Spanish 3

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CATHOLIC CENTRAL COURSE SYLLABUS
SPANISH 3 REGULAR
LANGUAGE DEPARTMENT
1 YEAR – 1 CREDIT
1. Prerequisites: Spanish 2 with a minimum grade of C in the last semester
2. Text Books:
2.1 Primary: Palo Boyles, Peggy; Met, Myriam; Sayers, Richard S. Realidades 3. Pearson. Boston,
MA. 2014.
This text immerses students in the Spanish – speaking world. It uses cross-curricular and cultural connections that make material relevant to the students. The grammar structures are presented with graphics, power-points, and animated presentations that allow students to use it and understand it actively.

2.2 Manuals: Workbooks:
Pearson. Realidades 3: Grammar and Vocabulary Core Practice.
Pearson. Realidades 3: Grammar and Vocabulary Guided Practice.
3. Course Goals and Objectives
As a continuation of a four year program, Spanish 3 reinforces the concepts and skills taught in Spanish 1 & 2 and adds to them additional understanding of concepts and practice with the skills of language. The following skills are developed: the Interpersonal (Interactive communication – direct oral and writing communication), the Interpretive (Receptive communication – receptive of oral or written material), and the Presentational (Productive communication – productive communication using oral or written language).
4. Course Description:
4.1 General Overview
This course is conducted mostly in Spanish and includes opportunities for students to develop all four languages skills (Reading, Writing, Speaking, Listening) further through valuable and level-appropriate materials on a daily basis. Taking the Spanish 3 course also prepares students to be proficient across the five Standards for Foreign Language Learning:
• Communication: Students practice listening and speaking skills in class discussions, pair or group activities. Students have the opportunity to use the library lab to listen to CDs, watch DVDs, videos, and TV programming that contains native speakers’ founts.
• Culture: Students will be immersed in Hispanic culture through the exposure of authentic Spanish pictures, readings, songs, video clips, and movies.
• Connections: Through the various themes study from the textbooks the course makes connections with other curricular areas. Some of the subjects connected to the students’ learning are: geography, history, sociology, art, psychology, math, anthropology, English, etc.
• Comparison: The course helps students to make and see the connections between both cultures and language structures. The cultural comparisons allow them to rediscover themselves and the structures comparison help them to reinforce their knowledge in their own language.
• Communities: the Spanish sequence program, through the Spanish club works closely with the Hispanic community. Several field trips are organized to visit the local Mexican town, Hispanic restaurants and representative places. Our students also help a Hispanic family during Christmas time.

4.2 Itemized Detail of Course Content

4.2. a. First Semester
Para Empezar

• Vocabulary: Talk about daily life, leisure and after-school activities
• Grammar: Review of irregular verbs and stem-changing verbs in present tense; reflexive pronouns, verbs like “gustar”, possessive adjectives,
Chapter 1: Días inolvidables
• Vocabulary: Outdoor activities and camping; Natural environment; Sports and competitions, Expressing emotions and impressions.
• Grammar: Verbs with spelling and stem-changes in the preterite, irregular verbs in the preterite, the imperfect
Chapter 2: ¿Cómo te expresas?
• Vocabulary: Art forms, genres, materials, and professions, works of art and artists, Performing arts: music, dance, stage
• Grammar: Preterite vs. Imperfect, Verbs estar+ participle, ser vs. estar, verbs with different meanings in the imperfect and preterite.

Culture: Central America (Guatemala, Honduras, El Salvador, Nicaragua, Costa
Rica, Panama)
• Students research, collaborate and present a verbal and written presentation on the various aspects of life in Central America including world challenges, science and technology, contemporary life, personal and public identities, families and communities and beauty aesthetics
4.2. b. Second Semester
Chapter 3: ¿Qué haces para estar en forma?
• Vocabulario: Symptoms and remedies, parts of the body, health, food and nutrition, physical fitness and exercise, moods
• Grammar: Affirmative and negative commands with tú, Ud. and Uds., subjunctive: regular and stem-changing verbs, irregular verbs
Chapter 4: ¿Cómo te llavas con los demás?

• Vocabulary: Personality traits, Relationships, Emotions and conflicts
• Grammar: Subjunctive with verbs of emotion, Uses of por and para, Nosotros commands, possessive pronouns

Chapter 5: Trabajo y comunidad
• Vocabulary: Jobs and actvities in the workplace, personal qualities and skills needed, volunteer and community work, job interviews
• Grammar: Review Present participle, Review possessive pronouns, Present perfect, pluperfect
Culture: Countries of the Carribean (Cuba, Puerto Rico, Dominican Republic)
• Student research, collaborate and present a verbal and written presentation on life in the Carribean Spanish speaking countries including attractions, festivals, history, politics/ecomomics, daily life (food/customs) and current events.

4.3. Support Systems or Services
The ‘Realidades” program includes; video program, audio compact discs. In addition, the following technological resources are integrated during the course
• Teacher page with extra practices and help for studying for quizzes and tests
• Video clips and Spanish movies
5. Course Assignments and Requirements
5.1 Frequency of Test
Test will be given at the end of each chapter. Quizzes will be given at the end of each section
5.2 Frequency of Assignments:
Assignments will be given after each theme is presented and it will varied in frequency
5.3 Grading:
Grading will be done using the total points system. The number of points earned is divided by the number of points possible; resulting is a percentile then a letter grade.
Final semester grade is computed as follows:
33.3% = First Quarter Grade
33.3% = Second Quarter Grade
33.3% = Final Examination

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  1. Dulce de coco
    3 c. light brown sugar
    1/4 tsp. salt
    1 c. evaporated milk
    2 tbsp. butter
    2 tsp. vanilla
    1/2 tsp. cream of tartar
    2/3 c. fresh shredded coconut

    In a mixing bowl, combine sugar, salt and milk. Heat over low heat until sugar is dissolved. Increase heat and cook slowly until smooth. Stir occasionally. Remove from heat, add butter, vanilla and cream of tartar; let cool.
    When cool, beat until creamy smooth. Add coconut. Mix until thick. Pour into buttered square pan, chill. Cut into squares.

  2. Chilaquiles Recipe

    Cook time: 15 minutes

    It will help with the frying if your tortillas are a little dry. If they are fresh, cut them first, put them in a warm oven for a few minutes first to dry them out a bit, then proceed.

    Add to shopping list

    Ingredients
    1 dozen corn tortillas, preferably stale, or left out overnight to dry out a bit, quartered or cut into 6 wedges
    Corn oil
    Salt
    1 1/2 to 2 cups red chile sauce or salsa verde*
    A few sprigs of epazote (optional)

    Garnishes
    Cotija cheese or queso fresco
    Crema Mexicana or creme fraiche
    Cilantro, chopped
    Chopped red onion
    Avocado, sliced or roughly chopped

    *Red chili sauce

    Take 4 dried ancho chiles, remove seeds, stems, and veins. Heat chiles lightly on a skillet on medium heat to draw out their flavor. Put chilies in a saucepan, pour boiling hot water over to cover. Let sit for 15 minutes. Add chiles, 2 garlic cloves, 1/2 teaspoon of salt, 1 1/2 cups of chili soaking liquid to a blender. Hold down lid of blender tightly while blending, blend until completely puréed. Strain through a mesh sieve into a frying pan to make the chilaquiles. (Red chile sauce recipe)

    *Salsa verde

    Put 1 lb tomatillos, husks removed, into a saucepan, cover with water by an inch. Add 1 jalapeno, stems and seeds removed. Add 2 cloves garlic. Bring to a boil. Cook for 5 minutes until tomatillos have changed color and are cooked through. Use slotted spoon to remove tomatillos, jalapeno and garlic to a blender. Add a cup of the cooking liquid. Blend until completely puréed. Add salt to taste. (Salsa verde recipe)

    Method

    1 In a large sauté pan, coat pan generously with corn oil, (1/8 inch), heat on medium high to high. When the oil is quite hot, add the tortillas, fry until golden brown. Remove tortillas to a paper towel lined plate to soak up excess oil. Sprinkle a little salt on the tortillas. Wipe pan clean of any browned bits of tortillas.

    2 Add 2 Tbsp oil to pan, bring to high heat again. Add the salsa and let salsa cook for several minutes. If you have a few sprigs of epazote, add them to the salsa. Then add the fried tortilla quarters to the salsa. Gently turn over the pieces of tortilla until they are all well coated with salsa. Let cook for a few minutes more.

    Remove from heat. Serve chilaquiles with garnishes and fried eggs and beans or nopalitos.

    Yield: Serves 4.

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