Course Profile International Languages (Spanish), Level 2, Academic,
Catholic
Unit 1: ¡Mucho Gusto!
Activity
1 | Activity 2 | Activity
3 | Activity 4 | Activity
5 | Activity 6
Lead
Writer: Sandra
Pagliaroli, Windsor Essex Catholic District School Board
Unit
Developers:
Biagio
Aulino, York Catholic District School Board
Luis
Bustos, Peterborough Victoria Northumberland and Clarington Catholic District
School Board
John
Pusztay, Hamilton Wentworth Catholic District School Board
Luisa
Ventura, Simcoe Muskoka Catholic District School Board
Development
Date: July 2000
This unit is
intended to provide students with a solid introduction to the Spanish language
and a glimpse into the richness of its culture. Students learn to how to greet
others, introduce themselves and their classmates, and ask for and state place
of origin. Students learn to ask how someone is, ask for and state age, as well
as seek and provide personal information. In addition, students recognize
common classroom expressions and vocabulary, tell what time it is, express
courtesy, and discuss school schedule and activities. Furthermore, students
state location and communicate via telephone; talk about places in the city; as
well as extend, accept, and refuse invitations. The unit activities lay the
foundation for self-help and co-operative learning, whereby team members learn
to respect the rights, responsibilities, and contributions of self and others.
Ontario
Catholic School Graduate Expectations: CGE1d, CGE1h, CGE2a, CGE2b, CGE2c, CGE2e, CGE4a, CGE4b, CGE4c, CGE5a,
CGE5e, CGE7f, CGE7g, CGE7j.
Strand(s): Oral Communication,
Reading, Writing
Overall
Expectations: OLV.01,
OSV.01, REV.01, WR1.01.
Specific
Expectations: OL1.01,
OL1.02, OL1.03, OS1.01, OS1.02, OS1.04, RE1.02, RE1.05, WR1.01, WR1.02, WR1.04,
WR1.05, GL1.01, GL1.02, GL1.03, GL1.04, GL1.05, GL1.08, GL1.09, GL1.10.
|
Activity 1 |
¡Hola! |
150 minutes |
|
Activity 2 |
Mi horario
de clases |
120 minutes |
|
Activity 3 |
Mi
Onomástico |
130 minutes |
|
Activity 4 |
Mi ciudad |
160 minutes |
|
Activity 5 |
Hablar por
teléfono |
170 minutes |
|
Activity 6 |
Las
ciudades de habla hispana |
300 minutes |
·
Teachers
gather the resources listed.
·
Refer to The
Ontario Curriculum, Grades 9 and 10, Classical and International Languages,
1999 document in order to establish the criteria checklists for the
assessment and evaluation of student learning throughout the unit.
·
Teachers
prepare the criteria checklists for the unit activities prior to introducing
the unit.
None
·
A variety of
teaching and learning strategies have been provided to maintain the interest of
students and maximize success for all types of learners.
·
The teacher
pre-teaches/reviews functional language (structure, theme vocabulary) required
for the successful completion of the tasks.
·
Whole class
strategies include brainstorming, problem solving, general discussion, and
presenting/introducing.
·
The
following teaching and learning strategies are used: memorizing,
collaborative/co-operative learning, interviewing, oral communication, reporting,
Internet search, and videotaping.
·
Students use
appropriate language structures in all three strands.
·
The teacher
prepares language/vocabulary worksheets.
·
The teacher
prepares a quiz to assess verb forms.
·
The teacher
prepares and/or finds pictures to represent new vocabulary.
·
The teacher
procures any resources essential for the presentation of this extensive
introductory unit.
·
The teacher
prepares assessment sheets and/or rubrics for the assessment of oral and
written activities.
·
The teacher
provides listening comprehension activities which increase in complexity.
·
The teacher
establishes use of portfolios as evidence of student growth.
·
Note-taking,
gathering and organizing information, reading age- and language-appropriate
materials, writing, questioning, and conferencing.
·
Formal and
informal observation, paper-pencil tests, improvisations, formal written
assignment.
·
Survey
assignment, listening exercises (i.e., dictations), and student portfolios.
·
Consult with
Special Education staff for specific recommendations and accommodations for
students identified with special needs according to IEPs.
·
Pair
students so that one student’s strengths help compensate for another student’s
challenges.
·
Adapt the
number of required activities and the level of difficulty to agree with the
IEPs for students identified as gifted and talented, ESL, ELD, physically
challenged, etc.
Best,
Shirley. ¡Todos ganan! Portland: J. Weston Walch, 1985. ISBN
0-8251-0251-0
Brett,
Robert J. ¡Mucho Gusto! EMC Publishing: St. Paul, Minnesota, 1990. ISBN
0-8219-0246-6
Frobose,
Mark. Relatos divertidos. Portland: J. Weston Walch, 1988. ISBN
0-8251-1303-2
Funston,
James F. En Sus Marcas. Saint Paul Minnesota: EMC/ Paradigm Publishing,
2000.
ISBN 0-8219-1888-5
Giannetti,
George. The Spanish Teacher Book of Lists. Portland: J. Weston Walch,
1989.
ISBN 0-8251-1503-5
Giannetti,
George. Un Calidoscopio de palabras. Portland: J. Weston Walch, 1987.
ISBN 0-8251-1211-7
Juntos. New Jersey: Prentice-Hall, Inc., 1997.
ISBN 0-13-838905-5
Leon,
Vicki. 70 Spanish Activities. Portland: J. Weston Walch, 1989. ISBN
0-8251-0248-0
McConnell,
Mary. Snappy Starters. Portland: J. Weston Walch, 1991.
Morrow,
Patricia. Buscapalabras en español. Portland: J. Weston Walch, 1991.
ISBN 0-8251-1873-5
¿Qué
tal? London: Mary
Glasglow Magazines-Scholastic, 1999. ISBN 0033-5940
Samaniego,
F.A., M.C. Brown, P.H. Carlin, S. Gorman, and C.L. Sparks ¡Dime!
Lexington, Massachusetts: D.C. Heath and Company, 1993. ISBN 0-669-23881-3
Valette,
Jean-Paul and Rebecca Valette. Spanish for Mastery 1. Lexington: D.C.
Heath and Company, 1984. ISBN 06172-7
Batalla
de palabras. Roanoke:
Gessler Publishing Co., Inc., 1987. (software)
Gaiero,
Robert D. Spanish Bit by Bit 1, 2, 3. St. Catherines: Tutor Enterprises,
1996. (software)
Spanish for
Everyone. Cambridge: The
Learning Company, 1997. ISBN 0-7630-1489-3 (CD-ROM)
Please note
that these sites were in use at the time of publication.
Yahoo –
Spanish – http://www.yahoo.com
Lycos –
Spanish – http://www.lycos.es
Excite
– Spanish – http://www.excite.es
AltaVista
– English – http://www.altavista.com
Comparative
Cultural Studies – http://www.mexconnect.com/mex_/culxcomp.html
Mayan
Folktales – http://LanguageCenter.cla.umn.edu/lc/surfing/spanish.html
Mayan
Calendar – http://saxakali.com/historymam7.htm
Fiestas
– http://www.mexdesco.com/fiestas/1852.htm
List of
Mexican Fiestas – http://www.mexico-travel.com/fiestas/fiestas_inf_eng.html
Sí, Spain –
http://www.SiSpain/english/index.html
Community
organizations, consulates, bookstores, radio/television stations, library,
Spanish newspapers, magazines, Spanish Catholic Bible (Sagrada Biblia,
Catholic Publishers: Nashville, Tennessee, 1980).
Time: 150 minutes
In this
activity, students are given the opportunity to greet and introduce a classmate
and state their place of origin. Students dialogue effectively in a
communicative situation by demonstrating a confident and positive sense of self
and respect for the dignity and welfare of others. They also present
information and ideas clearly, honestly, and with sensitivity to others. These
activities allow students to exercise Christian leadership in the achievement
of individual and group goals while providing them with an opportunity to
respect the rights, responsibilities, and contributions of self and others.
Ontario
Catholic School Graduate Expectations
1d - develops
attitudes and values founded on Catholic social teaching and acts to promote
social responsibility, human solidarity, and the common good;
2a - listens
actively and critically to understand and learn in light of the gospel values;
2b - reads,
understands, and uses written materials effectively;
4a - demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
4c - takes
initiative and demonstrates Christian leadership;
5a - works
effectively as an interdependent team member.
Strand(s): Oral Communication, Reading, Writing
Overall
Expectations
OLV.01 -
demonstrates an understanding of simple spoken language, used in various
situations and for different purposes, applying language knowledge appropriate
to the level;
OSV.01 -
communicates orally in various situations and for different purposes, using
simple language appropriate to the level;
REV.01 - reads
age- and language-appropriate passages from various sources for different
purposes;
WRV.01 - writes
for different purposes and audiences, using simple language appropriate to the
level.
Specific
Expectations
OL1.01 -
responds to questions posed in conversation, statements, and commands, using
simple vocabulary and language structures appropriate to the level;
OL1.02 - uses
visual cues (e.g., facial expressions and gestures) and verbal cues (e.g., verb
endings, time words) to interpret a variety of oral messages in presentations
and dialogues (e.g., speeches, conversations, interviews on audiotape,
videotape, and CD-ROMs);
OS1.01 - uses
standard pronunciation, intonation, and tones in the international language
(for words and in phrases and sentences);
RE1.02 - reads
aloud with expression, to further develop standard pronunciation, intonation,
and tones;
WR1.04 - uses
resources to make their writing more effective (e.g., dictionaries, input from
teachers);
GL1.01 - uses
articles with nouns, - formation of the plural; irregular plurals, - gender of
nouns, uses the partitive with nouns (e.g., some vegetables, any
salad), – frequently used irregular nouns;
GL1.02 -
prepositional phrases (e.g., into the room, in the room, at
the dentist, to the bank);
GL1.04 -
present tense, regular verbs and irregular verbs, including frequently used
irregular verbs (e.g., to be, to have, to want, to go), – verbs in
simple negative constructions, – modal verbs (e.g., can, must, want), –
uses negative forms (e.g., don’t, won’t).
·
Prepare the
necessary visual aids.
·
Select video
segments and prepare a listening activity.
·
Prepare
audiocassette for authentic sounding pronunciation.
·
Select a
listening activity about greetings and introductions.
No prior
knowledge of the Spanish language is required for this activity
1. With a partner, the student is able to
identify and apply different ways to greet and introduce a classmate in this
activity.
2. The teacher distributes a vocabulary list of saludos
(see Appendix 1-H).
3. Students are able to achieve these goals by
memorizing and working collaboratively in preparing a dialogue.
4. The teacher role plays a dialogue between two
people who are meeting for the first time.
5. The teacher teaches months of the year, days
of the week, seasons, the alphabet, numbers (1-50), names, and simple
adjectives.
6. The teacher teaches how to state one’s name,
age, and place of origin (use of preposition de).
7. The teacher teaches classroom vocabulary and
common classroom expressions.
8. The teacher may wish to use simple math
equations to emphasize/reinforce number vocabulary.
9. The teacher may use a map of Canada and give
students directions on how to locate places (e.g., Winnipeg is found in section
E5). This exercise reinforces number vocabulary and the alphabet.
10. The teacher may choose to have students spell
their names and/or chosen vocabulary words (e.g., a friendly Spelling Bee).
11. The teacher establishes the use of portfolios
as evidence of student growth.
12. The teacher provides listening activities to
reinforce new vocabulary, numbers, and alphabet.
13. The teacher provides listening activities
(i.e., alphabet and/or number recitation by an authentic Spanish speaking
person).
14. The teacher may use a student who is fluent in
Spanish to make a cassette tape which the class may listen to. (There are also
may commercial cassette tapes available which provide listening activities,
probably including the program which the teacher presently uses.)
|
Purpose |
Tool/Method |
Who |
Strategy |
|
Formative |
Observation |
Teacher |
Discussion |
|
Formative/Diagnostic |
Checklist |
Student/teacher |
Questions/answers |
|
Formative |
Paper/pencil |
Teacher |
Worksheet |
|
Formative |
Quizzes |
Student |
Aural/written |
|
Summative |
Rubric |
Teacher |
Oral
presentation |
·
Elicit the
assistance of the Special Education personnel to provide remedial opportunities
where needed.
·
Provide
extra rehearsal time for oral activities.
·
Refer to
recommendations made by Special Education staff re: specific accommodations for
students with special needs.
Video of
salutations in Spanish (commercially produced in program in use or by
Spanish-speaking students)
Audiocassette
(commercially produced in program in use or by Spanish-speaking students)
Appendix 1-A –
Rubric for Introduction Dialogue
Appendix 1-H –
Saludos, Introducciones y Despedidas
Time: 120 minutes
In this
activity, students design their class schedule using pertinent vocabulary
dealing with classes, schedules, and daily classroom activities. Students read,
understand, and use written materials effectively. By integrating learning from
various subject areas and experiences, students adopt a holistic approach to
life. Finally, students examine and reflect on their personal values,
abilities, and aspirations influencing life’s choices and opportunities through
the activity based on courses chosen.
Ontario
Catholic School Graduate Expectations
2a - listens
actively and critically;
2b - reads,
understands, and uses written materials effectively;
2e - respects
the rights, responsibilities, and contributions of self and others;
4a -
demonstrates a confident and positive sense of self and respect for the dignity
and welfare of others.
Strand(s): Oral Communication, Reading, Writing
Overall
Expectations
OLV.01 -
demonstrates an understanding of simple spoken language, used in various
situations and for different purposes, applying language knowledge appropriate
to the level;
OSV.01 -
communicates orally in various situations and for different purposes, using
simple language appropriate to the level;
REV.01 - reads
age- and language-appropriate passages from various sources for different
purposes;
WRV.01 - writes
for different purposes and audiences, using simple language appropriate to the
level.
Specific
Expectations
OL1.01 -
responds to questions posed in conversation, statements, and commands, using
simple vocabulary and language structures appropriate to the level;
OL1.02 - uses
visual cues (e.g., facial expressions and gestures) and verbal cues (e.g., verb
endings, time words) to interpret a variety of oral messages in presentations
and dialogues (e.g., speeches, conversations, interviews on audiotape,
videotape, and CD-ROMs);
RE1.02 - reads
aloud with expression, to further develop standard pronunciation, intonation,
and tones;
WR1.01 - writes
using simple sentences and paragraphs, including dialogues, on a specific theme
or for a specific purpose using vocabulary and language structure appropriate
to the level (e.g., describe an ideal friend);
WR1.04 - uses
resources to make their writing more effective (e.g., dictionaries, input from
teachers);
GL1.01- uses
articles with nouns, – formation of the plural; irregular plurals, – gender of
nouns, uses the partitive with nouns (e.g., some vegetables, any
salad), – frequently used irregular nouns;
GL1.02 -
prepositional phrases (e.g., into the room, in the room, at
the dentist, to the bank);
GL1.04 -
present tense, regular verbs and irregular verbs, including frequently used
irregular verbs (e.g., to be, to have, to want, to go), – verbs in simple
negative constructions, – modal verbs (e.g., can, must, want), – uses
negative forms (e.g., don’t, won’t);
GL1.05 -
possessive adjectives (e.g., my, your, his, her, out, their);
GL1.09 -
vocabulary – days of the week, months of the year, time of day, – cardinal
numbers (1-100) and ordinal numbers (e.g., the first day).
· Prepare a rating scale to evaluate Mi
horario de clases.
· Create an authentic timetable.
· Prepare a transparency highlighting
necessary vocabulary.
·
Prepare
Appendices 1-B, 1-G, and 1-I.
·
Telling
time, vocabulary dealing with subject disciplines, numbers (1-50)
·
Salutations
·
Use of
nouns, subject pronouns, verbs (e.g., ser)
1. The
teacher starts a discussion about various classes in a day.
2. The
teacher teaches definite and indefinite articles, and gender and number
agreement of nouns.
3. The teacher presents a vocabulary list of
school subjects, and telling time.
4. The teacher reviews numbers from 1 to 50 and
teaches cardinal numbers 50 to 100.
5. The teacher distributes vocabulary list of
subjects (see Appendix 1-I).
6. Students are to write the definite articles
for the class subjects (see Appendix 1-I).
7. Students individually brainstorm their daily
schedule or an ideal school or class schedule.
8. The teacher distributes a copy of a blank
timetable (Appendix 1-B).
9. Working individually, students complete a
teacher-prepared timetable.
10. Students present their ideal timetable to the
class orally and give two reasons why they prefer it.
11. The teacher and students brainstorm reasons
prior to the oral presentation in order to create a list of generic reasons.
12. The teacher evaluates timetable using rating
scale see (Appendix 1-B).
|
Purpose |
Tool/Method |
Who |
Strategy |
|
Formative |
Observation |
Teacher |
Timetable
Planning |
|
Formative |
Quizzes |
Student |
Aural/Written |
|
Summative |
Writing
Skills |
Student |
Editing |
|
Summative |
Rubric |
Teacher |
Oral
Presentation |
·
Arrange for
assistance with written assignments. This assistance may be provided by a peer,
a classroom teacher, or Special Education staff according to student’s specific
needs.
·
Adjust the
time allotted for completion of written assignments.
Provide a sample timetable (see Appendix 1-G).
Reinforcement
vocabulary activities (e.g., Buscapalabras – consult unit Resources).
Spanish/English
dictionaries for all students (a class set if possible).
Appendix 1-B –
Rating Scale for Mi horario de clases
Appendix 1-G – Mi
horario de clases
Appendix 1-I – Las
materias
Time: 130
minutes
In this activity, students learn the
importance of the celebration of a particular Saint’s day. Its religious
significance in the Spanish-speaking world is highlighted. Students design and
present a Saint’s Day card. Through this activity, students integrate their
Catholic faith with everyday life in Spanish speaking countries. They also gain
a greater respect for the faith traditions of Spanish speaking cultures while
creating, adapting, and evaluating new ideas in light of the common good.
Furthermore, this activity guides their understanding of all faiths.
Ontario
Catholic School Graduate Expectations
1d - develops
attitudes and values founded on Catholic social teaching and acts to promote
social responsibility, human solidarity, and the common good;
1h - respects
the faith traditions, world religions, and the life-journeys of all people of
good will;
2a - listens
actively and critically to understand and learn in light of gospel values;
2b - reads,
understands, and uses written materials effectively;
2c - presents
information and ideas clearly and honestly and with sensitivity to others;
4a - recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
4b -
demonstrates flexibility and adaptability;
4c - thinks
reflectively and creatively to evaluate situations and solve problems;
7f - respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
7j -
contributes to the common good.
Strand(s): Oral Communication, Reading, Writing
Overall
Expectations
OLV.01 -
demonstrates an understanding of simple spoken language, used in various
situations and for different purposes, applying language knowledge appropriate
to the level;
OSV.01 -
communicates orally in various situations and for different purposes, using
simple language appropriate to the level;
REV.01 - reads
age- and language-appropriate passages from various sources for different
purposes;
WRV.01 - writes
for different purposes and audiences, using simple language appropriate to the
level.
Specific
Expectations
OL1.01 -
responds to questions posed in conversation, statements, and commands, using
simple vocabulary and language structures appropriate to the level;
OL1.02 - uses
visual cues (e.g., facial expressions and gestures) and verbal cues (e.g., verb
endings, time words) to interpret a variety of oral messages in presentations
and dialogues (e.g., speeches, conversations, interviews on audiotape,
videotape, and CD-ROMs);
OL1.03 -
identifies features of the culture of countries where the language is spoken
(e.g., holidays and cultural events);
OS1.01 - uses
standard pronunciation, intonation, and tones in the international language
(for words and in phrases and sentences);
OS1.04 -
applies knowledge of the culture of countries where the language is spoken in
various activities (e.g., dialogues, simple presentations);
RE1.02 -reads
aloud with expression, to further develop standard pronunciation, intonation,
and tones;
RE1.05 -
identifies features of the culture of countries where the language under study
is spoken (e.g., festivals, historical sites);
WR1.01 - writes
simple sentences and paragraphs, including dialogues, on a specific theme or
for a specific purpose using vocabulary and language structures appropriate to
the level (e.g., describe a friend);
WR1.04 - uses
resources to make their writing more effective (e.g., dictionaries, input from
teachers);
WR1.05 -
applies knowledge of the culture of the countries where the language under
study is spoken in various activities, using both print and electronic
resources (e.g., communicate with a pen or key pal in another country);
GL1.01- uses
articles with nouns, – formation of the plural; irregular plurals, – gender of
nouns uses the partitive with nouns (e.g., some vegetables, any
salad), – frequently used irregular nouns;
GL1.02 -
prepositional phrases (e.g., into the room, in the room, at
the dentist, to the bank);
GL1.04 -
present tense, regular verbs and irregular verbs, including frequently used
irregular verbs (e.g., to be, to have, to want, to go), – verbs in
simple negative constructions, – modal verbs (e.g., can, must, want), –
uses negative forms (e.g., don’t, won’t);
GL1.09 -
vocabulary: days of the week, months of the year, – cardinal and ordinal
numbers;
GL1.10 - other
elements: idiomatic expressions.
·
Obtain
visuals on the celebration of Saints as celebrated in Spain and in Latin America.
·
Prepare a
calendar listing all the Saints days (see Appendix 1-J).
·
Prepare a
transparency listing the Spanish-speaking countries and their patron Saints.
·
Arrange use
of computer lab or Library/Resource Centre.
·
Reserve
Bibles (Religion Department) and other resources (Library/Resource Centre) in
order to provide ample information for the students.
·
Numbers
(1-100), months of the year, days of the week
·
Review of
Spanish names from introduction of Unit 1
1. The teacher discusses/explains why Saints’
days are celebrated and their importance to the culture.
2. The teacher teaches the use of the expression hay
(haber).
3. If possible, the teacher shows visuals of a
religious fiesta which celebrates a Saint’s day.
4. The teacher posts a religious calendar in the
classroom where students can become aware of their own namesake Saint’s day
(see Appendix 1-J).
5. Invite a member of the school Parish (a priest
or campus minister) to speak about the significance of celebrating Saints’
days.
6. The teacher provides students with a copy of a
Spanish religious bulletin (if possible) to determine the Saint days that will
be celebrated during the month (see Appendix 1-J).
7. The teacher shows examples of religious greeting
cards.
8. Students prepare their own Saint’s Day
greeting cards.
9. In a group, students match patron Saints with
their perspective Spanish-speaking countries.
10. Students are given time to research (2-3 simple
sentences) their chosen saint.
11. The teacher allows students to use the Internet
to find information on their chosen saint.
12. The teacher teaches possible greetings which
may appear on an onomastico greeting card prior to the beginning of the
student card creation.
13. Students’ greeting cards include a picture of
the saint or other appropriate images as representation of the saint. Use of
computer-generated cards is optional.
14. Students’ greeting cards are presented orally
to the class with an explanation of their chosen saint and to whom they would
give the greeting card and why.
15. Students’ greeting cards are evaluated by the
teacher (see Appendix 1-C).
|
Purpose |
Tool/Method |
Who |
Strategy |
|
Formative |
Observation |
Teacher |
Use of Class Time |
|
Formative |
Dictation |
Student |
Aural/Written |
|
Summative |
Completion Exercises |
Student |
Listening |
|
Summative |
Rubric |
Teacher |
Oral Presentation |
·
Consult
student’s IEPs to make accommodations in creating greeting card.
·
Provide
assistance with research project and oral presentation.
·
Adapt
expectations according to IEPs, e.g., allotted rehearsal time, required
elements.
Church
Bulletin (local parishes)
Sample greeting
cards (teacher to purchase or create own)
Web Sites
Comparative
Cultural Studies – http://www.mexconnect.com/mex_/culxcomp.html
Mayan
Folktales – http://LanguageCenter.cla.umn.edu/lc/surfing/spanish.html
Mayan
Calendar – http://saxakali.com/historymam7.htm
Fiestas
– http://www.mexdesco.com/fiestas/1852.htm
List of
Mexican Fiestas – http://www.mexico-travel.com/fiestas/fiestas_inf_eng.html
Sí,
Spain – http://www.SiSpain/english/index.html
Send a
Postcard – http://www.xenus.com/postcard
E-greeting
cards – http://www.sendgreeting.com
Documentos
de Santos – http://www.catolicos.org/documentossantos.htm
Biblia
– http://www.catolicos.org/biblias.htm
Multimedia Holy
Cards – http://catolicos/org/hdycards.htm
Appendix 1-C – Rubric for Card Evaluation
Appendix 1-J – Días
Santos – three pages
Time: 160 minutes
In this activity, students work
collaboratively to create a map of their ideal city. They label churches,
museums, monuments, amusement parks, theatres, cinemas, art galleries, schools,
stores, banks, sports centres, and restaurants. This activity helps students to
develop attitudes and values founded on Catholic social teaching and promotes
social responsibility, human solidarity, and the common good. Students read,
understand, and use written material effectively while using and integrating
the Catholic faith tradition in the critical analysis of the arts, media,
technology, and information systems to enhance the quality of life for all.
Ontario
Catholic School Graduate Expectations
2a - listens
actively and critically to understand and learn in light of gospel values;
2b - reads,
understands, and uses written materials effectively;
2c - presents
information and ideas clearly and honestly with sensitivity to others;
5a - works
effectively as an interdependent team member;
5e - respects
the rights, responsibilities, and contributions of self and others;
7j -
contributes to the common good.
Strand(s): Oral Communication,
Reading, Writing
Overall
Expectations
OLV.01 -
demonstrates an understanding of simple spoken language, used in various
situations and for different purposes, applying language knowledge appropriate
to the level;
OSV.01 -
communicates orally in various situations and for different purposes, using
simple language appropriate to the level;
REV.01 - reads
age- and language-appropriate passages from various sources for different
purposes;
WRV.01 - writes
for different purposes and audiences, using simple language appropriate to the
level.
Specific
Expectations
OL1.01 -
responds to questions posed in conversation, statements, and commands, using
simple vocabulary and language structures appropriate to the level;
OS1.01 - uses
standard pronunciation, intonation, and tones in the international language
(for words and in phrases and sentences);
RE1.02 - reads
aloud with expression, to further develop standard pronunciation, intonation,
and tones;
RE1.05 -
identifies features of the culture of countries where the language under study
is spoken (e.g., festivals, historical sites);
WR1.01 - writes
simple sentences and paragraphs, using dialogues, on a specific theme or for a
specific purpose using vocabulary and language structures appropriate to the
level (e.g., describe a friend);
WR1.04 - uses
resources to make their writing more effective (e.g., dictionaries, input from
teachers);
WR1.05 -
applies knowledge of the culture of countries where the language under study is
spoken in various activities, using both print and electronic resources;
GL1.01- uses
articles with nouns, – formation of the plural; irregular plurals, – gender of
nouns uses the partitive with nouns (e.g., some vegetables, any
salad), – frequently used irregular nouns;
GL1.02 -
prepositional phrases (e.g., into the room, in the room, at
the dentist, to the bank);
GL1.04 -
present tense, regular verbs and irregular verbs, including frequently used
irregular verbs (e.g., to be, to have, to want, to go), – verbs in
simple negative constructions, – modal verbs (e.g., can, must, want), –
uses negative forms (e.g., don’t, won’t);
GL1.09 -
vocabulary - words associates with geography, places (e.g., school, office,
factory).
·
Prepare a
list of useful vocabulary dealing with the city (names of buildings, e.g.,
church, etc.).
·
Obtain a map
of a city in a Spanish-speaking country, a Canadian city , and/or their own city
(Geography Department).
·
Obtain a
video of a Spanish-speaking city, a Canadian city, and/or their own city
(Geography Department).
·
Prepare a
worksheet activity (a map).
·
Prepare a
rating scale to evaluate map (see Appendix 1-D).
·
Obtain maps
of the city from local tourist bureau.
·
Proper use of the expression hay,
indefinite/definite articles, gender and number agreement, and simple adjectives
1. The teacher and students brainstorm possible
vocabulary related to maps and a city.
2. The teacher provides a list of vocabulary for
this activity (Appendix 1-K).
3. The teacher teaches the present tense of the
verb estar.
4. The teacher teaches use of position
prepositions (a la derecha, a la izquierda, etc.).
5. The teacher uses a map of a Canadian city
and/or student’s city to accentuate the similarities and/or the differences
between our cities and foreign cities. (Geography Department should have a set
of maps of Canadian cities and/or their own city.)
6. The teacher uses local tourist bureau for maps
of the city.
7. Post a map of a city where Spanish is spoken
in the classroom and a map of their own city.
8. The teacher presents a map where students
label the pertinent vocabulary of the city.
9. Students select group members and begin to
brainstorm ideas for their ideal city.
10. Students use problem-solving techniques in
designing their plan.
11. Students design a rough draft and a final copy
of their ideal city.
12. Students present their ideal city (map) to the
class and explain why their city is ideal (five adjectives to be used).
13. The teacher may choose to display or post their
ideal city around the classroom. Students select their most ideal and their
least ideal city by using a rating scale created by the teacher (see Appendix
1-D).
14. The teacher presents the chosen ideal city to
the class.
|
Purpose |
Tool/Method |
Who |
Strategy |
|
Formative |
Observation |
Teacher |
Student
Participation |
|
Formative |
Quizzes |
Student |
Aural/Written |
|
Formative |
Self-/Peer
Evaluation |
Student |
Checklist |
|
Summative/Diagnostic |
Checklist |
Teacher |
Use of
Spanish |
|
Summative |
Rubric |
Teacher |
Evaluation of
Map |
·
Pair
students with a classmate whose strengths will compensate for another student’s
challenges.
·
Monitor
self- and peer evaluation.
·
Adapt
evaluation according to IEPs.
Sample
maps of Spanish-speaking cities (visit local tourist bureau).
Access
information from cultural institutes (see Activity 3 for web sites).
Sample maps of
own city with which to compare (Geography Department or local tourist bureau).
Web Sites
3-D
Atlas – http://www.3datlas.com
Country
Information – http://www.excite.com/travel/countries
Countries
Online – http://www.altapedia.com/online/contents.htm
Great Maps – http://www.nationalgeographic.com/resources/ngo/maps
CNN City Maps –
http://www.cnn.com/TRAVEL/CITY.GUIDES
A World of
Information – http://www.emulateme.com
Appendix 1-D –
Rating Scale to Evaluate a Map
Appendix 1-K – Lugares
en la ciudad
Time: 170 minutes
This activity
provides the student with opportunities to listen actively and critically to
understand and learn in light of gospel values. Furthermore, students read,
understand, and use written materials effectively with the intention of
presenting information and ideas clearly and honestly and with sensitivity to
others. In turn, this activity permits students to achieve excellence,
originality, and integrity in their own work and support these qualities in the
work of others.
Ontario
Catholic School Graduate Expectations
2a - listens
actively and critically to understand and learn in light of gospel values;
2c - presents
information and ideas clearly and honestly and with sensitivity to others;
4a -
demonstrates a confident and positive sense of self and respect for the dignity
and welfare of others;
5a - works
effectively as an interdependent team member;
5e - respects
the rights, responsibilities, and contributions of self and others.
Strand(s): Oral Communication, Reading, Writing
Overall
Expectations
OLV.01 -
demonstrates an understanding of simple spoken language, used in various
situations and for different purposes, applying language knowledge appropriate
to the level;
OSV.01 -
communicates orally in various situations and for different purposes, using
simple language appropriate to the level;
REV.01 - reads
age- and language-appropriate passages from various sources for different
purposes;
WRV.01 - writes
for different purposes and audiences, using simple language appropriate to the
level.
Specific
Expectations
OL1.01 -
responds to questions posed in conversation, statements, and commands, using
simple vocabulary and language structures appropriate to the level;
OL1.02 - uses
visual cues (e.g., facial expressions and gestures) and verbal cues (e.g., verb
endings, time words) to interpret a variety of oral messages in presentations
and dialogues (e.g., speeches, conversations, interviews on audiotape,
videotape, and CD-ROMs);
OS1.01 - uses
standard pronunciation, intonation, and tones in the international language
(for words and in phrases and sentences);
OS1.02 - uses
simple vocabulary and language structures appropriate to the level to convey
and respond to messages (e.g., relate an incident);
RE1.02 - reads
aloud with expression, to further develop standard pronunciation, intonation,
and tones;
WR1.02 - writes
a variety of questions and answers;
WR1.04 - uses
resources to make their writing more effective (e.g., dictionaries, input from
teachers);
GL1.01 - uses
articles with nouns, – formation of the plural; irregular plurals, – gender of
nouns uses the partitive with nouns (e.g., some vegetables, any
salad), – frequently used irregular nouns;
GL1.02 -
prepositional phrases (e.g., into the room, in the room, at
the dentist, to the bank);
GL1.03 -
subject pronouns, singular and plural, – interrogative pronouns (e.g., who,
what);
GL1.04 -
present tense, regular verbs and irregular verbs, including frequently used
irregular verbs (e.g., to be, to have, to want, to go), – verbs in
simple negative constructions, – modal verbs (e.g., can, must, want), –
perfect past tense (simple past tense in some international languages), – uses
negative forms, (e.g., don’t, won’t);
GL1.08 - word
order in simple sentences, – positive, interrogative, and negative;
GL1.09 -
cardinal numbers (1-100);
GL1.10 -
idiomatic expression.
·
Obtain video
segment of a telephone conversation (program-generated).
·
Prepare list
of useful expressions dealing with phone calls.
·
Create a
list of expressions which must be included in a phone conversation (Appendix
1-L).
·
Provide
cassette recorders and blank tapes.
·
Prepare a
sample dialogue (5 to 8 sentences) as a model for students to follow.
·
Salutations
·
Cardinal
numbers (1-100)
·
Use of estar.
The expression hay (haber), definite/indefinite articles, gender
and number agreement, and simple adjectives
1. The teacher teaches negation (no) and
interrogative pronouns.
2. Students brainstorm simple vocabulary related
to phone conversations.
3. Students brainstorm about what, why, and when
they talk on the phone (including how long).
4. Students learn how to answer a telephone and
how to say good-bye on the telephone (see Appendix 1-H).
5. Students learn simple vocabulary associated
with a telephone conversation. (see Appendix 1-L).
6. Students develop oral communication and
listening skills.
7. In this activity, students are given the
opportunity to speak in Spanish on the telephone by greeting someone,
extending, accepting, and refusing invitations.
8. Students create a dialogue between friends
talking on the phone.
9. Students listen to an audiocassette to
practise their pronunciation.
10. Students ask and answer simple questions, and
convey and respond to simple messages in their conversations.
11. Students are put in groups of two or three
(conference call).
12. Students use memorization and role playing to
perform their telephone conversations.
13. Students present their dialogues orally to the
class.
14. The teacher records the dialogues and listens
to the taped dialogues with the class and provide teacher/student feedback.
15. The teacher evaluates conversations using a
rating scale (see Appendix 1-E).
|
Purpose |
Tool/Method |
Who |
Strategy |
|
Formative |
Observation |
Teacher |
Oral Communication |
|
Formative |
Comprehension Questions |
Student |
Listening Activity |
|
Formative |
Quizzes |
Student |
Written/Listening |
|
Formative |
Dictation |
Student/Teacher |
Aural/Written |
|
Summative |
Peer Evaluation |
Student |
Telephone Conversation |
|
Summative |
Rating Scale |
Teacher |
Oral Presentation |
·
Arrange for
assistance and extra rehearsal time in preparing dialogues.
·
According to
IEPs, adapt format and required elements of presentation, e.g., pre-recorded
audiocassette or videotaped conversations, the use of a script.
·
Consult with
Special Education staff for recommendations regarding assessment and
evaluation.
Video
of a telephone conversation (program-specific generated).
Obtain
“play” phones if possible (students may have younger siblings from whom they
may borrow “play” telephones).
Audiocassette
and tape recorder (Library/Resource Centre).
Appendix 1-E –
Rating Scale for Hablar por teléfono
Appendix 1-H – Saludos,
Introducciones y Despedidas
Appendix 1-L – Al
teléfono
Time: 300 minutes
Students are given the opportunity to seek
information via the Internet. Through this activity, the students work
effectively as interdependent team members who think critically about the
meaning and purpose of work. Furthermore, students exercise leadership in the
achievement of individual and group goals. Students also need to listen
actively and critically in order to understand and learn while reading,
understanding, and using written materials effectively. This activity permits
students to use and integrate the Catholic faith tradition in the critical
analysis of the arts, media, technology, and information systems to enhance the
quality of life for all people.
Ontario
Catholic School Graduate Expectations
1h - respects
the faith traditions, world religions and the life-journeys of all people of
good will;
2a - listens
actively and critically to understand and learn in light of gospel values;
2c - presents
information and ideas clearly and honestly and with sensitivity to others;
4b -
demonstrates flexibility and adaptability;
5a - works
effectively as an interdependent team member;
5e - respects
the rights, responsibilities, and contributions of self and others;
7f - respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
7g - respects
and understands the history, cultural heritage, and pluralism of today’s
contemporary society.
Strand(s): Oral Communication, Reading, Writing
Overall
Expectations
OLV.01 -
demonstrates an understanding of simple spoken language, used in various
situations and for different purposes, applying language knowledge appropriate
to the level;
OSV.01 -
communicates orally in various situations and for different purposes, using
simple language appropriate to the level;
REV.01 - reads
age- and language-appropriate passages from various sources for different purposes;
WRV.01 - writes
for different purposes and audiences, using simple language appropriate to the
level.
Specific
Expectations
OL1.02 - uses
visual cues (e.g., facial expressions and gestures) and verbal cues (e.g., verb
endings, time words) to interpret a variety of oral messages in presentations
and dialogues (e.g., speeches, conversations, interviews on audiotape,
videotape, and CD-ROMs);
OL1.03 -
identifies features of the culture of countries where the language is spoken
(e.g., holidays and cultural events);
OS1.01 - uses
standard pronunciation, intonation, and tones in the international language
(for words and in phrases and sentences);
OS1.02 - uses
simple vocabulary and language structures appropriate to the level to convey
and respond to messages (e.g., relate an incident);
OS1.04 -
applies knowledge of culture of countries where the language is spoken in
various activities (e.g., dialogues, simple presentations);
RE1.02 - reads
aloud with expression, to further develop standard pronunciation, intonation,
and tones;
WR1.01 - writes
simple sentences and paragraphs, including dialogues, on a specific theme or
for a specific purpose using vocabulary and language structures appropriate to
the level (e.g., describe an ideal friend);
WR1.04 - uses
resources to make their writing more effective (e.g., dictionaries, input from
teachers);
GL1.01 - uses
articles with nouns, – formation of the plural; irregular plurals, – gender of
nouns, – frequently used irregular nouns;
GL1.02 - uses
prepositional phrases (e.g., into the room, in the room, at
the dentist, to the bank);
GL1.03 - uses
subject pronouns, singular and plural, – interrogative pronouns (e.g., who,
what);
GL1.04 -
present tense, regular verbs and irregular verbs, including frequently used
irregular verbs (e.g., to be, to have, to want, to go), – verbs in
simple negative constructions, – modal verbs (e.g., can, must, want), –
uses negative forms (e.g., don’t, won’t), – perfect past tense (simple
past tense in some international languages);
GL1.05 - possessive
adjectives (e.g., my, your, his, our, their), – regular and irregular
adjectives, including frequently used irregular adjectives;
GL1.08 - word
order in simple sentences, positive, interrogative, and negative;
GL1.09 - words
associated with transportation, geography, places, (e.g., office, school).
·
Dialogue
with teacher-librarian regarding use of the Internet.
·
Obtain copy
of school/board guidelines with reference to Internet use.
·
Ensure
student access to computers.
·
Provide a
list of possible Spanish-speaking cities from which to choose (see Appendix
1-M).
· Obtain samples of travel brochures (travel
agency).
· Create a criteria list of what must be
included in the travel brochure.
·
Collect old
magazines (appropriate in nature) which may be used for the activity.
· Vocabulary dealing with places in the city
(see Activity 4)
· Working with a computer
·
The verb estar
in the present indicative
1. Students brainstorm names of Spanish-speaking
cities.
2. The teacher provides a comprehensive list of
cities/countries where Spanish is spoken (see Appendix 1-M as a sample list).
3. The teacher reviews/teaches any new vocabulary
necessary for the completion of this activity.
4. The teacher teaches the use of possessive
adjectives and simple adjectives.
5. The teacher reviews use of prepositions,
simple and contracted. Students practise the use of contractions in front of
the names of buildings (e.g., in the bank).
6. Students work in a group (three to five
students) to create a brochure on a Spanish-speaking city of their choice. They
highlight important monuments and tourist attractions to visit.
7. Students visit the library and examine
encyclopedias, magazines, and the Internet.
8. The teacher provides samples of travel
brochures from travel agencies or cultural institutes.
9. Students brainstorm criteria needed for a
“good” travel brochure.
10. The teacher demonstrates the elements of a
written brochure (samples from tourist bureau).
11. Students design a brochure of a
Spanish-speaking country by following written examples given and display their
own creative abilities.
12. Students’ brochures include pictures, names of
places to visit, places to stay, and web site addresses.
13. Introduce the Internet activity. Students use a
worksheet with at least three Internet addresses (see Resources) that they
visit to find information about the Spanish-speaking city of their choice.
14. Students use a Spanish/English dictionary to
learn new words.
15. Students highlight important monuments and
tourist attractions in the city.
16. Students present their travel brochure orally
to the class and try to convince the class that they should travel there one
day.
17. The teacher evaluates the written brochure and
the oral presentation (see Appendix 1-F).
|
Purpose |
Tool/Method |
Who |
Strategy |
|
Formative |
Observation |
Teacher |
Brainstorm |
|
Formative/Diagnostic |
Checklists |
Teacher |
Group
Collaboration |
|
Formative |
Quizzes |
Student/Teacher |
Written/Listening |
|
Formative |
Peer
Evaluation |
Student |
Oral
Presentation |
|
Summative |
Rubric |
Teacher |
Written
brochure/Oral Presentation |
|
Summative |
Unit Test |
Student |
Written Test |
· Pair students with a sensitively selected
partner.
· Arrange for extra assistance with the
research and preparation of the travel brochure as well as the oral
presentation.
· Adapt the format and required elements of
the brochure and the oral presentation.
· Refer to recommendations re: assessment
and evaluations made by Special Education personnel.
Sample
travel brochures of various countries/cities (travel agencies)
Web Sites
Chichen
Itza – Prehispanic City – http://osfl.gmu.edu/~reastlan/slide8.htm
Madrid
Monthly – http://www.softdoc.es/
Links
to Latin American Sites – http://www.latinolink.com
Latin
America – http://latinworld.com
Mexico
Online – http://www.mexicool.com
Virtual
Spain – http://www.clark.net/pub/jumpsam/index.html
Spain’s
Office of Tourism – http:www.okspain.org
Tour
Spain – http://www.spaintour.com/indexe.html
Cyber Spain
– http://www.cyberspain.com/
Mexico
City – http://www.mexicocity.com.mx
Guatemala
– http://www.eecs.wsu.edu/~pomero/literatura/guatemala.html
Peru –
http://www.peru-info.com/
Chile –
http://sunsite.dcc.uchile.cl/chile/chile.html
Appendix 1-F –
Oral/Written rubric for Las ciudades de habla hispana
Appendix 1-M – Ciudades
de habla hispana
|
|
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/ - knowledge and
understanding of the introduction vocabulary |
-
demonstrates limited knowledge of the introduction vocabulary |
-
demonstrates some knowledge of the introduction vocabulary |
-
demonstrates considerable knowledge of the introduction vocabulary |
- demonstrates
thorough knowledge of the introduction vocabulary |
|
Thinking/Inquiry - ability to
ask questions effectively - ability to
interpret information effectively |
- limited
ability to ask questions effectively - limited
ability to interpret information effectively |
- some
ability to ask questions effectively - some
ability to interpret information effectively |
-
considerable ability to ask questions effectively -
considerable ability to interpret information effectively |
- strong
ability to ask questions effectively - strong
ability to interpret information effectively |
|
Communication -
communication of information in dialogue - use of
language vocabulary in dialogue |
-
communicates information in dialogue with limited clarity |
-
communicates information in dialogue with some clarity |
-
communicates information in dialogue with considerable clarity
|
-
communicates information in dialogue with a high degree of clarity |
|
Application - application
of language skills in dialogue |
-
infrequently applies language skills in dialogue |
- sometimes
applies language skills in dialogue |
- usually
applies language skills in dialogue |
- routinely
applies language skills in dialogue |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment or activity.
Observations:
|
|
Suficiente (1) |
Bien (2) |
Muy bien (3) |
Excelente (4) |
|
Claridad |
|
|
|
|
|
Apariencia |
|
|
|
|
|
Creatividad |
|
|
|
|
|
Vocabulario |
|
|
|
|
|
Gramática |
|
|
|
|
|
Impresión
general |
|
|
|
|
Total: /24
Comentarios:
|
|
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/ - use of
required elements: numbers and months of the year |
- uses few of
the required elements with substantial errors |
- uses some
of the required elements with frequent errors |
- uses many
of the required elements with occasional errors |
- uses many
of the required elements with few or no errors |
|
Thinking/Inquiry - creativity
of the card |
- card shows
limited creativity |
- card shows
moderate creativity |
- card shows
considerable creativity |
- card shows
high degree of creativity |
|
Communication - clarity of
information on chosen Saint - accuracy in
the use of the Spanish language |
-
communicates information on chosen Saint with limited clarity - limited use
of Spanish language |
-
communicates information with some clarity - some use of
Spanish language |
-
communicates information with considerable clarity -
considerable use of Spanish language |
-
communicates information with a high degree of clarity - complete
use of Spanish language |
|
Application - writing
process involved in formulating a card |
- uses a few
of the stages of the writing process with limited effectiveness |
- uses some
of the stages of the writing process with some effectiveness |
- uses all
the stages of the writing process with considerable effectiveness |
- uses all
the stages of the writing process with a high degree of effectiveness |
Note: A student whose achievement is below
level 1 (50%) has not the expectations for this assignment or activity.
Observations:
|
|
Suficiente (1) |
Bien (2) |
Muy bien (3) |
Excelente (4) |
|
Claridad |
|
|
|
|
|
Apariencia |
|
|
|
|
|
Creatividad |
|
|
|
|
|
Vocabulario |
|
|
|
|
|
Colaboración
en grupo |
|
|
|
|
|
Impresión
general |
|
|
|
|
Total: /24
Comentarios:
En esta
actividad, tienes la oportunidad de hablar por teléfono en español para saludar
a un compañero, aceptando y negando una invitación. Esta actividad es para
practicar, escuchar y comprender una conversación telefónica. No te olvides de
ser creativo/a y original en tu presentación.
|
|
Suficiente (1) |
Bien (2) |
Muy bien (3) |
Excelente (4) |
|
Intonación |
|
|
|
|
|
Pronunciación |
|
|
|
|
|
Gramática |
|
|
|
|
|
Claridad de
ideas |
|
|
|
|
|
Uso del
vocabulario |
|
|
|
|
Total: /20
Observaciones:
|
|
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/ Knowledge of
the vocabulary of the city and the use of hay Amount and
accuracy of city information |
- uses few of the required elements with many errors - uses few of the required number of facts with many errors |
- uses some of the required elements with frequent errors - uses some of the required number of facts with frequent errors |
- uses many of the required elements with occasional errors - incorporates the required number of facts and facts are accurate |
- uses many of the required elements with few to no errors - incorporates more than the required number of facts and the facts are
accurate |
|
Thinking/ City planning
process |
- little evidence of planning using few resources and strategies |
- some evidence of planning using some strategies and resources |
- clear evidence of planning using a variety of resources and strategies |
- clear evidence of planning using a wide variety of resources and
strategies |
|
Communication Clarity Accuracy in
using the elements (vocabulary, hay) |
- communicates information with limited clarity - uses few of the required elements with many errors |
- communicates information with moderate clarity - uses some of the required elements with frequent errors |
- communicates information with considerable clarity - uses many of the required elements with occasional errors |
- communicates information with a high degree of clarity - uses many of the required elements with few to no errors |
|
Application Presentation Delivery Visuals |
- presentation shows little evidence of organization and not all students
participate - makes many errors in pronunciation, intonation and liaison and much use
of notes - little or no use of visuals |
- presentation shows organization with most students participating - makes frequent errors in pronunciation, intonation and liaison and
often uses notes - uses visuals with some effectiveness |
- presentation shows considerable organization with all students
participating - makes occasional errors in pronunciation, intonation and liaison and
uses notes occasionally - uses visuals with considerable effectiveness |
- presentation is highly organized with all students participating - makes few errors in pronunciation, intonation and liaison and uses
notes rarely or not at all - uses visuals with a high degree of effectiveness and creativity |
Note: A student whose achievement is below level
1 (50%) has not met the expectations for this assignment or activity.
|
Hora |
lunes |
martes |
miércoles |
jueves |
viernes |
|
Primera Clase |
|
|
|
|
|
|
Segunda Clase |
|
|
|
|
|
|
Almuerzo |
|
|
|
|
|
|
Tercera Clase |
|
|
|
|
|
|
Cuarta Clase |
|
|
|
|
|
¡Hola!
¡Buenos
días!
¡Buenas
tardes!
¡Buenas
noches!
¿Cómo
te llamas?
¿Cuál
es tu nombre?
Me
llamo…
Mi
nombre es…
Encantado/a
¡Mucho
gusto!
Igualmente
El
gusto es mío.
Un
placer en concerlo/la
¡Hasta
mañana!
¡Hasta
luego!
¡Hasta
la vista!
¡Adiós!
Nos
vemos
¡Hasta
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|
ENERO |
FEBRERO |
MARZO |
ABRIL |
|
1 San Justino 2 San Macario 3 San Daniel 4 San
Prisciliano 5 Santa Amelia 6 Los Santos
Reyes 7 San Luciano 8 San
Apolinar 9 San Julián 10 San
Gregorio 11 San
Higinio 12 San
Alfredo 13 San
Hilario 14 Santa
Macrina 15 San Mauro 16 Santa
Priscilia 17 San
Antonio 18 Santa
Margarita 19 San Mario 20 Santa
Cristina 21 Santa Ines 22 San
Vicente 23 San
Alfonso 24 San
Francisco 25 Santa
Elvira 26 Santa
Paula 27 Santa
Angela 28 Santo
Tomás de Aquino 29 San
Sulpicio 30 Santa
Martina 31 Santa
Marcela |
1 Santa
Brigida 2 Santa
Caterina 3 San Blas 4 San
Gilberto 5 San Isidoro 6 Santa
Dorotea 7 San Ricardo 8 San Esteban 9 Santa
Apolonia 10 San
Guillermo 11 Nuestra
Señor Lourdes 12 San Benito 13 Santa
Beatriz 14 San
Valentín 15 Santa
Jovita 16 San Simón 17 San
Teodulo 18 San Simeon 19 Santa
Lucía 20 San
Silvano 21 San
Margarita 22 Santa
Romana 23 San
Alberto 24 San
Sebastián 25 San Nestor 26 San
Honorina 27 San Román 28 San Rufino |
1 San Albino 2 San Carlos 3 San
Emeterio 4 San
Casimiro 5 San
Cristóbol 6 Santa
Coleta 7 Santa
Teresa 8 San Juan 9 Santa
Francisca 10 San Pablo 11 San Ramiro 12 Santa Josefina 13 Santa
Patricia 14 Santa
Matilde 15 San
Clemente 16 San
Abraham 17 San
Patricio 18 San
Eduardo 19 San José 20 Santa
Eufemia 21 San
Roberto 22 San
Zacarias 23 San Fidel 24 San Rómulo 25 San
Humberto 26 San Manuel 27 Santa
Lidia 28 San Castro 29 San Victorino 30 San
Fernando III 31 San
Benjamin |
1 Santa
Jaquelina 2 Santa
Ofelia 3 San Sixto 4 San Isidoro 5 Santa
Amelia 6 San Timoteo 7 San Juan
Bautista 8 San Alberto 9 Santo Tomás 10 San
Ezequiel 11 Nuestra
Señora de la Piedad 12 San Andrés 13 San Martín 14 San
Lamberto 15 Santa
Anastasia 16 Santa
Julia 17 San
Rodolfo 18 San
Perfecto 19 San
Crescencio 20 San
Cesareo 21 San
Anselmo 22 San
Bartolomé 23 Santa
Elena 24 San
Alejandro 25 Santa
Antonieta 26 San
Marcelino 27 Santa Zita 28 San Vidal 29 San Severo 30 San Jaime |
|
MAYO |
JUNIO |
JULIO |
AGOSTO |
|
1 San José
Obrero 2 San Germán 3 Santa
Violeta 4 San Silvano 5 San Ireneo 6 Santa
Floriana 7 San
Reynaldo 8 San
Benedicto 9 San Nicolás 10 Santa
Leonor 11 San Máximo 12 San
Aquileo 13 Santa
Imelda 14 Santa
Justino 15 San
Cecilio 16 San
Honorato 17 San
Pascual 18 Santa
Claudia 19 San Pedro
Celestino 20 San
Bernardino 21 Santa
Virginia 22 San Emilio 23 San Miguel 24 Santa
Susana 25 Santa
Sofía 26 San Felipe 27 Santa
Carolina 28 San
Luciano 29 San
Esteban 30 San Felix 31 Santa
Petronila |
1 San Segundo 2 San Erasmo 3 Santa
Olivia 4 San Rutilo 5 Santa
Eloisa 6 San
Norberto 7 San Pablo
Obispo 8 San
Maximinio 9 San
Feliciano 10 San
Getulio 11 Santa
Rosalina 12 San
Nazario 13 San
Antonio de Padua 14 San Rufino 15 San Vito 16 Santa
Alicia 17 San Isauro 18 San
Teodulo 19 Santa
Juliana 20 San
Silverio 21 San Luis
de Gonzaga 22 San
Paulino 23 San Pelayo 24 San Fermín 25 San
Salomón 26 San David 27 Nuestra
Señora del Socorro 28 San
Plutarco 29 San Pedro
y San Pablo 30 Santa
Luciana |
1 San Aaron 2 San
Martiniano 3 Santa
Bertha 4 Santa
Isabel 5 Santa
Filomena 6 San Isaías 7 Santa
Claudia 8 San Adrian 9 Santa
Blanca 10 Santa
Amalia 11 San
Abundio 12 San
Hilario 13 San Joel 14 San Camilo 15 San
Donaldo 16 Nuestra
Señora del Carmen 17 Santa
Generosa 18 San
Federico 19 San
Arsenio 20 San
Margarita 21 San Daniel 22 Santa
María Magdalena 23 Santa
Brigida 24 Santa
Cristina 25 Santiago
Apostol 26 Santa Ana 27 Santa
Natalia 28 San Victor 29 San Abel 30 San
Ignacio de Loyola |
1 San Alfonso 2 Nuestra
Señora de los Angeles 3 San
Nicodemus 4 San
Aristarco 5 San Osvaldo 6 San Esteban 7 San
Cayetano 8 Santo
Domingo de Guzman 9 San Román 10 San
Lorenzo 11 Santa
Clara 12 San
Fortino 13 San
Hipolito 14 San
Calixto 15 La
Asunción de María Santísima 16 Santa
Serena 17 San
Jacinto 18 San Lauro 19 San Luís
Obispo 20 San Samuel 21 San
Camerino 22 San
Sinforiano 23 San
Cláudio 24 Santa
Micaela 25 San Luis
Rey 26 San
Alejandro 27 Santa
Mónica 28 San
Agustín 29 Santa
Candida 30 Santa Rosa
de Lima 31 San Ramón |
|
SEPTIEMBRE |
OCTUBRE |
NOVIEMBRE |
DICIEMBRE |
|
1 San Augusto 2 San Antolín 3 Santa
Basilisa 4 Santa
Rosalia 5 San Bertín 6 San Donacio 7 Santa
Regina 8 Santa Adela 9 San
Gorgonio 10 San
Teodardo 11 San
Jacinto 12 SanTobiás 13 San Amado 14 Santa
Salustia 15 Nuestra
Señora delos Dolores 16 San
Cornelio 17 Santa
Adriana 18 San
Eustorgio 19 Santa
Constanza 20 Santa
Fausta 21 San Mateo
Apóstol 22 San
Mauricio 23 San
Liberio 24 San
Gerardo 25 Santa
Aurelia 26 San Cosme
y Damian 27 San Judith 28 San
Wenceslao 29 San
Miguel, San Gabriel y San Rafael 30 San
Jeronimo |
1 Santa
Teresita delnino Jesús 2 San Gerino 3 Santa María
Josefa 4 San
Francisco de Asís 5 San Placido 6 San Bruno 7 San Marcos 8 San
Demetrio 9 Santa Sara 10 San León 11 Santa
Clemencia 12 Nuestra
Señora del Pilar 13 San Fausto 14 San
Rolando 15 Santa
Teresa 16 San
Florentino 17 San
Salomón 18 San Lucas 19 San Noel 20 San
Artemio 21 Santa
Celina 22 Santa
María Salomé 23 Santa
Agustina 24 Santa
María Cloret 25 Santa
Daria 26 San
Luciano 27 Santa
Antonieta 28 San Judas
Tadeo 29 San
Teodoro 30 San
Cenobio 31 San
Quintín |
1 Santa
Cirenia 2 San Justo 3 San Martín
de Porres 4 San Carlos
Borromeo 5 San Teotimo 6 San
Francisco Gil 7 San Ernesto 8. San
Victorino 9 Santa Eustolia 10 San León 11 Santa
Ernestina 12 San
Josafat 13 San Diego 14 San
Laurencio 15 San
Eugenio 16 San
Edmundo 17 Santa
Victoria 18 San
Teodulfo 19 Santa Ines 20 San
Octavio 21 San
Demetrio 22 Santa
Cecilia 23 San
Clemente 24 Santa
Flora 25 San Moises 26 San
Conrado 27 San
Virgilio 28 San Rufo 29 Beato
Federico 30 San Andrés |
1 San Eloy 2 Santa Eva 3 San Lucio 4 Santa
Barbara 5 San Cirano 6 San
Emiliano 7 San
Ambrioso 8 La
Inmaculada Concepción 9 Santa
Delfino 10 Santa
Eulalia 11 San Damaso 12 Nuestra Señora
de Guadalupe 13 San
Bartolo 14 San Juan
de la Cruz 15 Santa
Cristina 16 Santa
Adelaida 17 Santa
Yolanda 18 San
Salvador 19 San Adan 20 San Julio 21 San
Severiano Obsipo 22 San
Demetrio 23 Santa
María Luisa 24 Santa Irma 25 La
Natividad delSeñor 26 San
Dionisio 27 San
Teodoro 28 Santos
Inocentes 29 San
Saturnino 30 San
Bonifacio 31 Santa
Paulina |
Samaniego,
F.A. and M.C. Brown, P.H. Carlin, S. Gorman, and C.L. Sparks ¡Dime!
Lexington, Massachusetts: D.C. Heath and Company, 1993. ISBN 0-669-23881-3
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