Spanish III

Course Overview

After completing Spanish II, students begin this course by reviewing previously acquired language skills. They then continue to practice and improve their proficiency in the Spanish language. The focus of this course is language proficiency through reading, writing, listening, and speaking. The vocabulary for the course is from Checkpoint B of the New York state foreign language standards. Students receive one unit of foreign language credit after completing and passing this course.

By the end of this course, students are expected to reach an intermediate level according to the American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines, which assess reading, writing, listening, and speaking, and use this proficiency to pass the Foreign Language Association of Chairpersons and Supervisors (FLACS) Checkpoint B exam at the end of the school year.

Required Text

Gahala, Estalla, Patricia Hamilton Carlin and Audrey L. Heining-Boynton. En Español, Level 3. McDougal Littell, 2000.

An English/Spanish and Spanish/English dictionary is highly recommended.

Required Supplies

    • Pens and pencils
  • A folder or binder to store papers (whichever the student prefers)

Course Format and Procedures

The course features many different activities and structures, including independent work, small and large group work, and numerous projects and/or presentations.

Grading Procedures

Each quarterly grade counts as 20% of a student’s final grade. The midterm and final (FLACS) exams each count as 10% of the student’s final grade.

  • Tests and Projects: 40%
  • Quizzes: 30%
  • Homework: 15%
  • Participation and Classwork: 15%

Student and Parent Resources

I am available 2nd and 6th periods during the school day and after school every day.

Course Outline

Unit 1: Geography (1 week)

Focus on developing knowledge and cultural awareness of the Spanish-speaking world and its geographical features

Unit 2: Entertainment (2-3 weeks)

Focus on developing vocabulary and expression of present-tense verbs and the present progressive

Unit 3: Pastimes and Hobbies

Focus on developing students’ abilities to express preferences of hobbies while using direct and indirect object pronouns and the past tense (preterite)

Unit 4: Day of the Dead Celebration (1 week)

Investigate and celebrate different cultural elements; develop cultural awareness of the traditional Mexican Day of the Dead holiday

Unit 5: Daily Chores (2-3 weeks)

Focus on expressing daily routines with reflexive verbs and giving informal and formal commands for jobs and chores

Unit 6: Storytelling (3-4 weeks)

Focus on developing students’ abilities to identify the differences between the preterite and imperfect (past tense) through storytelling

Unit 7: Professions (2-3 weeks)

Prepare and practice vocabulary and expressions for a job interview; express future job preferences using the conditional verb tense

Unit 8: Nature (2-3 weeks)

Focus on developing students’ global and environmental awareness through nature vocabulary and expressions; the future verb tense

Unit 9: Health (2-3 weeks)

Focus on expressions of feelings and health while developing students’ abilities to ask for help; incorporate and review all verb tenses

Unit 10: FLACS Review (3 weeks)

Review rubrics and format of FLACS exam; practice for all exam sections (listening, reading, writing, speaking); complete a practice FLACS exam.