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Culture Documents
Spanish 1
Introduction
This is the culminating activity of the unit that you have studied, where you learned to name
and describe members of your immediate and extended family and various types of
relationships you have with friends and acquaintances. You also learned about different
family events and some basic navigational vocabulary. Learning Spanish becomes more fun
and interesting when you understand the social dynamics of Spanish-speaking cultures.
Please save this document before you begin working on the assignment. Type your answers
directly in the document.
___________________________________________________________________
English Equivalent or
Context Reminder
house
father
song
straight
left
stop
close
far
drink
Pronunciation Tips
like the a in father
Like the a in amazing
Like the a in airplane
Like the e in elephant
Like the z in zebra
Like the a in attitude
Like the e in envelop
Like the e in enter
Like the o in orange
1
2013 EDMENTUM, INC.
llamar
comer
correr
vender
Aprender
Caminar
call
eat
run
sell
learn
walk
b. Update your Grammar Guide here: (Insert your guide from the previous unit here and
update it.)
Grammar Guide
Word
t (pronoun)
Meaning
you (informal)
When to Use
When Not to Use
to address a friend
to address an older
or a younger person person or someone
you respect
To address a friend To thing already
or family member
when you put some
To address a friend To address when
you already ate
poner
To put
comer
To eat
Caminar
usted
To walk
You(formal)
usar
To use
seguir
To go
To address
someone
venir
To come
To address any
person
decir
To respond
ser
To be
To address a
person your
responding to
To address a friend
tener
To have
To address a adult
or older person
To address a friend
or family memeber
To address a
younger person
To address a
person you talk to
yesterday
To address
someone in present
tense
To address
someone in present
tense
To address
someone in
present tense
To address
someone in present
tense
To address
someone in
present tense
.
fernando
Samir
ana
Diana
valentina
b.
Claudia
You
John
louis
Once you complete the family tree, list five questions and their corresponding answers
(in Spanish) that describe the relationships between the members of your extended family.
Example:
Quin es el to de Silvia?
George es el to de Silvia.
Type your response here:
b.
Include some classmates and family members as "friends," note your relationship with
each of them, and list the activities they like to do or those that you like to do with them.
c.
Write a short blog in Spanish describing some activities that your friends do during
weekends, in their jobs, or at family events such as a wedding or a birthday party.
Type your response here: En los fin de semana yo voy a el parque y jugar futbol. Yo
juego Fifa 15 en el playstation cuatro con mis amigos. Yo alguna veces voy a fiesta de
cumpleaos.
Task 4: My Friends
a. Imagine you are Eric writing an email to a Spanish-speaking friend in the United States.
Describe your friends in Mexico, the activities you like to do with them, and things that
might have happened at a specific event you attended with them. For example, you can
write about a wedding, a birthday party, or a sporting event. Please type your response in
Spanish.
En Mexico el futbol es un deporte muy popular. Un partido un estadio es muy divertido.
Los fanaticos tiene mucho passion para el futbol. En Mexico se jugan un monton de
deportes y partidos que uno puede ir. Baloncesto, beisbol, y mad. Un cumpleanos es muy
grande y es una fiesta muy grande. Una boda es muy romantic y hay lugares muy bonitos
para casarse como cancun.
Resources:
Google Maps
Ir derecho a Eje 1 Nte
25 m
120 m
2.
3.
4.
5.
Ernesto
(mdico)
Renaldo
(estudiante)
Paloma
(ama de casa)
Maria
(profesor)
Salvador
(banquero)
Gloria
(dentista)
Juanita
(periodista)
Rosa
(secretaria)
Pedro
(escritor)
Evaluation
Your teacher will use these criteria to evaluate your work.
Task 1: Vocabulary Table and Grammar Guide
(4 points)Distinguished
Criteria
Creates a comprehensive grammar guide: correctly establishes the rules for writing Spanish,
based on lessons from the unit
Completes the vocabulary table adequately: includes many vocabulary terms from the unit,
correctly translates most words or gives context clues in Spanish, and provides adequate
pronunciation tips
Creates an adequate grammar guide: adequately establishes the rules for writing Spanish,
based on lessons from the unit
Completes the vocabulary table partially: includes some vocabulary terms from the unit, correctly
translates some words or gives context clues in Spanish, and provides some pronunciation tips
Creates a somewhat adequate grammar guide: somewhat correctly establishes the rules for
writing Spanish, based on lessons from the unit
Completes the vocabulary table partially and incorrectly: includes very few vocabulary terms
from the unit, translates words or gives context clues in Spanish with several errors, and provides very
limited pronunciation tips
Creates a grammar guide with several errors: establishes very few or incorrect rules for writing
Spanish, based on lessons from the unit
Lists five questions and answers in mostly incomplete sentences with many errors
Criteria
Task 4: My Friends
(4 points)Distinguished
Criteria
Task 5: Directions
points)Proficient (3 (4 points)Distinguished
Criteria
Includes an image of the map and reads the map mostly accurately
Gives the directions requested in Spanish mostly correctly
10
(1 point)Beginning (2 points)Developing
Includes an image of the map and reads the map somewhat accurately
Includes an image of the map and reads the map somewhat with many errors
Gives the directions requested in Spanish incorrectly
(3 points)Proficient
Communicates clearly in the target language, uses sufficient vocabulary; a few pronunciation
or sentence structure errors that slightly impede understanding
(2 points)Developing
Criteria
Response is not on topic or us too brief or low level; may be of little value (e.g., yes or no
answers)
Unclear communication in the target language; uses limited vocabulary; makes several
pronunciation or sentence structure errors that significantly impede understanding
11
(1 point)Beginning
Does not communicate in the target language in a coherent manner; does not use much
vocabulary; makes many pronunciation or sentence structure errors that make the audio difficult
to understand
12