10 Spanish 1
Weekly outline
-
Bienvenidos a la nueva clase 2022!!! This is going to be an exciting year full of fun, challenges, and lots of good times!
As Y10SPA1 class I have new expectations for you and for our class, in order to have a successful year in this class, we need to work together.
Please do not hesitate to contact me at mmartin@mhjc.school.nz if you have any questions or concerns about our planned activities or assessments. You chose to continue Spanish as an optional subject. This means your commitment to the language is really strong. We are going to learn Spanish twice a week, you will have two assessments per year. All of you have previous Spanish skills, we have the opportunity to work consistently to improve your Spanish knowledge this year.
-
Hola chicos y chicas!
We are going to start our Spanish context "All about you".
Learning Intention:
We are learning to ask and respond to personal information
Success Criteria:
Identify vocabulary for countries, at least 12 countries
I can say where I am from and give my nationality and where I live I can ask someone else where they are from and their nationality and where they live Apply the rules for verb ser. Activities:
- Wally
- ¿De dónde eres?
- ¿Cuál es tu nacionalidad?
- ¿Dónde está Wally?
- Personal card
ALL THE RESOURCES ARE IN GOOGLE CLASSROOM
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING greet others in Spanish.
- We are EXPLORING introduce myself.
- WE ARE EXPLORING asking and indicating where someone or something is.
- We are EXPLORING. Recognize members of your family in Spanish
- We are EXPLORING how to say how many brothers/sisters you have
- Introduce your family in Spanish
-
Big Idea:
We are going to start our Spanish context "All about you".
Learning Intentions: We are learning to (WALT)...
- We are learning to ask and respond to personal information
Achievement Objectives:
Understand and produce information and ideas.
Recognise and describe ways in which the target language is organised.
Learning Intention:
We are learning to be able to give and understand information about my home.
Success Criteria:
recognise 6 different types of housing
recognise 9 different locations for housing
give information about the type of house they live in & say where it is understand Level 3 reading texts in Spanish. produce a Level 3 piece of writing in Spanish. Hola, Buenos Dias. This week we move from "All about you" to our new chapter called: Where I live- Donde vivo.
Activities:
- Nationalities worksheet in Google Classroom
- Slide show in Google classroom
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING greet others in Spanish.
- We are EXPLORING introduce myself.
- WE ARE EXPLORING asking and indicating where someone or something is.
- We are EXPLORING. Recognize members of your family in Spanish
- We are EXPLORING how to say how many brothers/sisters you have
- Introduce your family in Spanish
-
Hola esta semana vamos a hablar de la familia.
OBJECTIVES
Students will be able to...
1. Hear and recognize Spanish family vocabulary word
2. Speak Spanish family vocabulary words
3. understand and comprehend basic Spanish vocabulary and sentence structure about family
4. Use the sentence "Este es mi..." "Esta es mi..."
5. Understand and pick up the correct word for their family.
6. To be able to give a short description of my family using ‘en mi familia, hay… ‘
7. Use the target language to talk about their family.
Actividades1. Match the right terms ppt Familia (Google classroom)\
2. Worksheet Familia 1 (Google classroom)
3. Worksheet Familia 2 (Google classroom)
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING. Recognise members of your family in Spanish
- We are EXPLORING how to say how many brothers/sisters you have
- Introduce your family in Spanish
-
In this week's class we will rock some points for Spanish
Let's try our best to come first in New Zealand
-
This week we will
be able to give and understand information about where you live and give a more exact location to where your home is.EXPLORE / TŪHURA learning intentions:
- We are EXPLORING greet others in Spanish.
- We are EXPLORING introduce myself.
- WE ARE EXPLORING asking and indicating where someone or something is.
- We are EXPLORING. Recognize members of your family in Spanish
- We are EXPLORING how to say how many brothers/sisters you have
- Introduce your family in Spanish
FOCUS / ARONGA learning intentions:
- We are FOCUSING on describing where you live and describe your Country
- We are FOCUSING describing how is your city
- We are FOCUSING making our sentences longer when we talk about ourselves
-
UNA CARTA PARA UN NUEVO AMIGO/AMIGA
You are going to write a letter to another Spanish student from another school. This will be the first contact and after they will reply to you
A letter to your new friend to tell them about yourself and to ask about their family, including:
1. A greeting and Farewell
2. Personal details:
A) Where you are from
B) What’s your name and last name
C) How many languages do you speak
D) How old you are
E) When your birthday is
F) Where you live
3. Family details:
A) Who is in your family
B) if you have pets at home
4. Description of yourself
5. Ask questions at the end of your letter to find out information about your new friend.
IMPORTANT POINTS
You will be assessed on how well you:
Communicate opinions and/or information and/or ideas that are relevant to the tasks
Convincingly and successfully select and use a range of written language and features that connect information and/or ideas and are fit for the purpose and audience
Use language without including inconsistencies that interfere with communication
You include all the information required
Make an effort for your letter to look attractive to the readers.
CONDITIONS
You will have two periods to prepare this written piece.
First class: you will write a draft on paper
Second class: you will put in nicely on the paper
You won't be allow the use of internet
You are allow to use all the resources on MHOL ONLY
Students will demonstrate their ability to write a letter in Spanish and to ask questions about a familiar context
TOWARDS
AT
ABOVE
BEYOND
Language features
You have yet to investigate and describe the internal processes that shape and change the surface features of New Zealand
You have investigated and described the internal processes that shape and change the surface features of New Zealand
You have investigated and described the internal processes that shape and change the surface features of New Zealand using various examples
You have investigated and explained in some detail, the internal processes that shape and change the surface features of New Zealand using various examples
Covered information
You have attempted to write the letter
You have covered some of the information required
You have used a range of relevant scientific terms, symbols, simple representations, and simple models to communicate effectively
You have used a range of relevant scientific terms, symbols, representations, and models to communicate effectively
Time management
You have yet to complete and submit your assessment
You have submitted your assessment late
You have submitted your assessment by the date 28th March
You have submitted your assessment by the date 28th March
Overall grade
Working TOWARDS the Expected Curriculum Level
Working AT the Expected Curriculum Level
Working ABOVE the Expected Curriculum Level
Working BEYOND the Expected Curriculum Level
-
-
Big Idea: MI CIUDAD
Then we will start our context, MI Ciudad, where we will learn all the necessary for you to express in Spanish what you need if you are in Spanish-speaking country.
Learning Intentions:
- We are learning to state and ask about the existence of places and things in a city
AO Coverage:
Selecting and using language, symbols, and texts to communicateRecognize and describe ways in which the target language is organized.Success Criteria: I can/have...
- Identify vocabulary for places to hang out around town and invitations to hang out
- Describe city features and describe your town and brochures
- Explain how to get to different places
- Apply all the learning using oral skills to a native speaking person
Activities:
- Revision Quiz
- Mi city location and description
- Places in my city
- Places in my city 2
-
This week we will be doing a marathon of activities to build our foundations for NCEA!!! Are you ready?
Vamos!!!!
Mi ciudad with weather expressions!!
ACTIVIDADES!
1. Review prepositions/directions
2. Warm-up activity
3. My town
4. Weather
-
-
DESCRIPTION OF YOUR CITY
Location
Está al sur de… It’s to the south of…
Está en la costa/el campo… It’s on the coast/in the countryside…
Está situado… It’s situated…
Se localiza en… It’s located…
2. Description and places of your city
Hay donde infinitive... There is where ….
Se puede... You can ...
hay mucho que hacer... There is a lot to do
Me gusta/ No me gusta/Me encanta......
Muy very
____ tiene un montón de atracciones como + (nombre).... ______ has tonnes of attractions such as...
La ciudad está lleno de + (nombres) ... The city is full of…
Es famosa por + (nombres) o (infinitivo).... It’s famous for....
Hay lugares de interés como + (nombre).... There are places to visit such as…
Weather:
En + (country) + adverb + Weather expression + season
-
NCEA GROUP
Get familiar with the Achievement Standard NCEA
ACHIEVEMENT STANDARD 1.2 / AS AS90909 V2
Give a spoken presentation in Spanish that communicates a personal response
CREDITS: 4
-
These two weeks you will be working on your Script for NCEA
Student Instruction Sheet
Situation/Setting/Context - Sightseeing in New Zealand:
You are spending three weeks in Spain with other students from your Spanish class on your school trip. You are going to prepare and give a spoken presentation in Spanish to the students at your host school in Spain about what they should see and do in New Zealand on their return trip. Your audience will be students of your own age that speak Spanish.
MHJC Assessment
Your script could include the following:
What New Zealand is like, and your city in particular
Your opinion about what the students should see and do in New Zealand, with reasons
A description of a tourist activity in New Zealand that you would like to do
Advice any cultural differences that the students may encounter
Where you will like to go for your next holiday in New Zealand, with reasons
Task Instructions
Read through the Assessment Criteria so you know what is required for Excellence.
Brainstorm appropriate language and language features for the Assessment Task.
Write a draft copy of your script.
Use the Student Checklist to make sure your presentation is up to standard.
Modify your script accordingly.
Write a good copy of your script.
NCEA Assessment
Practice reading it aloud to a native speaker.
Make cue cards (or a PowerPoint presentation) with your presentation in bullet point form, if desired.
Practice your presentation using just your cue cards or (powerpoint presentation).
-
This week your script for your spoken presentation has to be uploaded in the link before.
For those who are doing NCEA the recording will be on Monday Week 2
Achievement Standard Purpose Statement: Give a spoken presentation in Spanish that communicates a personal response.
4 Credits
Assessment Title: Sightseeing in New Zealand
Student Instruction Sheet
Working towards
At
Above
Beyond
You have:
yet to complete your script for your speech
You have:
provided an adequate script
You have:
provided a script with some detail and some language features
given a oral presentation with the support of cue cards
You have:
provided a detailed script including a range of the languages features required
given a oral presentation with the support of cue cards
NCEA Achieved
NCEA Achievement with Merit
NCEA Achievement with Excellence
Give a spoken presentation in Spanish that communicates a personal response.
Give a convincing spoken presentation in Spanish that communicates a personal response.
Give an effective spoken presentation in Spanish that communicates personal response.
-
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING different aspects of Spanish daily life.
- We are EXPLORING Spanish custom of bullfighting festivals.
- We are EXPLORING representation of bullfighting in art, dance and music.
Introduction to Spain
To introduce Spanish cultureActivities
Introduction to bullfighting, watch a video and discuss. (link to literacy)
As a class, re-enact a bullfight.
Find out about the festival of San – Fermin in Pamplona
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING a debate of key aspect of Spanish culture, exploring both sides of the argument. so we can understand the reasons why Barcelona has banned bullfighting.
Activites
Cbbc news round website
Bull run video
Bullfight video
Bull taunting video
-
I will be able to say where I go on holiday.
I will be able to use opinions and justifications to describe where I go on holiday.
I will be able to write a paragraph about where I go on holiday, how I get there and who with.
-
Activities
Google Classroom
-
This week we will build our understanding about the celebration El dia de los muertos, and we will focus to distinguish, compare and contrast between Día de los Muertos and Halloween.
Learning Intention:
We are learning to understand of the Mexican celebration of Día de los Muertos.
Success Criteria:
develop an overall understanding of the Mexican holiday, Día de los Muertos, including the history, origins, and significance of this celebration to people of Mexican origin recognize common traditions and activities associated with Día de los Muertos develop an open-mind and respectful attitude towards diverse ethnic groups learn about cultural diversity and multiculturalism in a positive way Activities:
- Comparison with Halloween
- Caption for the images
-
Success Criteria:
You will know different film types in Spanish.
You will be able to say what kinds of films you like and dislike.
You will be able to say why you like certain kinds of films.
1. In your groups try to identify the following
“tipos de peliculas”
2. Likes and Dislikes
3. Guess the movie
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-