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Class: Standard 2
Duration: 4 weeks
Date: September 3 – 3 October
Goals: by the end of the unit’s students will be able to
Express likes and dislikes gustar
Use the verb poner to describe clothing
Learning outcomes:
4.1 Express likes and dislikes in simple phrases using the verb gustar plus another verb, for
example: no le gusta ir a la playa; me gusta tocar el piano.
4.2 Use the verb ponerse with articles of clothing, for example: me pongo la camisa; se ponen las
blusas.
Class: Standard 2
Duration: 6 weeks
Date: 3 October -14 November
Goals: by the end of the unit students will be able to
Identify rooms in the home and items found in the room
Tell where different items are found in the home
Conduct short conversation to introduce family members
Learning outcomes:
12.2 Identify different rooms in the home such as habitación, sala, comedor, baño, cocina.
12.1 Identify ítems found in different rooms of the home such as sofá, mesita de noche, cama,
regadera.
12.3 Tell where different items of the home can be found using simple phrases, for example: la
mesita de noche está cerca de la cama en la recámara.
12.4 Conduct a short conversation that includes the introduction of family members, for
example: les presento a mi mamá; mucho gusto; un placer conocerla.
Methodology:
Use pictures of rooms for students to locate around the classroom.
Students repeat names of room found.
Use words cards to have students read names of item.
Students will draw pictures different items found in the home
Construct and present a model of a home in groups.
Sing songs about a home.
Students move around to different corners to identify pictures.
Writes simple phrases on how to locate item.
Students will create a dialogue to introduce family members
Use family tree to introduce family members
Performance based assessment: Students will conduct interviews and presentation about different
family members.
On-going assessment: Booklet, quizzes test, posters, presentation
Sources of information for students: chispas
Sources of information for teacher. Spanish English Dictionary
Class: Standard 2
Duration: 4 weeks
Date:
Goals: by the end of the unit students will be able to
Use the present tense of verbs to describe leisure activities
Talk about favourite past time.
Identify places often visited using the verbs ir, viajar and visitar
Learning outcomes:
20.1 Use verbs such as leer, nadar, dormir and jugar in the present tense to describe leisure
activities.
20.2 Talk about favourite pastime and leisure activities using the construction durante mis ratos
libres me gusta leer.
20.3 Identify places often visited during a vacation using the verbs ir, viajar and visitar in the
present tense for example: visito el museo; mi familia viaja al rancho; mis amigos van a la
piscina cada domingo.
Methodology:
Group discussion to describe leisure activities
Use sentence strip to describe leisure time
Use words cards to have students read past time activities
Students will draw pictures describing favourite leisure activity
Work in pairs to discuss favourite past time and leisure.
Students move around to different corners to identify pictures.
Using given phrase and verbs (ir, viajar, visitar) to identify places often visited
Performance based assessment: Students will draw pictures and do oral presentation about how
they spend their favourite past time.
Term 2
Class: Standard 2
Duration: 6 weeks
Date:
Goals: by the end of the unit students will be able to
Identify places with places of embankment
Describe ways of travelling using simple phrases.
Ask and respond to questions about transportation.
Learning outcomes:
28.1 Identify places associated with places of embarkation for example: el aeropuerto; la parada
de autobuses; el estación de tren; el puerto de mar.
28.2 Describe travel using simple phrases, for example: viajó a la escuela en autobús; ando en
bicicleta a la escuela; tomo el autobús en la parada de autobuses; este barco va a San Pedro.
28.3 Ask questions about transportation, for example: ¿Qué autobús va a San Ignacio? ¿Cómo
llego a la Ciudad de México?
Simple phrases when travelling for example: viajó a la escuela en autobús; ando en bicicleta a la
escuela; tomo el autobús en la parada de autobuses; este barco va a San Pedro
Questioning. Examples Qué autobús va a San Ignacio? ¿Cómo llego a la Ciudad de México?
Methodology:
Group discussion to describe types of transportation use to get from one place to the next.
Use sentence strips to ask and answer question about transportation.
Use words cards to have students identify different transportation.
Students will dramatize using different types of transportation.
Work in pairs and conduct an interview.
Term 3
Class: Standard 2
Duration: 5 weeks
Date: April - May
Goals: by the end of the unit students will be able to
Identify geographical structure
Describe geographical structure using the verb ser and geographical structures in the
country
Learning outcomes:
36.1 Identify geographical structures such as las montañas, el valle, el llano, el bosque, el
pantano; los cayos.
36.2Describe in basic form geographical structures using the verb ser and adjectives, for
example; las montañas son altas; el bosque es muy verde.
36.3Describe the geographical structures in the country, for example, el sur de Belice es muy
montañosa; La costa de Belice es muy pantanosa.
Content: geographical structures las montañas, el valle, el llano, el bosque, el pantano; los cayos.
geographical structures using the verb ser and adjectives, for example; las montañas son
altas; el bosque es muy verde.
Methodology:
Use pictures to identify geographical structures (las montanas, etc.)
Use words cards to identify names of geographical structures.
Use oral phrases that includes adjectives to describe basic geographical structures.
Work in pairs and conduct an interview based on geographical structures in our country.
Class: Standard 2
Duration: 5 weeks
Date: May - June
Goals: by the end of the unit students will be able to
Identify cardinal points and combination
Name regions of the world
Identify the location of major Spanish speaking countries
Learning outcomes:
44.1 Identify the cardinal points norte, sur, este and oeste as well as combinations such as
noreste, sureste.
44.2 Name the regions of the world, for example: Norteamerica, Centroamerica, Asia, Europa,
Sudamérica, El Caribe.
44.3 Identify the location of major Spanish speaking countries in a variety of ways, for example:
Honduras está en centroamérica; Chile está al oeste de Argentina; El Salvador está entre
Nicaragua y Costa Rica.
Content: Cardinal points norte, sur, este and oeste as well as combinations such as noreste,
sureste.
Regions of the world, for example: Norteamerica, Centroamerica, Asia, Europa, Sudamérica, El
Caribe.
Locations of major Spanish speaking countries for example: Honduras está en centroamérica;
Chile está al oeste de Argentina; El Salvador está entre Nicaragua y Costa Rica.
Methodology:
Use a map for students to identify the cardinal points
Use an image of the compass identify the cardinal points in Spanish.
Use words to identify the cardinal points.
Group discussion to name present regions of the world.
Use word cards to read the name of the regions.
Use map to identify locations of major Spanish speaking countries
Performance based assessment: Students will assemble puzzles pieces while identifying Spanish
speaking countries.
On-going assessment: map work, quizzes, test, posters, and presentation.
Sources of information for students: Chispas
Sources of information for teacher. Spanish English Dictionary