4: Overview of the Grammar and Vocabulary Content
- Page ID
- 205864
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Grammar and Vocabulary Topics
Tarea Libre covers 57 grammar topics typically taught in first-year Spanish courses in California Community Colleges. The project aims to increase adaptability and flexibility for Spanish instructors. Based on California’s C-ID curriculum model, the project has 7 modules for SPAN 100 and 7 modules for SPAN 110.
Each of the 57 modules is composed of the following:
- Four to five grammar topics. As found on most homework (workbook and lab activities), each grammar topic has a vocabulary page and 4 levels of mastering steps:
- Paso Preliminar: Focus on vocabulary building, mostly multiple choice and select choice questions.
- Paso 1 Empecemos: Focus on recognizing grammatical concepts, mostly multiple choice and select choice questions.
- Paso 2 Continuemos: Focus on the initial application of grammatical topics, mostly fill-in-the-blank in shorter contexts.
- Paso 3 Practiquemos: Focus on the expanded application of grammatical topics, mostly fill-in-the-blank and select choices in longer paragraphs.
- Paso 4 Avancemos: Focus on the expanded application of grammatical topics in dialogues, mostly fill-in-the-blanks.
- Listening, speaking, and reading comprehension activities.
Section |
Grammatical Topic |
Vocabulary |
Number of Activities |
|---|---|---|---|
|
1.1 |
Greetings |
Saludos y despedidas |
24 |
|
1.2 |
Definite articles |
En la universidad |
25 |
|
1.3 |
Indefinite articles |
El salón de clase |
22 |
|
1.4 |
Pluralizing nouns |
Las materias |
21 |
|
2.1 |
Personal pronouns |
Los pronombres personales |
8 |
|
2.2 |
The verb ‘ser’ |
Los números 0-100 |
21 |
|
2.3 |
Adjectives |
Los días, los meses y los colores |
41 |
|
2.4 |
The verbs ‘tener’ and ‘estar’ |
Las estaciones y el tiempo |
24 |
|
2.5 |
Adjectives with ‘estar’ |
La hora |
20 |
|
3.1 |
The verb ‘ir’ with places and to talk about the future (‘ir a [infinitive]’) |
Los lugares adonde vamos |
19 |
|
3.2 |
Forming questions |
El arte |
20 |
|
3.3 |
Regular -ar, -er and -ir verbs |
Las tradiciones |
20 |
|
3.4 |
Verbs with irregular ‘yo’ forms |
Los verbos con formas irregulares de ‘yo’ |
22 |
|
4.1 |
Stem-changing verbs |
Los números 101-1,000,000 |
24 |
|
4.2 |
Possessive adjectives |
La familia |
26 |
|
4.3 |
Gustar |
Los viajes y las vacaciones |
20 |
|
4.4 |
Reflexive verbs |
La rutina diaria y las partes del cuerpo |
23 |
|
5.1 |
Direct object pronouns |
La comida |
25 |
|
5.2 |
Present progressive |
La gastronomía |
20 |
|
5.3 |
‘Ser’ versus ‘estar’ |
Las profesiones y los oficios |
25 |
|
6.1 |
‘Saber’ and ‘conocer’ |
Las nacionalidades, los lenguajes y las etnias |
20 |
|
6.2 |
Indirect object pronouns |
El tiempo libre |
20 |
|
6.3 |
Gustar-like verbs |
Los deportes |
20 |
|
6.4 |
Demonstrative adjectives |
Los adverbios de ubicación |
20 |
|
7.1 |
Preterit |
La ropa y la moda |
22 |
|
7.2 |
Preterite with spelling changes and time expressions for preterit |
Las compras y los accesorios de ropa |
20 |
|
7.3 |
Stem-changing preterit verbs |
Los colores y los estilos |
20 |
|
7.4 |
Irregular preterit verbs |
Los verbos irregulares del pretérito |
20 |
|
7.5 |
‘Hacer’ with time constructions |
‘Hacer’ en construcciones de tiempo |
12 |
|
8.1 |
Imperfect |
La niñez y la adolescencia |
20 |
|
8.2 |
Preterit versus imperfect |
Las celebraciones y las leyendas |
20 |
|
8.3 |
‘Por’ versus ‘para’ |
‘Por’ versus ‘para’ |
20 |
|
8.4 |
Comparatives and superlatives |
La búsqueda para un trabajo |
20 |
|
9.1 |
Double object pronouns |
Los quehaceres domésticos |
20 |
|
9.2 |
Formal commands |
El transporte y los lugares |
20 |
|
9.3 |
Informal commands |
Las instrucciones culinarias |
20 |
|
9.4 |
Adverbs |
Los adverbios y las expresiones adverbiales |
16 |
|
10.1 |
Present perfect indicative and past participles |
Los participios pasados |
26 |
|
10.2 |
Relative pronouns |
La oficina |
20 |
|
10.3 |
Uses of ‘se’ |
Las acciones recíprocas |
20 |
|
10.4 |
Affirmative and negative words |
Las finanzas |
20 |
|
11.1 |
Introduction to the subjunctive mood and the present subjunctive |
Las partes del cuerpo humano |
20 |
|
11.2 |
Present subjunctive with influence |
Los síntomas y las condiciones médicas |
20 |
|
11.3 |
Present subjunctive with impersonal expressions, doubt and ‘ojalá’ |
La salud |
20 |
|
11.4 |
Stress and written accents |
Los tildes |
21 |
|
12.1 |
Present subjunctive with emotion |
Los remedios caseros |
20 |
|
12.2 |
Present subjunctive with adjectival clauses |
La nutrición |
20 |
|
12.3 |
Adverbial clauses that require subjunctive (ESCAPAA) |
La farmacia y los medicamentos |
20 |
|
12.4 |
Adverbial clauses that sometimes require subjunctive (MATCHED CDS) |
Las enfermedades y las condiciones |
20 |
|
13.1 |
Future tense |
La ecología y los problemas mundiales |
21 |
|
13.2 |
Conditional |
El medio ambiente |
20 |
|
13.3 |
Present perfect subjunctive |
Los problemas ecológicos y la conservación |
20 |
|
13.4 |
Pluperfect indicative |
La justicia social |
20 |
|
14.1 |
Imperfect subjunctive |
La tecnología |
20 |
|
14.2 |
Possible if-clauses |
El mundo digital, el comercio-e y e-learning |
20 |
|
14.3 |
Hypothetical situations |
La ciencia y el espacio |
20 |
|
14.4 |
Sequence of time |
El mundo virtual |
20 |
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