High School Block:

Spanish 120

Learners will meet the CAMET adapted Common European Framework expectations for Spanish language level A1.2. A2.1 outcomes will be provided, and some may be used to extend activities and offer enrichment to learners and educators as required.

CONTEXTS AND CONCEPTS

This course may satisfy a second language requirement [ This course may satisfy a second language requirement or may be taken as a Grade 11/12 credit. The only prerequisite for this course is Spanish 110.]

Skills

  • This is a beginner level Spanish language course with an emphasis on the development of conversational skills and the appreciation of Hispanic culture
  • Learners will engage in age-appropriate activities at the A1.2 CEFR level
  • Daily activities will include speaking, listening, and interacting using the Neurolinguistic Approach
  • Learners will demonstrate understanding and respond orally
  • They will create texts and other forms of representation that respect intercultural norms
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GRADE 12

Strand: Oral

Big Idea: Speak, listen, and interact

Skill Descriptor: 1.1 Can use and follow speech that is slow and carefully articulated, with long pauses for assimilation of meaning in specific contexts and pick out concrete information from short media recordings on familiar topics.

Global Competencies: CM, SASM

Achievement Indicators:

Listening

  • Understand simple questions and expressions, and personal questions
  • Demonstrate understanding of simple directions, instructions and tasks
  • Demonstrate understanding of numbers, prices and times, weeks and months given in clear and simple interactions

Skill Descriptor:

  • 1.2 Can recognize and produce simple statements and questions about immediate concrete surroundings.
  • 1.3 Can interact in a simple way, ask and answer simple questions, initiate and respond to simple statement in areas of immediate need or on very familiar topics, greet people, indicate time with simple expressions (tomorrow, next week), and ask for simple directions.

Global Competencies: CM, SASM

Achievement Indicators:

Speaking/Interacting

    • Introduce self and/or others. For example, say name, origin (community, city, country) and school
    • State favourite colours (for example, for clothing)
    • Ask how people are and react appropriately to news
    • Use respectful greetings and phrases (to greet and take leave)
    • Give basic information about school/class, for example, its size, the number of learners, and favourite subject
    • Ask for simple directions
    • Discuss how you’re feeling emotionally and/or physically. (I have a headache, I’m hungry, cold, etc…)
    • Give simple descriptions of everyday objects (e.g., the colour, size, location)
    • Ask and answer simple questions about very familiar topics (e.g., family, school, activities, clothes, address), with some help
    • Use simple numbers in everyday situations (e.g., quantities, time, dates, and money)
    • State preferences and dislikes in simple language on a variety of topics (e.g., food, sports, music, school, clothing, hobbies, animals)
    • Discuss in simple terms areas of success and challenges, such as in sports or school subjects
    • Describe transportation and how to get from one place to another (distance, means of transportation, duration of travel)
    • Describe physical and social qualities of people
    • Describe an object (size, shape, colour, purpose)
    • Describe activities in the course of a day (school, work, leisure)
    • Discuss plans (for example, for a weekend or a holiday)

Strand: Reading

Big Idea: Understand and respond

Skill Descriptor:

2.1 Can understand short texts on subjects of personal interest (e.g. news flashes about sports, music, travel, or stories, etc.) written with simple words and supported by illustrations and pictures.

Global Competencies:

CM, SASM

Achievement Indicators:

    • Follow short, simple written directions (e.g., how to go from X to Y)
    • Understand an information form well enough to know where to add basic information (e.g., my name, date of birth, address)
    • Understand short simple greetings and messages (e.g., on birthday cards, party invitations or in SMS phone messages)
    • Read a simple, very short text, sentence by sentence, and pick out the clearest information and read it, if necessary, several times
    • Decode relatively simple material if there are illustrations
    • Understand and recognize parts of words, in particular prefixes, suffixes and endings)
    • Very slowly read very short, simple texts by understanding familiar names, words and basic phrases
    • Find basic information in posters, adverts or catalogues

Strand: Writing

Big Idea: Create text and other forms of representation

Skill Descriptor:

  • 3.1 Can give information in writing about themselves, others and matters of personal relevance (likes, dislikes, family, pets) using simple words, phrases, sentences, and basic expressions
  • 3.2 Can write a short, very simple message (e.g., a text message or greeting card) to friends to give them a piece of information or ask a question

Global Competencies:

CM, SASM

Achievement Indicators:

  • Correctly use upper case and final punctuation, in most cases (i.e., to begin and end a sentence)
  • Write the Roman alphabet, using upper- and lower-case letters by memory
  • Spell familiar words correctly, in most cases
  • Write numbers and symbols related to time of day or money
  • Use a few sentences and grammatical structures correctly (for example, gender and number agreement)
  • Write about who I am and what I like to do, using short phrases and simple sentences
  • Recognize where the model requires personal adaptations and make them. (Model says: mi casa es roja; learner: mi casa es azul)
  • Write a simple text message, email, invitation or post (e.g., Who? What? When? Where?)

Strand: Intercultural

Big Idea: Intercultural skills

Skill Descriptor:

4.1 Demonstrate basic social and school-related norms within the multicultural Canadian context through multiple modes of representation, expression, and action.

Global Competencies:

SASM, CTPS

Achievement Indicators:

  • Identify rights and responsibilities in the classroom, school and community
  • Use everyday polite forms of greeting and address
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