The Advanced Placement Spanish Language class will be
conducted in Spanish. Students will
develop all four language skills- reading, writing, listening and speaking-
while studying a variety of topics based primarily on the units from the text, Perspectivas,
Temas de hoy y de siempre, sexta edición.
Students will complete readings and written assignments nightly, and
will be active participants in all class activities and discussions. Students will complete at least one major
written project and write one formal essay in class during each unit, and will
also make at least one formal oral presentation during each unit. Students will also view several short videos
relating to the topics to help develop listening skills. Additionally, students
will be required to complete weekly writing, reading and listening assignments
outside of class.
Students will develop their language skills, increase their
vocabulary, improve their structural accuracy and master complex structures in
such a way that they can achieve success on the AP exam given in May.
Comprehension Skills for Intermediate and Advanced Students. Longman Publishing Company, 1995.
Díaz, José M.; Leicher-Prieto, Margarita; Nissenberg, Gilda. AP* Spanish: Preparing for the Language
Examination (Third Edition). Pearson Education, Inc/ Pearson Prentice Hall, 2007.
Kiddle, Mary Ellen; Wegmann, Brenda. Perspectivas (Sexta edición): Temas de hoy y de siempre. Holt, Rinehart and Winston,
Stephen L. Español Esencial 3:
Fundamentals of Spanish. AMSCO School Publications. 2004.
Supplemental Books (Used regularly):
Jarvis, Lebredo, Mena-Ayllón. Aventuras literarias: fifth edition. Houghton Mifflin, 1999.
(With tape program for listening)
Rooks, George; Scholberg, Diana; Scholberg, Kenneth. Conversar sin parar. Newbury House Publishers,
Video Program* (to accompany Perspectivas): Videomundo. Thomson Learning.
*(The video program has an accompanying
“Viewer’s Manual” [Heinle & Heinle, Thomson Learning. 2002]. There are vocabulary building
activities, listening comprehension activities and topics for discussion and
compositions for each segment.
Audio Programs: To accompany Listening Comprehension
Skills (Díaz) and
Preparing for the Language Examination (Díaz).
(Teacher website for grammar
Verb practice www.conjuguemos.com
Various teacher activities @ www.quia.com
Grammar, pronunciation and verb
Links to some of everything: http://www.rockwood.k12.mo.us/rsummit/spanish/sp5apvocabgrammar.htm
Directed response questions: http://www.learnalanguage.org/apspanish/
BBC News (Audio
& Video): http://news.bbc.co.uk/hi/spanish/news/
La nación: http://nacion.com/
El mundo: http://www.elmundo.es/
Language magazines: Selecciones del Reader’s Digest, Authentik en español (with
Skill Development (Prior to test preparation)
As the students’ skills develop, they will incorporate
more complex structures and vocabularies.
students will be encouraged and expected to use “Useful Expressions for
Informal Speaking” (Díaz: Preparing
for The Language Examination Appendix E).
will speak Spanish while in class.
An atmosphere of immersion is expected at this level, and students’
participation grades will reflect quantity as well as quality of
will participate in class activities: circumlocution, interviews,
information gaps, dialogues, etc.; and discussions: asking and
answering questions, presenting information and opinions, defending
opinions, debates, etc.
will use prompts from Conversar sin parar frequently to conduct
class discussions. These will be
used as they fit the content (e.g. “¿A quiénes admitimos?” during unit on
immigration, “¿Quién recibe el corazón?” during “Cuestiones éticas”.)
each unit, students will make formal presentations to the class and will
record various oral projects (TV ad, radio announcement, etc.) for
week students will discuss what they have written in their writing
response questions, like those that formerly appeared on the Advanced
Placement Examination, will be used as speaking and/or writing prompts in
and teacher will use Spanish in class.
will listen to audios and videos in class, complete activities, and
participate in discussions and/or complete writing activities based on
what they hear and see.
in class students will use Spanish language songs for listening activities
which are then followed up with discussion and/or a writing activity. (e.g. Ojalá
que llueva café by Juan Luis Guerra, ¿Dónde jugarán los niños?
by Maná, etc.)
will complete assignments from Listening Comprehension Skills (Díaz). After doing the first two chapters in
class, students will complete the thematic chapters of the book
independently (This book helps students augment their vocabulary and
develop test-taking skills as well as improve listening comprehension
will listen to stories they read in Aventuras literarias.
students will listen to authentic Spanish language TV or radio for at
least 30 minutes per week. Students
will listen to a variety of sources over the course of the year: news programs, telenovelas,
variety shows, drama, talk shows, reality shows, sports, movies, etc. They will keep a written journal of what
they watch/listen to which will include a reflection on the topic.
will read nightly for homework in preparation for the following day’s
discussions. In addition to the
material in the text, Perspectivas, students will read authentic
Spanish language articles from newspapers, magazines or the Internet
relating to the current topic, or possibly current events, as springboards
for writing and/or speaking activities.
students will read one authentic Spanish article each week outside of
class. Each week the article will
be about a different topic, and, as with the
listening, students will keep a journal.
Articles can come from magazines, newspapers or the Internet, as
long as they are authentic.
Students will write journals for each article, including a
reflection on the topic.
will read from Aventuras literarias on a regular basis.
chapter in Español esencial 3 has a reading exercise at the end.
As students develop their
writing skills, they will incorporate “Words Used to Connect Ideas” (Díaz: Preparing
for the Language Examination Appendix D).
will complete written homework and classwork assignments in Spanish
and reading journals will be collected and graded weekly.
each unit, students will create minimally one formal written
project and one formal in-class essay, as well as several informal
projects as outlined in the text. As
part of overall skill development, as well as AP exam preparation,
students will be required to use various authentic written and/or spoken
sources for their formal writing projects, and they will be asked provide
a works cited list with each project.
- On a
weekly basis, students will e-mail a journal entry to the teacher. Each entry will be about a different
topic and will be 75+ words long.
Students will incorporate a variety of tenses, moods and
vocabularies. Teacher will return
e-mails for corrections, and students will then re-submit. A log will be kept for each student to
help them see personal progress and/or pitfalls. (The strategies for informal writing
found in the Preparing for the Language Examination book on pages
144-145 will be reviewed and then used while completing these weekly
least once each week in class students will write a journal entry
responding to prompts which, over the course of the year, will require
students to write in a variety of styles, using different tenses and
Thematic Units (Content)
unit: ¿Quiénes somos? A brief review of summer
homework, bio-poem, personal opinions.
- Objective: Students will get back into the swing of things
with several communicative activities and basic grammar reviews: interrogatives, number and gender of
nouns and uses of articles, and the introduction of the subjunctive in
project: ¿Quién soy yo y cuáles
son mis esperanzas y sueños?
For all following
units, the objective is: Students will develop the language skills and
master the vocabulary and structures necessary to allow them to understand
authentic materials about the various topics, and produce structurally correct
language projects which are increasingly rich in vocabulary and complex
Perspectivas Capítulo 1: La
naturaleza (Videomundo segments 6, 9, 10 & 20)
will research problems related to the environment in different Spanish
speaking Latin American countries They will create a Public Service
Campaign addressing the issue.
Campaign will include:
poster, brochure/flyer, radio/tv announcement, magazine article and
a PowerPoint presentation to a the class, acting
as a Latin American Congress for Conservation.
latinoamericanas: After reading
some leyendas that explain elements of nature, students will create,
write and tell their own leyendas.
Perspectivas Capítulo 2:
Cambios sociales (Videomundo segments 2, 8, 12, 18,
will study the history of a Spanish speaking country and make a
presentation detailing the major social changes in that country.
will work cooperatively in small groups to create a campaign to change a
social condition including identification, causes, effects and solutions-
poster, letter to the editor, TV ad.
Perspectivas Capítulo 3: El hombre y la mujer (Videomundo
segments: 23, 24, 17; movie: La historia oficial)
Major project: After researching the role of
women in a Spanish-speaking country, students will write a short story or a
journal demonstrating what life would be like for a woman (women) in that
country. They will then present the
story, using graphics, to the class.
Perspectivas Capítulo 4: Cuestiones éticas (Videomundo segments: 17, 20, 24)
Major project: Students
will develop an ad campaign supporting one side of a two-sided topic. The campaign will include a TV/radio ad, a
“letter to the editor” and an appearance on a talk show. (Students will take turns playing the role of
Perspectivas Capítulo 5: Arte
y fantasía (Videomundo segments: 1-5)
Major project: Students will prepare for the grand
opening of a museum exhibit about their favorite Hispanic artist or artistic
style. Students will create a
visual/written display- as if it really were a museum exhibit- about the artist or style. Students will also make a one page add
announcing the opening of the exhibit, and will create a 30 second radio
announcement for the exhibition.
Perspectivas Capítulo 6: Los hispanos en los Estados Unidos (Videomundo segments: 11 – 16, movie: El Norte)
Major project: Students
will assume the role of an immigrant, or the child of one, from a Latin
American country. Then they will prepare
an autobiographical short story/journal that demonstrates some of the issues
and challenges hispanic immigrants encounter,
including why they left their homes.
Then they will give a presentation/speech to the class detailing “their
¿Quién lo hizo? «De muerte natural» un
read and discuss a mystery,
and write an ending for it.
¿Quién es don Quijote?
After reading excerpts from the novel, students
will create a modern day character with Quijote’s traits and create a short
story introducing him and telling in detail one adventure/mishap.
¿Cómo podemos salvar el mundo? Un viaje
will plan a trip to the future in order to see how and if the world will
survive. Students discuss the
problems that face Earth’s survival, discuss the benefits and
disadvantages of traveling to the future, design a time machine, make a
radio broadcast from the future to the present, meet people from the
future, describe how life was in the “past” (which is the present in the
future), imagine how life will be in the future, then return to the
present and make a presentation to the Congreso Internacional de Viajes
al Futuro in which they will describe what the world will be like in
100 years, and they will explain what needs to be done to ensure the earth’s
Over the course of the year, students will complete all
chapters in the workbook Español Esencial 3.
During the year, the following grammatical units will be reviewed/taught in the order presented:
the summer, students will complete chapters 1-5 (all the simple, indicative
tenses), and take corresponding quizzes at www.conjuguemos.com.
20: Negation, Interrogatives,
10: The Subjunctive Mood in Noun Clauses
Unit: Subjunctive in Adjective Clauses
Unit: Subjunctive after Certain Conjunctions
8: Ser and Estar; Adjectives Used
with Ser and Estar
and Adverbs; Comparisons: Superlatives
Adjectives and Pronouns, Possession
Pronouns with commands
Verbs; Commands with Reflexive Verbs
11: The Imperfect and Pluperfect
Subjunctive, Sequence of Tenses; Si
12: The Subjunctive with Conjunctions,
Adverbial Clauses and Adjectival Clauses
19: Relative Pronouns
The final unit of the course is strictly exam
preparation. The text for this unit will
be the AP
Spanish: Preparation for the Language Exam, Third Edition (Díaz,
Leicher-Prieto, Nissenberg, 2007) and
the accompanying audio program.