Intermediate Spanish Unit 5

509955_HS1_Unit_5_Grammar

509963_HS1_Unit_5_Vocab

TeacherAlexandra Serrano
Subject AreaSpanish
Grade Level8
Week #5-8
Unit of Instruction5
Standard(s) Taught

COMMUNICATION

1.1 Interpersonal mode

  • Participate in a discussion on a given topic.
  • Describe people in a photo or drawing.
  • Interview a classmate.
  • Compare pictures and / or charts with
    a partner.
  • Compare morning routines and hygiene
    with a partner.
  • Ask and answer questions about illness
    and a healthy lifestyle.
  • Discuss agreement or disagreement based
    on an audio recording.
  • Prepare a presentation with a partner.
  • Discuss and compare responses to a questionnaire with a partner.

1.2. Interpretive mode

  • Answer questions based on a picture story, reading, or audio recording.
  • Read or listen to a conversation.
  • Put pictures in order based on a conversation or captions.
  • Take notes based on an audio recording or reading passage.
  • Draw a picture based on a description
    or an audio recording.

1.3. Presentational mode

  • Act out at a skit or dialogue.
  • Report findings to the class.
  • Present an individual or group project.
  • Share opinions with a group or the class.

CULTURE

2.1. Practices and perspectives

  • Learn about the leader in a bicycle race.
  • Describe the use of hygiene products
    in Spanish-speaking countries.
  • Compare community schedules in Spanish-speaking countries with those in the United States.
  • Identify and understand the Arabic influence
    in Spain.

2.2. Products and perspectives

  • Describe hygiene products used in Spanish-speaking countries.
  • Identify cubism as an art style.
  • Understand the uses and history of the Hostal de los Reyes Católicos.
  • Use artwork to understand the happenings
    of a specific time period.
  • Reflect on the idea of beauty in other time periods and in different cultures.

CONNECTIONS

3.1. Interdisciplinary connections

  • Draw an original work of art.
  • Interpret a painting or drawing.
  • Use spelling as a vocabulary resource.
  • Implement and practice reading strategies.
  • Locate political and geographical divisions.
  • Look at and / or read a map.
  • Describe illness prevention.
  • Express healthy eating habits and exercise routines.

3.2. Viewpoints through language / culture

  • Interpret the meaning of artworks by Hispanic artists.
  • Understand the feelings and motivations behind a pilgrimage.
  • Identify the changes in health and medicine over time and between cultures.

COMPARISONS

4.1. Compare languages

  • Compare reflexive and
    non-reflexive verbs.
  • Explore reasons for using articles versus possessive adjectives.
  • Understand how accent marks can change the meaning of a word.
  • Recognize the difference between commands
    and verbs conjugated in
    the usted form.

4.2. Compare cultures

  • Compare personal hygiene products in the United States with those in Spanish-speaking countries.
  • Compare concepts of health and medicine in the United States with those in Spanish-speaking countries.
  • Use artwork to understand the happenings of a specific time period.

COMMUNITIES

5.1. Spanish within and beyond the school setting

  • Convince the judges why a particular team should win.
  • Visit a website to watch a video on a cultural event
    or famous figure.

5.2. Spanish for lifelong learning

  • Identify and label the hygiene products students use on a daily basis.
  • Use the Internet to find information about famous Spanish landmarks.
  • Research and identify ways to live a healthier lifestyle.
Learning Targets and Learning Criteria

Evaluation Criteria

 

  • Identify body parts.
  • Describe surroundings using the five senses.
  • Identify daily hygiene products.
  • Describe and compare good daily hygiene habits.
  • Use reflexive pronouns.
  • Identify medical professions and their workplaces.
  • Express what hurts.
  • Identify and describe the symptoms of
    an illness.
  • Express physical and emotional conditions.
  • Give and follow commands.
  • Identify basic remedies for common illnesses.
  • Choose healthy lifestyle habits and illness prevention.
  • Express understanding of some of Spanish customs, geographical aspects, and historical facts.
Classroom Activities

Day

Objectives

Sessions

Activities

Time

Standards

Resources /

Homework

1

To introduce Spain and to discuss the pairs’ challenges

España / La llegada (256–261)

•   Warm-Up: Country orientation

•   Spain / Images and functions

•   Presentation: En Madrid

•   Expresiones útiles and ¿Quién ganará?

 

 

 

1

2–5

 

10 m.

20 m.

25 m.

35 m.

RH 1.2; SL 1.1, 1.3, 2.4; NM 1.4, 2.1, 2.4, 5.5; NH 1.2, 2.1, 2.2, 3.1, 3.6, 6.4, 8.1, 8.2

Visual Presentation

Audio

Video

Practice Workbook

2

To talk about the body and feelings, to learn the parts of the body and the five senses, and to express actions of the five senses

Desafío 1 – Una vuelta ciclista / Vocabulario / Gramática (262–267)

•   Warm-Up: Independent Starter

•   Fotonovela: Una vuelta ciclista

•   Cultura: La Vuelta Ciclista a España

•   Vocabulary: Partes del cuerpo

•   Cultura: El Angliru

•   Grammar: Los verbos ‘ver’, ‘oír’, ‘oler’ y ‘decir’

•   Cultura: ¿Lo ves o no lo ves?

 

 

 

6–8

9

10–13

14

15–19

 

20

 

 

5 m.

20 m.

5 m.

25 m.

5 m.

25 m.

 

5 m.

RH 1.2; SL 1.3, 2.4; WHST 1.2; NM 1.4, 2.1, 2.4, 3.2, 3.4, 3.5, 4.5, 5.1, 5.4, 5.5, 5.6, 6.4, 7.1, 7.2, 9.2; NH 1.1, 1.2, 2.1, 2.2, 3.2, 5.1, 6.2, 6.3, 6.4, 7.1, 8.2

Visual Presentation

Audio

Practice Workbook

Tu desafío

3

To integrate vocabulary and grammar and to assess student proficiency

Desafío 1 Comunicación / Evaluación (268–269)

•   Warm-Up: Independent Starter

•   Comunicación: Review

•   Final del desafío

•   Quiz on Desafío 1

 

 

 

21–23

24

 

 

5 m.

35 m.

35 m.

15 m.

RH 1.2; WHST 1.2; NM 4.3, 4.6, 5.6; NH 1.3, 2.2, 5.1, 5.2, 5.4, 9.1, 9.2

Audio

Practice Workbook

Tu desafío

4

To express habitual actions and to learn about personal hygiene

Desafío 2 – El azulejo perdido / Vocabulario (270–273)

•   Warm-Up: Independent Starter

•   Fotonovela: El azulejo perdido

•   Cultura: La Alhambra

•   Vocabulary: La higiene personal

•   Comparaciones: Los productos de higiene personal

 

 

 

25–27

28

29–31

32

 

 

5 m.

35 m.

10 m.

35 m.

5 m.

RH 1.2; SL 1.3; NM 1.2, 1.4, 2.1, 2.4, 4.4, 5.1, 5.2, 9.2; NH 1.3, 1.4, 2.1, 2.2, 2.4, 3.2, 5.4, 6.1, 6.4, 7.1, 8.3

Visual Presentation

Audio

Video

Practice Workbook

Tu desafío

5

To learn about reflexive verbs, to integrate vocabulary and grammar, and to assess student proficiency

Desafío 2 – Gramática / Comunicación / Evaluación (274–277)

•   Warm-Up: Independent Starter

•   Grammar: Los verbos reflexivos

•   Conexiones: La adolescencia

•   Comunicación: Review

•   Final del desafío

•   Quiz on Desafío 2

 

 

 

33–36

37

38–41

42

 

 

5 m.

25 m.

5 m.

25 m.

15 m.

15 m.

RH 1.2; SL 1.1, 1.3, 2.4; NM 3.2, 4.4, 7.1; NH 1.2, 1.3, 2.1, 2.2, 3.2, 3.4, 4.4, 5.2, 5.4, 5.5, 7.1, 8.1, 8.2

Audio

Practice Workbook

 

6

To express physical states, to learn about symptoms and illnesses, and to tell what hurts

Desafío 3 – El escudo de los reyes / Vocabulario / Gramática (278–283)

•   Warm-Up: Independent Starter

•   Fotonovela: El escudo de los reyes

•   Cultura: El Hostal de los Reyes Católicos

•   Vocabulary: Síntomas y enfermedades

•   Cultura: El Camino de Santiago

•   Grammar: El verbo ‘doler’

 

 

 

43–46

47

 

48–51

 

52

53–56

 

 

5 m.

25 m.

5 m.

 

25 m.

 

5 m.

25 m.

RH 1.2; SL 1.1; NM 1.1, 2.1, 2.4, 3.2, 4.5, 5.1, 5.2, 5.6, 6.1, 7.1;
NH 1.1, 1.2, 1.4, 2.1, 2.2, 2.4, 3.3, 3.4, 4.1, 4.3, 6.3, 6.4, 7.1, 7.2, 8.2, 9.1

Visual Presentation

Audio

Practice Workbook

Tu desafío

7

To express emotional and physical states, to integrate vocabulary and grammar, and to assess student proficiency

Desafío 3 – Gramática / Comunicación / Evaluación (283–287)

•   Warm-Up: Conexiones: El Obradoiro

•   Grammar: El verbo ‘sentirse’

•   Conexiones: Los gérmenes y la salud

•   Comunicación: Review

•   Final del desafío

•   Quiz on Desafío 3

 

 

57

 

58–62

63

64–66

67

 

 

5 m.

 

25 m.

5 m.

25 m.

15 m.

15 m.

WHST 1.2; SL 1.1, 1.3, 2.4; NM 2.4, 4.5, 4.6, 5.3, 6.2, 7.1, 7.2, 9.2; NH 1.1, 1.4, 2.2, 2.3, 2.4, 3.2, 3.6, 3.8, 4.3, 5.2, 5.3, 6.3, 6.4, 7.1, 7.2, 8.2

Audio

Practice Workbook

Tu desafío

 

8

To give commands and advice and to learn basic remedies

Desafío 4 – Una receta antigua / Vocabulario (288–291)

•   Warm-Up: Independent Starter

•   Fotonovela: Una receta antigua

•   Cultura: El monasterio de Silos

•   Vocabulary: Remedios básicos

•   Conexiones: Mi pirámide

 

 

 

68–70

71

72–74

75

 

 

5 m.

35 m.

10 m.

30 m.

10 m.

RH 1.2; SL 1.1, 1.3; NM 2.1, 2.4, 4.6; NH 1.3, 1.4, 2.1, 2.3, 3.2, 3.4, 5.1, 5.2, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 9.1

Visual Presentation

Audio

Video

Practice Workbook

Tu desafío

 

9

To give commands, to integrate vocabulary and grammar, to assess student proficiency, and to integrate language in context

Desafío 4 –Gramática / Comunicación / Evaluación / Todo junto (292–297)

•   Warm-Up: Independent Starter

•   Grammar: El imperativo afirmativo de ‘tú’

•   Conexiones: La belleza física

•   Comunicación: Review

•   Final del desafío

•   Quiz on Desafío 4

•   Todo junto

 

 

 

76–79

 

80

81–82

83

 

84–87

 

 

5 m.

20 m.

 

5 m.

20 m.

10 m.

10 m.

20 m.

SL 1.1, 1.3, 2.4;
NM 2.4, 4.4, 4.5, 5.1, 5.2, 7.1; NH 1.2, 1.3, 1.6, 2.1, 2.2, 2.4, 3.2, 3.7, 3.8, 5.1, 5.2, 5.3, 6.1, 6.3, 7.1, 8.2, 8.3

Audio

Practice Workbook

 

10

To learn about Spanish culture
and traditions,
to learn about
El Guernica, and
to review vocabulary, grammar, and culture

El encuentro / Mapa cultural / Lectura
(298–303)

•   Warm-Up: Independent Starter

•   Cultura: Los horarios de los españoles

•   El encuentro: En la Plaza Mayor

•   Mapa cultural: España

•   Lectura: El Guernica

•   Read project outline (308–309)

 

 

 

88

 

89–90

91–92

93–95

 

 

5 m.

5 m.

 

25 m.

25 m.

25 m.

5 m.

RH 1.2; SL 1.1, 2.4; WHST 1.2; NM 4.5, 6.2, 7.1, 7.2; NH 1.4, 2.1, 2.2, 2.3, 2.4, 3.6, 5.1, 5.3, 5.6, 6.1, 6.3, 6.4, 7.1, 7.2, 8.3

Video

Practice Workbook

Tu desafío

Repaso – Vocabulario

(304–305)

Repaso – Gramática (306–307)

Project work

11

To create a product which shows vocabulary, grammar, and expressions, to speak about health to present projects, and to assess student proficiency

Proyecto / Assessment (308–309)

•   Project presentations

•   Autoevaluación

•   Test

 

 

40 m.

10 m.

40 m.

SL 1.1, 2.4; NM. 9.2; NH 2.3, 3.2, 3.4, 3.8, 4.2, 4.3, 4.6, 5.2, 5.7, 7.1, 9.1

 
Assignments Due

LA LLEGADA

Estimated time: 1 session.

Dialogue: En Madrid.

Functions & forms:

  • Body parts.
  • Medical professions and buildings.
  • To express how someone feels.
  • To wish someone to feel better.
  • To say where something hurts.

Culture:

  • Madrid.

Speaking Quiz: Describe Madrid. (Speak bout the important tourist landmarks what do you like) Call  (321) 345-7971 leave a message. You must speak for a minute. Use “me gusta”, “no me gusta”, and “es”  include at least 10 adjectives. 

Draw and label a human body with its parts.

Project Phase 1 : Write about your product and how you will accomplish your goal. Give specific roles of equal importance to each member of the group. 

DESAFÍO 1

Estimated time: 4 sessions.

Dialogue: Una vuelta ciclista.

Functions & forms:

  • Body parts and five senses.
  • Expressing actions of the five senses: The verbs ver, oír, oler,
    and decir.

Culture:

  • La Vuelta Ciclista a España.
  • El Angliru.
  • ¿Lo ves o no lo ves?

Quiz D1

Project Phase 2: Show content of  “La Llegada and Desafio 1” in your project. How will you incorporate it? Do you think it is important to learn the body parts and senses? Why? When would you use this? 

DESAFÍO 2

Estimated time: 4 sessions.

Dialogue: El azulejo perdido.

Functions & forms:

  • Personal hygiene products and routines.
  • Expressing habitual actions: Reflexive pronouns.

Culture:

  • La Alhambra.
  • Los productos de higiene personal.

Quiz D2

Project Phase 3: How will we include habitual actions and reflexive pronouns in our product? Which of these personal hygiene products are important for you? Are there more products you would need to know about? Which ones? Include them in your project. 

DESAFÍO 3

Estimated time: 4 sessions.

Dialogue: El escudo de los reyes.

Functions & forms:

  • Medical staff and buildings.
  • Common symptoms and illnesses.
  • Expressing physical conditions:
    The verbs doler and sentirse.

Culture:

  • El Hostal de los Reyes Católicos.
  • El Camino de Santiago.
  • El Obradoiro.

Quiz D3

Project Phase 4: How can I include “Doler and Sentirse” into my product? What is the difference between these two words? When do we use each of them?  Why is it important to know how to speak about health and illnesses?

DESAFÍO 4

Estimated time: 4 sessions.

Dialogue: Una receta antigua.

Functions & forms:

  • Basic remedies and healthy lifestyle habits.
  • To give commands and advice: Affirmative commands.

Culture:

  • El monasterio de Silos.
  • La belleza física.

Project Phase 5: Self assessment with rubric. Presentations.

Test Unit 5

Additional Resources

509955_HS1_Unit_5_Grammar

509963_HS1_Unit_5_Vocab