Spanish

The students of St. John Bosco learn Spanish in much the same manner as they learned their first language - through the senses and comprehensible sensory input. We utilize Hispalia’s natural approach methodology incorporating Total Physical Response (TPR) and Total Physical Response Storytelling (TPRS).

Below are goals, selected key verbs, and vocabulary per grade level:

K - 2nd

Listening comprehension and fluency (the speed at which the student can process what they hear) are the main goals of the class.

  • Affirmative and Negative Tú commands.
  • Ser vs. Estar (To be, permanent state vs. temporary state)
  • Haber (In its “to be” form Hay: there is/there are)
  • Nouns (classroom vocabulary, body parts, transportations, places)
  • Adjectives (masculine vs. feminine; plural vs. singular)
  • Prepositions of place
  • Traditional songs, games, and cultural activities

3rd - 4th

Production of the language is the goal of the class. Reading and writing activities are more frequent during these years.

  • Affirmative and Negative Tú commands.
  • Ser vs. Estar (To be, permanent state vs. temporary state)
  • Haber (In its “to be” form Hay: there is/there are)
  • Nouns (classroom vocabulary, body parts, transportations, places, foods, drinks)
  • Adjectives (masculine vs. feminine; plural vs. singular)
  • Prepositions of place
  • To go to (Ir a)
  • To eat (comer)
  • To drink (beber)
  • Question words (¿Qué es?, ¿Quién es?, ¿Cómo es?, ¿Dónde está?)
  • Traditional songs, games, and cultural activities.

5th

Production of the language is the goal of the class. Reading and writing activities are common.

-  Affirmative and Negative Tú commands.

  • Ser vs. Estar (To be, permanent state vs. temporary state)
  • Haber (In its “to be” form Hay: there is/there are)
  • Nouns (classroom vocabulary, body parts, transportations, places, foods, drinks, instruments, animals)
  • Adjectives (masculine vs. feminine; plural vs. singular)
  • Comparisons (more than, less than, same as)
  • Prepositions of place
  • To go to (Ir a)
  • Regular -ar, -er, -ir ending verbs.
  • Question words (¿Qué es?, ¿Quién es?, ¿Cómo es?, ¿Dónde está?)
  • Traditional songs, games, and cultural activities.

6th - 8th

The middle school Spanish classes are filled with interactive language activities. Students begin their year by focusing on the four key areas of language study: listening, speaking, reading and writing. Using short stories and/or chapter books the students are exposed to new vocabulary and grammar concepts, reading and listening comprehension activities, speaking and writing activities, multimedia cultural presentations, interactive activities, and practices to reinforce new vocabulary and grammar. There is a strong emphasis on providing context and conversational examples for the language concepts presented throughout the year. Students will become familiar with common vocabulary terms and phrases, comprehend a wide range of grammar patterns, participate in simple conversations, analyze and compare cultural practices of various Spanish-speaking countries, and take frequent assessments to monitor their language progression.

 

 

Diocesan Standards