One of the famous Gaudi Houses: CASA BATLLO Barcelona Spain
FORM TWO
TERM 1
September - December
Topic: My Daily Routine
OBJECTIVE 1
COMMUNICATION
in languages other than English
At the end of Term 1, students will be able to:
1. ask someone about his/her morning routine
2. provide information about someone’s morning routine
3. ask for information about the morning routine of others
4. provide information about the morning routine of others
¿ Qué haces por la mañana? What do you do in the morning?
¿A qué hora... At what time...
… te despiertas? …usted se despierta? ....do you wake up?
… te levantas? …usted se levanta? ....do you get up/out the bed?
… te bañas/duchas? …usted se baña/ducha? .... do you bathe/shower?
… te cepillas los dientes? …usted se cepilla los dientes? .... do you brush your teeth?
… te pones el uniforme? …usted se pone el uniforme? .... do you put on your uniform?
… te peinas? …usted se peina? ....do you comb your hair?
… tomas el desayuno? …usted toma el desayuno? .... do you have breakfast?
… tomas el almuerzo? …usted toma el almuerzo? ....do you have lunch?
… tomas la merienda? …usted toma la merienda? ....do you have snack?
… sales de la casa? …usted sale de la casa? ....do you leave home?
… llegas a la escuela? …usted llega a la escuela? ....do you arrive at school?
… comienzan las clases/los cursos? ....do classes begin?
¿Cómo vas a la escuela? How do you go to school?
Voy a la escuela en taxi I go to school by taxi
¿Qué hace tu mamá por la mañana ? What does your mother do in the morning?
Mi mamá se levamta y prepara el desayuno. My mother gets up and prepares the breakfast.
¿Qué hacen tus padres por la mañana ? What do your parents do in the morning?
Mis padres se levantan. Mis padres preparan el desayuno
5. ask for information about someone’s evening routine
6. provide information about their own evening routine
7. ask for information about the evening routine of others
8. provide information about the evening routine of others
¿Qué haces por la tarde? … por la noche? What do you do in the afternoon? .....at night?
· ¿A qué hora …? At what time...?
… terminan las clases/los cursos? ....do classes end?
… sales de la escuela? ....do you leave school?
… regresas a casa? ....do you return home?
… miras la televisión? ....do you watch television?
… haces las tareas? ....do you do chores?
...haces los deberes? ....do you do your homework?
…tomas la cena? ....do you have dinner?
… te acuestas? ....do you go to bed?
¿Cómo sales de la escuela? How do you leave school?
¿Qué hace tu mamá? …por la tarde? … por la noche? What does your mother do...during the afternoon...at night?
¿Qué hacen tus padres? …por la tarde? … por la noche? What do your parents do ...during the afternoon?....at night?
9. ask for information about someone’s habitual weekend activities
10. provide information about their habitual weekend activities
11. ask for information about the habitual weekend activities of others
12. identify habitual family outings and excursions
¿Qué haces los fines de semana? What do you do on weekends?
¿Qué te gusta hacer los fines de semana? What do you like to do on weekends?
¿Adónde vas los fines de semana? Where do you go on weekends?
¿Qué hace tu familia los fines de semana? What does your family do on weekends?
¿Adónde va la familia los fines de semana? Where does your family go on weekends?
¿Qué va a hacer tu familia este fin de semana? What is your family going to do this weekend?
13. identify household chores they do habitually
14. identify household chores done by other family members
¿Ayudas en casa? Do you help at home?
¿Quién hace las compras? Who does the shopping?
¿Quién lava los platos? Who washes the dishes?
¿Quién plancha la ropa? Who irons the clothes?
¿Quién prepara la cena? Who prepares dinner?
Useful Vocabulary:
morning activities
me despierto I wake up
me levanto I get up
me baño/ducho I bath/I shower
me cepillo los dientes I brush my teeth
me pongo el uniforme I put on my uniform
me peino I comb my hair
tomo el desayuno I have breakfast
salgo de la casa I leave home
llego a la escuela I arrive at school
after school activities
veo la televisión I watch television
miro las noticias I watch the news
chores
arreglo mi habitación I tidy my room
quito el polvo I dust
hago los deberes I do my homework
hago las tareas I do the chores
hago la cama I make the bed
hago las compras I go shopping
voy al supermercado I go to the supermarket
pongo la mesa I set the table
plancho la ropa I iron the clothes
limpio la casa I clean the house
paso la aspiradora I vacuum
lavo los platos I wash the dishes
trapeo/paso el trapo I mop
barro el suelo I sweep
FOOD
El café coffee
Té con leche tea with nilk
Los batidos juices/shakes
El chocolate caliente hot chocolate
El arroz rice
El pollo frito fried chicken
El sandwich/el bocadillo de queso cheese sandwich
Las frutas fruits
Los vegetales vegetables
Una taza de cereal a cup of cereal
sabroso delicious
saludable healthy
FAMILY & FUN ACTIVITIES
vamos a misa we go to Mass
vamos a la iglesia we go to church
vamos al templo we go to temple
vamos a la mezquita we go to the mosque
vamos a la playa we go to the beach
celebramos el día de santo we celebrate our saint's day
practicamos los deportes we practice sports
visitamos a mis abuelos we visit my grandparents
visitamos a mis parientes we visit our relatives
visitamos a mis amigos/amigas we visit my friends
salimos en familia we go out as a family
OBJECTIVE 2
CULTURES
gain knowledge and understanding of other cultures
At the end of the term you shall be able to identify basic facts about
Cuba
OBJECTIVE 3
COMPARISONS
develop insight into the nature of language and culture
At the end of the term, you shall be able to:
tell the differences between the systems of government and lifestyles in Trinidad and Cuba
Prepare to discuss: find out about the system of government in Trinidad and how this influences the life we live
OBJECTIVE 4
CONNECTIONS
connect with other disciplines and acquire information
At the end of the term, you shall be able to
use information from the fields of Visual Arts, Social Studies and Computer Literacy to present
*an Oral Report with Photo Album or Power point on 'My Morning Routine'
OBJECTIVE 5
COMMUNITIES
participate in multilingual communities at home and around the world
At the end of the term, you shall be able to connect with Spanish speaking students
*connect with epals in Spanish speaking countries
*connect by Skype with a classroom in a Spanish speaking country
* celebrate the Christmas tradition of Las Posadas as found in Cuba
***SENTENCE BUILDERS***
Present Tense regular verbs
hablar - to speak
drop -AR ending and add:
yo hablo (I speak)
tú hablas (you -informal-speak)
usted habla (you -polite- speak)
el habla (he speaks)
ella habla (she speaks)
nosotros/nosotras hablamos (we speak)
ustedes hablan (you all - both informal and formal- speak)
ellos hablan (they -masculine- speak)
ellas hablan (they - feminine- speak)
comer - to eat
drop -ER ending and add:
yo como (I eat)
tú comes (you -informal-eat)
usted come (you -polite- eat)
el come (he eats)
ella come (she eats)
nosotros/nosotras comemos (we eat)
ustedes comen (you all - both informal and formal- eat)
ellos comen (they -masculine- eat)
ellas comen (they - feminine- eat)
vivir - to live
drop -IR ending and add:
yo vivo (I live)
tú vives (you -informal-live)
usted vive (you -polite- live)
el vive (he lives)
ella vive (she lives)
nosotros/nosotras vivimos (we live)
ustedes viven (you all - both informal and formal- live)
ellos viven (they -masculine- live)
ellas viven (they - feminine- live)
-irregular verbs
eg. tener que to have to do something
yo tengo que I have to
tú tienes que you have to (informal/friendly)
usted tiene que you have to (formal/polite)
el tiene que he has to
ella tiene que she has to
nosotros/nosotras tenemos que we have to (masculine & feminine)
ustedes tienen que you have to (friendly and formal)
ellos tienen que they (masculine ) have to
ellas tienen que they (feminine) have to
-reflexive verbs and pronouns
A reflexive verb shows that an action is being done to oneself
me lavo _ I wash [my face]
The reflexive pronouns used to make verbs reflexive are:
first person singular me verb endings -o
second person singular te verb endings -as; -es
third person singular se verb endings -a; -e
first person plural nos verb endings -amos; -emos; -imos
third person plural se verb endings -an; -en
-selected radical changing verbs
eg soler - to be accustomed to
querer - to want/to wish
poder - to be able to (can)
yo suelo yo quiero yo puedo
tu sueles tu quieres to puedes
usted suele usted quiere usted puede
el suele el quiere el puede
ella suele ella quiere ella puede
nosotros/nosotras solemos nosotros/nosotras queremos nosotros/nosotras podemos
ustedes suelen ustedes quieren ustedes pueden
ellos suelen ellos quieren ellos pueden
ellas suelen ellas quieren ellas pueden
***CONTINUOUS ASSESSMENT -
COURSE MARKS***
Course Mark 1 Listening Skills 20 marks
Listening Comprehension on My daily routine 20 mks
Course Mark 2 Speaking Skills 20 marks
Oral presentation from Diary produced 10 mks
-Oral interview re: daily routine 10 mks
Course Mark 3 Reading Skills 20 marks
-Reading Passage based on Daily routine 10 mks
Reading Comprehension: My daily routine 10 mks
Course Mark 5 Writing 20 marks
Conjugation of Reflexive Verbs (-ar, -er and -ir) 10 mks
Conjugation of Radical changing verbs (-ar, -er and -ir) 10 mks
Course Mark 7 Cultural Web Quest 20 marks
Research Project Work on Cuba (same questions as Year 1)
SUMMATIVE EVALUATION of all work done this term
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FORM TWO
TERM 2
January - March
Topic: School Routine
OBJECTIVE 1
COMMUNICATION
in languages other than English
At the end of the term, you shall be able to:
1. identify on the school’s timetable the subjects that they study 2. ask someone for information about what subjects he/she studies
3. provide information about what subjects they study
4. enquire the time at which specific subjects are done
5. provide information about the time when specific subjects are done
6. ask for information about another person’s timetable
7. provide information about someone else’s timetable
8. identify key areas and personnel in the school
9. ask someone about his/her future occupation
10. provide information about their own future occupation
11. provide information about someone else’s future occupation
QUESTIONS & ANSWERS
¿Qué estudias en la escuela?
Yo estudio el inglés y las matemáticas
¿A qué hora empieza el español?
El español empieza a las nueve
¿A qué hora termina la educación física?
La educación física termina a las dos y media
¿Qué haces durante el recreo?
Durante el recreo, yo como un sandwich
¿Qué clase tiene Fernando los lunes?
Fernando tiene las clases de …….
¿Qué hace Teresa durante el almuerzo?
Durante el almuerzo, Teresa practica el drama
¿Qué quieres ser en el futuro?
Quiero ser professor
¿Dónde te gustaría trabajar?
Me gustaría trabajar en un banco
USEFUL VOCABULARY
SUBJECTS
alemán - German
biología - biology
ciencias - science
ciencias naturales - natural sciences
ciencias sociales - social sciences
computación - computing, IT
danza - dance
deportes - sport
dibujo - art, drawing
diseño - art, design
educación cívica - civic education, PSE
educación física - PE, physical education
español - Spanish
enseñanza religiosa - religious education
escultura - sculpture
física - physics
francés - French
geografía - geography
historia - history
informática - computing, IT
inglés - English
italiano - Italian
latín - Latin
literatura - literature
matemáticas - mathematics
música - music
pintura - painting
química - chemistry
teatro - drama, acting
teología - theology, religious education
un recreo - a break, recess
SCHOOL COMPOUND & PERSONNEL
THE SCHOOL
classroom la aula
library la biblioteca
librarian el/la biblioteario/a
hall el vestíbulo
staffroom la sala de profesores
teacher el/la profesor/a
primary teacher (m) el profesor
primary teacher (f) la profesora
cloakroom el guardarropa
toilets los lavabos
laboratory el laboratorio
workshop el taller
languages laboratory el laboratorio de idiomas
gym el gimnasio
sports field el campo de deportes
headmaster el director
headmistress la directora
secretary el/la secretario/a
dining hall el comedor
corridor el pasillo
caretaker el guardián
school yard el patio de recreo
OCCUPATIONS
actor el actor
actress la actriz
architect el arquitecto
artisan el artesano
artist el/la artista
baker el panadero
banker el banquero
bookkeeper el contable
bricklayer el albañil
butcher el carnicero
chemist el químico
confectioner el pastelero
cook el cocinero
correspondent el reportero
customs officer el aduanero
dancer el bailarín
dentist el/la dentista
doctor el médico
driver el chófer
economist el/la economista
editor el redactor
electrician el/la electricista
employee el empleado
engineer el ingeniero
expert el experto
farmer el agricultor
firefighter el bombero
fisherman el pescador
florist el/la florista
gardener el jardinero
glazier el vidriero
grade teacher el maestro
hairdresser el peluquero
housewife el ama de casa
huntsman el cazador
interpreter el intérprete
jeweller el joyero
joiner el carpintero
journalist el/la periodista
judge el/la juez
jurist el/la jurista
lawyer el abogado
librarian el bibliotecario
linguist el/la lingüista
mechanic el mecánico
merchant el comerciante
miner el minero
musician el músico
notary el notario
nurse el enfermero
optician el óptico
painter el pintor
pensioner el/la pensionista
pharmacist el farmacéutico
photographer el fotógrafo
pilot el piloto
plumber el fontanero
poet el poeta
postman el cartero
priest el cura
printer el tipógrafo
psychologist el psicólogo
railwayman el ferroviario
representative el diputado
sailor el marinero
scientist el científico
sculptor el escultor
secretary el secretario
shoemaker el zapatero
shop assistant el/la dependiente
singer el/la cantante
soldier el soldado
tailor el sastre
teacher el profesor
translator el traductor
unemployed (el) desempleado
upholsterer el tapicero
veterinarian el veterinario
waiter el camarero
watchmaker el relojero
wholesaler el mayorista
worker el obrero
writer el escritor
OBJECTIVE 2
CULTURES
gain knowledge and understanding of other cultures
At the end of the term you shall be able to identify and understand the related traditions of
the daily routine of Hispanic persons
-in Spain,
-the Caribbean Region,
-Central America and
-Latin America
WEBQUEST ON PANAMA
OBJECTIVE 3
COMPARISONS
develop insight into the nature of language and culture
At the end of the term, you shall be able to tell the differences between possible jobs in Trinidad and Spanish country
OBJECTIVE 4
CONNECTIONS
connect with other disciplines and acquire information
At the end of the term, you shall be able to
use information from the fields of Visual Arts, Social Studies and Computer Literacy to present
*an Oral Report with scrapbook or Power point on the 'My School Routine'
* a Brochure or Power point presentation on ................
OBJECTIVE 5
COMMUNITIES
participate in multilingual communities at home and around the world
At the end of the term, you shall be able to connect with Spanish speaking students
*connect with epals in Spanish speaking countries
*connect by Skype with a classroom in a Spanish speaking country
**SENTENCE BUILDERS***
-reflexive verbs and pronouns
-regular verbs
-radical changing verbs
(revision of Form Two Term One)
***CONTINUOUS ASSESSMENT - COURSE MARKS***
Course Mark 1 Listening Skills 20 marks
Listening Comprehension on My school routine
Course Mark 2 Speaking Skills 25 marks
10 mks presentation: Oral selection from Diary of school routine
Oral Interview on School Routine
Course Mark 3 Reading Skills 20 marks
-Reading Passage based on School routine
Reading Comprehension: My school routine
Course Mark 5 Writing 25 marks
Conjugation of Reflexive Verbs (-ar, -er and -ir)
Conjugation of Radical changing verbs (-ar, -er and -ir)
Course Mark 7 Cultural Web Quest 10 marks
Research Project Work on Panama
SUMMATIVE EVALUATION
Course Marks and End of Term Examination will be based on the above.
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FORM TWO
TERM 3
April - July
Topic: Recreation
OBJECTIVE 1
COMMUNICATION
in languages other than English
At the end of Term 3 students will be able to:
1. ask someone about his/her indoor leisure activities
2. provide information about their own indoor leisure activities
3. provide information about someone else’s indoor leisure activities
4. ask someone about his/her favourite pastimes
5. provide information about their own favourite pastimes
6. provide information about someone else’s favourite pastimes
7. identify the days/times when they participate in preferred indoor leisure activities
8. ask someone for information about his/her outdoor leisure activities
9. provide information about their own outdoor leisure activities;
10. provide information about someone else’s outdoor leisure activities
11. ask someone for information about his/her preferred outdoor activities
12. provide information about their preferred outdoor leisure activities
13. provide information about someone else’s preferred outdoor leisure activities 36
14. ask someone what he/she prefers to do when the weather is good or bad
15. provide information about what they prefer to do when the weather is good or bad
16. provide info about what someone else prefers to do when the weather is good or bad
QUESTIONS & ANSWERS
¿Qué haces en tu tiempo libre?
Yo miro la television por cable
¿Qué hace tu hermano en su tiempo libre?
Mi hermano escucha la música
¿Cuál es tu pasatiempo favorito?
Mi pasatiempo favorito es bailar
¿Cuál es el pasatiempo de tu major amigo?
El pasatiempo de mi major amigo es dibujar
¿Cuándo tocas la guitarra?
Toco la guitarra los miércoles por la mañana
¿Qué haces los domingos por la tarde?
Algunas veces descanso
¿Qué hace tu familia en su tiempo libre?
Generalmente, mi familia va al río
¿Cuál es tu deporte favorito?
Mi deporte favorito es el criquet
¿Cuál es tu equipo de deporte favorito?
Mi equipo deportivo favorite es Real Madrid
¿Qué prefiere hacer Pedro?
Pedro prefiere ir al gimnasio.
¿Qué prefieres hacer cuando hace buen tiempo?
Cuando hace buen tiempo me gusta trotar en el parque
¿Qué deporte le gusta a Pablo?
Le fascina el badminton
¿Qué prefiere hacer Paco en su tiempo libre?
Paco prefiere navegar el Internet cuando tiene tiempo libre
¿Qué no te gusta hacer a tu amiga Anamaría?
No aguanta el baile hip hop
HELPFUL VOCABULARY
HOBBIES
basketball jugar el baloncesto
biking hacer el ciclismo; ir en bicicleta
chess jugar el ajedrez
cooking la cocina/ cocinar
dancing el baile / bailar
fishing ir de pescar
football jugar el fútbol
gardening hacer la jardinería/ trabajar en el jardín
hiking hacer el excursionismo/ ir de excursión
hunting la caza/ ir de cazar
jogging hacer el footing
a movie ver una película / ir al cine
music escuchar la música/ tocar a un instrumento
reading la lectura /leer
sailing hacer la vela/ navegar
skiing el esquí /esquiar
swimming hacer la natación / nadar
television ver la televisión
tennis jugar el tenis
wrestling hacer la lucha/ luchar
paint dibujar
surf the web navegar el Internet/la Red
play the steelpan/drums tocar el steel pan/los tambores africanos/de tassa
collect stamps coleccionar sellos
OBJECTIVE 2
CULTURES
gain knowledge and understanding of other cultures
At the end of the term you shall be able to identify and understand the recreational patterns of
- Hispanic persons in Spain,
-the Caribbean Region,
-Central America and
-Latin America
OBJECTIVE 3
COMPARISONS
develop insight into the nature of language and culture
At the end of the term, you shall be able to talk about recreational activities that are similar and different in Spanish countries
OBJECTIVE 4
CONNECTIONS
connect with other disciplines and acquire information
At the end of the term, you shall be able to
use information from the fields of Visual Arts, Social Studies and Computer Literacy to present
*an Oral Report with scrapbook or Power point on ...........................
* a Brochure or Power point presentation on ................
OBJECTIVE 5
COMMUNITIES
participate in multilingual communities at home and around the world
At the end of the term, you shall be able to connect with Spanish speaking students
*connect with epals in Spanish speaking countries
*connect by Skype with a classroom in a Spanish speaking country
***SENTENCE BUILDERS***
***CONTINUOUS ASSESSMENT - COURSE MARKS***
Course Mark 1 Listening Skills 20 marks
Listening Comprehension on Recreation
Course Mark 2 Speaking Skills 20 marks
Oral selection based on Album of recreational activities
Oral Interview: Recreation
Course Mark 3 Reading Skills 20 marks
-Reading Passage based on Recreation
Reading Comprehension: Recreation
Course Mark 4 Writing 20 marks
Course Mark 5 Cultural Web Quest 20 marks
Research Project Work on Equatorial Guinea
SUMMATIVE EVALUATION
PLEASE NOTE THAT THE END OF YEAR EXAMINATIONS ARE BASED ON WORK DONE
FOR THE PAST THREE TERMS.
CULTURAL INFORMATION IS AVAILABLE AT THE END OF THE CURRICULUM GUIDE APPENDIX A
PAGE 109 AND FOLLOWING.