2: Overview of the Grammar and Thematic Modules
- Page ID
- 285779
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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 Thematic Modules
Tarea Libre 2 covers more than 32 grammar topics typically taught in second-year Spanish courses in the California Community Colleges. The thematic modules follow closely the Acceso project from the University of Kansas.
Tarea Libre 2 aims to increase adaptability and flexibility for Spanish instructors. Based on California’s C-ID curriculum model, the project has 4 modules for SPAN 200 and 4 modules for SPAN 210.
Each of the modules is composed of the following:
- Four to five grammar topics. As found on most homework (workbook and lab activities), each grammar topic includes activities that connect to the Acceso the thematic modules and is follows the 4 levels of mastering steps:
- 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.
- De todo un poco: Focus on a variety of concepts that confuses students such as punctuation, false cognates, spelling, cultural and linguistic differences.
- Listening, speaking, and reading comprehension activities.
Section |
Grammar Topic |
Thematic Alignment with Acceso Module |
Number of Activities |
|---|---|---|---|
|
1.1 |
Números: ordinales, cardinales, romanos |
Module 1: Estados Unidos |
10 |
|
1.2 |
Comparativos y superlativos |
Module 1: Estados Unidos |
16 |
|
1.3 |
Presente del indicativo |
Module 1: Estados Unidos |
15 |
|
1.4 |
Ser y estar |
Module 1: Estados Unidos |
16 |
|
1.5 |
Usos del infinitivo y gerundio |
Module 1: Estados Unidos |
16 |
|
1.6 |
Énfasis silábico, división silábica, clasificación, diacríticos |
Module 1: Estados Unidos |
27 |
|
2.1 |
El imperfecto |
Module 2: España |
16 |
|
2.2 |
El pretérito |
Module 2: España |
16 |
|
2.3 |
Pretérito vs. imperfecto |
Module 2: España |
16 |
|
2.4 |
Verbos como gustar |
Module 2: España |
16 |
|
2.5 |
Reglas de puntuación, verbos como gustar en el pretérito y en el imperfecto |
Module 2: España |
19 |
|
3.1 |
El presente del subjuntivo y sus usos |
Module 3: El Caribe |
16 |
|
3.2 |
El subjuntivo enn cláusulas adjetivales |
Module 3: El Caribe |
17 |
|
3.3 |
El subjuntivo en cláusulas adverbiales |
Module 3: El Caribe |
16 |
|
3.4 |
El subjuntivo en combinación |
Module 3: El Caribe |
16 |
|
3.5 |
Mayúsculas y minúsculas, ortografía (c, s, z), ortografía (b, v), ortografía hache |
Module 3: El Caribe |
17 |
|
4.1 |
El objeto directo |
Module 4: México |
23 |
|
4.2 |
El objeto indirecto |
Module 4: México |
16 |
|
4.3 |
El pretérito perfecto del indicativo y el pretérito perfecto del subjuntivo |
Module 4: México |
16 |
|
4.4 |
Cognados falsos, participios adjetivales |
Module 4: México |
16 |
|
5.1 |
El futuro simple |
Module 5: Centroaméricoa |
18 |
|
5.2 |
El condicional |
Module 5: Centroamérica |
16 |
|
5.3 |
Pronombres de objeto directo e indirecto |
Module 5: Centroamérica |
16 |
|
5.4 |
Por y para |
Module 5: Centroamérica |
16 |
|
5.5 |
Transiciones, verbos con preposición |
Module 5: Centroamérica |
24 |
|
6.1 |
Cláusulas con "si" en situaciones reales |
Module 6: Caribe Continental |
16 |
|
6.2 |
Imperfecto del subjuntivo |
Module 6: Caribe continental |
16 |
|
6.3 |
Cláusulas con "si" en situaciones hipotéticas |
Module 6: Caribe continental |
16 |
|
6.4 |
Mandatos formales e informales |
Module 6: Caribe continental |
16 |
|
6.5 |
Más ortografía (j,g), (c, k), (ll, y, i) |
Module 6: Caribe continental |
16 |
|
7.1 |
Ser y estar |
Module 7: Andes y Amazonas |
16 |
|
7.2 |
El pretérito perfecto del indicativo y el pretérito perfecto del subjuntivo |
Module 7: Andes y Amazonas |
16 |
|
7.3 |
El pluscuamperfecto del indicativo y el pluscuamperfecto del subjuntivo |
Module 7: Andes y Amazonas |
18 |
|
7.4 |
Los tiempos perfectos en construcciones hipotéticas |
Module 7: Andes y Amazonas |
16 |
|
7.5 |
Diferencias culturales, lingüísticas, léxicas y dialectales |
Module 7: Andes y Amazonas |
18 |
|
8.1 |
Pretérito vs. imperfecto |
Module 8: Cono Sur |
16 |
|
8.2 |
Usos impersonales de hacer |
Module 8: Cono Sur |
16 |
|
8.3 |
La voz pasiva |
Module 8: Cono Sur |
20 |
|
8.4 |
Usos comunes de se |
Module 8: Cono Sur |
16 |
|
8.5 |
Cognados falsos |
Module 8: Cono Sur |
16 |
Thumbnail image by Amador Loureiro on Unsplash.