...A Guide to Spanish Coursework – Page 1 FREQUENTLY ASKED QUESTIONS Doing coursework in Spanish is quite different from the coursework you will meet in your other subjects: • Spanish coursework is likely to be shorter • your whole Spanish class will probably do the same coursework task at the same time • you might not be given a choice of task in your Spanish coursework Below are the questions most frequently asked about doing coursework in Spanish. How much coursework do I have to do? You must submit three pieces of coursework on different topics. You should aim to do at least 4 or 5 different pieces of coursework so you can choose the three best at the end of year 11. When will I be doing my Spanish coursework? You can do your coursework at any point during your GCSE course. Most teachers time a piece of coursework to come at the end of a particular topic which prepares you well for that piece of writing. How long is the coursework? Not very – about 100-150 words per piece on average How much time do I get to spend on each piece? Your teacher will let you know this, but it might vary from one piece to another. Can I ask my teacher to extend the deadline? You shouldn’t need too long a deadline to write just 100 words! It is in your interest to do the coursework while all the relevant vocabulary is fresh in your mind. Also, your teacher might have to get the coursework marked and sorted by a certain date so they might not be able to extend the...
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...Part I: Description of Curriculum to Be Analyzed What is the title of the document being analyzed? For what grade level was the material intended? The title of the document is Spanish Level II. Who developed the curriculum? Were teachers and parents involved? This curriculum was developed for Public Schools by teachers and content supervisors. Part II: Organization and Content of the Curriculum Document Organization of the Document The guide is organized with a foreword by our superintendent, that states that the purpose of the guide, strategies for success in using the guide, and the overall goals for the document. Also included is a graphic organizer that serves as a key of how to decipher what certain notations found throughout the document mean. Along in the front of the guide is a detailed outline of the relationships of Learning goals, expectations, indicators, objectives and assessment limits that are present throughout the guide. The thematic units are as follows: Bridge and Unit 1: Let’s Have Fun and Family members and Friends Unit 2: Villages and Cities Unit 3: Your Body and Staying in Shape Unit 4: Memories Unit 5: Enjoy Your Meal Unit 6: The Environment Each unit is divided into a unit overview, a scope and sequence, teacher resource pages, student resource pages, audio labs, sample lessons, activities to be used and unit assessments. The detail and organization in which this document...
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...------------------------------------------------- Top of Form * Brush teeth | * * Comb hair | * * Do hair | * * * * Eat breakfast | * * Get backpack | * * Get books | * * Get dressed | * * * * Get lunch money | * * * * Get water bottle | * * * * Make lunch | * * Make your bed | * * Pack homework | * * Pack lunch | * * Play time | * * Put on boots | * * Put on coat | * * Put on glasses | * * Put on hat | * * Put on mittens | * * Put on pants | * * Put on shoes | * * Put on socks | * * Put on sunglasses | * * Put on sunscreen | * * Put on underwear | * * Put on warm hat | * * Shower | * * Take a bath | * * * Me levanto a las siete y media. I get up at half past seven * A las ocho me ducho. At eight o'clock I have a shower. * Después desayuno. Then I have breakfast. * Compro el periódico. I buy the newspaper. * Luego voy al trabajo en metro. Then I go to work by underground. * Empiezo a trabajar a las ocho y cuarto. I start to work at quarter past eight. * A las dos paro para comer. At two o'clock I have my lunch break. * Después trabajo desde la una y media hasta las...
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...A R N I N G SPANISH AS A FOREIGN LANGUAGE NURIA CALVO CORTÉS Universidad Complutense de Madrid RESUMEN. Este trabajo se centra en la influencia negativa de la transferencia lingüística en el aprendizaje del español como segunda lengua. Está dividido en dos partes: una teórica y un análisis práctico. La primera incluye los distintos aspectos que se tienen que tener en cuanta a la hora de considerar la transferencia lingüística. La segunda analiza distintos ejemplos de transferencia negativa que se han extraído de textos escritos por varios estudiantes británicos que están aprendiendo español. La conclusión mostrará que el análisis de estos errores puede ayudar a predecir algunos de estos errores. PALABRAS CLAVE. Influencia negativa, transferencia lingüística, español como segunda lengua, dos partes: una teórica y un análisis práctico, transferencia negativa, predecir errores. ABSTRACT. This paper focuses on the negative influence of Language Transfer on the learning process Spanish as an L2. It is divided into two main parts; a theoretical one and a practical analysis. The former includes the different aspects considering language transfer, whereas the latter analyses different mistakes due to negative transfer, which have been taken form texts written by several British students when learning Spanish. The conclusion will show that the analysis of these mistakes may help predict some of these mistakes. KEY WORDS. negative influence, language transfer, Spanish as a L2, theoretical...
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...Rothman and Amy Beth Rell Abstract According to the 2000 census, 35.3 million Hispanics live in the United States. This number comprises 12.5% of the overall population rendering the Latino community the largest minority in the United States. The Mexican community is not only the largest Hispanic group but also the fastest growing: from 1990 to 2000, the Mexican population grew 52.9% increasing from 13.5 million to 20.6 million (U.S. Department of Commerce News, 2001). The influx of Mexican immigrants coupled with the expansion of their community within the United States has created an unparalleled situation of language contact. Language is synonymous with identity (cf. Granger, 2004, and works cited within). To the extent that this is true, Spanish is synonymous with being Mexican and by extension, Chicano. With the advent of amnesty programs such as Immigration Reform and Control Act (IRCA), which naturalized millions of Mexican migrants, what was once a temporal migratory population has become increasingly permanent (Durand et al., 1999). In an effort to conserve Mexican traditions and identity, the struggle to preserve the mother tongue while at the same time acculturate to mainstream Americana has resulted in a variant of Spanglish that has received little attention. This paper will examine the variant of Spanglish seen in the greater Los Angeles area and liken it to the bi-national identity under which these Mexican Americans thrive. Keywords: spanglish, latino, immigration,...
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...seems to be another version of The Man of La Mancha, except the man is covered in a newspaper that is on fire. Because the book is about censorship, the choice of covering the man in newspapers that are burning makes a lot of sense to the story. Joseph Mugnaini fulfills role number one, helping the viewer see the world in new and innovative ways by taking the idea of a knight (The Man of La Mancha) and changing his armor to newspaper. This idea is like taking an old iconic character, a knight, and putting a new spin on how one should interpret his role. Perhaps the knight is on fire because he is losing his battle, just like the main character in Bradbury's novel. In 1937, Pablo Picasso painted Guernica, oil on canvas. The Republican Spanish government commissioned the mural for the 1937 World Fair in Paris. Guernica is a large mural, twenty-six feet wide and eleven feet tall, and was placed at the entrance to Spain’s pavilion. Picasso did not do any work after receiving the commission until reading of the bombing of the Basque village of Guernica, in Spain. It was that attack, perpetrated by the German Luftwaffe, which inspired him. Guernica, however, is not a complete depiction of that event. In Guernica, Picasso masterfully conveys the suffering of the Basque people and the tragedy of war. He seeks not to report on every detail of the bombing, but only to highlight the suffering by all. Reference:...
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...Appraising Internationality in Spanish Communication Journals ´ david ferna ndez-quijada This article explores how journals published in a language other than English achieve a degree of internationality and can increase our knowledge of scientific publication patterns. This author offers a case study focused on Spanish communication journals from a sample of 1182 articles published from 2007 to 2009. The article examines three variables in this sample: the number of non-Spanish scholars, the use of languages other than Spanish, and how often non-Spanish journals are referred to. The results show that (a) these journals find it difficult to attract foreign scholars, (b) open-language policies have had a limited effect, and (c) internationality is constrained to the Spanish geolinguistic region. Keywords: internationality, local journals, Spanish scholarly journals, journal evaluation, communication sciences introduction The impact of published research is measured by means of well-established tools; one such tool is the Social Sciences Citation Index (SSCI). However, in the field of communication studies — and in fact in all the social sciences — the SSCI does not take account of all the research published; this is particularly visible in cases where research is published in languages other than English. For example, in 2009, only 81 out of the 1585 articles (5.11 per cent) indexed in the Communication category of the SSCI were not written in English. In the context of these...
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...who did not speak Spanish was often made fun of. The barrios, or neighborhoods, were home to thousands of Mexican immigrants who’d come to the United Sates in hopes of better lives for their children. The chavalitos, or children, of these people were first generation American and were Chicanos, that is, American children born of full-blooded Mexican parents. I always considered myself a Chicana; I never called myself Mexican or American. To me, this was normal because I had never been around people who were different. When I left my hometown, I realized that most people outside of the Mexican-American community did not fully understand what it meant to be a Chicano or had no idea what the word meant. The word Chicano traces back to the pre-Columbian era, when Mexico was still Meshico. It stems from Meshicano, an ancient Nahuatl word used by the Aztecs meaning “native.” The natives referred to themselves as Meshicanos, and even Shicanos, thus giving birth to the term “Chicano”. The term made its appearance in America, and was used to identify children born on American soil of Mexican descent. Our forefathers came to America seeking better lives and new opportunities for their children. With them, they brought their culture: music, food, customs and traditions. The combination of this with mainstream American culture is where we Chicanos get our way of life. An example of this is Spanglish, our own language. Spanglish is a combination of Spanish and English words...
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...love it there. I like living in the United States but there are many things that differ from Puerto Rico such as food, education and weather. Puerto Rico has variety of Spanish food that make you go there. Puerto Rico’s food is one of the best reasons to visit the island. It is diverse, rich, and flavorful with a combination of rice, beans, meat and fish fried. Puerto Rico cooking is somewhat similar to both Spanish and other Hispanic cuisines. It’s is a unique blend of influences. In Puerto Rico they cook rice with beans as a weekly menu. Traditional foods remind us of who we are, what we like, and those we love. In contrast the United States has variety of food from all over the world. Their food is a combination of everything because it has a lot of different people from other countries. Also, you can find Spanish food, Italian food, Mexican food, etc. The American people adopted a style of life, so they eat a lot of junk food, so there is high percentage of fast food places. In what I seemed American people tend to eat nachos, hot dogs and cheese burger instead of eating rice with beans. The style of education in Puerto Rico based in schools. In the other hand, their education comprehensive, public schools, homeschooling and private schools most of the schools has uniforms for the students. They teach Spanish and English at schools and have some privates classes for the other language. If you are attending on any school in Puerto Rico an a teacher miss the class to class you...
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...LANGUAGE NOTES: Unit 7 7 A Ex. 1 Stress: Remember that in Noun+Noun compounds the stress generally falls on the first element (exhaust fumes, etc.), whereas in Adj+Noun combinations it is usually on the noun (global warming) Practise the pron. of the terms that appear here and elsewhere in the unit. 2. account for = ‘represent’. Find other verb+prep collocations and phrasal verbs in the unit. 3. The verb rise – rose – risen is intransitive (= ‘to go up’) while raise is transitive (‘to put something up’). 5. Note the use of over here (=’in the course of’). Text 1: environmentally damaging: find other Advb+Vb collocations (one in Text 6) cotton-producing states. Think of other phrases on this model (eg: Spanish-speaking countries) and cf. gas-guzzling vehicles (text 3). Text 5: plummeting = ‘falling dramatically’. Find the opposite in the dictionary. 7 B Note the expressions with make, including the phrasal verb to make do with s.t. (opposite: … without) 7 C Note the phrasal verbs (to go about s.t. /go about doing s.t; to draw up a plan, etc.) Stress in Noun+Noun compounds: lífe coaching , action plan… l. 12 she was finding it hard to… Note the ‘it’ in this structure. It’s hard for me to relax > I find it hard to relax. l. 33 in a month’s time. Note the possessive with expressions of time (eg today’s class, yesterday’s paper, in three weeks’ time) l. 57 the goals I’ve set myself. Cf. to set one’s sights on s.t. (6A Text...
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...THTR 102- Introduction to Stage Voice Reading # 7 Professor - Christine Young-Gerber Sonya Aleksandrova-Holcomb March 3, 2013 Consonants - Ch.10 In “The Articulate Voice” chapter 10 “Consonants” by Lynn K. Wells explains the importance of consonants that they are classified according to the manner and place production. This means that some are produced with a great “friction” or “explosion”, and some are produces only sending sound through the nose (p.184). So, we have bilabial consonants, lingua-alveolar, nasal consonants, lateral and fricatives consonant. Here are few examples: Bilabial Consonants Sounds / p / -- IPA symbol. Classified as bilabial, unvoiced, plosive. Examples: apart / əpɑrt /, drip / drɪp /. / b / --IPA symbol. Classified as bilabial, voiced, plosive. Lips are pressed together, teeth are slightly apart, and air is exploding out of our mouth but with less explosions then [p] sound. Examples: ball / bɔl /; about / /əbaʊt/ /. Lingua-alveolar Consonants / t / --IPA symbol. Classified as lingua-alveolar, voiceless, plosive. Examples: ten / tɛn /; best / bɛst /. / d / -- IPA symbol. Classified as lingua-alveolar, voiced, plosive. Examples: day / deɪ /; stand / stænd /. / k / -- IPA symbol . Classified as lingua-velar, voiceless plosive. Examples: keep /kip/, key / ki /, ankle / æŋkəl /. / g...
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...Answer Selected Answer: Many people have asked what was so attractive to the English, French And Spanish to bring them to the "New World". Most people underestimate this question and cite greed. In my opinion what attracted the French, Spanish, and English to the New World is not given the credit it deserves. The basics that attracted the French, Spanish, and English to the New World were economic, social, and political strategic conflict. In the light of this I will break down the issues in order to give each of them the thought that they fully deserve. Spain looked at the New World and saw an oppertunity to convert the people of the New World to Catholasisim, because of Queen Isabellas strong commitment to her faith .Other countries were more concerened with political reaches it could impliment and use to control The new country.Queen Isabella was more worried about saving the savages souls. As a result an early establishment of the Catholic religion in the New World. The results of this are still seen today in America. The Spanish did manage to "civilise" Latin America, the Spanish had no way to rule effictivly, due to the distance from the Americas to Spain. Also, the Spainish ways of ruling had no give it was black and white no grey. All major decisions were made by Spain so when officals wrote for advice it took months to get a response, and the conflict was already over. Frances main goal in going to the "New World" was incorporation. The French didn't merely...
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...Catholic states. The league defeated the Ottoman Turks at Lepanto in October 1571, ending Turkish dominion over the Mediterranean. * He began settlements in the Philippines and established the Pacific trade route between America and Asia * He increased the importation of precious metals form the Americas which consolidated Spain's overseas empire. * Under Philip II, Spain became the richest nation on earth, and ruled the world from the Escorial. * He increased the importation of precious metals from the Americas which consolidated Spain's overseas empire. Failures: * Philip II was not able to stop the rebellion in the Netherlands nor to stop Protestantism there. * Philip was not able to stop the English defeat of the Spanish Armada in 1588, which prevented Spain from conquering England. * The defeat of his Armada against the English led by Elizabeth I. * By 1596 Philip’s country went bankrupt. 2. Phillip II, as head of the government of Spain, believed in the divine right of monarchs and used this to justify a number of immoral and illegal acts, such as ordering murders. Phillip developed a system of regional self-government with rulers answering to him and he ruled as an absolute monarchy. Philip II generally believed that what was good for Spain...
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...= 1 semester; 10 credits = 1 year. Graduation requirements include: 40 credits (4 years) English; 30 credits (3 years) Mathematics; 30 credits (3 years) Science; 30 credits (3 years) Social Science; 20 credits (2 years) of Language other than English; 10 credits (1 year) Visual and Performing Arts; 40 credits (4 years) Religion;20 credits (2 years) Physical Education/ Health and/or Sports Affiliation; 5 credits (1 semester) Speech Communication; 15 credits (1.5 years) of elective credit (may include core courses).Advanced Placement courses are offered in American Government; Art History; Biology; Calculus AB; Calculus BC; Chemistry; Economics; English Language; English Literature; Environmental Science; European History; Physics; Spanish; Statistics; Studio Art; United States History; World History. AP courses have prerequisites that students must meet in order to be enrolled. There is no limit of how many AP courses a student may enroll. In 2010-2011 462 students enrolled in AP courses; 462 students sat for 884 exams. Of the 884 exams taken, 583 received scores of 3,4 or 5. Honors courses are offered in most subject areas, specifically: Algebra 2/Trigonometry; Anatomy and Physiology; Asian Studies; English; French; Latin; Pre-Calculus. GRADING AND RANKING The Academy assigns letter grades using a 4.0 system. Letter grades are assigned as follows: A = 90-100%; B = 80-89%; C = 70-79%; D =60-69%. Advanced Placement and Honor courses are weighted by one point. All...
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...have read in my life time because I can relate a lot to it. This essay was written by Tanya Maria Barrientos. This essay will help you see the struggles she had to over come while growing up in The United States and not speaking Spanish her native Language. Mrs Barrientos was born in Guatemala and was raised in El Paso TX. When she was 3 years old her family brought her to The United States. Her parents decided that they were only going to speak English in her household. Her parents had decided that the only way her and her brother could fit-in in the Anglo society was by only speaking English regardless of their Hispanic appearance. She wrote about a time when her parents took her one week late to school because they were on vacation. “At the school's office the registrar frowned when they arrived.” She told them “ you people. Your children are always behind, and you have the nerve to bring them late?” I personally been through that similar situation during my school years while growing up. I love her mothers response when she says “ My children will be at the top of their classes in two weeks.” I bet that took the registrar off track. Since she was young she thought that speaking Spanish meant various things. One of the things was that Spanish meant being poor. Another thing was that it meant waiting tables or cleaning hotel rooms. When she was 16 years old she informed to her father that “she hatted being called Mexican.” Mr Barrientos decided that since he hated that...
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