanding
10
(1 point)Beginning
Does not communicate in the target language in a coherent manner; does not use much
vocabulary; makes many pronunciation or sentence structure errors that make the audio difficult
to understand
11