Unit title: Myself: Dressing Up

Class level: Standard

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.

Content: no le gustar ir a la playa, me gusta tocar el piano.

Example: me pongo la camisa , se ponen las blusas.
Methodology:
 Use circle time to discuss likes and dislikes
 Use video on verbs gustar
 Use flash cards to introduce the phrase I like and I don’t like
 Use dialogue
 Realia for different types of clothing
 Matching articles with the type of clothing.
 Writes simple sentences using the verb ponarse to describe clothing.
Major performance: Students will bring clothing to give an oral presentation using the verb
ponerse.

On-going assessment: Booklet, quizzes test

Sources of information for students: chispas
Sources of information for teacher. Spanish English Dictionary
Unit title: My Home: My House

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.

Content: Names of rooms in Spanish: habitación, sala, comedor, baño, cocina.

Items found in the different rooms of a home: as sofá, mesita de noche, cama, regadera.
Simple phrases for example: la mesita de noche está cerca de la cama en la recámara.
Conversation- 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

Unit title: My Home: My House

Term 2

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.

Content: Verbs such as leer, nadar, dormir and jugar

Oral phrases of favourite pastime example, durante mis ratos libres me gusta leer.
Places often visited 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.

On-going assessment: Booklet, quizzes, test, posters, presentation

Sources of information for students: chispas
Sources of information for teacher. Spanish English Dictionary
Unit title: My Community Transportation

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?

Content: Places embarked examples: el aeropuerto; la parada de autobuses; el estación de tren;

el puerto de mar.

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.

Performance based assessment: Students will conduct a dialogue

On-going assessment: Booklet, quizzes, test, posters, interviews and presentation.
Sources of information for students: Chispas
Sources of information for teacher. Spanish English Dictionary
Unit title: My Country Landforms

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.

Performance based assessment: Description of geographical structures through a dialogue

On-going assessment: Booklet, quizzes, test, posters, interviews and presentation.

Sources of information for students: Chispas
Sources of information for teacher. Spanish English Dictionary

Unit title: My World- World Regions

Term 3

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