5. Program Design (Part 1)  

Because the theoretical and pedagogical fields are of great importance, the designing of the program is equally important since it is a reflection of the theoretical and pedagogical concepts and because it also puts them into practice. As a result, the developments of the main elements that compose the Spanish program are highlighted below.

5.1 The Learning Context

This Spanish program has been prepared with the intention to be implemented in Belize; a nation considered a cradle of diverse cultures and ethnicities that goes through different and unique transitions. Some cultures in Belize include Creoles, Mestizos, Chinese, Mayans, Mennonites, Hindus, Europeans, Americans, etc. Such diversity makes Belize a multicultural society and a unique destination for international tourists who wish to nurture their knowledge on Caribbean, Mayan, and Colonial ancestry. Geographically, Belize is located in Central America, with neighboring countries such as Guatemala, Mexico and Honduras.  By virtue of its location and historical background, it is also considered part of the Caribbean region .

As a result of the civil war in Central America and the economic difficulties that Central American countries suffered during the 1980s, a large number of emigrants went looking for a place that can offer them protection and better life opportunities. As a result, Belize became the "earthly paradise" for many of these immigrants, integrating into Belizean society and lifestyle. The Government of Belize and the United Nations (UN) agreed simultaneously for the country to provide refuge and support for Central American immigrants. Consequently, their tradition and lifestyle began to dissipate into the territory, and the Spanish language started gaining importance in Belize. It is important to consider that before the arrival of Central Americans in Belize, the Hispanic presence was a minority.

During this decade (80s), and due to the impact of the Spanish language, it resulted in a striking dilemma of who had to learn a second language: Hispanic immigrants or native English speakers. As time progressed, the Hispanic families began learning the English language through second-hand learning since their children went to school. However, in their household they kept their native language (Spanish) alive. In contrast, the Belizean populace kept English as the official language and Creole as an informal dialect. Years later, international demand made the Spanish language as equally important as the English as a necessary tool to carry out commercial transactions.. As a result of international demand, the Spanish language became the second most widely spoken language in Belize. This linguistic evolution triggered a national interest and the need for Belizeans to learn the Spanish language in order to compete and benefit from international trade. Consequently, the teaching of the Spanish language began in Belizean schools with the intention/ of preparing citizens to meet both local and international demands, with respect to the Spanish language. 

Today, the Spanish language is being taught in all educational levels in Belize (from Primary Levels to Tertiary Levels), taking as a reference the linguistic level of the Hispanic community present in the country as well as its own cultural aspects and norms. Because the official language in Belize is English, the type of Spanish that is taught in Belize is classified as a second language (L2) and is taught due to the large Hispanic presence in the country. In the area of telecommunications, several media houses carry out their transmission in Spanish posing a great influence to the nation’s society. With this in mind, Spanish Language learners have the advantage to easily learn the language indirectly, since the interaction with the target language and with the society strengthens the different competences and skills of second language learning,  both in a formal setting and an informal setting (inside and outside of the classroom).

5.2 Program Level Features

The foundation of the different programs presented in this curriculum are based on the different general descriptors and learning standards presented by the CEFR for each of the levels (as detailed in section 3 of this Spanish curriculum), which describe what the student will be able “to do” with the target language at the end of the level. These descriptors and standards have been simplified and detailed for a better understanding and application by the facilitator; Likewise, they turn out to be the functional content and specific learning objectives of each unit of the program.

In order to maintain the parameters established by each level, an appropriate thematic content was identified for it, which contains the topics most discussed within the community and are considered a linguistic need for the target group. In the same way, the grammatical topics that turn out to be necessary and indispensable have been selected so that the students can develop and complete the different tasks that the program calls for. Such topics also adhere to the general descriptors and CEFR learning standards for the particular level; and have been identified based on the lexical content suggested by the programs.

The lexical content previously discussed becomes the guide to the vocabulary that is intended to be taught at each level. It has been developed based on the thematic and functional content (specific descriptors on the use of the language) of the program. The preparatory and final tasks of the program and its evaluation criteria have been identified and developed based on the thematic and functional content, the specific descriptors on the use and structure of the language, and on the specific teaching objectives. It should be noted that each of the parts that constitute each program maintains a close relationship with the other components, which demonstrates solidity in them, guaranteeing success in the production of competent students in the use of Spanish as L2.

5.3 General Objectives of the Program

The general objectives established on the different Spanish programs presented in this curriculum are focused on its structuring, the simplicity of the content, selected strategies, linguistic need of the target group, affective factor, skills and competences, and its structuring, etc. as presented below: 

• Teach the Spanish language as a second language based on the standards and descriptors presented by the CEFR.
• Present a didactic material that can fulfill the linguistic needs of the target group.
• Present an appropriate thematic content for each level based on real social situations and linguistic needs of the students. Such information will be divided into topics and subtopics for better management in its implementation.
• Present a strategic grammar content that strengthens the learner’s use of the form of the language and helps them to complete the task that each program presents.
• Present a functional content (descriptors) that is organized based on the thematic content for the learner to strengthen the use of the language.
• Suggest an appropriate lexical content for each level, which serves as a guide for the development of the different activities of each program and adjusts the lexical complexity of each level.
• Simplify the content so that it is easily understood and manipulated, such that teachers with limited experience and training in teaching a second language in the classroom can comprehend.
• Create specific learning objectives based on functional, grammatical, and cultural content by stating what the student "will be able to do" with the target language at the end of each program.
• Organize the program into the preparatory tasks (subtasks) to prepare the learner in completing the final tasks of each unit.
• Introduce information gap, interactive, and motivating activities that encourage the student to continue learning.
• Use technology for the implementation of subtasks, as well as for the final tasks of each unit.
• Encourage teachers to be creators of interactive activities that caters for the learning needs of the target group.
• Create awareness in students about the cultural, sociocultural, and sociolinguistic factors of the Hispanic culture.
• Motivate students to integrate with the Hispanic culture through the learning process and interaction with Hispanic speakers.
• Create awareness in students about the different learning strategies of a second language by motivating them to reflect on the learning strategies for the improvement of its acquisition.
• Create a positive attitude in students towards the facilitator, subject area, language, native speakers of the language, Hispanic culture, and themselves.
• Create a positive attitude in the teacher: towards himself, towards the students and towards his duty as a facilitator in the teaching of a second language.
• Instruct the teacher about the process needed to be followed for the implementation of the program through the use of objective instructions and clear examples.
• Guide the teacher on the selection of appropriate assessment strategies needed to be implemented during and at the end of the program.
• Guide the teacher to differentiate between an effective and an ineffective input.
• Encourage the teacher to continue researching new approaches to language teaching so that in the future more effective classes can be taught in order to produce proficient students in the use of their L2.    

5.4 The Content of the Program

The content for each program has been selected based on the descriptors presented by the CEFR in its different skills. Therefore, the descriptors have been categorized into Thematic and Grammatical Content, Functional Content and Lexical Content, as detailed below.

5.4.1 Thematic and Grammatical Content

Under the thematic content, the most discussed topics are presented within the community.  These topics were selected based on the linguistic needs of the target group and the descriptors and learning standards presented by the CEFR for each level.

The grammatical content represents the grammatical elements necessary for the learner to strengthen his/her ability in the different learning skills of Spanish as L2. The section of the grammatical content, such as adjectives, adverbs, conjunctions, etc., will be presented in vocabulary form and/or in semantic fields. Furthermore, various verb tenses will be integrated into the different activities that focused on a particular communicative context. To avoid frustrating the learners with the grammar rules and definitions, which in the end, turn out to be unnecessary, the central objective of the programs is achieved through the use of the target language. Based on the grammatical content, the descriptors will be developed based on the form of the language, which will be used to evaluate the learner’s performance at each level. This signifies that in order for the learner to move to the next level of learning, he/she must know how to appropriately use the grammatical elements listed in the program.

The programs have been divided into different units containing the central or main theme of each one of them. Similarly, the topics have been categorized into subtopics that represent the different lesson to be taught in each unit. In some units of the program, grammatical topics have been inserted to provide support to the student in the use of the appropriate language structure. Furthermore, sections on the development of learning strategies and aspects and norms of Hispanic culture were integrated in the program to foster awareness and strengthen the learner’s abilities in the development of both competences.

5.4.1.1 Units, General Topics, and Subtopics of the Spanish program for Level A2.1

5.4.1.2 Units, General Topics, and Subtopics of the Spanish Program for Level A2.2

5.4.1.3 Units, General Topic, and Subtopics of the Spanish Program for Level B1

5.4.1.4 Units, General Topics, and Subtopics of the Spanish Program for Level B2

5.4.2 The Functional Content of the Program

The functional content is established based on the thematic content, general descriptors, and learning standards presented by the CEFR for a said level. The content consists of the specific descriptors, the learning objectives, the basis for evaluating the use of the language, creating of the different tasks, which will be carried out during and at the end of the program, and constituting what the learner “Can do” with the target language after completing each unit of the program or the entire program.  To work with the descriptors/functional content, it must be considered that many of them can be included in a single activity/task. Additionally, the functional content is organized according to the different learning skills and the thematic content.

Functional Content of the Spanish Program, Level A2.1

Unidad 1: ¿Me conoces?

Oral Comprehension

• Can understand everyday expressions such as greetings and farewells.
• Can understand when someone gives personal information.
• Can understand when someone describes a person.
• Can understand when someone describes himself/herself.
• Can understand statements that express one’s personal likes.
• Can understand simple questions based on personal information.
• Can understand oral dialogue related to personal information.
• Can understand events from the past when an individual speaks at a slow pace.

Oral Expression

• Can say “hello” and respond to greetings.
• Can say “goodbye” and respond to a farewell.
• Can provide personal information.
• Can ask and answer questions about one’s personal information.
• Can describe himself/herself.
• Can express one’s likes and dislikes.
• Can talk about the likes of his/her friends.
• Can talk about himself/herself in a simple way.
• Can have a simple dialogue about one’s personal information.
• Can narrate activities that he/she did as a child.
• Can compare what it was like in the past and what it is like today.

Written Comprehension

• Can understand simple forms that require personal information.
• Can understand written dialogue about one’s personal information.
• Can understand short sentences and paragraphs that describe a person speaking about the present or the past.
• Can understand sentences that express likes.

Written Expression

• Can fill out forms that require personal information.
• Can write small notes incorporating greetings, farewells, and personal information.
• Can write short, simple sentences expressing personal likes and dislikes.
• Can write simple dialogue statements by including greetings words, farewell phrases, and personal information
• Can write paragraphs describing childhood events/experiences.

Unidad 2: Mi gran amigo

Oral Comprehension

• Can understand when someone introduces a friend or family member.
• Can understand when someone describes a person’s physical appearance, personality, and attire.
• Can understand simple expressions that show preference towards a specific person.
• Can understand simple expressions that compare two or more persons/individuals.
• Can understand stories from the past related to friends and entertainment.

Oral Expression

• Can introduce himself/herself and others.
• Can respond after a self-introduction and when someone else is introduced.
• Can describe a friend’s physical appearance, personality, and attire.
• Can show emotion (excitement) towards friends.
• Can compare two or more friends.
• Can show preference towards a particular friend.
• Can talk about his/her personal likes or dislikes and those of a friend.
• Can describe their favorite hobby with friends.
• Can carry out simple dialogues about their friends.
• Can tell simple stories about sightseeing trips with his/her friends.

Written Comprehension

• Can understand descriptive paragraphs about a person’s physical appearance, personality, and way of dressing.
• Can understand simple stories about one’s friends.
• Can understand simple sentences showing emotion (excitement) for someone.
• Can understand simple letters about having good times with family or friends.
• Can understand written dialogue related to friends.
• Can understand simple stories about tourist trips.

Written Expression

• Can write descriptive paragraphs about a person’s physical appearance, personality, and attire.
• Can write simple stories comparing two or more friends.
• Can write electronic messages expressing preference towards a certain friend.
• Can write simple sentences showing emotion for someone.
• Can write family letters sharing their favorite hobby with his/her friends.
• Can write narrative stories about tourist trips.
• Can write dialogues related to friends and/or tourist trips.

Unidad 2: Te presento a mi familia

Oral Comprehension

• Can understand a vocabulary based on the members of the family.
• Can understand when somebody speaks about relationships between family members.
• Can understand when someone provides personal data such as name, address, phone number, age, profession, etc.
• Can understand when someone provides personal information of one or more family members.
• Can understand when someone speaks about their family’s recreational activities.
• Can understand simple dialogue related to family.
• Can understand past familiar events, as long as the speaker speaks at a slow pace.

Oral Expression

• Can identify and use vocabulary based on family members.
• Can describe the relationship(s) between each family member.
• Can provide basic personal information about each family member.
• Can describe his/her family members’ physical appearance, personality, and way of dressing.
• Can use descriptions to inquire about someone whose name is unknown.
• Can identify a person by using specific descriptions.
• Can hold simple family-related dialogues.
• Can talk about the family’s pastime.
• Can relate to family past events.

Written Comprehension

• Can understand short and simple family letters.
• Can understand short, simple sentences that describe the family.
• Can understand simple forms that require family members’ personal information.
• Can understand written dialogues related to the family.
• Can understand simple stories about family’s pastimes.

Written Expression

• Can write family letters in a simple way.
• Can descriptive paragraphs about their family’s pastimes.
• Can fill out forms that require personal information of family members.
• Can write paragraphs describing the family’s hobby.
• Can write dialogues about their family and their hobbies.

5.4.2.2 Functional Content of the Spanish Program, Level A2.2

Unidad 1: ¡Mi lugar preferido!

Oral Comprehension

• Can understand when somebody gives directions.
• Can understand simple descriptions of a certain place.
• Can understand vocabulary about furniture and electronic appliances.
• Can understand when someone expresses preference about houses and furniture.
• Can understand when two or more objects are compared.
• Can understand when objects are described.
• Can understand simple conversations related to home and classroom.
• Can understand sentences or phrases that identify the location of an object.
• Can understand dialogues or announcements related to renting a house.
• Can understand when others compare a present location with a past location.

Oral Expression

• Can provide his/her personal home address.
• Can provide the home address of a friend and relatives.
• Can provide his/her school address.
• Can describe his/her neighborhood, home, and classroom.
• Can name the different sections of  his/her house.
• Can name and describe the different objects found in each section of his/her house, and classroom.
• Can state the location of an item, both at home and in his/her classroom.
• Can express belonging.
• Can express likes and preferences for objects.
• Can compare his/her house with others houses.
• Can hold simple dialogues related to his/her home or classroom.
• Can compare the current classroom setting with last year's.
• Can talk about renting a house.

Written Comprehension

• Can understand written directions.
• Can understand quotes, inventories, and lists of furniture and appliances.
• Can understand descriptive paragraphs about a house or neighborhood.
• Can understand simple dialogues related to renting a house.
• Can understand short emails that express likings or comparisons.
• Can understand signs and flyers about renting a house.
• Can understand advertisements about house rentals.
• Can understand stories about the process of building a house.
• Can understand simple stories that compare the present classroom to the previous one.

Written Expression 

• Can write his/her personal and other people’s home address.
• Can write directions for someone to locate  a certain place.
• Can write electronic messages asking for directions to get to a certain place.
• Can create lists that specify which furniture he/she needs to purchase for each section of the house.
• Can write two descriptive paragraphs about his/her house or neighborhood.
• Can write paragraphs comparing his/her house with other houses.
• Can make flyers that advertise the renting of a house.
• Can make an inventory of the furniture and electronic appliances that are found inside a house.
• Can write emails expressing liking for a friend's house.
• Can write dialogues about renting a house.
• Can write stories expressing the detailed process of building a house.
• Can write paragraphs describing his/her classroom.
• Can create a table showing the class schedule.
• Can write the list of items found in the classroom.
• Can write paragraphs comparing last year's classroom with a current one.

 Unidad 2: Un paseo por la ciudad

Oral Comprehension

• Can understand when people talk about the most important places in the community.
• Can understand when an individual provides an address.
• Can understand when others describe a place.
• Can understand when somebody speaks about safety in the community.
• Can understand topics related to the different means of transportation.
• Can understand when individuals speak of his/her preference or liking towards a particular mode of transportation.
• Can understand when people talk about routes and schedules.
• Can understand short dialogues related to the city.
• Can understand phrases that express emotion towards a certain place.
• Can understand simple stories about visiting a certain place.

 Oral Expression

• Can name the most important places found within the community.
• Can give and ask directions.
• Can describe different places in the community.
• Can talk about the safety measures in the community.
• Can express emotion towards a certain place.
• Can talk about the different means of transportation and fares.
• Can express preference for a certain means of transportation.
• Can speak about routes and schedules.
• Can express what he/she likes and dislikes about the different means of transportation.
• Can compare two or more means of transportation.
• Can have simple dialogues related to the community or the different means of transportation.
• Can express, in a simple way, their experiences when visiting a certain place.

Written Comprehension

• Can understand simple information about the most important places in the city and the activities that take place in those locations.
• Can understand written directions to get to a certain place.
• Can understand simple writings that describe the city
• Can understand electronic messages explaining, in a simple way, an experience in the city.
• Can understand simple electronic messages that speak about the city.
• Can understand simple dialogues related to the city, services and means of transportation.
• Can include leaflets that advertise the services of an office or organization located in the city. 
• Can understand schedules of destinations of the means of transportation and the fare for each means of transportation.
• Can understand written articles that describe the different means of transportations.

 Written Expression

• Can list the most important places in the community and write activities that take place in each of the locations.
• Can write directions to get to a certain place.
• Can write descriptive paragraphs about the city.
• Can write emails explaining, in a simple way, his/her experience living in a new city.
• Can write dialogues about the city.
• Can create brochures advertising the services of an office or organization located in the city. 
• Can create a bus schedule including the destinations and fares.
• Can write descriptive paragraphs about a specific means of transportation. 

Unidad 3: ¡Qué deliciosa comida!

Oral Comprehension

• Can understand vocabulary about food and drink.
• Can understand when people describe food and drink.
• Can understand simple sentences that express liking, preference, emotion, and agreement about food and drinks.
• Can understand recipes as well as a menu.
• Can understand simple dialogues related to restaurants.
• Can understand when individuals describe a place, a person, a food or a drink, and a service provided.
• Can understand expressions of courtesy used in a restaurant.
• Can understand simple vocabulary related to activities carried out in a restaurant.
• Can understand ads promoting a restaurant.

 Oral Expression

• Can identify and utilize the vocabulary of the traditional Mestizo dishes and drinks.
• Can describe foods and drinks.
• Can express what he/she likes and dislikes about food or drinks.
• Can express a preference for a particular food or drink.
• Can speak about ingredients.
• Can explain the process in preparing a dish.
• Can use courtesy words and phrases to request a meal or drink.
• Can explain a menu.
• Can offer a meal or drink.
• Can speak of preference in relation to food and drink.
• Can describe a place, the dishes, and the service provided.
• Can give thanks for a service provided.
• Can express conformity or excitement for the food, place, and the  service  provided.
• Can deny or accept a particular dish.
• Can discuss the pricing of food and beverages.
• Can sustain simple dialogues that take place in a restaurant.
• Can narrate one’s last restaurant experience. 

Written Comprehension

• Can understand a menu.
• Can understand simple cooking recipes.
• Can understand brochures promoting restaurants.
• Can understand short, simple descriptive paragraphs about a restaurant.
• Can understand electronic messages explaining a restaurant experience.
• Can understand dialogue related to a past restaurant experience.
• Can understand short emails about a restaurant.
• Can understand simple stories about what happened in a certain restaurant.

 Written Expression

• Can create a menu.
• Can write simple cooking recipes.
• Can make a brochure to promote a restaurant.
• Can write descriptive paragraphs about a restaurant.
• Can write emails complaining about a restaurant's service.
• Can write electronic messages suggesting a restaurant.
• Can write flyers to promote a restaurant.
• Can write emails explaining his/her experiences in a restaurant.
• Can write simple dialogues that take place in a restaurant.
• Can write descriptive paragraphs about his/her last restaurant experience. 

Unidad 4: ¡Un buen día para comprar!

Oral Comprehension

• Can understand a vocabulary about fruits, vegetables, and clothing.
• Can understand when someone describes fruits, vegetables, and clothing.
• Can understand when individuals describe the places where fruits, vegetables and clothing are sold.
• Can understand sentences that express interest, comparison, likes, and preference about a certain fruit, vegetable, or clothing.
• Can understand when individuals speak about measurements, prices, and/or discounts.
• Can understand vocabulary related to buying and selling fruits and vegetables.
• Can understand simple conversations related to buying fruits/vegetables/ clothing.
• Can understand simple stories about one’s experience at a grocery store or boutique. 

Oral Expression

• Can identify and use vocabulary about fruits, vegetables, and clothing.
• Can describe fruits, vegetables, and clothing.
• Can express interest,/preference,/satisfaction, or admiration for a certain fruit, vegetable, or a piece of clothing
• Can describe a clothing store (boutique) and a vegetable stall/market.
• Can compare two or more fruits, vegetables, or clothing.
• Can speak about tastes and preferences.
• Can speak about prices.
• Can speak about measurements.
• Can inquire and provide suggestions.
• Can buy or sell fruits, vegetables, and clothing.
• Can use words of courtesy and phrases when making a purchase or sale.
• Can inquire and respond on matters related to buying and selling.
• Can request for a discount.
• Can express emotion towards fruits, vegetables, or clothing.
• Can give thanks for something or for a service.
• Can maintain simple dialogues related to purchasing fruits, vegetables, or clothing.
• Can narrate one’s last experience about being at the market or at the  boutique.  

Written Comprehension

• Can understand brochures with names and description of fruits or vegetables along with their medicinal and nutritional properties.
• Can understand simple poems about fruits, vegetables or clothing.
• Can understand shopping lists.
• Can understand simple inventories made in a boutique.
• Can understand short dialogues related to the sale and purchase of fruits, vegetables or clothing.
• Can understand brochures, billboards, and flyers promoting a boutique.
• Can understand emails that request information on a boutique’s products and prices.
• Can understand short, simple descriptive paragraphs stating how a person dresses.
• Can understand simple letters of appreciation or satisfaction for a product or service.
• Can understand short writing about the latest experience being at a market or boutique.

Written Expression

• Can create brochures to provide the name and description of the fruits or vegetables along with their medicinal and nutritional properties (the information can be factual or fictitious).
• Can write poems about a certain fruit or vegetable.
• Can create lists of fruits and vegetables with their respective prices.
• Can write short dialogues related to buying and selling fruits and vegetables.
• Can write paragraphs about the last time he/she went to the market to buy fruits and vegetables.
• Can write shopping lists of the clothes he/she intends to purchase for his/her birthday.
• Can write inventories of the clothing items found in his/her store.
• Can write paragraphs about the different types of clothing he/she will wear at church, park, school and the beach. 
• Can write dialogues that take place in the boutique.
• Can write brochures promoting the boutique.
• Can create emails requesting information about the boutique’s products and prices.
• Can write advertisement signs announcing a current promotion in the boutique.
• Can write letters of satisfaction for the products and services provided.
• Can write paragraphs about the last time he/she visited the boutique.

5.4.2.3 Functional Content of the Spanish Program, Level B1

 Unidad 1: ¡Me encanta ir a nadar!

Oral Comprehension

• Can understand when someone speaks about their or other people’s hobby.
• Can understand videos or audios about an individual or group’s leisure time.
• Can understand dialogues related to leisure time.
• Can understand the experiences of others about how they spend their leisure time with their family. 
• Can understand when someone plans an individual or family outing/reaction.
• Can understand when individuals argue about leisure time.
• Can understand when someone suggests how to enjoy one’s free time.
• Can understand details necessary to spend an enjoyable leisure time.
• Can understand instructions on how to organize a leisure time activity.

Oral Expression

• Can inquire and respond to questions about leisure time activities.
• Can speak about his/her hobby or other people’s hobby.
• Can describe a personal or family’s leisure time experience.
• Can tell how he/she spent his/her vacation time with the family.
• Can express feelings and reactions related to leisure time.
• Can provide details of situations that interrupted his/her family or individual leisure time.
• Can express future plans for individual or family leisure time.
• Can argue about leisure time.
• Can demonstrate support towards leisure time.
• Can suggest how to enjoy leisure time.
• Can list activities necessary to have an enjoyable time during his/her leisure time.
• Can provide instructions on how to organize leisure time activities.
• Can provide and speak (give and talk) about having an enjoyable time during his/her leisure time.
• Can create audios/videos inviting friends to have an enjoyable time during their leisure time.
• Can discuss the topic of “leisure time”.
• Can express benefits or importance of having leisure time.

Written Comprehension

• Can understand vocabulary related to leisure time.
• Can understand written stories about leisure time.
• Can understand written plans for leisure time.
• Can understand written dialogues about leisure time.
• Can understand written texts about family hobbies.
• Can understand letters about family or individual hobbies.
• Can understand notes on leisure time.
• Can understand catalogs that offer an enjoyable family time.
• Can understand brochures containing information about entertainment venues.
• Can understand advertisements about entertainment offers.
• Can understand instructions on how to have an enjoyable family time.
• Can understand when someone expresses feelings, opinions, or arguments related to leisure time. 

Written Expression

• Can write complete sentences about leisure time.
• Can describe, in writing, a personal or family experience related to leisure time.
• Can write stories about leisure time.
• Can write detailed plans for leisure time.
• Can write dialogues about leisure time.
• Can write texts related to family hobbies.
• Can write letters about family or individual hobbies.
• Can write notes about leisure time.
• Can organize catalogs/brochures that offer an enjoyable family time.
• Can make posters promoting entertainment offers.
• Can write instructions on how to have an enjoyable family time.
• Can tell stories about a hobby/ies.
• Can express feelings, opinions, and arguments about leisure time in writing.

Unidad 2: ¡Celebremos juntos!

Oral Comprehension

• Can understand vocabulary about celebrations.
• Can understand when someone describes a certain celebration.
• Can understand when someone speaks about times and dates.
• Can understand short stories about celebrations.
• Can understand when a person is invited to a celebration.
• Can understand when a person accepts or declines an invitation.
• Can understand when individuals describe the events of a particular celebration.
• Can understand short dialogues related to celebrations.
• Can understand simple explanations about cultural aspects.

Oral Expression

• Can identify and utilize the vocabulary of the different annual celebrations in a community.
• Can describe celebrations.
• Can speak about the dates on which the celebration will take place.
• Can demonstrate interest towards a certain celebration.
• Can narrate a personal experience of a celebration.
• Can invite someone to accompany him/her to a particular celebration.
• Can accept and refuse to go to a certain celebration.
• Can predict how the party/celebration will be.
• Can explain the events that took place at a certain celebration.
• Can explain the cultural aspects of different celebrations.
• Can express emotion towards a certain event.
• Can sustain a dialogue related to a certain celebration.
• Can retell past experiences regarding a specific celebration. 

Written Comprehension

• Can understand brochures containing information about different annual celebrations and their specific date.
• Can understand posters, flyers, or invitation cards.
• Can understand short and simple paragraphs that explain the different activities that took place in a certain celebration.
• Can understand simple dialogues related to annual celebrations or a particular holiday.
• Can understand simple stories about the events that took place at a certain celebration.
• Can understand messages that express satisfaction and excitement for a particular celebration.

Written Expression

• Can create a yearly calendar of different celebrations that occur throughout the year.
• Can write posters or flyers promoting a certain celebration.
• Can write paragraphs about his/her experience at a certain celebration.
• Can write messages expressing satisfaction and emotion for a particular celebration.
• Can write dialogues about attending a certain celebration.
• Can write lists of the things needed for a party. 
• Can write an invitation for his/her birthday party.
• Can write electronic messages confirming his/her presence at a celebration.
• Can write three narrative paragraphs stating his/her last birthday/celebration. 

Unidad 3: ¡Cuida de tu salud!

Oral Comprehension

• Can understand vocabulary about the parts of the body.
• Can understand when someone describes the different parts of the body.
• Can understand vocabulary about the most common diseases.
• Can understand when individuals speak about the symptoms, preventions, treatments, etc. in a simple way.
• Can understand when others express simple phrases by expressing what they feel.
• Can understand simple questions about health status.
• Can understand when individuals speak about their health status.
• Can understand instructions related to health status.
• Can understand dialogues related to health.
• Can understand simple stories of a disease acquired in the past.

Oral Expression

• Can identify and use vocabulary of different parts of the body.
• Can describe the different parts of the body.
• Can speak, in a simple way, about the function of each part of the body.
• Can identify and utilize vocabulary of most common diseases found in the environment.
• Can speak, in a simple way, about symptoms, prevention, treatment, etc. of a disease.
• Can express emotions concerning his/her health.
• Can manage simple expressions about his/her health status.
• Can sustain simple dialogues related to a certain disease.
• Can utilize statements to demonstrate empathy towards individuals regarding their health status.
• Can interact with the people in a health clinic in a simple way.
• Can describe his/her health status.
• Can describe the health status of a friend or a family member.
• Can ask and answer questions about the health status of certain individuals.
• Can provide prescriptions.
• Can provide simple instructions regarding the use of medications.
• Can explain, in a simple way, how he/she acquired a disease in the past.  

Written Comprehension

• Can understand simple information about parts of the body.
• Can understand simple information about the most common diseases.
• Can understand prescriptions and medical instructions.
• Can understand medical forms, such as Social Security forms.
• Can understand simple emails and messages about health.
• Can understand written dialogues related to health.
• Can understand simple past health stories.

Written Expression

• Can write two descriptive paragraphs stating the function of certain parts of the body.
• Can create brochures about common illnesses.
• Can write simple prescriptions.
• Can fill out forms from Social Security or other institutions.
• Can write simple letters expressing his/her health status.
• Can write prescriptions.
• Can write condolences messages/letters.
• Can write electronic messages about a health emergency.
• Can write get-well cards showing empathy for another person.
• Can write posters or flyers promoting the prevention of a certain disease.
• Can fill out health survey forms.
• Can write health-related dialogues.
• Can write two narrative paragraphs about a past health experience.

5.4.2.4 Functional Content of the Spanish Program, Level B2

 Unidad 1: ¡Somos lo mejor!

 Oral Comprehension

• Can understand when individuals speak about how certain young people have overcome obstacles.
• Can understand videos/audios related to the youths of today.
• Can understand when someone speaks about what they want to acquire in life and how they intend to obtain it.
• Can understand oral histories/stories about experiences of young people, who have achieved their life goals and objectives.
• Can understand news regarding young people who have triumphed in national/international competitions.
• Can understand workshops about persuading young people through the experience of others.
• Can understand speeches about the advantages of having a good friend and the disadvantages of having a bad friend.
• Can understand police speeches about the risks young people encounter when they mingle with bad friends.
• Can understand when teachers praise positive class behavior.
• Can understand when a person expresses the positive qualities of an individual.

 Oral Expression

• Can provide details about some situations that have hindered him/her from succeeding in life.
• Can tell stories of young people who have succeeded in life and express their point of view on the matter.
• Can express what he/she would like to have and how he/she would acquire it.
• Can present small motivational speeches focused on the progress of young people, both academically and professionally.
• Can explain how he/she has developed academic skills that have assisted him/her to grow in the academic field.
• Can praise young people who have succeeded in life, emphasizing their effort in achieving life goals.
• Can express his/her point of view about good and bad friendships.
• Can describe a good friend in detail by providing examples.
• Can defend negative points of view on the personality of an individual with a solid foundation.
• Can defend negative points of view on the personality of an individual by using solid evidence.
• Can clearly and consistently state how one’s attitude should be in order to have a good relationship with classmates.

 Written Comprehension

• Can understand texts or news about the social reality of young people today.
• Can understand written stories about young people who have succeeded in the academic and professional fields.
• Can understand letters/texts of an individual expressing what he/she wants to acquire in the future.
• Can understand a text that indicates disagreement towards the decision of many young people along with the proposed solutions/recommendations.
• Can understand texts that contain detailed information about the physical and intellectual abilities of well-known young people in the Hispanic world.
• Can understand letters that indicate what a person needed to do and overcome to become a triumphant individual.
• Can understand texts that provide physical and intellectual qualities that help improve an individual's personality.
• Can understand statements of expected character traits of a true friend.
• Can understand stories where the personality of an individual is valued.
• Can understand texts about the positive consequences of a good personality.

Written Expression

• Can write texts/letters expressing his/her wishes for the future.  
• Can write texts that serve as motivation for the young generation to look for ways to succeed in life by overcoming current challenges.
• Can propose (in writing) solutions about certain difficulties this young generation need to overcome to achieve desired goals. 
• Can write dialogues discussing the best method to achieve what is desired in life.
• Can write paragraphs indicating the reasons why many young people succeed in life while others don’t.
• Can write imaginary stories about a young person overcoming obstacles to be successful in his/her studies.
• Can write family letters about the positive character traits of his/her friend.
• Can write poems, stories, or articles about the positive character traits of a good friend.
• Can describe his/her aptitude and attitude towards family members and friends in terms of establishing a good relationship.
• Can present, in writing, his/her class as the best example for the school.

Unidad 2: Un Buen Día Familiar

 Oral Comprehension

• Can understand the significance of a family to others.
• Can understand audios indicating the positive characteristic of a perfect family.
• Can understand verbal opinions about the content of a film.
• Can understand when someone shows interest or dissatisfaction with a particular movie.
• Can understand the explanation of the preparations needed to be carried out when receiving a friend’s visit.
• Can understand stories about the preparations a family did as they expected the arrival of a friend.
• Can understand when other people express emotion about a certain event.
• Can understand the personal opinion of some individuals concerning a particular event. 

Oral Expression

• Can value and/or disagree with the significance of “a family” to others.
• Can express appreciation for his/her family.
• Can express emotion towards a specific movie.
• Can narrate the content of his/her favorite movie.
• Can provide his/her opinion concerning the preparations needed to welcome a visiting friend.
• Can express his/her experience when visiting their best friend for the first time.
• Can answer questions about a particular event.
• Can provide the details of how a successful celebration should be.

 Written Comprehension

• Can understand texts focused on how an exemplary family should be.
• Can understand abstract messages about an exemplary family.
• Can understand texts containing the plans for a family day.
• Can understand statements expressing the desires of each family member with respect to a certain film.
• Can understand letters announcing the arrival of a friend or a loved one.
• Can understand written plans preparing to receive a person.
• Can understand the occurrences of an event when presented in writing.
• Can understand a written plan to organize a specific event.

Written Expression

• Can write stories about the best family in the world.
• Can write family experience valuing their good qualities and emphasizing what needs to be avoided to become better.
• Can write paragraphs explaining the reasons why and why not a certain movie should be seen.
• Can write notes recommending a certain move and stating reasons why.
• Can write letters informing family members and friends about his/her arrival for a certain celebration.
• Can write plans to host one’s best friend at home.
• Can state one’s opinion on how a successful event should be.
• Can show disagreement through writing about some events that are considered irrelevant.

Unidad 3: ¡No sé qué decirte!

Oral Comprehension

• Can understand when others talk about a past event.
• Can understand current news based on familiar topics.
• Can understand when an individual expresses feelings and emotions.
• Can understand when people are seeking help.
• Can understand oral messages when an interlocutor expresses doubt concerning a specific topic or situation.
• Can understand when people express disbelief about a topic or situation.
• Can understand another person's opinion, suggestion, or point of view on a common issue or situation.
• Can understand video where the solution to a certain problem or situation is expressed.
• Can understand recorded messages that provide support for others in different situations.
• Can understand when someone offers immediate support in a difficult situation. 

Oral Expression

• Can describe, in detail, the occurrences in a certain situation.
• Can express empathy towards other individuals, who have experienced a particular event.
• Can express feelings or empathy towards others.
• Can narrate stories about having a terrible experience.
• Can express doubt about a particular issue or situation.
• Can argue on a particular issue or situation.
• Can draw conclusions about a specific topic or situation.
• Can advise individuals on what measures to implement in a specific situation.
• Can express support for another person, who is undergoing a difficult situation.
• Can list different methods of support for different situations.

Written Comprehension

• Can understand texts about the different situations or events that normally occur in society.
• Can understand news that is written about a specific event.
• Can understand notes or letters from people expressing terrible experiences/situations.
• Can understand written messages about the loss of a loved one.
• Can understand texts that present confusing or uncertain situations.
• Can understand stories that cause doubt about its content.
• Can understand writings giving suggestions and/or opinions on a particular topic.
• Can understand written messages that express individuals’ point of view on a particular topic or situation.
• Can understand written messages where others offer support for a specific situation.
• Can understand stories stating a situation when a person was rendered support/assistance.

Written Expression

• Can write about a particular event demonstrating empathy towards an individual.
• Can write letters narrating a particular event to express feelings or emotions.
• Can write a message exposing his/her horrifying situation or experience.
• Can write letters narrating to family members the difficulties he/she is undergoing.
• Can express doubt or uncertainty when composing a particular message.
• Can express negation on a particular point.
• Can express opinions, suggestions, or point of view on a particular topic or situation.
• Can write a report describing actions that can help solve a specific situation.
• Can write a message offering support to another person.
• Can write a text specifying how to help a colleague who has gotten into a difficult situation.  

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