Spanish I CP: Goals and Course Outline


·        Textbook: ¡Avancemos ! 2, Holt McDougal,  a division of Houghton Mifflin Harcourt.

·        Annotated Teacher’s Edition ¡Avancemos! Level 2

·        Workbook: ¡Avancemos!, Level 2

·        Resource Manager level 2

·        Differentiated Assessment Program, level 2

·        Easy planner cd-rom, level 2

·        Power presentation cd-rom, level 2




1)    To help students develop linguistic proficiency and cultural sensitivity in order to be prepared to participate in a global society.

2)    To broaden students’ communication skills by combining language and culture.

3)    To begin using functional expressions, vocabulary, grammar structures and readings to facilitate learning practices that will be used in and out of the classroom.

4)    To encourage students to think critically and to take risks when expressing themselves in the language.

5)    To strive for accuracy in written communication.




Unit 1: Florida and Costa Rica


·        Identify and describe people

·        Talk about likes and dislikes

·        Personality characteristics

·        Daily activities and food

·        Places in school and around town

·        Saying how you feel

·        Daily routine.

·        Making plans

·        Discuss travel preparations

·        Talk about things you do at an airport

·        Ask how to get around town



·        Definite and indefinite articles

·        Subject pronouns and ser

·        Adjectives

·        The verb tener

·        Ir + a + place

·        Ser or estar

·        Regular present tense verbs

·        Stem – changing verbs

·        Personal a

·        Direct object pronouns

·        Indirect object pronouns

·        Possessions

·        Prepositions of location

·        Preterite of –ar verbs

·        Preterite of ir, ser, hacer, ver, dar

·        Interrogatives



·        La calle Ocho

·        Explora Costa Rica

·        Pura Vida

·        La naturaleza en Costa Rica

·        Un parque tropical de Costa Rica

·        La familia y sus costumbres

·        Los parques nacionales

·        Bebidas de Costa Rica y Chile


First Semester,  Second Quarter

Unit 2: Argentina


·        Talk about sporting events and athletes

·        Discuss ways to stay healthy

·        Point out specific people and things

·        Retell events from the past

·        Discuss your daily routine

·        Clarify the sequence of events

·        Say what you and other are doing right now or intend to do



·        Adverbs with –mente

·        Preterite of –er  and –ir verbs

·        Demonstrative adjectives and pronouns

·        Pensar + infinitive

·        Reflexive verbs

·        Present progressive


Conexión Cultural:

·        Sports chants in Madrid and Buenos Aires

·        Sports and Argentine culture in the art of Antonio Berni

·        Abstract art and comic strips

·        Body language, gesture, and idioms

·        Daily routines in rural Argentina and Colombia

·        Athletic routines in Argentina, Colombia, and Spain


Unit 3: Puerto Rico

Topics :

·        Talk about clothing, shopping, and personal needs

·        Say whom things are for

·        Express opinions

·        Desdribe past activities and events

·        Ask for and talk about items at a marketplace

·        Express yourself courteously



·        Verbs like gustar

·        Present tense of irregular yo verbs

·        Pronouns after prepositions

·        Hace + expressions of time

·        Irregular preterite verbs

·        Preterite of –ir stem-changing verbs


Conexión Cultural:

·        History through art

·        Shopping centers

·        How to organize your closet

·        Los vejigantes and traditional masks

·        The holiday singers: las parrandas

·        Traditional handicrafts

·        Going shopping in Puerto Rico, Panamá and Perú


Second  Semestre,  Third Quarter

Unit 4: Mexico



·        Mexico

·        Describe continuing activities in the past

·        Narrate past events and activities

·        Dscribe people, places and things



·        Past participles as adjectives

·        The imperfect tense

·        Preterite and imperfect

·        Expressions of frequency

·        Weather expressions


Conexión Cultural:

·        A Oaxacan legend

·        The art of Alfredo Zalce Torres

·        Traces of the past in Mexico and Nicaragua


Second Semester,  Fourth Quarter:

Unit 4 : México antiguo y moderno



·        Describe early civilizations and their activities

·        Describe the layout of a modern city

·        Ask for and give directions



·        Verbs with i-y spelling change in the preterite

·        Preterite of –car, -gar, and –zar verbs

·        More verbs with irregular preterite stems


Conexión cultural:

·        The ancient and the modern in Mexico, Ecuador, and Nicaragua

·        The indigenous legacy in Mexico and Ecuador

·        Traditional songs in Mexico and Ecuador


Unidad 5: España


·        Identify and escribe ingredients

·        Talk about food preparation and follow recipes

·        Give instructions and make recommendations

·        Order meals in a restaurant

·        Talk about meals and dishes

·        Describe food and service



·        Adjectives ending in –ísimo

·        Usted / ustedes commands

·        Pronoun placements with commands


Conexión cultural: 

·        Still life painting and the Catalán artist Ángel Planells

·        Tapas of Spain

·        Food in the poetry of Pablo Neruda




Students will be able to …

Unit 1

·        Find out who some of the people in the school are and review words to identify people.

·        Listen to some people descriptions and identify them on the correct picture.

·        Define and recognize the articles that match nouns in gender and number.

·        Review adjectives, the verb tener and verb gustar

·        Compare neighborhoods and explain if they have any special events on certain dates.

·        Review ir + a + place, by talking where someone is going.

·        Describe different emotions, and to talk about their feelings.

·        Review the use of verbs tener, ser, and estar

·        Compare, differentiate and identify different activities and categorize where the activities are being performed

·        Practice and discriminate the use of the present tense regular verbs and the stem-changing ones.

·        Learn, recognize and classifiy words for making travel preparations and getting around in an airport.

·        Use the words to talk about travel and transportation in their community.

·        Formulate, plan and prepare two things they need to do in the airport after and international flight.

·        Review the direct object pronouns.

·        Discuss, describe and select the correct direct object pronoun to talk to their classmates about vacation activities.

·        Discriminate the sounds of the l y LL

·        Define, label, and list the indirect object pronouns.

·        Recognize, and locate the correct indirect object pronoun within the exercise.

·        Analyze, criticize and compare nature in Costa Rica and USA.

·        Recognize and identify irony within statements.

·        Consider what is appropriate before speaking, consider questions or statements that are appropriate in a given situation, and decide the the form of address, tú or usted.

·        Read, compare and analyze and eco-adventure park in Costa Rica to the ones they know in USA.

·        Learn words to describe vacation activities and lodging.

·        Memorize, repeat and identify the preterit of –ar verbs

·        Recognize, and compare families traditions.

·        Discriminate the sound of h and ch

·        Learn how to form the preterite of ir, ser, hacer, ver, and dar.  Then use them to talk about the past.

·        Illustrate, interpret, and organize a visit to a national park

·        Investigate, organize and compare with the Venn diagram the climate and geographic differences between Costa Rica and Chile.

·        Discuss how these differences influence vacation activities and what people do for vacation where they live.

·        Talk about buying gifts and souvenirs.


Unit 2


·        Discuss competitive sporting events and ways to stay healthy.

·        Identify sports, healthy habits, and their related words.

·        Form adverbs to talk about how people practice sports.

·        Recognize how to form preterite of regular –er and –ir verbs.

·        Listen, sing and define sports chants of Argentina and Spain and the compare them with the one at school if there is one.

·        Listen, recognize and classify which actions occur in the present and with occurred in the past.

·        Work in pairs and create a story based on pictures about activities people did the last weekend.

·        Learn, list and memorize demonstrative pronouns and adjectives. Then use them to point out people and things.

·        Listen, discriminate and arrange the sound /k/ with the letters c or qu

·        Admire, explain, and identify Antonio Berni´s art.

·        Listen to health and fitness advice and then give health advice of their own.

·        Read, understand, and discuss an article about the world Cup soccer tournament.

·        Answer some comprehension questions about the world cup soccer tournament and compare it to another sports competition that they will research.

·        Learn some words related to daily routines.

·        Identify items needed for personal car, parts of the body and a logical routine.

·        Listen, understand and discuss plans some kids are making.

·        Use pensar + infinitive

·        Use reflexive verbs with their pronouns.

·        Describe, discuss, express and differentiate abstract and realistic art.

·        List, translate, and report a daily routine of their family and others using reflexive verbs

·        Learn how to form the present progressive. Talk about what is happening and what people are doing.

·        Describe, list and indicate how comic strips represent culture.

·        Name and express which comic strips they like  or dislike .

·        Read, analize,  compare and criticize a daily routine of a gaucho in Argentina and a coffee grower in Colombia.


Unit 3

Puerto Rico

·        List, categorize, arrange and prepare the vocabulary about clothes and shopping so they can talk about clothing preferences and places to shop in their community.

·        Listen to Marta and Carolina talk about their shopping plans and preferences.

·        Practice some of the expressions they use to talk about their own and other´s opinions.

·        Review the irregular yo forms of some present-tense verbs.

·        Use the present-tense irregular yo forms to talk about what they do in contrast to what others do.

·        Listen to the recommendations about clothing for Carolina´s film. Then give her your own recommendations.

·        Learn the pronouns that follow prepositions.

·        Practice the uses of these pronouns by saying whom things are for, whom they go shopping with, and what interests they and their friends.

·        Discriminate the sound on diphthongs

·        Use, and write the verbs gustar, encantar, importer and interesar in questions and answers.

·        Name, illustrate and classify different shopping centers and compare them to one on the lesson.

·        Listen to final scene in the store and the kid´s plans for the day.   Then, use the language to talk about fashion trends and shopping in their community.

·        Read, demonstrate and categorize different ways of organize their clothes.

·        Discuss suggestions and compare them to how they organize their clothes at home.

·        Learn the words and expressions that Emilio and Carolina use in the marketplace.

·        Practice  these to address people politely and to talk about different craft items and what they are made of.

·        Listen and interpret Emilio´s explanation of why he was late.

·        Talk, sketch and write about ongoing events and situations.

·        Describe  how long people have owned certain items.

·        Use the hace + the period of time + que + the present tense

·        Lear five verbs with irregular preterite stems: estar, poder, poner, saber and tener

·        Practice these verbs to communicate past events and tell how long ago they happened.

·        Read, illustrate and identify traditional masks and compare them to their ones used their community.

·        Listen to Emilio explain what he did on the way to the marketplace.

·        Practice the irregular preterite verbs to describe what the characters in the video did and what they did last week.

·        Discriminate the sound of the letter g before a,o,u and the consonants l and r.

·        Define, list and conjugate the preterite of –ir stem-changing verbs.

·        Practice the stem changes in the third person singular and plural.

·        Talk about holidays singers and compare them to their own.

·        Listen to the final scene in the marketplace.

·        Sketch, use and write expressions to communicate as a buyer or seller in real and online marketplaces.

·        Read about traditional crafts from Puerto Rico and Panama.

·        Discuss the differences in crafts from different countries.


Unit  4


·        Organize, assemble, and prepare words about legends and stories.

·        Listen to Sandra, Beto and a park ranger describe a legend.

·        Create descriptive words from verbs to tell a story.

·        Form past participles: -ado, -ido

·        Learn to forms the imperfect tense.

·        Use the imperfect tense to describe continuing activities in the past.

·        Compare, examine and categorize different traces of the past of Mexico and Nicaragua.

·        Discriminate the sound of the letter r and rr

·        Listen to the park ranger describe the characters in a legend that happened long ago.

·        Compare, differentiate and discriminate the preterite and the imperfect tense.

·        Analyze, examine and criticize and art of Alfredo Zalce Torres.

·        Listen to the ending of the legend and to Sandra and Jorge´s reactions.

·        Retell a story from their past and create a legend of their own.

·        Read a Mexican legend that explains the origin of fire and why the tail of an opossum is bare.

·        Discuss the story and other stories they know that explain natural phenomena.

·        Illustrate, and interpret words to discuss early civilizations and modern cities.

·        Listen to Sandra, Jorge and Beto as they ask for directions to get to the ruins in Tula

·        Talk about objects they would find in an ancient site.

·        Describe, identify and recognize the spelling changes of –car, -gar, and –zar verbs in the preterite.

·        Identify, list and translate some indigenous words in Mexico and Ecuador

·        Listen to the history of the Toltecs in Tula.

·        Practice the verbs with spelling changes in the preterite as they talk about activities they did.

·        Discriminate de sound of the letter s

·        Learn more irregular preterite stems and endings: venir, querer, decir, and traer.

·        Read, understand, and compare ancient sports from Mexico.

·        Listen to final scene at the ruins in Tula then discuss where people went and what happened.

·        Read, identify, and recognize the presence of indigenous cultures in Oaxacas and Otavalo

·        Discuss the contributions of indigenous societies to Mexico, Ecuador, and the United States.


Unit 5


·        Learn new words about recipe ingredients, food preparation, and flavors.

·        Identify and describe foods they like and dislike.

·        Notice the descriptions and foods that Beatriz and José Luis mention.

·        Learn how to emphasis to their own descriptions of foods using –ísimo.

·        Adding the ending –ísimo to some adjectives

·        Practice, identify and use the usted-ustedes commands

·        Discrimate the sound of the letter d

·        Notice the commands that José Luis and the actors use.

·        Use usted and ustedes commands to complete a recipe and give advice.

·        Learn where to place pronouns with usted and ustedes commands.

·        Use pronouns in their instructions to people they don´t know well.

·        Listen as the kids prepare a Spanish tortilla from a recipe.

·        Talk about preparing and tasting food and to write a recipe of their own.

·        Read two poems by Chilean poet Pablo Neruda.

·        Discuss the poems and write one of their own to describe a food or condiment they appreciate.




Culture, connections, comparisons and communities


Unit 1


·        Pura Vida and the art of Adrián Gómez

·        Nature and adventure parks in Costa Rica

·        Playa Hermosa, Costa Rica

·        Costa Rican painter Jeannette Carballo

·        National parks in Costa Rica and Chile

·        Batidos de fruta and chocolate con leche

·        Vacation destinations in Costa Rica, Chile and Puerto Rico




·        Mathematics: Graph the slope of the Pacuare River

·        Science: Create a weather report for Costa Rica

·        Art: Make a drawing of the river showing the animals of the jungle

·        Social Studies: Write about the preservation of the Pacuare River




·        Travel to other countries

·        Cultural values and customs represented in art

·        The Spanish I and II and the English I and y

·        Ways of preserving nature

·        Vacation destinations

·        The Spanish h and ch and the English h and ch

·        National Parks and their benefits

·        Climate and geography  in Costa Rica and Chile

·        Traditional dishes in Costa Rica and Chile

·        Vacation destinations in Costa Rica, Chile and Puerto Rico




·        Local restaurants that serve food from Spanish-speaking countries.



Unit 2



·        Soccer

·        Sports chants

·        Sports and Argentinian cultura in the art of Antonio Berni

·        The history of the World Cup

·        Abstract art and comic strips

·        Daily routines in rural Argentina and Colombia

·        Body language, gestures, and idioms

·        Athletic routines in Argentina, Colombia, and Spain.




·        Physical Education: Exercises that train players for cinchada

·        Mathematics:  Compare dimensions of a pato field and another field using metrics

·        History:  Research the gauchos and their traditions

·        Language Arts:  Read and summarize a poem; explain its meaning




·        The Spanish /k/ sound and accents

·        The influence of artists´ personal interests on their art

·        Special places in downtown areas

·        How an artist communicates through abstract art

·        How comic strips represent culture




·        Gestures used in different cultures



Unit 3




·        History through art:  the art of José Campeche

·        Shopping centers in Puerto Rico and Perú

·        Los vejigantes and traditional masks

·        The art of Obed Gómez

·        Las parrandas:  holiday singers

·        Traditional handicrafts of Puerto Rico and Panamá

·        Shopping in Puerto Rico, Panamá and Perú



·        History: The Taíno and Spanish heritage of Puerto Rico

·        Language:  the meaning of words origination in Taíno

·        Geography:  other indigenous Caribbean groups

·        Music:  the maracas and the guiro





·        Important historical areas

·        Places to shop

·        City centers

·        The hard sound of the letter g

·        Local festivals and celebrations

·        Traditional crafts




·        Traditional masks from Spanish-speaking countries



Unit 4 


·        Traces of the past in Mexico and Nicaragua

·        The art of Alfredo Zalce Torres

·        A Oaxacan legend

·        El Museo Nacional de Antropología

·        The ancient and the modern in Mexico, Ecuador, and Nicaragua

·        The indigenous legacy in Mexico and Ecuador

·        An ancient sport

·        Indigenous cultures in Oaxaca and Otavalo

·        Traditional songs in Mexico and Ecuador



·        Social Studies:  Write about the Mexican flag

·        Language Arts:  Create place names with –tlán and write what they mean

·        Science:  Write about how the Aztecs built Tenochtitlán and how the lake has changed.

·        Health:  Write about the health effects of the ingredients in chiles en nogada.




·        Working with legends at school

·        Learning from archaeological sites

·        The Spanish sounds r and rr and the English d

·        Artists and their communities

·        A Oaxacan legend

·        Museums

·        The influence of one language on other languages

·        The Spanish sound s

·        The endurance of sports over time

·        Indigenous societies in Mexico, Ecuador and the United States




·        Songs in Spanish


Unit 5




·        Still life and Catalán artista Ángel Planells

·        Tapas of Spain

·        Food in the poetry of Pablo Neruda

·        Spanish artist María Blanchard

·        Dining schedules and specialties in Spain, Uruguay, and El Salvador

·        Culinary traditions in Spain and Uruguay

·        Recipes from Spain and El Salvador




·        Geography:  Read a map and answer questions about Spain´s autonomous communities

·        Health:  Research and write about healthy regional dishes in Spain.

·        History:  Research and write about the different groups that have lived in Spain from 800 BC to 1492 A.D.

·        Music:  Listen to and describe various types of Spanish music




·        Parks and plazas

·        Typical foods

·        The Spanish d and the English sounds d and th

·        Appetizers in Spain, Mexico and Central America

·        Outdoor restaurants

·        The Spanish sounds g and j and the English h.  The silent Spanish h

·        Meal times

·        Traditional dishes




·        Supermarkets and foods from Spanish-speaking countries