Below is a list of goals for Spanish 11 student progress
in interpretive language. Use this checklist as your "Progress Card"
to track your development in Spanish. As you learn to do each item, note
your confidence level in performing each task. You will want to practice
and review these objectives repeatedly on your own, with your native-speaking
conversation partner, and with your instructor.
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Language Learning Objectives:
Click on an objective for a list of key phrases to learn |
See text pages |
Examples in context
(text, audio and video samples)
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Your confidence level:
1 (low) to
5 (high) |
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list important ideas and supporting data in oral interactions
between speakers |
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follow shifting topics in a conversation |
Ch. 1
Ch. 3 |
video
audio and text files: Entrevista a Laura Esquivel, autora mexicana de Como agua para chocolate
audio: reporte y entrevista con Antonio Villaraigosa, primer alcalde latino de Los Ángeles en más de 130 años
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understand the main ideas and significant details of extended texts
such as news and radio broadcasts |
Ch. 2
Ch. 3 |
video: jóvenes superdotados
audio files: latinos en los Estados Unidos
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understand the main ideas and significant details of live oral
presentations |
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take notes on oral and written texts (e.g., articles, presentations,
news reports) |
Ch. 2 |
audio files: Celia Cruz, la reina de la salsa
audio files: Comentarios políticos (Perú)
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summarize arguments conveyed in oral presentations |
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audio files: un antropólogo venezolano habla de los ingígenas del Orinoco |
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read authentic texts (texts designed for Spanish-speakers and not
necessarily for language learners) and: |
Ch. 3 |
text, audio, and video files: entrevista a Gael García Bernal, actor mexicano
text: short story "¡Adiós, Cordera!" by Leopoldo Alas (Clarín)
text and audio files: "Cajas de cartón" by Francisco Jiménez
text: short story "El caso de los viejitos voladores" by Adolfo Bioy Casares |
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scan the reading to locate
information |
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skim to gain a sense of the
organization and content |
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exhibit an unreflected ("off
the top of my head")
understanding of what I
read |
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synthesize information
about the reading by using
charts or outlines |
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answer most fact-based
and some analytical
reading comprehension
questions |
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begin to recognize different regional varieties and social registers
(e.g., slang versus formal speech) of Spanish |
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Dialectoteca del español
video: Padres en apuros (España) |
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begin to identify the tone and stance that is typical of formal,
academic writing |
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research information (using the Internet, library materials,
newspapers, etc.) on academic topics, including my field of
interest or content area of focus |
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