How to use this book
- Page ID
- 283163
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Introduction Module
This foundational module sets students up for success by exploring what it truly means to become proficient in a language.
- What is Proficiency? - This section covers the important distinction between language proficiency and performance, the natural progression of language acquisition, and the three core modes of communication that will shape a student´s learning experience.
- Why Study Spanish? - This section discusses the numerous benefits of language learning – from cognitive advantages to cultural connections as well as informs students of Butler´s Spanish Certificates.
- Tips to Studying Spanish - This section equips students with strategies for effective language study.
- Class Expectations - This section educates students on the reccommended course load while in college as well gives important information on having a growth mindset, the required class materials, and the department´s academic honesty policy.
- Class Resources - This section presents the many resources available to Butler students.
Page Types
With the exception of the Introduction Unit, each subsequent unit follows a similar pattern that students can work through in sequential order:
- Objetivos: Learning objectives are presented in measurable terms, outlining the specific linguistic competencies and cultural understanding students will demonstrate upon the completion of the unit. These objectives align with ACTFL standards and guide instructional focus.
- En contexto: Authentic input is designed to facilitate contextual learning through guided discovery. Students engage with target structures and vocabulary through interactive questioning, developing critical thinking skills while inferring linguistic functions and meaning from contextualized examples.
- Vocabulario: A structured introduction to new vocabulary is organized thematically with a focus on building student´s word banks with useful, relevant terms they can use in conversation.
- Gramática: Content progression follows established principles of second language acquisition, moving from receptive understanding to productive use.
- Pronunciación: Studens will find audio input, visual reinforcement, and structured practice in this section. Interactive elements like clickable audio for key vocabulary, pronounciation practices, and self-paced review through digital flashcards promote autonomous practice.
- Práctica: Formative assessment opportunities utilizing H5P technology provide immediate feedback. These adaptive exercises support scaffolded learning while allowing students to self-assess their mastery of target structures and vocabulary.
- Conversación: These guided interpersonal activities are designed for classroom implementation. The structured exchanges promote authentic communication while reinforcing unit objectives through meaningful peer interaction.
- Repaso: Comprehensive review materials can be found here including vocabulary lists and communicative practice questions.
Example Pacing Guide
The following is a sample pacing guide for a 16 week class that meets twice a week.
| Week | Topic |
| 1 | Unidad Introductoria |
|
2
|
1.1 Los saludos y las despedidas 1.2 Describing yourself and others using SER |
| 3 | 1.3 Las preguntas |
|
4
|
1.4 Los sonidos del español 1.5 Hay y los números del 0 a 30 |
| 5 | 2.1 Somos estudiantes universitarios |
|
6
|
2.2 Artículos definidos e indefinidos 2.3 Nouns: El género y número de los sustantivos |
| 7 | 2.4 Los verbos -AR |
| 8 | 2.5 El calendario (months, days, age) |
| 9 | 2.6 La hora |
|
10
|
3.1 La familia 3.2 Los adjetivos descriptivos |
| 11 | 3.3 Los adjetivos posesivos |
|
12
|
3.4 Los verbos -ER e -IR 3.5 Los números de 30 a 100 |
|
13
|
4.1 La casa 4.2 Los quehaceres |
|
14
|
4.3 Gustar 4.4 Los números de 100 a 1.000 |
|
15
|
4.5 Verbos irregulares en la forma ¨yo¨ 4.6 Estar + prepositions |