YO HABLO ESPAÑOL


Curriculum Scope & Sequence

OVERVIEW

The Intechnica Language Literacy System

The Intechnica Language Literacy System is a comprehensive program for teaching Spanish as a Second Language. Through a unique, voice­interactive, multimedia language learning system, Intechnica's Language Literacy System combines CD­ROM technology with sound educational methodology to create one of the most effective language literacy programs available today.

The program is easy-to-use, and prior computer experience is not necessary for the student to begin the language acquisition process.

The program's goal is to integrate the four elements of communication (listening, speaking, reading and writing) and provide:

visual and aural interaction

listening, speaking, reading and writing components in every lesson

student control over the pace and sequence of the lessons

systematic review.

The content of Intechnica's Language Literacy System is also designed to give the student confidence in the pursuit of day­to­day activities in a Spanish-speaking environment. The student's confidence is enforced by learning the language at his or her own pace, as well as from the support materials provided by Intechnica including: easy-to-follow lesson plans, student books, and pronunciation tapes.





Learning Another Language And Culture

Intechnica's Yo Hablo Español curriculum presents the Spanish language as it is spoken throughout the world. In order to get along successfully in the new environment, students must learn not only the language, but cultural patterns as well. They must be taught the circumstances in which the words and phrases they are learning are commonly employed and those instances in which they should be avoided.

The teacher's awareness of cultural patterns in different Hispanic cultures becomes a part of the instructional process. Cultural differences and similarities should be pointed out. In the classroom, simulated situations and activities can be used to encourage students to practice both the language and the appropriate behaviors for the situations in which the language is used. When students are helped with cultural and linguistic patterns that they encounter outside of the classroom (what to do and how to act when shopping, on the job, while conducting a business appointment, in a restaurant, etc.), they become more confident in speaking Spanish.





The Yo Hablo Español Curriculum

Language is acquired through the internalization of basic patterns. The mastery of those patterns is what allows the learner to focus on what he or she wants to say, as well as how to say it. The number of high level interactions that the student experiences in the target language is directly related to this internalization process.

The Yo Hablo Español curriculum offers high level listening, speaking, reading, and writing interactions, with immediate feedback that corrects the student's errors before they become internalized. The student learns to compare his/her oral responses to those of the native speaker model.

The Intechnica Language Literacy curriculum offers all the aspects of learning Spanish as a second language to each individual student. The overview of the curriculum is summarized on the following pages.

The figure below shows the options available on the Main Menu of each program available for the Yo Hablo Español curriculum.





Menu Selections


Empezando

(Getting Started)

Empezando (Getting Started) is an orientation to the Intechnica Language Literacy System. It introduces the student to the mechanics of operating the system. Students will need some assistance in this section, but should be able to work independently upon completion.
Pronunciación y Alfabeto

(Pronunciation and Alphabet)

This program provides instruction in the basic sounds of the Spanish language. It teaches visual and auditory discrimination of vowels and consonants.

Nivel Uno -

Poniendo Palabras a Trabajar

(Level One -

Putting Words To Work)

 The program in Level One - Beginner is designed for the beginning student. From the start, the student will be able to communicate in Spanish, as the lessons begin with the most basic and necessary structures and vocabulary words. Grammatical forms and structures taught in the Beginner program include: the Spanish definite and indefinite articles; the conjugation of verbs ending in ER and IR; the use and forms of both "to be" verbs in Spanish - SER and ESTAR; using the contraction DEL; the forms and use of the Spanish demonstrative adjectives; and the forms of some verbs that carry a spelling change - ESCOGER, ELEGIR, CONSEGUIR. Subjects for conversation include: names and numbers, classroom objects, languages, countries and nationalities, clothing, colors, distance, measurements and time.

Nivel Dos -

Poniendo Palabras a Trabajar

(Level Two -

Putting Words To Work)

The program in Level Two - Intermediate Program is designed to allow the student to build on what he or she has learned in the Beginner Program and to expand his or her knowledge and skills. The structures to which the student is introduced in the Intermediate Program include the forms of irregular verbs in the preterite tense; the indirect object in Spanish; the command forms of irregular and stem-changing verbs; the formation of the imperfect subjunctive in Spanish; the Spanish diminutive and augmentative endings; and the superlative in Spanish. In the Intermediate Program, topics include: days of the week, school subjects, the human body, the weather, the seasons, and physical descriptions of people.

Lectura Para Toda la Vida

(Reading For Life)

Reading For Life stories are based on common situations in daily life. The style of the stories is informal and provides the learner with common speech patterns. The stories provide both the cultural context and the conversational style needed to become literate in Spanish. Each story is followed by a series of comprehension questions.
Practica Con la Escritura

(Writing Practice)

Writing Practice takes the student into a simple Intechnica electronic notepad. The notepad allows for teacher creativity in assigning work. Students may be asked to write stories, edit or continue a story on the word processor.

Mi Progreso

(My Progress)

My Progress lets the teacher track each student's progress and allows the students to track their own accomplishments. When My Progress is selected, the student is shown the modules he or she has completed and the number of attempts it took them to get the correct answer. It tracks time-on-task and displays the percentage of completed modules and exercises.

Marcador del Libro

(Bookmark)

The Bookmark is an electronic place holder that marks the place or exercise where the student will resume the next time they sign on. The Bookmark is set automatically as the student exits a lesson. It may also be set by the teacher from the Student Management Utilities Menu.

Intechnica's Home Page

Principles Underlying The Teaching Of A Foreign Language

Cumulative Language Learning

There must be continuous review of previously taught items. The program's instructional system provides consistent review. The teacher, however, may decide when to increase the review, when to reassign old material, and when to proceed with new material.

Basic Language Patterns

The students learn language through practice of basic patterns which must be internalized so that they may concentrate on the ideas they wish to express without having to think of the grammatical construction. The best way to learn and internalize grammar is to learn concepts, skills, and vocabulary in meaningful real­life situations in which the students have the need or desire to express themselves.

Suitable Teaching Materials

Teaching materials must suit the student's age and maturity level, although the curriculum must ultimately fit the student's "linguistic age." The Intechnica Language Literacy System has been developed for a wide­range of ages-both linguistic and chronological. Opportunities have been provided for teachers to design and implement additional review activities.

Progressive Language Concepts

Students improve their control of vocabulary, grammar and concepts as they proceed through the curriculum. Language learning is NOT linear, but is built upon previous language experience. The program's effectiveness is built on a developmental curriculum teamed with an innovative, voice­interactive, multimedia computer program.

Language Custom and Usage

Students should be made aware that language reflects custom and usage, as well as grammatical structures.

Mastering New Vocabulary

Students must:

understand the meaning of a word and the principles involved in its construction and use

practice the word in numerous ways, and

use the word to express their own ideas in real­life situations.

Using Out­of­School Experience to Learn a Language

Teachers can encourage students to narrate their own experiences of the culture and language to other class members. When possible, these experiences should be discussed to achieve greater understanding of them. Create and take advantage of situations when a student has something important to say, and when others are interested in hearing it. Encourage students' comments and observations; appeal to the students' interests. Extend the function of language as a means of everyday communication and expression.

PROGRAM OBJECTIVES

Level One - Beginner

Lesson 1: Names and Numbers (1 - 10)

  • Some common Spanish names and Spanish numbers 1 through 10
  • Asking for the name of a person and identifying yourself
  • Asking for the identity of a person
  • Greeting a person and responding to their greeting
  • Asking for a person's telephone number and giving your own

Lesson 2: Classroom Objects

  • The Spanish words for some common classroom objects
  • The Spanish definite articles: single and plural
  • The conjugation of verbs ending in AR
  • The use of subject pronouns
  • The formation of negative sentences

Lesson 3: Classroom Objects (cont.)

  • The Spanish words for additional classroom objects
  • The Spanish indefinite articles
  • How to form questions
  • Using the correct form of the verb "cambiar"

Lesson 4: Languages

  • The Spanish words for some foreign languages
  • The use of the definite article with languages
  • How to answer questions

Lesson 5: School People

  • The Spanish names for people at school
  • The conjugation of verbs ending in ER and IR
  • The use of "quién" or "qué" when asking for the identity of a person or thing
  • Using the verbs ROMPER, RECIBIR, VENDER, AND DISCUTIR

Lesson 6: Age

  • The Spanish words for more numbers: 11 through 30
  • The conjugation of the verbs QUERER and TENER
  • Asking about someone's age
  • The masculine and feminine forms in Spanish of 21, 31, etc.

Lesson 7: Countries and Nationalities

  • The Spanish words for foreign countries and nationalities
  • The use and forms of both "to be" verbs in Spanish: SER and ESTAR
  • Asking about the origin of a person
  • Asking about the location of a person

Lesson 8: Nationality of the Students

  • The Spanish titles used when addressing an individual
  • Using the feminine forms of adjectives
  • Making adjectives plural
  • The position of different types of adjectives
  • The predicate adjective using SER

Lesson 9: Men's Clothing

  • The Spanish words for men's clothing
  • The use of possessive adjectives
  • Cases in which the definite article is omitted

Lesson 10: Women's Clothing

  • The Spanish words for women's clothing
  • The conjugation of 1st class stem­changing verbs, e to ie
  • Using the contraction "del"
  • Showing possession with the use of "de"

Lesson 11: Colors

  • The Spanish words for colors
  • The conjugation of 2nd class stem­changing verbs, o to ue
  • Asking the color of an object
  • Asking for the owner of an object

Lesson 12: Other Clothing

  • The Spanish words for additional clothing
  • The omission of repeated nouns
  • The use of the personal "a"
  • The use of the contraction "al"

Lesson 13: Numbers (10 - 100)

  • Additional numbers 10 through 100
  • Expressing different mathematical operations in Spanish
  • The conjugation of 3rd class stem­changing verbs, e to i

Lesson 14: Money and Food

  • The Spanish words for common denominations of American, Mexican, and Spanish currency and some fast food items
  • The forms and use of the Spanish demonstrative adjectives
  • Asking about the price or value of an object

Lesson 15: Numbers (100 - 1000)

  • Additional numbers 100 through 1,000 and the names for close family members
  • The forms of verbs that are irregular in the first person singular: HACER, PONER, TRAER, DAR
  • How to write numbers in the hundreds, and masculine and feminine forms
  • The use of the two forms of "one hundred" in Spanish

Lesson 16: Ordinal Numbers

  • The Spanish ordinal numbers: "first" through "tenth"
  • The forms of more irregular verbs: IR, VENIR, SALIR, DECIR
  • The use of "primero" and "tercero" before a masculine singular noun
  • The position of ordinal numbers in Spanish
  • The use of "a" with verbs of movement

Lesson 17: Location

  • The Spanish words for some common prepositions
  • The form of the Spanish possessive pronouns
  • Using possessive pronouns
  • The proper use of the definite article with possessive pronouns

Lesson 18: Location (cont.)

  • Additional Spanish prepositions
  • The forms of some verbs that carry a spelling change: ESCOGER, ELEGIR, CONSEGUIR
  • The Spanish words for "over here" and "over there"
  • Answering questions with possessive pronouns

Lesson 19: Distance

  • The Spanish words for points of the compass and distances
  • The forms of more words with a different kind of spelling change: PERTENECER, CONDUCIR, CONOCER, PRODUCIR
  • Asking about distances

Lesson 20: Measurements

  • The Spanish words for measurements of size and weight
  • The use of "Hay" for "There is, There are"
  • Asking for the measurements of an object

Lesson 21: Time

  • Basic Spanish vocabulary relating to time
  • The proper way of expressing "morning, afternoon, and evening" in different contexts
  • Asking for the time of day and when something happens
  • The form and use of the present participle (the progressive form of the verb)

Lesson 22: Daily Schedule

  • Some common Spanish verbs and adverbs relating to a normal daily schedule
  • Identification, forms and use of reflexive verbs
  • The standard formation of adverbs with exceptions

Lesson 23: Today's Schedule

  • Some common Spanish verbs relating to normal daily activities
  • Some verbs that require the use of the preposition "a"
  • The use of "a" and "de" with the verb SALIR
  • After prepositions, using the infinitive form of the verb in Spanish where English uses the present participle

Lesson 24: Direct Object Pronouns

  • The Spanish direct object pronouns
  • The position of the direct object pronoun in the Spanish sentence
  • The form and use of the verbs SABER and CONOCER

Lesson 25: Yesterday's Schedule

  • Yesterday's schedule expressed in past tense
  • The preterite forms of regular Spanish verbs ending in AR
  • Comparing the forms of stem­changing verbs in the present and past tenses for verbs ending in AR

Lesson 26: Yesterday's Activities

  • Some of yesterday's activities expressed in the past tense
  • The preterite forms of regular Spanish verbs ending in ER and IR
  • Comparing the forms of stem­changing verbs in the present and past tenses for verbs ending in ER and IR

Lesson 27: Length of Time

  • Some Spanish expressions relating to the length of time
  • The preterite forms of the verbs LEER, OÍR and CREER
  • Asking about the length of time something happened
  • Using the verb HACER in expressions of time

Lesson 28: Prepositional Pronouns

  • Several Spanish verbs that must be accompanied by prepositions as well as some vocabulary dealing with the wilderness
  • The forms and use of Spanish pronouns when they follow a preposition (prepositional pronouns)
  • The use of the double negative in Spanish

Level Two - Intermediate

Lesson 1: Days of the Week

  • The days of the week in Spanish
  • Expressing days of the month in Spanish
  • The forms of irregular verbs in the preterite tense
  • The spelling changes occurring in some verbs in the preterite

Lesson 2: Weekly Activities

  • The Spanish words and expressions for activities done weekly
  • The forms of the regular verbs in the imperfect tense as well as the forms of the three irregular verbs
  • The use of the imperfect tense
  • The primary difference between the imperfect and the preterite

Lesson 3: Months of the Year

  • The Spanish words for the months of the year
  • The indirect object in Spanish
  • The indirect object and direct object contrasted

Lesson 4: Days of the Week

  • Expressing the dates on which some normal activities occur
  • Expressing specifically the day, month and year
  • The position and forms of object pronouns when placed together

Lesson 5: School Subjects

  • The Spanish words for school subjects
  • The use of reverse construction verbs such as GUSTAR
  • Using nouns as adjectives with the help of the preposition DE

Lesson 6: School Places

  • The Spanish words for different places at school
  • The regular command forms for "Tú", positive and negative
  • The irregular short command forms for "Tú"
  • The use and meaning of ACABAR DE

Lesson 7: Classroom Instructions

  • The Spanish words for common classroom commands and instructions
  • The regular command forms for "Usted," positive and negative
  • The command forms of irregular and stem­changing verbs
  • Some verbs that contain a spelling change in the command form
  • The position of pronouns with commands

Lesson 8: The Human Body

  • The Spanish words for parts and motions of the human body
  • The formation of the present tense subjunctive
  • The use of the subjunctive in the indirect command ­ 1st concept
  • The 1st person plural "Let's" command

Lesson 9: The Head

  • The Spanish words for different parts and functions of the human head
  • The use of the subjunctive with emotion ­ 2nd concept
  • Contrasting the use of the infinitive with the use of the "que" plus subjunctive clause

Lesson 10: Accidents and Sicknesses

  • The Spanish words for accidents and sicknesses
  • The use of the subjunctive in statements of unreality ­ 3rd concept
  • The use of the subjunctive with impersonal expressions
  • Some conjunctions that take the subjunctive

Lesson 11: Symptoms and Remedies

  • The Spanish words for symptoms and remedies
  • The formation of the imperfect subjunctive in Spanish
  • The use of the imperfect subjunctive and the importance of tense sequence

Lesson 12: The Weather

  • Spanish words dealing with the weather
  • Important expressions with the verb TENER
  • The use of MUY before an adjective and MUCHO before a noun

Lesson 13: Tomorrow's Weather

  • Spanish words and expressions referring to tomorrow's weather
  • The regular forms of the future tense
  • The use of the future tense

Lesson 14: The Yearly Seasons

  • Spanish words for the seasons of the year as well as words that describe the changes that take place seasonally
  • The forms of verbs that are irregular in the future tense
  • Spanish expressions that denote obligation

Lesson 15: Family Members

  • The Spanish words for members of the family
  • The use and formation of the conditional tense
  • Some verbs that have irregular stems in the conditional

Lesson 16: Addresses and Professions

  • The Spanish words for professions and addresses
  • Asking where someone lives and giving your own address
  • Adjectives that shorten in some contexts
  • Contrasting PERO and SINO

Lesson 17: Physical Description of People

  • The Spanish words used in the physical description of a person
  • The formation of exclamations in Spanish
  • The Spanish diminutive and augmentative endings

Lesson 18: Describing People

  • Additional professions and words describing character traits
  • The two ways of forming reciprocal action sentences in Spanish
  • The use of "se" for "one, they, you" in sentences having an impersonal subject

Lesson 19: Comparing People

  • Some Spanish nouns and related adjectives used in comparing people
  • Making comparisons of equality
  • Making comparisons of superiority
  • Making comparisons of inferiority
  • The use of "de" before an ordinal number in an affirmative comparison

Lesson 20: Comparing Two Animals

  • The Spanish words for some wild and domestic animals
  • The irregular forms of some comparison words
  • The use of "menos" in comparisons

Lesson 21: Comparing Three or More

  • The Spanish words for sea animals and other small animals
  • The superlative in Spanish
  • Comparing the three degrees: good, better, best

READING FOR LIFE

(LECTURA PARA TODA LA VIDA)


Reading For Life (Lectura Para Toda La Vida) stories are based on common situations in daily life. The style of the stories is informal and provides the learner with common speech patterns. The stories provide both the cultural context and the conversational style needed to become literate in Spanish. Each story is followed by a series of comprehension questions.


READING FOR LIFE STORIES




LECTURA PARA TODA LA VIDA

La Clase de Roberto

Precios de Alimentos

Precios de Ropa

Dubujando un Mapa

Antes de Viaje

En la Aduana

En el Hotel

En el Médico

En el Hospital

Un Viaje en Tren

En el Banco

En el Restaurante

EXAMPLE STORIES AND QUESTIONS

La Clase de Roberto

Juan quiere hamburguesas y yo también.

Queremos un pedazo de pastel y algunos perritos calientes.

El pastel es muy caro.

Cuesta un dólar y veinticinco centavos.

Juan tiene sesenta y cinco centavos.

Yo solamente tengo veinticinco centavos.

Las papas fritas no son baratas ni las bebidas tampoco (either).

El precio de las bebidas es cuarenta y cinco centavos.

María hace hamburguesas en la escuela y no son caras.

Valen treinta y siete centavos.

A Juan le gustan estas hamburguesas y a su profesor también.

Hoy, (Today) el profesor quiere cuatro perritos calientes.

Questions:

¿Qué quiere Juan?

A. Hamburguesas.*

B. Bistec.

C. Manzanas.

D. Naranjas.

¿Cuañtos perritos calientes quiere el profesor?

A. Cuatro.*

B. Diez.

C. Dos.

D. Siete.

¿Cuánto cuestan las bebidas?

A. Cuarenta y cinco centavos.*

B. Cincuenta centavos.

C. Un dólar.

D. Cinco centavos.

En el Médico

Respecto a mi salud (health) no puedo quejarme (complain) de ningún modo (at all).

Siempre me siento bien, tanto de la temperatura como de la presión de la sangre (blood pressure).

Las dos están normales.

De vez en cuando siento dolores de estómago (stomach), pero no duran mucho.

Sin embargo, no sé por qué, ayer me sentí mal.

Al principio era un pequeño dolor de cabeza, localizado en la parte de atrás.

Sentía los músculos (muscles) un poco tensos (stiff, tense).

Pronto el dolor se esparció (spread) por la espalda (back) y el resto de la cabeza.

Inmediatamente hice una cita (appointment) con el médico para esa misma tarde.

Cuando llegué a su oficina, llené una forma (filled out a form) y le expliqué a la enfermera los síntomas del dolor.

La enfermera me condujo a un cuarto vacío (empty) y me mandó sentarme en la camilla.

Luego me tomó la presión de la sangre y me puso el termómetro en la boca.

Tenía una temperatura de 105 grados.

Enseguida vino el médico.

Me examinó la garganta (throat).

Luego me examinó el pecho (chest) mientras respiraba profundamente (breathing deeply).

Antes de salir, el médico me recetó una medicina para bajar la fiebre y unas pastillas para el dolor de cabeza.

Después de tomarlas pude dormir toda la noche tranquilamente (restfully, calmly).


Questions:

¿Quién me puso el termómetro en la boca?

A. la enfermera.*

B. el músico.

C. el mecánico.

D. el médico.

¿Qué le expliqué a la enfermera?

A. los síntomas del dolor.*

B. mi nombre.

C. mi edad.

D. los problemas en mi escuela.

¿Qué me recetó el médico para el dolor de cabeza?

A. pastillas.*

B. pastores.

C. jarabe.

D. pasta.

¿De vez en cuando siento dolores de ......

A. estómago.*

B. pie.

C. pierna.

D. cabeza.

¿Qué temperatura tenía?

A. 105 grados.*

B. 101 grados.

C. 102 grados.

D. 104 grados.

 ¿Cómo dormí toda la noche?

A. tranquilamente.*

B. malamente.

C. bien.

D. con pesadillas.

¿Qué me examinó el médico mientras respiraba profundamente?

A. el pecho.*

B. la pechuga.

C. el oído.

D. el techo.



WRITING PRACTICE

Description

The Writing Practice option on the Main Menu takes the student into a simple Intechnica electronic notepad that allows text entry and editing. The electronic notepad feature of the Yo Hablo Español computer program allows for teacher creativity. The teacher can make specific assignments for the students to complete on the notepad. Teachers may develop specific objectives related to classroom activities or the computer program.

Sample Objectives

Use vocabulary and grammar to write continuation of a story or write a new story.

Identify and correct punctuation, spelling and grammatical errors.

Students will be able to enter material from teacher assignments and complete assigned tasks.

Activities

The teacher can give the students a topic to write about. Using the vocabulary, grammar and sentence structures previously learned, the student can type original work.

Using material the teacher has entered into the electronic notepad, the student can correct it for punctuation and grammar.

The teacher can print out a draft, have the students revise the text in content and print out another version.

The teacher can provide a vocabulary list that the student must use to write a paragraph or a story.

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