PRIMARY SPANISH CURRICULUM GUIDELINES - THE GOVERNMENT OF THE COMMONWEALTH OF THE BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - The ...
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THE GOVERNMENT OF THE COMMONWEALTH OF THE BAHAMAS
MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY
PRIMARY SPANISH CURRICULUM GUIDELINES
GRADES 4 - 6
MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY
AUGUST 2017
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017TABLE OF CONTENTS
Page
Message from the Minister 3
Message from the Director 4
Acknowledgements 5
Vision, Mission Statements and Belief Statements 6
Rationale 7
Definition of Terms 8
Overarching Goal and Sub-Goals 9
Standards 10
A Guide to Teaching from the Curriculum 15
Scope and Sequence 16
Mandatory Sequence for Teaching Communicative Objectives: Grades 4, 5 and 6, Terms I, II and III 21
Scope of Work – Communicative Objectives 1.1 to 5.3 30
Oral Communicative Competency – Grade 4 52
Oral Communicative Competency – Grade 5 53
Oral Communicative Competency – Grade 6 54
Suggested Weighting for Formative and Summative Assessment 55
Additional Curriculum Links 56
Prayers (Oraciones) 57
Songs (Canciones) 59
Template for Detailed Spanish Lesson Plan 61
Sample Detailed Spanish Lesson Plans – Grades 4, 5 and 6 62
Sources Consulted 68
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017MESSAGE FROM THE MINISTER OF EDUCATION, SCIENCE AND TECHNOLOGY
A c ic l m i c ide ed he hea f a lea i g i i i , which means that schools or universities cannot exist
without a curriculum. With its importance in formal education, curriculum has become a dynamic process due to the
cha ge ha cc i cie . The ef e, i i b ade e e, c ic l m efe he al lea i g e e iences of
i di id al l i ch l, b i cie a ell
(Bilbao et al., 2008).
I have always believed in the transformative power of education, particularly in a developing country, and I strongly
support the government s commitment to sustainable development in education. Indeed, because of the role of the
curriculum in the provision of quality education, I am honoured to sanction and present revised national curricula in
several disciplines. Each curriculum document was developed by a team of intelligent, innovative and diligent education
officers, who received invaluable input from teachers and lecturers; students and parents; as well as private and public
stakeholders.
In keeping with the changing demands of education and life in the twenty-first century, revised curricula have moved away
from a content-based, knowledge-focused approach. The new documents focus on higher-order thinking skills; cross-
curricula understanding; collaboration; creativity and real world problem solving. With a view to strengthening national
development activities, the new curriculum documents accommodate the United Nation s Sustainable Development Goals
(SGAs), ensuring that at each grade level there are clear processes and procedures which allow teachers to align
instructional strategies and classroom-based assessments to agreed international standards and benchmarks.
The publication, dissemination and successful implementation of these curriculum guidelines will further unite us in our
efforts to create citizens of character, who are committed to life-long learning and who are always willing to serve.
To the education officers, subject specialists and teachers, who are devoted to transforming the lives of students
throughout The Bahamas, thank you for your continued contributions to the building of our country!
Hon. Jerome K. Fitzgerald
Minister of Education, Science and Technology
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 3MESSAGE FROM THE DIRECTOR The Commonwealth of The Bahamas is fast becoming home to a diverse student population. The Caribbean Community (CARICOM), in 2006, recognising our regional need for competence in Spanish, secured the assistance of the Organisation of States (OAS) for a project to enhance the teaching and learning of Spanish at the primary school level in all CARICOM Anglophone countries. Given our geographical location, Bahamian citizens, in particular, need to develop competencies in Spanish language in order to cultivate positive partnerships with future allies, clients, co-workers and friends. This 2017 Primary Spanish Curriculum Guidelines document provides a clear vision of what students should know and be able to do in the target language. The document s Scope and Sequence and Scope of Work provide teachers with standards, objectives, activities, assessment tools and resources that will ensure that primary school students develop proficiency in the Spanish language, while at the same time developing cultural literacy. The Bahamas Department of Education is pleased to present this Primary Spanish Curriculum Guidelines document, which is designed to promote the implementation of twenty-first century foreign language teaching. Based on sound research, comparative analysis and best classroom practices, this third edition of the Primary Spanish Curriculum Guidelines will enable students, teachers, administrators and parents to strengthen the teaching and learning of Spanish in government and independent primary schools throughout the archipelago. Lionel K. Sands (Mr.) Director of Education BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 4
ACKNOWLEDGEMENTS
The revision of the 2017 Primary Spanish Curriculum Guidelines would not have been possible without the hard work and
dedication of a number of committed teachers, officers and administrators. The Modern Languages Unit is especially
grateful to the members of the Curriculum Committee for the successful revision of this document.
CURRICULUM WRITERS
Ms. Maria Seymour Senior Education Officer Department of Education
Ms. Kathia Anderson Spanish Teacher Ridgeland Primary School
Mrs. Dulcie Armbrister Spanish Teacher Carlton Francis Primary School
Ms. Rosa Bailón-Paz Spanish Teacher Sadie Curtis Primary School
Mrs. Roxani Palacios Spanish Teacher Carmichael Primary School
Mrs. Renea Jones-Pennerman Spanish Teacher Cleveland Eneas Primary
Mrs. Vielka Vanhorn-Wood Spanish Teacher Uriah McPhee Primary School
The document would not have been completed without the technical expertise and support of the following:
Ms. Serethea Clarke Deputy Director (Curriculum and Instruction) Department of Education
Ms. Verona Seymour Former Assistant Director (Primary Curriculum) Department of Education
Mr. Haldane Chase Chair (School of Communication & Creative Arts) The College of The Bahamas
Additionally, we wish to express special gratitude to stakeholders who provided the team with invaluable input.
We particularly appreciate the contributions of all of the primary school teachers of Spanish, in government as well as
independent primary schools throughout the islands of The Bahamas, who so willingly gave of their time, knowledge and
skills.
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 5MINISTRY OF EDUCATION
MISSION STATEMENT
The mission of the Ministry / Department of Education is to provide all persons in The Bahamas with an opportunity to
receive an education that will equip them with the necessary beliefs, attitudes and skills required for work and life in a
democratic society, guided by Christian values.
MODERN LANGUAGES UNIT
VISION
We envision a Bahamas where students are linguistically, culturally and technologically equipped to communicate
successfully in Spanish, which will inspire a life-long interest in and appreciation for Hispanic cultures, thereby creating
windows of opportunity in our global village.
MISSION STATEMENT
To ensure student proficiency in the Spanish language, we will continue to enhance the learning environment by providing
relevant curricula, producing indigenous materials and facilitating teacher development programmes.
BELIEF STATEMENTS
We believe that:
1. Language and culture are inseparable.
2. Modern Languages skills are necessary for global communication and 21st century citizenship.
3. Modern Languages instruction provides students with an improved awareness of their own language and culture.
4. Modern Languages programmes guide students into an increased awareness and appreciation of their traditions,
customs, and values as well as those of Hispanic countries.
5. Teaching processes that help to reduce students language performance anxiety and strengthen motivation will
enhance learning opportunities.
6. Proficiency in Modern Languages enhances self-confidence, improves academic achievement, heightens creativity
and sharpens mental flexibility.
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 6RATIONALE
The reality of globalisation has placed The Bahamas in a position where, to survive economically, it has to be able
to compete internationally. Our unique location places us in an enviable position at the crossroads between
Europe and the Americas, including The Caribbean. Our geographical proximity to these diverse countries
demands that, for survival, we forge social, economic and political partnerships with bodies such as CARICOM,
WTO, NAFTA, FTAA, and OAS. It is incumbent upon all educators to prepare students for the multi-lingual world if
they want to compete in any arena. Effective communication is of paramount importance because it is at the heart
of the human experience.
To be linguistically challenged at this time in our development is a disadvantage. The Bahamas has come to realize
that Spanish is the predominant second language in our region. It is therefore imperative that we develop language
competency in Spanish as we advance our economy in tourism, international banking, trade and investment and
other industries. The acquisition of a second language by our students would positively impact all areas of our
society and permit our students and country to compete in the global arena.
In order to keep pace with the changing times, the Modern Language Unit, in the Curriculum Division of the
Department of Education, has revised the Spanish curricula. The programme at the primary school level has laid
the foundation for the high school and continues to build on this foundation. In fact, extensive research by linguists
on second-language acquisition has shown that children at the primary school level (ages 6 – 11) are more
receptive to foreign language studies than are older children. Furthermore, the Society of Neuroscience has found
that: “Being bilingual from an early age – between ages 5 and 7 – significantly affects the brain s structure (2008).
These revised curricula will promote levels of attainment in the four language domains: listening, speaking, reading
and writing, as our students prepare for the National Examinations. In so doing, we will be well on our way to
becoming a multi-lingual nation. The new thrust is on communicative objectives in authentic situations, as opposed
to topics in isolation. The curricula must cater to the diverse needs of students and are, therefore, student-centred.
These integrated curricula reinforce links with other disciplines and promote an appreciation for cultural diversity.
It is hoped that students develop a positive attitude towards foreign language-learning and, in the process, develop
a greater measure of their true potential as life-long learners and as citizens of the Commonwealth of The
Bahamas.
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 7DEFINITION OF TERMS
This document comprises several components: the Overarching Goal; Sub-Goals; Standards;
Scope and Sequence; Scope of Work and the Appendices.
Overarching Goal defines the ultimate outcome of foreign language learning, and outlines the intended
purpose of the curriculum document.
Sub-Goals form the major contextual framework for foreign language teaching: linguistic,
interpersonal, environmental and cultural aspects.
Standards show the progressive attainment levels. They define what students should know and
be able to do upon completion of specific levels of instruction.
Scope and Sequence is a map outlining the progression of the communicative objectives and presenting
subject content to be accomplished at the end of each level/academic year. Scope
refers to the content to be taught; sequence refers to the order in which the content
should be taught.
Scope of Work develops each communicative objective with suggested content, activities, assessment
and resources to facilitate and enhance the teaching / learning process.
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 8OVERARCHING GOAL
COMMUNICATING IN SPANISH APPLYING THE LISTENING, SPEAKING, READING AND WRITING SKILLS
IN A CULTURAL CONTEXT AND WITHIN THE GRAMMATICAL FRAMEWORK OF THE SPANISH LANGUAGE
SUB-GOALS
1. APPLYING THE CONVENTIONS OF THE SPOKEN AND WRITTEN LANGUAGE, AND CRITICAL THINKING
SKILLS
2. ESTABLISHING RELATIONSHIPS AND PROVIDING INFORMATION ABOUT THEMSELVES AND OTHERS
3. ENQUIRING AND RESPONDING TO INFORMATION ABOUT THE WORLD AROUND THEM
4. EXPRESSING FEELINGS, EMOTIONS AND PREFERENCES
5. EXPLORING GEOGRAPHICAL FEATURES AND CULTURAL PRACTICES
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 9STANDARDS
SUB-GOAL 1 APPLYING THE CONVENTIONS OF THE SPOKEN AND WRITTEN LANGUAGE AND CRITICAL
THINKING SKILLS
Standard 1 (Grades 4 & 5)
Students will be able to exchange very basic spoken and written information,
using memorised single words or short familiar phrases and visual cues.
Standard 2 (Grades 5 & 6)
Students will be able to respond to and produce short, simple phrases and
sentences using familiar vocabulary and structures, but sometimes substituting
vocabulary or simple idioms.
Standard 3 (Grades 7 & 8)
Students will be able to engage in original and spontaneous oral and written
communication demonstrating skills in comprehension of short texts and
dialogues, and a manipulation of grammar and vocabulary.
NOTE:
Standard 4 (Grades 9 & 10) and Standard 5 (Grades 11 & 12) are written in the junior and
senior high school documents respectively.
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 10STANDARDS
SUB-GOAL 2 ESTABLISHING RELATIONSHIPS AND / OR PROVIDING INFORMATION ABOUT THEMSELVES
AND OTHERS
Standard 1 (Grades 4 & 5)
Students will be able to answer and ask very basic questions and respond to and
make basic requests and commands.
Standard 2 (Grades 5 & 6)
Students will be able to respond to and produce brief, familiar statements and
questions.
Standard 3 (Grades 7 & 8)
Students will be able to engage in exchanges, using level appropriate vocabulary
and structures to describe / narrate actions and events.
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 11STANDARDS
SUB-GOAL 3 ENQUIRING ABOUT AND RESPONDING TO INFORMATION ABOUT THE WORLD AROUND
THEM
Standard 1 (Grades 4 & 5)
Students will be able to identify conditions within their physical environment and
make simple declarations.
Standard 2 (Grades 5 & 6)
Students will be able to ask general questions and relate basic information about
their immediate environment.
Standard 3 (Grades 7 & 8)
Students will be able to demonstrate a greater level of accuracy to communicate
information about their immediate world and daily activities.
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 12STANDARDS
SUB-GOAL 4 EXPRESSING FEELINGS, EMOTIONS AND PREFERENCES
Standard 1 (Grades 4 & 5)
Students will be able to apply very basic verbal and non-verbal cues to interpret
and express likes, dislikes and feelings.
Standard 2 (Grades 5 & 6)
Students will be able to apply basic structures to describe feelings and express
personal preferences.
Standard 3 (Grades 7 & 8)
Students will be able to produce spontaneous exchanges and express, in writing,
feelings and preferences.
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 13STANDARDS
SUB-GOAL 5 EXPLORING GEOGRAPHICAL FEATURES AND CULTURAL PRACTICES
Standard 1 (Grades 4 & 5)
Students will be able to identify and describe Hispanic regions, countries and
major cities in Spain and the Caribbean.
Standard 2 (Grades 5 & 6)
Students will be able to identify and describe Hispanic regions, countries and
major cities in Central America and Mexico.
Standard 3 (Grades 7 & 8)
Students will be able to identify and describe Hispanic regions, countries and
major cities in South America and Africa.
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 14A GUIDE TO TEACHING FROM THE CURRICULUM DOCUMENT
REQUIREMENTS:
1. A Mandatory Sequence for Teaching Communicative Objectives can be found at the beginning of each Grade
Level. To ensure standardisation, all teachers MUST teach these objectives as specified for each term. Activities and
assessment may be adjusted to meet the needs of the students, but the sequence of objectives is mandatory.
2. The document is flexible; therefore instructional strategies / classroom activities should be designed for the diverse
needs of students: low achievers as well as high-flyers.
3. Sub-goals 1.1 to 1.3 are not intended to be taught separately. They must be integrated into all Communicative
Objectives.
4. Teachers must familiarise themselves with the Standards and Scope and Sequence for the attainment levels.
5. Teachers should refer to the Scope of Work for appropriate vocabulary, structures, suggested activities, suggested
assessment and resources.
6. The four linguistic skills – Listening, Speaking, Reading and Writing, along with Culture, should be integrated into
classroom instruction.
7. Grammar and Vocabulary should be integrated into classroom instruction and not be taught in isolation.
Vocabulary should be constantly expanded upon from year to year.
8. Curriculum Links, including integrated technology, must be fostered. See Appendices for a few teaching ideas.
9. The methods used for assessing student achievement should reflect classroom teaching and learning strategies.
10. An Assessment Weighting Guide is included in the Appendices.
N. B.
Teache ho ld con an l b ild on den p e io kno ledge, as outlined in the Scope of Work.
Time allotment for each communicative objective should not exceed two weeks.
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 15SCOPE AND SEQUENCE
key:
I Introduction of Skill D Development of Skill R Reinforcement of Skill
OVERARCHING GOAL: Communicating in Spanish Applying the Listening, Speaking, Reading and Writing Skills
in a Cultural Context and within the Grammatical Framework of the Spanish Language
SUB-GOAL 1: APPLYING THE CONVENTIONS OF THE SPOKEN AND WRITTEN LANGUAGE, AND CRITICAL THINKING SKILLS
COMMUNICATIVE OBJECTIVES 1.1 1.3 SHOULD BE INTEGRATED INTO THE TEACHING OF ALL OTHER OBJECTIVES.
GRADE GRADE GRADE
COMMUNICATIVE OBJECTIVES 4 5 6
1.1 Applying the Spanish phonetic system I D R
1.2 Expressing present actions and events I D R
1.3 Expressing future actions and events (applying the simple future tense) I
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 16SCOPE AND SEQUENCE
key:
I Introduction of Skill D Development of Skill R Reinforcement of Skill
OVERARCHING GOAL: Communicating in Spanish Applying the Listening, Speaking, Reading and Writing Skills
in a Cultural Context and within the Grammatical Framework of the Spanish Language
SUB-GOAL 2: ESTABLISHING RELATIONSHIPS AND / OR PROVIDING INFORMATION ABOUT THEMSELVES AND OTHERS
GRADE GRADE GRADE
COMMUNICATIVE OBJECTIVES 4 5 6
2.1 Interacting socially with peers, adults and strangers I D R
2.2 Exchanging information about origin and nationality I D R
2.3 Responding to commands and making requests I D R
2.4 Identifying and describing parts of the body I D R
2.5 Describing physical characteristics and personality I D
2.6 Stating what people wear on different occasions I D R
2.7 Providing information about entertainment, recreation and leisure time I D R
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 17SCOPE AND SEQUENCE
key:
I Introduction of Skill D Development of Skill R Reinforcement of Skill
OVERARCHING GOAL: Communicating in Spanish Applying the Listening, Speaking, Reading and Writing Skills
in a Cultural Context and within the Grammatical Framework of the Spanish Language
SUB-GOAL 3: SEEKING AND RESPONDING TO INFORMATION ABOUT THE WORLD AROUND THEM
GRADE GRADE GRADE
COMMUNICATIVE OBJECTIVES 4 5 6
3.1 Applying numbers, days and months when discussing everyday situations I D R
3.2 Discussing school life I D R
3.3 Describing the family I D R
3.4 Providing information about home life I D R
3.5 Identifying and comparing weather conditions and seasons of the year I D
3.6 Describing the natural environment I D R
3.7 Discussing essential services and responding to emergencies I D R
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 18SCOPE AND SEQUENCE
key:
I Introduction of Skill D Development of Skill R Reinforcement of Skill
OVERARCHING GOAL: Communicating in Spanish Applying the Listening, Speaking, Reading and Writing Skills
in a Cultural Context and within the Grammatical Framework of the Spanish Language
SUB-GOAL 4: EXPRESSING FEELINGS, EMOTIONS AND PREFERENCES
GRADE GRADE GRADE
COMMUNICATIVE OBJECTIVES 4 5 6
4.1 Describing states and conditions (emotional and physical) I D R
4.2 Explaining food preferences I D R
4.3 Expressing health concerns I
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 19SCOPE AND SEQUENCE
key:
I Introduction of Skill D Development of Skill R Reinforcement of Skill
OVERARCHING GOAL: Communicating in Spanish Applying the Listening, Speaking, Reading and Writing Skills
in a Cultural Context and within the Grammatical Framework of the Spanish Language
Sub-Goal 5: EXPLORING GEOGRAPHICAL FEATURES AND CULTURAL PRACTICES
GRADE GRADE GRADE
COMMUNICATIVE OBJECTIVES 4 5 6
5.1 Identifying and describing Spanish-speaking countries and their capitals I D D
by region: Spain and the Caribbean
5.2 Identifying and describing Spanish-speaking countries and their capitals I D
by region: Central America and Mexico
5.3 Identifying and describing Spanish-speaking countries and their capitals I
by region: South America and Africa
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 20MANDATORY SEQUENCE FOR TEACHING COMMUNICATIVE OBJECTIVES
GRADE 4 TERM I
COMMUNICATIVE OBJECTIVES PAGE NO.
2.1 Interacting socially with peers, adults and strangers 31
5.1 Identifying and describing Spanish-speaking countries and their capitals by region: 48
Spain and the Caribbean
1.1 Applying the Spanish phonetic system 30
2.2 Exchanging information about origin and nationality 32
3.1 Applying numbers, days and months when discussing everyday situations 38
2.3 Responding to commands and making requests 33
3.2 Discussing school life 39
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 21MANDATORY SEQUENCE FOR TEACHING COMMUNICATIVE OBJECTIVES
GRADE 4 TERM II
COMMUNICATIVE OBJECTIVES PAGE NO.
3.3 Describing the family 40
3.7 Discussing essential services and responding to emergencies 44
3.4 Providing information about home life 41
2.4 Identifying and describing parts of the body 34
2.6 Stating what people wear on different occasions 36
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 22MANDATORY SEQUENCE FOR TEACHING COMMUNICATIVE OBJECTIVES
GRADE 4 TERM III
COMMUNICATIVE OBJECTIVES PAGE NO.
2.7 Providing information about entertainment, recreation and leisure time 37
3.6 Describing the natural environment 43
4.1 Describing states and conditions (emotional and physical) 45
4.2 Explaining food preferences 46
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 23MANDATORY SEQUENCE FOR TEACHING COMMUNICATIVE OBJECTIVES
GRADE 5 TERM I
COMMUNICATIVE OBJECTIVES PAGE NO.
2.1 Interacting socially with peers, adults and strangers 31
1.1 Applying the Spanish phonetic system 30
2.3 Responding to commands and making requests 33
5.2 Identifying and describing Spanish-speaking countries and their capitals by region: 49
Central America and Mexico
2.2 Exchanging information about origin and nationality 32
3.1 Applying numbers, days and months when discussing everyday situations 38
3.3 Describing the family 40
2.5 Describing physical characteristics and personality 35
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 24MANDATORY SEQUENCE FOR TEACHING COMMUNICATIVE OBJECTIVES
GRADE 5 TERM II
COMMUNICATIVE OBJECTIVES PAGE NO.
3.2 Discussing school life 39
3.5 Identifying and comparing weather conditions and seasons of the year 42
4.1 Describing states and conditions (emotional and physical) 45
2.4 Identifying and describing parts of the body 34
2.6 Stating what people wear on different occasions 36
3.7 Discussing essential services and responding to emergencies 44
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 25MANDATORY SEQUENCE FOR TEACHING COMMUNICATIVE OBJECTIVES
GRADE 5 TERM III
COMMUNICATIVE OBJECTIVES PAGE NO.
3.4 Providing information about home life 41
Explaining food preferences 46
4.2
Providing information about entertainment, recreation and leisure time 37
2.7
3.6 Describing the natural environment 43
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 26MANDATORY SEQUENCE OF COMMUNICATIVE OBJECTIVES
GRADE 6 TERM I
COMMUNICATIVE OBJECTIVES PAGE NO.
2.1 Interacting socially with peers, adults and strangers 31
1.1 Applying the Spanish phonetic system 30
2.3 Responding to commands and making requests 33
5.3 Identifying and describing Spanish-speaking countries and their capitals by region: 50
South America and Africa
2.2 Exchanging information about origin and nationality 32
3.1 Applying numbers, days and months when discussing everyday situations 38
3.2 Discussing school life 39
4.1 Describing states and conditions (emotional and physical) 45
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 27MANDATORY SEQUENCE FOR TEACHING COMMUNICATIVE OBJECTIVES
GRADE 6 TERM II
COMMUNICATIVE OBJECTIVES PAGE NO.
3.3 Describing the family 40
2.5 Describing physical characteristics and personality 35
3.4 Providing information about home life 41
2.4 Identifying and describing parts of the body 34
4.3 Expressing health concerns 47
3.7 Discussing essential services and responding to emergencies 44
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 28MANDATORY SEQUENCE FOR TEACHING COMMUNICATIVE OBJECTIVES
GRADE 6 TERM III
COMMUNICATIVE OBJECTIVES PAGE NO.
2.7 Providing information about entertainment, recreation and leisure time 37
3.5 Identifying and comparing weather conditions and seasons of the year 42
4.2 Explaining food preferences 46
2.6 Stating what people wear on different occasions 36
3.6 Describing the natural environment 43
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 29SCOPE OF WORK FOR PRIMARY SPANISH
COMMUNICATIVE OBJECTIVE 1.1 – APPLYING THE SPANISH PHONETIC SYSTEM
GRADE VOCABULARY/STRUCTURES/CULTURE SUGGESTED ACTIVITIES SUGGESTED ASSESSMENTS RESOURCES
THE SPANISH PHONETIC SYSTEM: Listening and Vowel / Alphabet Chispas 1 Textbook
i) Spanish Vowels Speaking Exercises Dictation and CD
ii) Spanish Vowels and Consonants Vowel and Alphabet Spelling Activities ¡Muy bien!! Level B
STRUCTURES: Songs Alphabet BINGO Textbook
4 i) ¿Qué letra es? Spelling names in Word Completion Alphabet Bingo
ii) ¿Cómo se pronuncia/deletrea? Spanish Exercises Bilingual
iii) Pronuncia/deletrea/escribe la palabra. Alphabet Pictionary Beginnings
CURRICULUM LINK (LANG. ARTS): Alphabet BINGO (Syllable Cards)
i) Introduction of la tílde, el acento and Letter Dictations Workshop
Sounds of Letters: h, j, ll, ñ, and rr Resources
THE SPANISH PHONETIC SYSTEM: Listening and Spelling Drills Chispas 2 Textbook
i) Spanish Vowels Speaking Exercises Word Completion ¡Muy bien! Level B
ii) Vowels and Consonants Word Completion Exercises Evaluation Blackline
USE VOCABULARY FOR GRADE LEVEL. Exercises Syllabication of Masters
5 STRUCTURE: Spelling Drills Words Alphabet Bingo
i) Spanish Syllabication Syllabication – Oral Word Dictations Various Workshop
CURRICULUM LINK (LANG. ARTS): and Written Materials
i) Explanation that the letters k and w are Word Dictations
only used in words of foreign origin
THE SPANISH PHONETIC SYSTEM: Listening and Word Dictations – Chispas 3
i) Spanish Vowels Speaking Exercises Identification of Workbook
ii) Vowels and consonants Syllabication of Spanish Diphthongs ¡Muy bien! Level C
USE VOCABULARY FOR GRADE LEVEL. Words with Sentence Dictations Textbook and
6 STRUCTURE: Diphthongs Workbook
i) Spanish Diphthongs: cuándo, diez, Sentence Dictations Cuentos Fonéticos
bueno, Cloze Passages Various Workshop
(paragraphs with Materials
words omitted)
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 30SCOPE OF WORK FOR PRIMARY SPANISH
COMMUNICATIVE OBJECTIVE 2.1 – INTERACTING SOCIALLY WITH PEERS, ADULTS AND STRANGERS
GRADE VOCABULARY/STRUCTURES/CULTURE SUGGESTED ACTIVITIES SUGGESTED ASSESSMENTS RESOURCES
VOCABULARY SALUTATIONS: Listening and Role Playing ¡Muy bien! Level B
i) Hola; Buenos días; Buenas tardes; Speaking Exercises Sentence Textbook
Buenas noches; Adiós; Chao; ¿Qué tal? Songs: Buenos días Completion Chispas 1 Textbook
ii) ¡Muy bien!; regular; mal; así, así; gracias / Buenos días a ti Exercises and Audio CD
iii) niño(a); alumno(a); maestro(a) Role Playing (using Dialogue Writing Rock and Learn
STRUCTURES: tú and usted, with Spanish (Audio CD)
4 i) ¿Cómo estás tú / está usted? teacher and
ii) Estoy… ¡Muy bien! / regular / mal classmates )
iii) ¿Cómo te llamas? Me llamo_______. Cloze Passages
CULTURE: (filling in missing
i) The Spanish custom of Applying a words)
familiar and a formal you form
VOCABULARY SALUTATIONS: Listening and Dictation Exercises ¡Muy bien! Level B
i) Bienvenidos; Hasta luego / pronto / Speaking Exercises Sequencing Audio CD – Song:
mañana / la vista / el lunes … Song: Saludos (rewriting dialogues Saludos
ii) señor(a); señorita; chico(a) Cloze Passages that have been
5 STRUCTURES: (writing in words jumbled)
i) ¿Cómo se llama? Se llama_______. missing from Sentence Completion
CULTURE: sentences, passages Exercises
i) The Hispanic Custom of Cheek-Kissing or dialogues)
as a Greeting
VOCABULARY SALUTATIONS: Listening and Reading Aprende el español
i) Mucho gusto; Encantado / El gusto es Speaking Exercises Comprehension Audio CD – Song:
mio. Song: Los Saludos Passages Los Saludos y Las
ii) Muchacho(a), hombre, mujer y Las Despedidas (answering Despedidas
6 STRUCTURES: Role Playing questions in Spanish
ii) ¿Cómo están ellos(as)? Están ______. Sequencing and English)
iii) ¿Cómo están ustedes Estamos _____. (dialogues that have
iv) ¿Cómo se llaman? Se llaman_______. been jumbled)
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 31SCOPE OF WORK FOR PRIMARY SPANISH
COMMUNICATIVE OBJECTIVE 2.2 – EXCHANGING INFORMATION ABOUT ORIGIN AND NATIONALITY
GRADE VOCABULARY/STRUCTURES/CULTURE SUGGESTED ACTIVITIES SUGGESTED ASSESSMENTS RESOURCES
VOCABULARY ORIGIN: Listening and Role Playing Chispas 1 Textbook
i) Spanish Names: Carlos, Juan, Ana, Speaking Exercises Word Completion and CD
Rosa, Role Playing: Using Exercises ¡Muy bien! Level B
ii) Las Bahamas; España; Cuba, Puerto tú and usted Dialogue Writing Textbook and Audio
4 Rico, República Dominicana Cloze Passages CD
iii) país, isla (filling in missing Puppets
STRUCTURES: words) Name Tags
i) ¿De dónde eres tú? Soy de _________. Maps
ii) ¿De dónde es? Es de _________.
iii) Me gusta mi país.
VOCABULARY NATIONALITY: Listening and Sequencing Chispas 2 Textbook
i) nacionalidad; dirección; calle; avenida Speaking Exercises (rewriting dialogues) and Audio CD
STRUCTURES: Role Playing (asking Reading Puppets
5 i) ¿Cuál es tu nacionalidad? and stating Comprehension Maps
ii) Soy bahameño(a) / panameño(a). nationality) Exercises GeoPuzzles
iii) ¿Cuál es su nacionalidad? Es_____. Dialogue Writing Sentence and
Reading Paragraph Writing
Comprehension
VOCABULARY NATIONALITY: Listening and Completing Passport Chispas 2 Textbook
i) el profesor – la profesora; señor(a); Speaking Exercises Forms and Audio CD
señorita Field Trips Listening Maps
ii) Venezuela, Colombia, Ecuador; Role Playing (asking Comprehension GeoPuzzles
6
STRUCTURES: and stating origins / Exercises
i) ¿De dónde son ellos(as)? Son de_____. nationality – using Reading
ii) ¿De dónde son ustedes? Somos de___. pictures of celebrities Comprehension
iii) ¿De qué país es él / ella? Es de___. / family / friends) Passages
Creating Dialogues Sentence and
Paragraph Writing
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 32SCOPE OF WORK FOR PRIMARY SPANISH
COMMUNICATIVE OBJECTIVE 2.3 – RESPONDING TO COMMANDS AND MAKING REQUESTS
GRADE VOCABULARY/STRUCTURES/CULTURE SUGGESTED ACTIVITIES SUGGESTED ASSESSMENTS RESOURCES
VOCABULARY COMMANDS AND REQUESTS: Listening and Matching Exercise Chispas 1 Textbook
i) Sí; No; ¡Silencio! Speaking Exercises (matching pictures and Audio CD
ii) Por favor; Gracias; Con permiso; Role Playing with spoken and / or
iii) Perdóname; Perdón; Disculpa Charadas (Miming written words)
iv) ¡Escucha / Escuchen! Activity) Total Physical
4 v) ¡Abre / Abran! and ¡Cierra / Cierren! Simón dice… Response Activities
vi) ¡Mira! / ¡Miren!; ¡Toca / ¡Toquen!
vii) ¡Circula!; Escribe; Lee; Une
STRUCTURES:
i) ¿Puedo ir al baño / a la oficina?
CURRICULUM LINK (HFLE):
The Use of por favor with Commands
VOCABULARY COMMANDS AND REQUESTS: Listening and Total Physical ¡Muy bien! Level B
i) ¡Toma! / ¡Tomen! Speaking Exercises Response Activities Textbook
ii) ¡Subraya! ; Classroom Reading Chispas 1 Textbook
iii) ¡Repita / ¡Repitan! Instructions Comprehension and Audio CD
iv) ¡Siéntense! / ¡Levántense! Reading Exercises Chispas 3 Textbook
5 STRUCTURES: Comprehension Multiple Choice and Audio CD
i) ¿Puede(s)…? / ¿Quieres…? Exercises Exercises
CULTURE: Sentence
i) The Spanish Custom of Using Familiar Translations (from
and Formal (tú / usted) you Forms. and into Spanish)
VOCABULARY COMMANDS AND REQUESTS: Listening and Reading Chispas 3 textbooks
i) ¡Pónganse de pie! Speaking Exercises Comprehension and Audio CD
6 ii) ¡Repita / ¡Repitan! Reading Dialogue Writing
iii) ¡Siéntense! / ¡Levántense! Comprehension Cloze Passages
iv) ¡Ven / Vengan! Paragraph
v) ¡Ve / Vayan! Translations
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 33SCOPE OF WORK FOR PRIMARY SPANISH
COMMUNICATIVE OBJECTIVE 2.4 – IDENTIFYING AND DESCRIBING PARTS OF THE BODY
GRADE VOCABULARY/STRUCTURES/CULTURE SUGGESTED ACTIVITIES SUGGESTED ASSESSMENTS RESOURCES
VOCABULARY PARTS OF THE HEAD: Listening and Labelling a diagram Puppets
i) cabeza; cara, pelo, cejas, ojos, nariz, Speaking Exercises of the face ¡Muy bien! Level A
boca, orejas Creating Face Masks Matching Exercises Kit
STRUCTURES: Parts of the Face Spelling Activities ¡Muy bien! Level A
4 i) ¿Qué es? Es el / la_____________. Song Blackline Masters
ii) ¿Qué son? Son los /las__________. Simón dice …
iii) ¿Qué tienes? Tengo____________. Role Playing
iv) ¿Qué tiene él / ella? Tiene________. (Applying masks)
v) Definite and Indefinite Articles: el, la, los, Spelling Activities
las; un, una, unos, unas
VOCABULARY PARTS OF THE BODY: Listening and Labelling parts of the Chispas 2
i) cuello, hombros, brazos, manos, pies, Speaking Exercises body Textbook and
dedos (de las manos y los pies), rodillas, Parts of the Body Reading Audio CD
piernas Song Comprehension BINGO Cards
5 STRUCTURES: Parts of the Body Exercises
(Parts of the Body)
i) ¿Qué es esto? / ¿Qué son estos? BINGO Sentence Completion
ii) Esto es_______. / Estos son________. Labelling Parts of the
iii) ¿Cuántos(as) ________tienes? Body (people, pets
iv) Tengo__________. and monsters)
VOCABULARY PARTS OF THE BODY: Listening and Role Playing Chispas 3
i) frente, lengua, garganta, dientes, oídos, Speaking Exercises Reading Textbook and
labios, estómago, espalda, tobillo, Songs Comprehension Audio CD
muñeca, codo Role Playing Exercises ¡Muy bien! Level C
6 STRUCTURES: Reading Dialogue Writing Textbook,
i) ¿Qué te duele? / Comprehension
Workbook and
ii) ¿Qué le duele a _____? Exercises
iii) Me duele(n)______. / Le duele(n)______. Dialogue Writing Picture Cards
iv) No me duele(n)_______.
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 34SCOPE OF WORK FOR PRIMARY SPANISH
COMMUNICATIVE OBJECTIVE 2.5 – DESCRIBING PHYSICAL CHARACTERISTICS AND PERSONALITY
GRADE VOCABULARY/STRUCTURES/CULTURE SUGGESTED ACTIVITIES SUGGESTED ASSESSMENTS RESOURCES
4
VOCABULARY PHYSICAL CHARACTERISTICS Listening and Listening Exercises ¡Muy bien! Level A
& PERSONALITY: Speaking Exercises Matching Exercises Workbook and
i) pequeño(a), mediano(a), grande; alto(a), Oral Descriptions of (words with graphics) Audio CD
bajo(a); corto(a), largo(a); bonito(a),feo(a) Self Word Completion Chispas 2 Textbook
ii) inteligente, tonto(a); Role Playing and Audio CD
STRUCTURES: Matching Exercises
5 i) ¿Cómo eres tú? Soy / No soy_______. (words with graphics)
ii) ¿Cómo es él/ella/usted?
iii) Es / No es____________.
CULTURE & CURRICULUM LINK (SOCIAL STUDIES):
i) Terms Used To Describe the Black Race:
de la raza negra, moreno(a)
VOCABULARY PHYSICAL CHARACTERISTICS Listening and Sentence Completion ¡Muy bien! Level C
& PERSONALITY: Speaking Exercises Exercises Textbook
i) gordo(a), delgado(a); guapo(a), feo(a); BINGO (Parts of the Writing a Description Chispas 3 Textbook,
trabajador(a), perezoso(a); divertido(a), Body) of a Person (using a Workbook and
aburrido(a); rubio(a), moreno(a); fuerte, Sentence Writing: picture or drawing) Audio CD
débil; serio(a), cómico(a) Descriptions of
STRUCTURES: People
6
i) ¿Cómo son ellos(as)? Son________.
¿Cómo son ustedes? Somos______.
ii) Son / No son________.
iii) Somos / No somos________.
iv) Tengo / Tiene_____________.
CULTURE / CURRICULUM LINK (SOCIAL STUDIES):
i) Use of Terms: la raza negra, moreno(a)
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 35SCOPE OF WORK FOR PRIMARY SPANISH
COMMUNICATIVE OBJECTIVE 2.6 – STATING WHAT PEOPLE WEAR ON DIFFERENT OCCASIONS
GRADE VOCABULARY/STRUCTURES/CULTURE SUGGESTED ACTIVITIES SUGGESTED ASSESSMENTS RESOURCES
VOCABULARY CLOTHING: Listening and Listening Exercises Flashcards
i) falda, blusa, vestido, pantalones, camisa, Speaking Exercises Matching Exercises Chispas 1 Textbook
medias / calcetines, zapatos, uniforme Dress-up Game and Audio CD
4 ii) largo(a), corto(a) Matching Exercises ¡Muy bien! A
STRUCTURES: Surprise Box Game Workbook
i) ¿Qué es? / ¿Qué son? Es / Son_____. - Name the Object
ii) ¿Qué llevas puesto? Llevo__________.
VOCABULARY CLOTHING: Listening and Listening Exercises Chispas 1 Textbook
i) chaqueta, camiseta, sombrero, gorra, Speaking Exercises Role Playing and Audio CD
traje de baño / trusa, pijamas Game: La tienda de (between vendor and ¡Muy bien! B
ii) nuevo(a); viejo(a); ropa shopper) Textbook and Audio
iii) peso; dólar; centavo Song: La Lavadora Matching Exercises CD
5 STRUCTURES: Role Playing : Asking Dialogue Writing Items of Clothing
i) ¿De qué color es_____? Es ______. and Giving the Cost Flashcards
ii) ¿Cómo es /son? Es / Son grande/s of Items of Clothing
iii) ¿Cuánto cuesta(n)? Cuesta(n)______.
CULTURE: Use of paraguas vs sombrillas
VOCABULARY CLOTHING: Listening and Listening Exercises ¡Muy bien! B
i) abrigo, suéter, bufanda, guantes, botas, Speaking Exercises Oral Descriptions of Workbook
sandalias, bata, tenis Skits (about Clothing Chispas 3 Textbook
ii) grande, mediano(a), pequeño(a) / shopping for clothing) Sentence and Audio CD
chico(a), talla, limpio(a), sucio(a), Reading Translations Flashcards
6 STRUCTURES: Comprehension Paragraph / Dialogue Items of Clothing
i) ¿Cómo es /son? Es / Son grande/s Exercises Writing
ii) ¿Qué vas a comprar / llevar puesto? Paragraph Writing
iii) Voy a comprar / llevar__________.
CURRICULUM LINK(MATHS):
i) Metric System for the Size of Clothing
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 36SCOPE OF WORK FOR PRIMARY SPANISH
COMMUNICATIVE OBJECTIVE 2.7 – PROVIDING INFORMATION ABOUT ENTERTAINMENT, RECREATION AND
LEISURE TIME
GRADE VOCABULARY/STRUCTURES/CULTURE SUGGESTED ACTIVITIES SUGGESTED ASSESSMENTS RESOURCES
VOCABULARY MUSICAL INSTRUMENTS: Listening and Listening Exercises ¡Muy bien! Level A
i) banda / orquesta, música; el músico Speaking Exercises (listening to music to Workbook
instrumento/s, maracas, tambor, flauta, el Songs identify instruments) Musical Instruments
piano, guitarra, violín Dances Word Translations Flashcards
STRUCTURES: Matching Exercises
4 i) ¿Qué es esto? Es el / la__________. (e.g. words with
ii) ¿Qué instrumento te gusta? drawings)
iii) Me gusta____________.
CULTURE: Folkloric Music and Dance: los
mariachis, la salsa, el merengue; el flamenco
VOCABULARY SPORTS: Listening and Listening Exercise Chispas 2 Textbook
i) Los deportes: fútbol, tenis, natación, Speaking Exercises Reading and Audio CD
atletismo, basquetbol / baloncesto, Song: Me gusta el Comprehension Flashcards
vóleibol, béisbol, ciclismo fútbol Exercises
ii) jugar, correr, nadar, montar en bicicleta, Reading Sentence Writing
5 STRUCTURES: Comprehension
i) ¿Qué deporte te gusta? / Exercises
ii) ¿Qué te gusta hacer? Sentence Writing
CULTURE: Soccer (el fútbol)
VOCABULARY PASTIMES: Listening and Listening Exercise Chispas 2 and 3
i) bailar, cantar, escuchar música, tocar Speaking Exercises (completion of grid / Textbooks and
ii) el cine, la playa, el parque, la tienda, Classroom Interviews chart) Audio CDs
el saxofón, la trompeta; la pandereta Role Playing Reading ¡Muy bien! Level C
6 STRUCTURES: Reading Comprehension Kit
i) ¿Adónde vas? Voy a / a la / al______. Comprehension Exercises
ii) ¿Qué vas a hacer? Voy a _________. Exercises Paragraph Writing
iii) Verb Conjugation: E.g: bailo, bailas, baila Paragraph Writing
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 37SCOPE OF WORK FOR PRIMARY SPANISH
COMMUNICATIVE OBJECTIVE 3.1 – APPLYING NUMBERS, DAYS AND MONTHS IN EVERYDAY SITUATIONS
GRADE VOCABULARY/STRUCTURES/CULTURE SUGGESTED ACTIVITIES SUGGESTED ASSESSMENTS RESOURCES
VOCABULARY NUMBERS AND DAYS: Listening and Speaking Listening and Chispas 1 Textbook
i) Numbers 0-31 Exercises Speaking Exercises and Audio CD
ii) Days of the Week: lunes…domingo Numbers Rap Song Solving Maths ¡Muy bien! Level A
STRUCTURES: ¡Cuenta! Problems Workbook
i) ¿Qué día es hoy? Hoy es_____. Maths Calculations Completing Sing, Dance, Laugh
4 ii) ¿Cuántos años tienes? Numbers BINGO Calendars and Eat Tacos 1
iii) Tengo___ años. Days of the Week Word Translations Audio CD and Lyrics
CULTURE: Non-Capitalisation of Days and Song Booklet
Months in Spanish Interviews
VOCABULARY NUMBERS, CALENDAR AND Listening and Speaking Listening Exercises Chispas 2 Textbook
CLOCK TIME: Exercises (completing and Audio CD
i) Numbers 32-100 Creating clocks timetable grids) ¡Muy bien! Level B
ii) El reloj, la hora, el calendario Months of the Year Matching Exercises Textbook and Kit
iii) Months of the Year: enero a diciembre Song (matching clocks
5 STRUCTURES: Preparing schedules / with written time)
i) ¿Qué hora es? ( to the hour only) timetables Solving Maths
ii) Es la ________. / Son las________. Telling Time to the Problems
iii) ¿Cuándo es tu cumpleaños? Hour
iv) Mi cumpleaños es__________. Maths Calculations
v) ¿Qué fecha es/ Cuál es la fecha?
VOCABULARY NUMBERS AND TIME: Listening and Speaking Creating or Chispas 3 Textbook
i) Numbers 100 – 1000 Exercises Completing and Audio CD
ii) el reloj, la hora, el minuto Creating Timetables Timetables ¡Muy bien! Level C
iii) el horario, el recreo, el almuerzo Sequencing Numbers Writing Numbers in Textbook and Kit
6 iv) Ordinal Numbers: primero a sexto Telling Time Past the Sequence
STRUCTURES: Hour Writing Sentences /
i) ¿Qué hora es? ( past the hour) Applying Ordinal Paragraphs
ii) Es la ________. / Son las________. Numbers To Sequence Incorporating Time
iii) ¿A qué hora________? A las________. Events Phrases
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 38SCOPE OF WORK FOR PRIMARY SPANISH
COMMUNICATIVE OBJECTIVE 3.2 - DISCUSSING SCHOOL LIFE
GRADE VOCABULARY/STRUCTURES/CULTURE SUGGESTED ACTIVITIES SUGGESTED ASSESSMENTS RESOURCES
VOCABULARY SCHOOL, COLOURS, SHAPES: Listening and Listening and ¡Muy bien! Level A
i) La escuela: clase, aula, mochila, lápiz, Speaking Exercises Speaking Exercises Workbook and Kit
libro, papel, creyón, cuaderno, goma (de Songs Matching Exercises Chispas 1 Textbook
pegar), sacapuntas, tijeras Guessing Game: (objects with words) and Audio CD
ii) azul, blanco, rojo, morado, amarillo, gris, Estoy pensando en Describing School Sing, Dance, Laugh
4 anaranjado, verde, rosado, café, negro, una cosa Supplies and Eat Tacos
STRUCTURES: BINGO Article and Noun Audio CD and
i) ¿Qué es / son? Es____. / Son_____. Labelling Classroom Agreement Exercises Lyrics Booklet
ii) ¿Tienes______? Sí, / No, no tengo__. Items (Colours song)
iii) ¿De qué color es? BINGO
iv) Definite and Indefinite Articles
VOCABULARY AROUND THE SCHOOL: Listening and Listening Exercises ¡Muy bien! Level B
i) pizarra, ventana, puerta, regla, libreta, Speaking Exercises Sentence Writing Textbook and Kit
mesa , silla, escritorio, pupitre Song: La escuela Reading Chispas 2 Textbook
ii) maestro(a), alumno(a), director(a) Guessing Game: Comprehension and Audio CD
iii) en, sobre, arriba, debajo de, al lado de, Estoy pensando en Canciones Hispano-
5 detrás de, enfrente de, delante de una cosa bahameñas –
STRUCTURES: Reading Audio CD and Lyrics
i) ¿Dónde está(n)? Está(n_________. Comprehension Booklet
ii) ¿Quién es? Es___________. Exercises
iii) Present Tense Forms of ser and estar
VOCABULARY SCHOOL SUBJECTS: Listening, Speaking Listening Exercise ¡Muy bien! Level C
i) horario, clase de español, inglés, and Reading Reading Textbook, CD and
matemáticas, estudios sociales, ciencias Exercises Comprehension Blackline Masters
ii) fácil, difícil, aburrido(a), divertido(a) Creating School Paragraph Writing Chispas 2 Textbook
6 STRUCTURES: Timetables and Audio CD
i) ¿Adónde vas? Voy a ________. Conjugating Verbs in
ii) Singular Present Tense Forms of: cantar, Sentences (Canto en
estudiar, enseñar, hablar, pintar, tocar la clase de música.)
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 39SCOPE OF WORK FOR PRIMARY SPANISH
COMMUNICATIVE OBJECTIVE 3.3 – DESCRIBING THE FAMILY
GRADE VOCABULARY/STRUCTURES/CULTURE SUGGESTED ACTIVITIES SUGGESTED ASSESSMENTS RESOURCES
VOCABULARY FAMILY: Listening and Listening and ¡Muy bien! Level A
i) familia, mamá, papá, hermano(a),bebé, Speaking Exercises Speaking Exercises Workbook and Kit
abuelo(a), perro, gato Matching Exercises Reading and Writing Chispas 1 Textbook
ii) pequeño(a), mediano(a), grande, mi, tu Reading and Writing Exercises and Audio CD
4 STRUCTURES: Spanish Sentences Using Possessive Projects
i) ¿Cómo es tu familia? (about families) Pronouns mi and tu
ii) Mi familia es__________. with Spanish Family
iii) ¿Cómo se llama tu mamá / papá? Words
iv) Mi mamá / papá se llama ________.
VOCABULARY FAMILY: Listening and Listening and ¡Muy bien! Level B
i) madre, padre, primo(a), hijo(a) tío(a), Speaking Exercises Speaking Exercises Textbook
ii) guapo(a), bonito(a), viejo(a), joven, Oral Presentations Reading ¡Muy bien! Level B
alto(a), bajo(a), flaco(a), gordo(a) (about one s family) Comprehension Audio CD
STRUCTURES: Creating Photo Exercises ¡Muy bien! Level B
5 i) ¿Cómo es tu_____? Mi ____ es ____. Albums with Written Paragraph Writing Flashcards
ii) Noun-Adjective Agreement: Descriptions Projects
a. Mi mamá es flaca y bonita. Reading and Writing
b. Mi papá es bajo y simpático. Spanish Sentences
VOCABULARY FAMILY: Listening and Listening and ¡Muy bien! Level C
i) esposo(a), nieto(a), sobrino(a), Speaking Exercises Speaking Exercises Textbook
STRUCTURES: Reading Reading ¡Muy bien! Level C
i) Possessives with de Comprehension Comprehension Audio CD
6 a. ¿Cómo se llama la madre de José? Writing Sentences Writing Paragraphs Sing, Dance, Laugh
b. El padre de mi madre es mi abuelo. (Applying tener and (about one s family) and Eat Tacos –
ii) Possessive Adjectives: mi(s), tu(s), su(s), ser verb forms) Audio CD and
nuestro(a), nuestros(as) Booklet
iii) mayor que / menor que
iv) Present Tense Forms of tener and ser
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 40SCOPE OF WORK FOR PRIMARY SPANISH
COMMUNICATIVE OBJECTIVE 3.4 – PROVIDING INFORMATION ABOUT HOME LIFE
GRADE VOCABULARY/STRUCTURES/CULTURE SUGGESTED ACTIVITIES SUGGESTED ASSESSMENTS RESOURCES
VOCABULARY ROOMS IN THE HOUSE: Listening and Role Playing ¡Muy bien! Level A
i) La casa: sala, comedor, cocina, baño, Speaking Exercises Matching Exercises Kit
dormitorio Reading and Writing Labelling pictures in
4 STRUCTURES: Sentences (Using Spanish
i) ¿Qué es / son? Es / Son ________. family and home Completing Spanish
ii) ¿Dónde está _______? Está _______. vocabulary) Dialogues
VOCABULARY THE HOME: Listening and Labelling Pictures in ¡Muy bien! Level B
i) casa, apartamento Speaking Exercises Spanish Kit
ii) escalera, patio, ventana, puerta, jardín, Reading and Writing Constructing Spanish ¡Muy bien! Level B
garaje, balcón, techo, calle, avenida Spanish Sentences Sentences (to Textbook
iii) círculo, triángulo, cuadrado, rectángulo describe one s home Chispas 2 Textbook
5 STRUCTURES: / room) and Audio CD
i) ¿Dónde vives? Vivo en ________. Projects – Integration
ii) ¿Cómo es tu casa? Es pequeña. of Shapes with
iii) ¿Cuántos cuartos tiene? Tiene _____. House Construction
iv) ¿De qué forma es la ventana?
VOCABULARY HOME / HOUSEHOLD DUTIES: Role Playing Listening and ¡Muy bien! Level B
i) La sala: sofá, lámpara, televisor Creating Dialogues in Speaking Exercises Kit
ii) El dormitorio: cama, cómoda, espejo Spanish Reading ¡Muy bien! Level B
iii) La cocina: refrigerador, estufa, horno Reading Comprehension Textbook
6 iv) El comedor: vaso, plato, cuchara, Comprehension Exercises Chispas 2 Textbook
tenedor, cuchillo, Exercises Paragraph Writing and Audio CD
v) El baño: inodoro, ducha, lavamanos Paragraph Writing Projects Chispas 3 Textbook
vi) planchar, lavar, cocinar, limpiar, barrer and Audio CD
STRUCTURES:
i) Subject Pronouns yo, tú, él/ella, usted
with Present Tense Forms of Regular
ar , er and ir Ending Verbs: o, as, a and
o, es, e
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 41SCOPE OF WORK FOR PRIMARY SPANISH
COMMUNICATIVE OBJECTIVE 3.5 – IDENTIFYING AND COMPARING WEATHER CONDITIONS AND SEASONS
OF THE YEAR
GRADE VOCABULARY/STRUCTURES/CULTURE SUGGESTED ACTIVITIES SUGGESTED ASSESSMENTS RESOURCES
4
VOCABULARY SEASONS AND THE WEATHER: Listening and Labelling Weather ¡Muy bien! Level B
i) Los meses del año: enero – diciembre Speaking Exercises Conditions (using Textbook
ii) Las estaciones: invierno, primavera, Oral Presentations of picture cards) Chispas 2 Textbook
verano, otoño Weather Reports Matching Spanish and Audio CD
iii) calor, frío, fresco, sol, viento Making a Weather Weather Phrases Sing, Dance, Laugh
iv) cielo, lluvia, nubes, huracán, tormenta, Chart / Wheel with Pictures / and Eat Tacos –
5 relámpago Labelling Pictures of Drawings Audio CD and
STRUCTURES: Weather Conditions Listening and Booklet
i) ¿Qué estación es? Es________. Matching Months Reading Paper Plates
ii) ¿Qué tiempo hace? Hace _______. with Seasons Comprehension Picture Cards
iii) ¿En qué estación hace________? Exercises
CULTURE / CURRICULUM LINK (SOCIAL STUDIES): Writing Sentences
i) Comparison of the Weather in the
Southern and Northern Hemispheres
VOCABULARY- WEATHER CONDITIONS: Listening and Listening and ¡Muy bien! Level B
i) Las estaciones: invierno, primavera, Speaking Exercises Speaking and Kit
verano, otoño Oral Presentations Reading Exercises ¡Muy bien! Level B
ii) capa, botas, gafas, permeable (of weather reports Writing Paragraphs Audio CD
STRUCTURES: for news broadcasts) (describing activities Chispas 2 Textbook
6 i) ¿Cuál estación te gusta más? Reading suitable for the and Audio CD
ii) ¿Qué tiempo hace ahora / hoy? Comprehension different seasons) Weather Charts
iii) ¿Qué tiempo hizo ayer ________? Exercises Sentence Completion Maps (of The
iv) ¿Qué llevas puesto en el /la ________? Writing Sentences Exercises Bahamas and of the
v) Está nublado/lloviendo /soleado/nevando. Writing Paragraphs Americas)
BAHAMAS MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY - PRIMARY SPANISH CURRICULUM 2017 42SCOPE OF WORK FOR PRIMARY SPANISH
COMMUNICATIVE OBJECTIVE 3.6 – DESCRIBING THE NATURAL ENVIRONMENT
GRADE VOCABULARY/STRUCTURES/CULTURE SUGGESTED ACTIVITIES SUGGESTED ASSESSMENTS RESOURCES
VOCABULARY PETS AND FARM ANIMALS: Listening and Labelling (pictures ¡Muy bien! Level A
i) Las mascotas: perro, gato, tortuga, pez Speaking Exercises with words) Workbook and
ii) Los animales de la granja: caballo, vaca, Role Playing Sentence Completion Audio CD
gallo, gallina, pollito, oveja, cerdo, pato, Word Completion Exercises Sing, Dance, Laugh
4 conejo Exercises Reading and Eat Tacos –
STRUCTURES: Matching Exercises Comprehension CD and Booklet
i) ¿Qué animal es? Es ________. Interviewing Exercises Puppets
ii) ¿Cuántos animales hay? Hay _____. Classmates Writing Short Flannel Board
iii) ¿Cuál es tu animal favorito? Sentences (about Animal and Family
iv) Mi animal favorito es________. pets or farm animals) Cut-outs
VOCABULARY MARINE AND WILD ANIMALS: Listening and Sentence Completion Chispas 1 Textbook
i) Parque zoológico: flamenco, tigre, león, Speaking Exercises Exercises and Audio CD
elefante, serpiente, delfín, tiburón, Role Playing Reading ¡Muy bien! B Kit
5 concha, caracol, estrella de mar Reading Comprehension Puppets
STRUCTURES: Comprehension Exercises
i) ¿Cómo es_______? Exercises Writing Paragraphs
ii) Placement and Agreement of Adjectives Writing Sentences
VOCABULARY GEOGRAPHICAL FEATURES Listening and Listening and Chispas 2 Textbook
i) paisajes, archipiélago, isla, cayo, mar, Speaking Exercises Reading and Audio CD
playa, lago, río, montaña, selva, desierto Reading Exercises Comprehension ¡Muy bien! C Kit
ii) animales, árboles, plantas, flores Labelling of Flora Exercises
iii) conservar and Fauna of The Projects (based on
6 STRUCTURES: Bahamas (Field Field Trips)
i) ¿Adónde quieres ir? Quiero ir a / al __. Trips) Video Presentations
ii) a , a la , al , a los , a las Creating Posters
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