Grade 8 (6 year program)

Spanish Language and Culture

To receive and impart information 

To express emotions and personal perspectives 

To get things done 

To form, maintian and change interpersonal relationships 

To extend their knowledge of the world

For imaginative purposes and personal enjoyment 

Attend to form 

Interpret and produce texts 

Apply knowledge of the sociovultural context 

Apply knowledge of how test is organized, structed and sequenced in Spanish 

Historical and contemporary elements of Spanish-speaking cultures 

Affirming diversity

Personal and career opportunities 

Share Factual Information

Share ideas, thoughts, opinions and perferances 

Share emotions and feelings 

Guide actions of others 

State personal actions

Manage group actions 

Manage personal relationships 

discover and explore 

gather and organize information 

explore opinions and values 

solve problems 

humour/fun 

creative/aesthetic purposes 

personal enjoyment

phonology

orthography

lexicon 

grammatical elements

aural interpretation

written interpretation

interactive fluency 

visual interpretation

oral production

written production  

representation 

register

idiomatic expressions

variations in language

social conventions

nonverbal communication 

cohesion/ coherence

text forms 

patterns of social interaction

knowledge of Spanish-speaking cultures

accessing/analyzing cultural knowledge 

applying cultural knowledge 

diversity of Spanish-speaking cultures

valuing Spanish-speaking cultures

awareness of first language 

general language knowledge

awareness of Canadian culture 

general cultural knowledge 

valuing diversity 

intercultural skills 

Spanish language and Spanish-speaking cultures 

cultural and linguistic diversity

Ask for and provide information 

Respond to simple, predictable questions 

Describe people, places, and things 

Identify favourite people, places, or things 

express a personal response to a variety of situations 

 identify, express and respond to a variety of emotions and feelings; e.g., love, sadness, surprise, fear 

suggest a course of action, and respond to a suggestion 

make and respond to a variety of simple requests  

seek, grant or withhold permission 

indicate choice from among several options 

express a wish or a desire to do something 

 ask for help or clarification of what is being said or done in the group

suggest, initiate or direct action in group activities 

initiate relationships; e.g., invite others to play 

apologize and refuse politely

investigate the immediate environment 

make and talk about personal observations 

sequence items in different ways 

record and share personal knowledge of a topic 

make connections between behaviour and values; e.g., in texts or in role-play 

 recognize differences of opinion

define a problem, and search for solutions 

choose between alternative solutions 

 manipulate words or phrases to express humour 

 use the language creatively; e.g., create a picture story with captions

use the language for personal enjoyment; e.g., make a collection of pictures or artifacts related to the target culture 

distinguish particular sounds of the language  

 use comprehensible pronunciation, stress and intonation when producing familiar words or phrases 

write familiar words, phrases and sentences 

recognize and use some basic mechanical conventions; e.g., capitalization, punctuation 

use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:

use, in modelled situations the following grammatical elements:

use, in structured situations the following grammatical elements:

use, independently and consistently,3 the following grammatical elements:

understand short, simple oral texts in guided situations 

understand short, simple written texts in guided situations

engage in simple interactions, using simple sentences

derive meaning from a variety of visuals and other forms of nonverbal communication in guided situations

 produce simple sentences, orally, in guided situations

write simple sentences in guided situations

 use a variety of visuals and other forms of nonverbal communication to express meaning in guided situations

use simple forms of formal and informal register with guidance; e.g., usted/tú 

recognize that some topics, words or intonations are inappropriate in certain contexts 

understand and use a variety of simple idiomatic expressions as set phrases

identify some major geographical variations in language; e.g., Spain, Latin America 

acknowledge and accept individual differences in speech 

identify important conventions in various social interactions; e.g., shaking hands, kissing cheeks

experiment with using some simple nonverbal means of communication; e.g., nodding “yes” or shaking the head “no” 

recognize that some nonverbal behaviours may be inappropriate in certain contexts

sequence elements of a simple story, process or series of events 

link words or groups of words in simple ways; e.g., using words like y, e and después

 recognize and use a variety of simple text forms in guided situations; e.g., menus, advertisements, sports broadcasts 

initiate interactions, and respond using simple social interaction patterns; e.g., request–acceptance/ nonacceptance 

participate in activities and experiences that reflect elements of Spanishspeaking cultures 

make observations of Spanish-speaking cultures; e.g., as portrayed in texts and in the community

seek out information about Spanish-speaking cultures from authentic sources; e.g., people

identify elements of Spanishspeaking cultures in the school and community 

identify some elements that reflect diversity within Spanish-speaking cultures 

participate in cultural activities and experiences 

identify similarities and differences between their first language and Spanish; e.g., different social conventions, cognates

recognize that, within any linguistic group, individuals use language in personal ways

recognize that in any language there are different words for the same thing 

recognize similarities between their own culture and other cultures; e.g., celebrations, foods, roles of family members 

make connections between individuals or situations in texts and their own personal experiences 

 recognize that a variety of cultural practices are followed by their schoolmates and different groups in their community

recognize that culture is expressed through a variety of forms 

engage in activities that reflect other ways of doing things or other perspectives

listen with attention to the opinions of others 

initiate and maintain new relationships; e.g., make a new classmate feel welcome 

suggest some reasons for learning Spanish 

identify some personal uses they have made of their knowledge of Spanish and Spanish-speaking cultures

 suggest some reasons for participating in activities and experiences that reflect elements of different cultures  

identify some personal uses they have made of their knowledge of different languages and cultures 

 introduction to fashion (shopping) 

activities − in the home − in the community— places and transportation 

 foods and cuisine − restaurants − market 

 sports and exercise 

friendship

introduction to cultural diversity in the Spanish-speaking world 

any other lexical fields that meet their needs and interests  

nos/les (os) gusta/an 

caer bien/mal  

possessive adjectives and pronouns: nuestro/a/os/as, vuestro/a/os/as

irregular verbs: poder, conocer, saber, venir, salir, decir, hacer, preferir

commands—regular verbs (tú form)

commands for commonly used verbs (usted, ustedes)

present progressive (estar + gerund)

me/te/le gusta/an

commonly used verbs: ir, querer

regular –ir and –er verbs in the present tense 

tener que + infinitive 

 ir + a + infinitive 

definite and indefinite articles: el, la, lo, las, los, un, una, unas, unos

possessive adjectives: mi, tu, su, mis, tus, sus

demonstrative adjectives and pronouns: este/a, ese/a, aquel/la, estos/as, esos/as, aquellos/as

subject pronouns: yo, tú, él, ella, usted, nosotros/as, vosotros/as, ustedes

affirmative/negative/ interrogative sentences in the present tense

regular –ar verbs in the present tense

gender and number of nouns, adjectives

commonly used verbs: ser, estar, tener