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Course Profile
International Languages (Spanish),
Level 3, University Preparation, Catholic
Course Overview
Course
Profiles are professional development materials designed to help teachers
implement the new Grade 11 secondary school curriculum. These materials were
created by writing partnerships of school boards and subject associations. The
development reflects the views of the developers and not necessarily those of
the Ministry. Permission is given to reproduce these materials for any purpose
except profit. Teachers are also encouraged to amend, revise, edit, cut, paste,
and otherwise adapt this material for educational purposes.
Any
references in this document to particular commercial resources, learning
materials, equipment or technology reflects only the opinions of the writers of
this sample Course Profile, and do not reflect any official endorsement by the
Ministry of Education or by the Partnership of School Boards that supported the
production of the document.
©
Queen’s Printer for Ontario, 2001
Catholic
District School Board Writing Teams – International Languages (Spanish), Level
3,
University Preparation
Lead
Board
Barry
Elliott, Project Manager, Windsor Essex Catholic District School Board
Sandra
Pagliaroli, Lead Writer, Windsor Essex Catholic District School Board
Course
Developers
Loreta
Gabr, Windsor Essex Catholic District School Board
Silvana
Patella, Windsor Essex Catholic District School Board
Internal
Reviewers
Genevieve
Cano, Windsor Essex Catholic District School Board
Father
Peter Hrytsk, Religious Advisor, Windsor Essex Catholic District School Board
Ann
Wilkie, Accommodations, Windsor Essex Catholic District School Board
Dr.
Berislav Primorac, Classical and Modern Languages, University of Windsor
Eastern
Ontario Catholic Curriculum Cooperative
Institute
for Catholic Education
Course
Overview
International
Languages (Spanish), Level 3, University Preparation, LWSCU
This
course allows students opportunities to further their knowledge of the Spanish
language and to further develop an appreciation for Spanish culture through
language. Students build and apply their knowledge of Spanish while exploring a
variety of themes, such as art, music, traditions, and an overview of
Spanish-speaking people in the world. Students also enhance their thinking
skills through the critical study of literature. They continue to explore
aspects of the countries where Spanish is spoken through a variety of print and
technological resources.
The study
of the Spanish language helps students become effective communicators; more
reflective, critical, and creative thinkers; as well as discerning believers.
The graduate will respect and affirm the diversity and interdependence of the
world’s peoples and cultures. As a life long learner and responsible citizen,
the graduate will also be able to make appropriate decisions in light of Gospel
and Church teachings.
|
Unit 1 |
Las
cosas cambian |
16
hours |
|
* Unit
2 |
¡Qué
recuerdos! |
28
hours |
|
Unit 3 |
Más
vale tarde que nunca |
22
hours |
|
Unit 4 |
Mente
sana en cuerpo sano |
22
hours |
|
Unit 5 |
¡Sin
límites! |
22
hours |
* This unit is fully developed in this Course Profile.
Time: 16 hours
This unit is intended to provide
students with a comprehensive review of Spanish, Level 2, Academic. Students
explore their family roots and their younger years. Students are exposed to the
study of cuentos y fábulas as an introduction to the imperfecto.
They recognize that there is more grace in our world than sin, and that hope is
essential in facing all challenges. The unit activities lay the foundation for
self-help and cooperative learning, whereby team members learn to respect the
rights, responsibilities, and contributions of self and others.
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
L1V.01, SPV.01, REV.01, WRV.01 LI1.01 WR1.01,.04 SP1.01,.02,.03,.04 RE1.01,.02,.05 CGE2b,5a,5g |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
Imágenes - Repaso de los sustantivos, los artículos,
el género y las contraciones - Repaso - Reunión de estudiantes graduados despúes de
diez años (proyecto escrito-hablar de sus vidas |
|
2 |
L1V.01,
SPV.01, WRV.01 LI1.02,.03 SP1.01,.02,.03,.04 WR1.01,.04 CGE2c,4a,5g,6a,6c,6d |
Knowledge/ Thinking/Inquiry Communication
Application |
La
familia -
Repaso -
Repasar los adjetivos posesivos -
Enseñar los pronombres posesivos -
Una guía completa con algunos personajes e historias - en video |
|
3 |
LIV.01,
REV.01, WRV.01 LI1.02 RE1.01,.02,.04 WR1.01,.02,.03,.04 CGE1d,1j,3a,3d,4g, |
Knowledge/ Thinking/Inquiry Application |
¿Qué
hicieron? -
Una encuesta sobre las noticias (leer un periódico o revista, ver un
programa, oír las noticias, visitar una página Web, etc.) - preparar
preguntas y un reportaje escrito -
Repaso |
|
4 |
LIV.01,
SPV.01, REV.01,WRV.01 LI1.02,.03 SP1.01,.02,.03,.04 RE1.01,.02,.03,.05 WR1.01,.02,.04,.05 CGE1j,2a,2b,3a,4g, |
Knowledge/ Thinking/Inquiry Communication
Application |
Un
breve estudio de cuentos y fábulas hispánicas e indígenas de las Américas -
Enseñar/usar el imperfecto -
Escribir un párrafo completando una leyenda o un cuento de hadas -
Analizar leyendas/cuentos de hadas de los varios países de habla hispana |
|
5 |
L1V.01,
REV.01, WRV.01 LI1.03 RE1.01,
RE1.03,.05 WR1.01,.02,.03,.04,.05 CGE2b,3a,3b,4c,4g, |
Knowledge/ Thinking/Inquiry Application |
Crear
una leyenda o un cuento de hadas sobre su propia familia o una familia
imaginaria - Enseñar
cuando usar el imperfecto del indicativo y el pretérito del indicativo |
|
6 |
LIV.01,
SPV.01, REV.01 LI1.02 SP1.01,.02,.03,.04 RE1.02,.05 CGE2b,2c,3a,4a,4c,4f,4g, |
Knowledge/ Thinking/Inquiry Communication
Application |
Presentación
oral/dramatización de su propia leyenda o cuento de hadas |
Time: 28 hours
Students honour and appreciate the development
of Hispanic and Hispanic-Canadian cultures through the various arts (music,
literature, art) and science. In the study of influential Hispanic men and
women, both in Spanish-speaking countries and in Canada, students integrate
Catholic faith traditions while enhancing their knowledge and understanding of
the lives of Hispanics in history.
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
LIV.01,
REV.01, WRV.01 LI1.01,.02 RE1.01,.02,
.04,.05 WR1.01,.02,.03,.04 CGE1a,1e,1h,1i,2a,2c,3b,
5g, 6b,7f |
Knowledge/ Thinking/Inquiry Application |
Historia
de las “Artes y Música” en el mundo hispánico (diapositivas y música) y su
importancia en el ambiente hispanocanadiense -
Enseñar el vocabulario asociado con la música y las artes -
Repaso de los sustantivos singulares y plurales y los sustantivos regulares e
irregulares |
|
2 |
LIV.01,
SPV.01, REV.01, WRV.01 LI1.01,.02,.03 SP1.02,.03,.04 RE1.01,.02,.03,.04,.05 WR1.01,.02,.03,.04,.05 CGE3a,7f,7g |
Knowledge/ Thinking/Inquiry Communication Application |
Estudio
de la literatura penísula/hispanoamerica (poemas, novelas, dramas, etc.) -
Repaso de los pronombres de objeto directo -
Enseñar los pronombres de objeto indirecto y su posición en la oración y los
pronombres tónicos con/sin la preposición |
|
3 |
LIV.01,
SPV.01, REV.01, WRV.01, LI1.02,.03 SP1.01,.02,.03,.04 RE1.01,.03,.04,.05 WR1.03,.04,.05 CGE1a,1e,1h,1i,2b,6b,7g |
Knowledge/ Thinking/Inquiry Communication Application |
Estudio
de artistas, compositores, escritores y santos hispanos e hispanocanadienses -
Enseñar los adjetivos demostrativos -
Enseñar el pretérito perfecto del indicativo -
Enseñar los pronombres relativos -
Repaso del pretérito del indicativo de los verbos regulares e irregulares |
|
4 |
LIV.01,
SPV.01, REV.01, WRV.01 LI1.02,
.03 SP1.01,.02,.03,.04 RE1.01,.02,.03,.04,.05 WR1.01,.02,.03,.04,.05 CGE2c,3b,4b,5a,5e,5f |
Knowledge/ Thinking/Inquiry Communication Application |
Los
españoles y los latinoamericanos -
Estudio sobre un compositor, un bailador, un cantante, un artista o un
santo/a -
Aplicación de las estructuras gramáticales ya aprendidas -
Reportaje escrito e independiente |
|
5 |
LIV.01, SPV.01, REV.01, WRV.01 LI1.02,.03 SP1.01,.02,.03,.04 RE1.01,.02,.03,.04,.05 WR1.01,.02,.03,.04,.05 CGE1a,1e,1h,2a,2b,2e, |
Knowledge/ Thinking/Inquiry Communication Application |
El español: idioma mundial - Continuar el estudio del imperfecto con el
pretérito indefinido y perfecto - Enseñar “por/para”Una búsqueda de
información acerca de tradiciones/eventos hispanos (por ejemplo: el tango, la
piñata, el chocolate, la corrida de toros, etc.) - Preparar/crear una presentación
detallada (una escena/fiesta) en la
cual se celebren los aspectos estudiados |
Time: 22 hours
Students
appreciate the cultural diversity of the Hispanic world while exploring
countries, traditions, customs, religions, and folk traditions of these
different Spanish-speaking societies. The geographical and cultural comparison
between Canada and the Hispanic world allows students to respect historical and
cultural differences in today’s changing world. Equality, democracy, and
solidarity, as witnessed in Catholic social teaching, are promoted through
students’ research.
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
LIV.01,
SPV.01, REV.01, WRV.01 LI1.01,.02,.03 SP1.01,.02,.03,.04 RE1.01,.02,.05 WR1.01,.02,.04,.05 CGE1b,4c,5a,7g |
Knowledge/ Thinking/Inquiry Communication
Application |
Planes
de viaje/Agente de viajes/Una agencia -
Enseñar el vocabulario asociado con una agencia de viajes -
Crear y presentar oralmente un diálogo/una escena sobre este tema |
|
2 |
LIV.01,
SPV.01, REV.01, WRV.01 LI1.01 SP1.01,.02,.03,.04 RE1.02,.05 WR1.02,.05 CGE1b,2a,3c,3f, |
Knowledge/ Thinking/Inquiry Communication Application |
Comparación
del Canadá con los varios países de habla hispana -
Enseñar el comparativo, el superlativo de los adjetivos regulares e
irregulars -
Discusión en clase -
Usar mapas u otros recursos acerca de la geografía de los países hispanos |
|
3 |
LIV.01,
SPV.01, REV.01, WRV.01 LI1.02,.03 SP1.01,.02,.03,.04 RE1.01,.02,.03,.04,.05 WR1.01,.02,.04,.05 CGE1b,1h,2c,4a,5a, |
Knowledge/ Thinking/Inquiry Communication Application |
Tradiciones
y costumbres -
Enseñar el futuro del indicativo y el futuro de probabilidad -
Crear un diálogo video/audio grabado de una tradición, superstición, o
costumbre proyectado hacia el futuro |
|
4 |
LIV.01, SPV.01, REV.01, WRV.01 LI1.02 SP1.01,.02,.03,.04 RE1.01,.02,.03,.04,.05 WR1.01,.02,.03,.04,.05 CGE2b,2e,3a,3e,4g,7f |
Knowledge/ Thinking/Inquiry Communication Application |
Investigación sobre un país hispánico - Presentación oral y escrita - Uso de la computadora y la Internet |
|
5 |
LIV.01,
SPV.01, REV.01, WRV.01, LI1.02,.03 SP1.01,.02,.03,.04 RE1.01,.02,.05 WR1.01,.03,.04,.05 CGE1f,2b,3f,4f,5g,7g |
Knowledge/ Thinking/Inquiry Communication Application |
Álbum
turístico -
Presentación en video de planes de viajes -
Una carta video (repaso del uso del pasado y del futuro). Redactar una carta
a un(a) amigo(a) o familiar contándole todo lo que has hecho y lo que e queda
por hacer en el país visitado. |
Time: 22 hours
Students
explore health through the world of gastronomy, fashion, and medicine of the
Hispanic countries. Students recognize that life is an unearned gift. One is
entrusted with life. One does not own it, but one is called to protect and
cherish it. Through various Canadian/Spanish/Latin American magazines,
newspaper publications, and the Internet, students learn to appreciate the
variety of opportunities in leisure and fitness for a well-balanced healthy
lifestyle.
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
LIV.01,
SPV.01, REV.01, WRV.01 LI1.01,.03 SP1.01,.03 RE1.01,.02,.04 WR1.01,.03,.04 CGE1c,1j,2a,3a,3d,3f, |
Knowledge/ Thinking/
Inquiry Communication Application |
De
muchos tamaños – En el salón de belleza -
Repaso de las conjunciones y del vocabulario de las partes del cuerpo humano -
Enseñar el vocabulario asociado con la salud -
Crear una revista de belleza (actividad colaborativa) para los jóvenes
acentuando el cuidado de la salud |
|
2 |
LIV.01,
SPV.01, WRV.01 LI1.01,.02 SP1.01,.03 WR1.01,.02,.04, CGE1d,1e,2c,4a, |
Knowledge/ Thinking/
Inquiry Communication Application |
¿Qué
te duele? -
Repaso de los verbos reflexivos y su uso en acciones recíprocas -
Dramatización oral de una escena de una visita al médico |
|
3 |
LIV.01, SPV.01, REV.01, WRV.01 LI1.01,.02,.03 SP1.01,.03 RE1.04 WR1.01,.02,.04 CGE2c,3e,4a,5a,7d |
Knowledge/ Thinking/ Inquiry Communication Application |
El encuentro de los gustos gastronómicos - Enseñar el condicional - Crear un menú que incluya un aspecto de la
historia de la cocina española, hispanoamericana e hispanocanadiense - ¿Qué le serviría Ud. a un personaje
imaginario o histórico o a un hispanocanadiense? |
|
4 |
LIV.01,
SPV.01, WRV.01 LI1.01,.02,.03 SP1.01,.02 WR1.01,.02,.03,.04 CGE2c,4b,5a,7c |
Knowledge/ Thinking/Inquiry Communication Application |
¡Dígame! -
Crear un diálogo de una conversación teléfonica acerca de la importancia de
hacer ejercicio físico y decidir encontrarse en un gimnasio |
|
5 |
LIV.01,
SPV.01, REV.01, WRV.01 LI1.01,.02,.03 SP1.01,.02 RE1.01,.02,.04 WR1.01,.03,.04 CGE2c,3f,4a |
Knowledge/ Thinking/Inquiry Communication Application |
Un
anuncio publicitario para un gimnasio/la salud (clases de aerobicos, salón de
aparatos para hacer ejercicio, natación, sauna y masaje) -
Crear un anuncio publicitario escrito y presentarlo (en video) a la clase |
|
6 |
LIV.01,
REV.01, WRV.01 LI1.01,.02 RE1.02 WR1.01,.02,.03,.04 CGE1c,1d,1e,1f,1i,1j, |
Knowledge/ Thinking/Inquiry Application |
Consejos
y advertencies -
Escribir una carta al programa televisivo, “Hispanos en Canadá” o “Cristina,”
pidiéndole consejos o -
Crear un horóscopo original en el cual haya consejos y advertencias |
Time: 22 hours
Students
investigate the workplace and consider the meaning and purpose of work.
Students explore career opportunities in Canada and Spanish-speaking countries.
Students write curriculum vitae, fill out applications, and search for jobs
through the Internet, newspapers, and other job postings. They are also
encouraged to discover the values and rewards of volunteer work and the
responsibilities involved in choosing a career in today’s evolving society.
Students are made aware of their rights and responsibilities as Canadian citizens
in this unit. Students also learn to respect and appreciate the importance of
language and contributions of others in the world of work while exercising
Christian leadership.
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
LIV.01, SPV.01, REV.01, WRV.01 LI1.01,.03 SP1.02,.03,.04 RE1.01,.04,.05 WR1.01,.03,.05 CGE1g,1h,1i,2d,3f, 5b,5d,5e,6e, |
Knowledge/ Thinking/Inquiry Communication Application |
Profesiones y carreras en las cuales se usa
el español - Enseñar el vocabulario asociado con el
mundo del trabajo - Buscar los anuncios en los periódicos y en
la Internet - Intercambio de ideas generales y
comentarios |
|
2 |
LIV.01, SPV.01, REV.01, WRV.01 LI1.02 SP1.01,.02,.03,.04 RE1.02 WR1.01,.02,.04 CGE4c,4d,4f |
Knowledge/ Thinking/Inquiry Communication Application |
Los problemas internacionales - Enseñar el imperativo afirmativo y negativo - Una presentación de nuestros ideales para
un mejor planeta, la eliminación de la pobreza, de la guerra y de la
contaminación (Consejos usando el imperativo) |
|
3 |
LIV.01,
REV.01, WRV.01 LI1.01 RE1.01,.02,.04 WR1.01,.03,.04 CGE2d,3d,4g,5b,5c,
5h,6e,7b |
Knowledge/ Thinking/Inquiry Application |
Carta
de recomendación -
Repasar el negativo de los verbos y enseñar las expresiones negativas -
Enseñar “pero/sino” -
Crear y completar una solicitud -
Escribir un “curriculum vitae” |
|
4 |
LIV.01,
SPV.01, REV.01, WRV.01, LI1.01,.03 SP1.01,.02,.03 RE1.02,.04 WR1.01,.02,.04 CGE2a,2c,5d,5e |
Knowledge/ Thinking/Inquiry Communication Application |
Una
encuesta sobre los trabajos -
Enseñar el comparativo y el superlativo de los adverbios regulares e irregulares -
Preparar una encuesta/un cuestionario sobre el trabajo y hacer un reportaje
oral de los resultados |
|
5 |
LIV.01,
SPV.01, REV.01 LI1.03 SP1.01,.03,.04 RE1.01,.04,.05 CGE3e,3f,5c,7f,7g |
Knowledge/ Thinking/Inquiry Communication Application |
Anuncios
de trabajos bilingües e internacionales -
Profesiones del futuro en las cuales se use el español como segundo idioma -
Hablar de las profesiones del futuro -
Redactar una carta solicitando una entrevista de trabajo |
|
6 |
LIV.01,
REV.01, WRV.01 LI1.01,
RE1.01,.04 WR1.01,.04 CGE3d,4e,4g,5b,5c,5d,
5g,5h,6e,7a,7b,7h |
Knowledge/ Thinking/Inquiry Communication Application |
La
primera entrevista -
Presentar una dramatización de una entrevista en una compañía
canadiense/hispánica o una escena en la cual uno solicite trabajo como
voluntario |
Teachers refer to The Ontario
Curriculum, Grades 11 and 12, Classical Studies and International Languages,
2000. It is the responsibility of the teacher to review the necessary
language structures in order to give students the basis for a successful
learning experience. [Any resources to support anti-discrimination education,
equity/social justice issues, career goals/cooperative education, community
partnerships, and faith development support many of the Ontario Secondary
School Policies as well as The Ontario Catholic School Graduate Expectations.]
Teachers are to be familiar with Ontario Secondary Schools, Grades 9 to 12:
Program and Diploma Requirements, 1999.
At the end of this course, teachers
have the opportunity to assess the overall effectiveness of their programs.
Teachers may utilize a student evaluation form to gather information on how to
modify the program for student success. Teachers should review the content and
the instructional and assessment strategies of the course in order to revise
the Spanish program to improve student achievement of the expectations.
Teachers
should address school and board policies regarding safety, acceptable use of
the Internet, and proper use of audio-visual equipment. On-going activities
should reflect awareness of violence prevention and avoidance of bias within
the learning environment. Teachers, in conjunction with special education
teachers, should accommodate individual student needs. Cross-curricular
integration assists students in making connections to other disciplines globally.
A wide variety of teaching and
learning strategies should be employed to sustain student interest and maximize
learning. All types of learning styles should be are accommodated. Teaching and
learning strategies will reflect a balance of independent, collaborative, and
teacher-directed activities. Activities are relevant and motivating and allow
for student creativity. Resources used (Internet, video, and print) are to be
previewed before use. Information technology has been included for all units in
the course overview.
Teachers
should assess what students learn and how well they learn. Teachers should also
provide opportunities for students to examine and reflect on their personal
values, abilities, and aspirations and on how these influence life’s choices
and opportunities. Students need a variety of opportunities to demonstrate
their knowledge and skills. Teachers should use a variety of techniques to
assess and to evaluate these performances of learning (e.g., portfolios,
journals, tests, checklists, rubrics, etc.). Teachers should use a repertoire
of assessment techniques, including diagnostic, formative, and summative
assessment to include student achievement of Ministry and Ontario Catholic
School Graduate Expectations.
A
final grade is recorded for each Spanish course and a credit is granted for
every course in which the student’s grade is 50% or higher.
The
final grade is determined as follows:
- 70% of the grade is based on assessments and evaluations throughout
the course,
- 30% of the grade is based on a final evaluation in form of an
examination, performance, or other method of evaluation suitable to the course
content and administered near the end of the course. It should assess the three
strands of Oral Communication (Listening and Speaking), Reading, and Writing.
The
final mark should reflect the expectations of the three strands: Oral
Communication (Listening and Speaking), Reading, and Writing.
Teachers are expected to be
acquainted with students’ Individual Education Plans (IEP), the unique learning
characteristics of individual students, and to make the necessary
accommodations.
In order to meet the needs of these
students, a variety of strategies, techniques, or resources may be used (e.g.,
use cue cards, pair students according to task, modify written tests, etc.).
Every attempt is made by the teacher to accommodate students’ individual needs,
in order to increase their success in the course.
Teachers:
·
consult
with Special Education personnel while reviewing Individual Education Plans
(IEPs) of students with special needs, noting recommendations and
accommodations for all identified students e.g., gifted, students with
physical, behavioural and/or intellectual challenges and students with learning
disabilities;
·
are
prepared to offer alternative formats for assignments and presentations. These
may include pre-recorded audiocassettes, videotaped conversations, the use of a
script, etc.;
·
refer
to IEPs for recommendations and accommodations when assessing and evaluating
students identified with special needs;
·
arrange
on-going extra opportunities for the reinforcement of vocabulary and
grammatical structures;
·
sensitively
select partners allowing one student’s strengths to compensate for another
student’s challenges.
Specific
resources have been included in the course overview for the units and
activities. Community resources are also very useful: community organizations,
clubs, embassies, consulates, travel agencies, newspaper, radio and television
stations, theatres, museums, art galleries, churches, and spanish speakers from
the community (or within the schools).
Note: The URLs for the websites have been verified by the writer prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.
Aslop,
Thomas W. and Daniel T. Aslop. My Internet Assignment Book for Spanish Class.
Auburn, Hills, MI: Teacher’s Discovery, 1998. ISBN 1-884473-18-0
Axtell,
Roger E. Gestures: The Do’s and Taboos of Body Language Around the World.
New York: John Wiley & Sons, Inc, 1998. ISBN 0-471-18342-3
Barlow,
Genevieve and William Stivers. Leyendas latinoamericanas. Lincolnwood,
Illinois: National Textbook Company, 1996. ISBN 0-8442-7239-6
Barlow, Genevieve and William N. Stivers. Leyendas
Mexicanas. Lincolnwood, Illinois: National Textbook Company, 1996. ISBN 0-8442-7238-8
Barlow,
Genevieve and William N. Stivers. Stories from Spain: Historias de España.
Lincolnwood, Illinois: National Textbook Company, 1998. ISBN 0-8442-0499-4
Barer-Stein,
Thelma. You Eat What You Are, A Study of Ethnic Food Traditions. London,
ON: Culture Concepts Inc., 1991. ISBN 0-921472-02-1
Brandy,
Agnes M. and Margarita Márquez de Moats. La Navidad. Christmas in Spain and
Latin America. Illinois: National Textbook Company, 1990. ISBN
0-8442-7208-6
Chastain,
Kenneth. Exploraciones en literartura. Illinois: National Textbook
Company 1994.
ISBN 0-8442-7659-6
Coe,
Sophie D. and Michael D. Coe. The True History of Chocolate. New York:
Thames & Hudson 2000. ISBN 0-500-28229-3
Downs,
Cynthia and Terry Becker. Bienvenidos. A Monthly Bilingual/Bicultural
Teacher’s Resource Guide to Mexico & Hispanic Culture. Minneapolis, MN:
T.S. Denison & Company, 1991.
ISBN 0-513-02053-5
Dreke,
Michael, Wolfgang Lind, and Margaret Schulbach Rüping. Español en Pareja.
Estímulos para hablar en la clase de español comunicativa. Hojas de trabajo
para principantes y avanzados. Brelin, Germany: Druckhaus Langenscheidt,
1991. ISBN 3-468-49998-1
Esposito,
Franco. Pensar y Aprender. Montreal Nord, Quebec: Editorial Los Maya,
1994.
ISBN 2-921445-050
Funston,
James F. Somos Así, Listos. Saint Paul, Minnesota: EMC Paradigm
Publishing, 2000.
ISBN 0-8129-1914-8
Funston,
James F. Somos Así,¡Ya!. Saint Paul, Minnesota: EMC Paradigm Publishing
2000.
ISBN 0-8129-1937-7
Frobose,
Mark. Relatos divertidos. Portland: J. Weston Walch, 1988. ISBN
0-8251-1303-2
Gabel-Liedowitz,
Dorothy. Practical Spanish Vocabulary Builder. Lincolnwood, Illinois:
National Textbook Company, 1994.
Gelabert,
María José and Emma Martinell Gifre. Diccionario de Gestos con sus giros más
usuales. Madrid, España: Edelsa Grupo Didascalia, S.A., 1996. ISBN
84-7711-058-1
González,
J.R. Literatura Moderna Hispánica. An Anthology. Lincolnwood, Illinois:
National Textbook Company, 1995. ISBN 0-8442-7029-6
Gordon,
Ronni L. PhD. and David Stillman. Cuaderno 1, A Beginning Workbook for
Grammar and Communication. Illinois: NTC, 1998. ISBN 0-8442-7899-8
Gordon,
Ronni L. PhD. and David Stillman. Cuaderno 2, An Intermediate Workbook for
Grammar and Communication. Illinois: NTC, 1999. ISBN 0-8442-7926-9
Hamberger,
Ruth H. 101 Dialogues in Spanish. Hamilton, Ontario: Tralco Educational,
1994.
Iacofano,
Judy. Foreign Language Teacher’s Internet Yearbook. Suburn, Hills, MI:
Teacher’s Discovery, 1996.
Juntos
Dos y Tres. Juntos
Magazines. New Jersey: Prentice-Hall, Inc., 1997. ISBN 0-13-838905-5
Kosnik,
Alice Mohrman. Ya Escribimos. A Writing Workbook in Spanish for Advanced
Beginners. Lincolnwood, Illinois: National Textbook Company, 1994. ISBN
0-8442-7019-5
Lafayette
De Mente, Boyé. There’s a Word for It in Mexico: The Complete Guide to
Mexican Thought and Culture. NTC: Illinois, 1996. ISBN 0-8442-7251-5
Leigh,
Heather. Por correo. England: Longman, 1986. ISBN 0-582-33157-9
Lemmon,
Patricia A. and Douglas E. Moore. Sígame. Aiming for Proficiency in Spanish.
2nd Edition. Elmont, N.Y.: Proficiency Press CO., 1996. ISBN 1-879279-07-X
Leon, Vicki. 70 Spanish Activities.
Portland: J. Weston Walch, 1984. ISBN 0-8251-0248-0
Medley,
Jr., Frank W., Carolyn L. Hansen and Gillian D. Paul. ¡Sin Duda! Más
lecturas al día. Boston, Massachusetts: Heinle & Heinle Publishers,
1993. ISBN0-8384-2378-7
Menard,
Valerie. The Latino Holiday Book: From Cinco de Mayo to Día de los Muertos –
The Celebrations and Traditions of Hispanic-Americans. Marlowe &
Company: New York, 2000.
ISBN 1-569-24646-7
Muckley,
Robert L. and Eduardo E. Vargas. Cuentos Puertorriqueñeos. Illinois:
National Textbook Company, 1995. ISBN 0-8442-7043-1
National
Textbook Company. Repaso. A Complete Review Workbook for Grammar,
Communication, and Culture. Illinois: NTC, 1997. ISBN 0-8442-7412-7
Nickles,
Greg. We Came to North America, The Hispanics. St. Catherines, Ontario:
Crabtree Publishing Company, 2001. 0-7787-0200-6
Noble,
Judith and Jaime Lacasa. The Hispanic Way. Aspects of Behavior, Attitudes,
and Customs in the Spanish-speaking World. Illinois: Passport Books, 1991.
ISBN 0-8442-7389-9
Ontario
Ministry of Education and Training. You and the Job market: Quick reference
to today’s job market for career counselling and career planning. 1997.
Panati,
Charles. Panati’s Extraoridinary Origins of Everday Things. New York:
Harper & Row Publishers, 1989. ISBN 0-06-096419-7
Rios,
Alicia and March, Lourdes. The Heritage of Spanish Cooking. Australia:
Weldon Russell Pty Ltd, 1992. ISBN 0-09-178186-8
Sánchez,
Aquilino and Pascual Cantos Gómez. 450 Ejercicios Gramaticales. Madrid,
España: SGEL Educación, 1996. ISBN 84-7143-461-X
Seeling,
Charlotte, Fashion. The Century of the Designer 1990-1999. Cologne:
Könemann Verlagsgesellschaft mbH, 1999. ISBN 3-8290-2980-2
Skaife,
Linda and Val Rodríguez. Creative Communicative Activities for the Spanish
Class. Lincolnwood, Illinois: National Textbook Company, 1995.
ISBN0-8442-7308-2
Telgen,
Diane and Kemp, Jim. Latinas!: Women of Achievement. New York: Diane
Publishing Company, 2000. ISBN 0788190342
Telgen,
Diane and Kemp, Jim. Notable Hispanic American Women. New York: Gale
Research Inc., 1998. ISBN 0787620688
Toman,
Rolf. Baroque. Architecture-Sculpture-Painting. Köln: Könemann
Verlagsgesellschaft mbH, 1998. ISBN 3-89508-917-6
Toman,
Rolf. The Art of Gothic. Architecture-Sculpture-Painting. Cologne:
Könemann Verlagsgesellschaft mbH, 1999. ISBN 3-8290-1741-3
Trotter,
Marion. Culinaria Spain. Germany: Könemann Verlagsgesellschaft mbH,
1998.
ISBN 3-8290-1965-3
¿Qué
tal? London: Mary
Glasglow Magazines-Scholastic, 1999. ISBN 0033-5940
(100
pages of text: 50 intensive and 50 extensive as required Level 3, International
Languages.)
Andrade,
Marcel C. Lazarillo de Tormes (Adapted for Intermediate Students).
Illinois: NTC, 2000.
ISBN 0-658-00570-7
Baroja,
Pío. Las inquietudes de Shanti Andía. Dinamarca: Grafisk Forlag A/S,
1973.
ISBN 87-429-7732-0
Blatt,
Alice Wolfson, Sandra C. Hassán, and Sandford, Richard A. Parabienes: A
Multilevel Spanish Reader. Virginia: Gessler Publishing Company, Inc.,
1995. ISBN 0-88043-326-4
Cervantes, Miguel de. Don Quijote de la
Mancha. Primera Parte. Dinamarca: Grafisk Forlag A/S, 1972.
ISBN 87-429-7740-1
Hanley-Carrera,
Teresa, Valette, Jean-Paul, and Valette, Rebecca M. Vistazos: Lecturas
Fáciles 1. Toronto: D.C. Heath and Company, 1986. ISBN 0-669-10290-3
Hanley-Carrera,
Teresa, Valette, Jean-Paul, and Valette, Rebecca M. Vistazos: Lecturas
Fáciles 2. Toronto: D.C. Heath and Company 1986. ISBN 0-669-10291-1
Neruda,
Pablo. Neruda’s Garden: An Anthology of Odes. Pennsylvania: Latin
American Literary Review Press 1995. ISBN0-935480-68-4
Prentice
Hall Choices in Literature (Anthology). Seleciones Literarias (Copper,
Bronze, Silver). New Jersey: Prentice Hall, 1997. ISBN 0-113-418047-X,
0-13-418039-9
Sanchez-Silva,
José María. Marcelino Pan y Vino. Dinamarca: Grafisk Forlag A/S, 1975.
ISBN 87-429-7731-2
Sender,
Ramón. Réquiem por un campesino español. Dinamarca: Grafisk Forlag A/S,
1972.
ISBN 87-429-7730-4
Varona-Lacey,
Gladys M. Introducción a la literatura Hispano-Americana: de la conquista al
siglo XX. Illinois: NTC 1997. ISBN 0-8442-7679-0
Chicos,
Muchachos, Todos Amigos, Vamos! – ELI Distributors, The Resource Centre, P.O. Box 190 Walterloo,
Ontario N2J 3Z9 Tel. (519) 885-0826, Fax (519) 747-5629
Batalla
de palabras.
Roanoke: Gessler Publishing Co., Inc., 1987. (software)
Gaiero,
Robert D. Spanish Bit by Bit 1, 2, 3. St. Catherines: Tutor Enterprises,
1996. (software)
Spanish
for Everyone.
Cambridge: The Learning Company, 1997. ISBN 0-7630-1489-3 (CD-ROM)
Video,
A Piece of the Puzzle (Guidance Department or contact Fairmeadow Centre,
Toronto District School Board, 416-395-4920).
La
Bella y La Bestia.
CS. Burbank, California: Walt Disney. ISBN 1-55890-671-1
FilmArobics,
Inc. Vernon Hills, Illinois. Web page: www.filmarobics.com Fax: 1-847-367-5669
Films
for the Humanities. P.O. Box 1051, Fort Erie, ON L2A5N8 1-800-257-5126, Web
page: www.films.com (vast selection of Spanish/Latin American film and videos
of artists, writers, history and culture).
Selena. (versión en español-doblada).
Warner Brothers. ISBN 0-7907-3423-0
|
Yahoo –
Spanish |
Lycos –
Spanish |
|||||
|
www.yahoo.com |
www.lycos.es |
|||||
|
Excite
– Spanish |
AltaVista
– English |
|||||
|
www.excite.es |
www.altavista.com |
|||||
|
|
American
An elegant multi-lingual searchengine |
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|
|
www.google.com |
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OMLTA |
Modern
Language Association of America |
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webhome.idirect.com/~omlta/ |
www.mla.org/ |
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|
Famous
Hispanics |
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|
coloquio.com/famosos.htm |
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American Council on the Teaching of Foreign
Languages |
Emiliano Zapata |
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www.actfl.org/ |
indians.org/welker/zapata.htm |
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|
Biblia |
Gloria
Estefan |
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|
www.catolicos.org/biblias.htm
|
www.estefan.net/ |
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Mayan
Folktales |
Frida
Kahlo |
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|
LanguageCenter.cla.umn.edu/lc/surfing/spanish.html |
www.cascade.net/klinks.html |
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Mayan
Calendar |
Diego
Rivera |
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saxakali.com/historymam7.htm |
www.diegorivera.com |
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¡Fiestas! |
Tour
the Prado Museum |
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www.mexdesco.com/fiestas/1852.html |
museoprado.mcu.es/index.html |
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List of
Mexican Fiestas |
El
Greco |
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www.mexico-travel.com/fiestas/fiestas_inf_eng.html
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www.santotome.macom.es/ |
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Sí,
Spain |
La Tuna |
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www.SiSpain/english/index.html
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tuna.upv.es/ |
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Documentos
de Santos |
Latin
Music Company |
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www.catolicos.org/documentossantos.htm
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www.fonovisa.com/ |
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3D
Atlas |
Country
Information |
|||||
|
www.3datlas.com |
www.excite.com/travel/countries |
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Countries
Online |
Spanish
Fairy Tales |
|||||
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www.altapedia.com/online/contents.htm
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www.angelfire.com/ne/Bernardino2/ |
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Great
Maps |
Bullfighting
Magazine |
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|
www.nationalgeographic.com/resources/ngo/maps |
www.6toros6.com/6t6b.htm |
|||||
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CNN
City Maps |
Folk
Dancing in Mexico |
|||||
|
www.cnn.com/TRAVEL/CITY.GUIDES
|
www.alegria.org |
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|
A World
of Information |
Chichen
Itza – Prehispanic City |
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www.emulateme.com |
osfl.gmu.edu/~reastlan/slide8.htm |
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Madrid
Monthly |
Links
to Latin American Sites |
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www.softdoc.es/ |
www.latinolink.com |
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Latin
America |
Mexico
Online |
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latinworld.com |
www.mexicool.com |
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Virtual
Spain |
Spain’s
Office of Tourism |
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www.clark.net/pub/jumpsam/index.html |
http:www.okspain.org |
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Tour
Spain |
Cyber
Spain |
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www.spaintour.com/indexe.html |
www.cyberspain.com/ |
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Mexico
City |
Costa
Rica Museum of Art |
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www.mexicocity.com.mx
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crc.co.cr/cultura/musarco/index.html |
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Guatemala |
Children’s
Stories |
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www.eecs.wsu.edu/~pomero/literatura/guatemala.html
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ika.com/cuentos/peques/nino.html |
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Peru |
Chile |
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www.peru-info.com/ |
sunsite.dcc.uchile.cl/chile/chile.html |
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Familias
Católicas |
Dictionaries |
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|
www.catolicos.org/familias.htm |
www.onelook.com |
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|
Language Translation |
More Spanish Resources |
|||||
|
www.logos.it
dictionaries.travlang.com |
www.cfls.ndhq.dnd.ca/spa.html |
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|
Grammar
Worksheets |
Videos |
|||||
|
http://php.indiana.edu/~jsoto/ejercicios.html
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www.madridman.com/ |
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Self-Check
Exercises |
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mld.ursinus.edu/~jarana/Ejercicios/self_check.html |
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|||||
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Activities
and Games |
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www.mundolatino.org/rinconcito/ |
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|||||
|
Menus |
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|||||
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www.onlinemenus.com |
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|||||
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The Web
Gourmet |
Spain’s
Foremost Newspaper |
|||||
|
www.gourmetspot.com |
www.elpais.es |
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Electronic
News Magazine |
Bilingual
Magazine |
|||||
|
noticias.ole.es |
www.enespanol.com/home.html |
|||||
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Costa
Rican Newspaper |
Worldwide
Newspapers |
|||||
|
www.nacion.co.org |
www.all-links.com/newscentral |
|||||
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News
from Columbia |
The
Bullfight |
|||||
|
www.elheraldo.com.co |
www.andalucia.com/bullfight/home.htm |
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Bullfighting
in Peru |
|
|||||
|
ww3.rcp.net.pe/rcp/toros |
|
|||||
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The
Running of the Bulls |
|
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|
webcom.com/fermin/guide/encierro.html |
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Flamenco
Dancing |
|
|||||
|
www.andalucia.com/flamenco/home/htm |
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|||||
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Christmas
Around the World |
|
|||||
|
www.gsh.org/schools/USA/GA/PGE5061/around2.htm |
|
|||||
|
List of
Mexican Fiestas |
|
|||||
|
www.mexico-travel.com/fiestas/fiestas_inf_eng.html |
|
|||||
|
El Día
de los Muertos |
|
|||||
|
www.azcentral.com/ent/dead/altar/ |
|
|||||
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Quinceañera |
|
|||||
|
www.latinabride.com/engquince.html |
|
|||||
|
History
of Cinco de Mayo |
|
|||||
|
www.vivacincodemayo.org/history.htm |
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Holy
Week |
Our
Lady of Guadalupe |
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guia.semanasanta.andal.es |
spin.com.mx/~msalazar |
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Holiday
Celebrations |
Holidays
Around the World |
|||||
|
www.holidays.net |
www.holidayfestival.com |
|||||
|
Virtual
Tourist |
|
|||||
|
www.vtourist.com/
|
|
|||||
|
Magazines
Galore |
|
|||||
|
www.enews.com |
|
|||||
|
CNN en español |
|
|||||
|
www.cnnenespanol.com |
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|||||
|
Celebrity
Athletes |
|
|||||
|
www.mrshowbiz.go.com/people/catbrowse/athleteindex.html |
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Legends
of the Game |
|
|||||
|
www.cmgww.com/sports.html |
|
|||||
|
Traveling
to a Foreign Country? |
Culture
Vulture |
|||||
|
www.travlang.com |
www.culturefinder.com |
|||||
|
Newspaper
– El Popular |
|
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|
www.diarioelpopular.com |
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|||||
|
Comida
Mexicana |
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|
www.mexicodesconocido.com.mx/comida/2070.htm |
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|||||
|
National
Beverages of Mexico |
|
|||||
|
www.mexdesco.com/bebidas/bbdanals.htm |
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|||||
|
Traditional
Recipes |
|
|||||
|
www.ozemail.com.au/~spain/cooking.htm |
|
|||||
|
Venezuelan
Cooking |
|
|||||
|
members.tripod.com/~cocinavzla/top.html |
|
|||||
|
Colorful
Cooking of South America |
|
|||||
|
www.cs.yale.edu/~hupfer/global/regions/sam/html |
|
|||||
|
Menus |
Epicurious |
|||||
|
www.onlinemenus.com |
www.epicurious.com |
|||||
|
Food
(Spanish recipes) |
|
|||||
|
www.recetario.com/recetari |
|
|||||
|
Worldwide
Newspapers |
Magazines
Galore |
|||||
|
www.all-links.com/newscentral |
www.enews.com |
|||||
|
Latin
American Studies Virtual Library |
Spanish
Literature Links |
|||||
|
www.lanic.utexas.edu/las.html |
www.geocities.com/~lagringa/litspn.html |
|||||
|
Electronic
Embassy |
Spanish
Museum Links |
|||||
|
www.embassv/org/ |
www.geocities.com/~lagringa/museumsp.html |
|||||
|
Univision
(television station from Miami) |
|
|||||
|
www.univision.net/startpage.html |
|
|||||
|
Jobs/Careers/Tradeswww.monster.com |
|
|||||
|
www.careermosaic.com |
|
|||||
|
www.jobdirect.com |
|
|||||
|
careers.yahoo.com |
|
|||||
|
www.jobsleuth.com |
|
|||||
|
www.employmentspot.com |
|
|||||
|
Bibliography
of Hispanic American Women |
|
|||||
|
www.wmol.com/whalive/hispanic.htm |
|
|||||
Coded
Expectations, International Languages, Level 3,
University Preparation, LBACU-LYXCU
LIV.01 · demonstrate an understanding of
brief oral messages, communicated in various situations and for a variety of
purposes.
LI1.01 – demonstrate an understanding of
vocabulary and language structures appropriate to the level by responding
appropriately to the speaker’s comments and identifying key information in a
presentation;
LI1.02 – demonstrate an understanding of
information conveyed orally in presentations and dialogues, as well as in
recorded materials (e.g., material on videotape, audiotape, and CD-ROMs);
LI1.03 – demonstrate knowledge of the
culture of countries where the language is spoken by identifying information
that is relevant to course themes (e.g., identify significant artists from a
particular time period).
SPV.01 · communicate orally in various
situations and for a variety of purposes, using language appropriate to the
level.
SP1.01 – use standard pronunciation and
intonation with accuracy in the international language (e.g., in conversations
and discussions);
SP1.02 – convey and respond to a variety
of messages, using vocabulary and language structures appropriate to the level
(e.g., participate in a discussion of a topic);
SP1.03 – express opinions and ideas in
prepared and open-ended conversations and discussions (e.g., comment on a
newspaper article or literary work);
SP1.04 – demonstrate an understanding of
the culture of countries where the language is spoken in oral presentations
that draw on a variety of media (e.g., create a video commercial that
illustrates cultural attitudes to the product advertised).
REV.01 · read age- and
language-appropriate passages from different sources for a variety of purposes.
RE1.01 – read, for comprehension of main
ideas and expansion of vocabulary, selections from a variety of texts,*
including a minimum of two genres (e.g., short stories, fables, poems, newspapers);
*Note: students are expected to read at least 100 pages of text (50
intensive, 50 extensive) at this level.
RE1.02 – read aloud with expression and
accurate pronunciation;
RE1.03 – analyse plot, character
development, and setting in novels, short stories, and poems;
RE1.04 – respond to the texts read in a
variety of activities (e.g., summarize events, predict further developments);
RE1.05 – demonstrate knowledge of the
culture of countries where the language is spoken in detailed and well-researched
projects (e.g., prepare a presentation on a major literary figure from a
country where the language is spoken).
WRV.01 · write for a variety of purposes
and audiences, using vocabulary and language structures appropriate to the
level.
WR1.01 – write sentences and paragraphs,
including dialogues, using vocabulary and language structures appropriate to
the level (e.g., write a short report comparing their school life to that of
peers living in a country where the language is spoken);
WR1.02 – compose and answer a variety of
questions;
WR1.03 – express opinions and ideas in
writing, using different forms and/or a model (e.g., write a short composition
on a topic or issue, prepare a questionnaire for a survey);
WR1.04 – revise and edit their written
work for accuracy of language, using input from teachers and peers and a
variety of other resources (e.g., print and electronic dictionaries,
spell-check feature of software programs);
WR1.05 – demonstrate knowledge of the
culture of countries where the language is spoken in well-researched reports
(e.g., write a biographical sketch of a famous person from a country where the
language is spoken).
Ontario
Catholic School Graduate Expectations
The
graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community
who
CGE1a -illustrates
a basic understanding of the saving story of our Christian faith;
CGE1b -participates
in the sacramental life of the church and demonstrates an understanding
of the centrality of the Eucharist to our Catholic story;
CGE1c -actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops
attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks
the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith);
CGE1f -seeks
intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands
that one’s purpose or call in life comes from God and strives to discern
and live out this call throughout life’s journey;
CGE1h -respects
the faith traditions, world religions and the life-journeys of all
people of good will;
CGE1i -integrates
faith with life;
CGE1j -recognizes
that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart
of redemption. (Witnesses to Faith)
An
Effective Communicator who
CGE2a -listens
actively and critically to understand and learn in light of gospel values;
CGE2b -reads,
understands and uses written materials effectively;
CGE2c -presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes
and speaks fluently one or both of Canada’s official languages;
CGE2e -uses
and integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
CGE3b -creates,
adapts, evaluates new ideas in light of the common good;
CGE3c -thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes
decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts
a holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f -examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and
compassionate society.
A Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes
initiative and demonstrates Christian leadership;
CGE4d -responds
to, manages and constructively influences change in a discerning manner;
CGE4e -sets
appropriate goals and priorities in school, work and personal life;
CGE4f -applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE4g -examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE4h -participates
in leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works
effectively as an interdependent team member;
CGE5b -thinks
critically about the meaning and purpose of work;
CGE5c -develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds
meaning, dignity, fulfillment and vocation in work which contributes to the
common good;
CGE5e -respects
the rights, responsibilities and contributions of self and others;
CGE5f -exercises
Christian leadership in the achievement of individual and group goals;
CGE5g -achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE5h -applies
skills for employability, self-employment and entrepreneurship relative to
Christian vocation.
A
Caring Family Member who
CGE6a -relates
to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes
human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c -values
and honours the important role of the family in society;
CGE6d -values
and nurtures opportunities for family prayer;
CGE6e -ministers
to the family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts
morally and legally as a person formed in Catholic traditions;
CGE7b -accepts
accountability for one’s own actions;
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes
to the common good.