Intercultural Competence Survey
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Introduction
This unit is the fourth unit of Spanish 4, taking place between mid March and late April. There are about 60 students currently enrolled in Spanish 4, and most are sophomores, although some are juniors and seniors. They, on the whole, are academically quite bright and come into class ready to learn!
When starting the unit, students had learned all the verb tenses in the indicative mood, but had not yet learned the subjunctive. When taking this survey, students have learned the present subjunctive using the acronym WEDDING. This activity will be done well into the unit, after students have had time to practice with the subjunctive and have mastered the wedding vocabulary. They have also had the opportunity to learn much about weddings in other countries, including by participating in the virtual field trip.
The survey above is designed to assess students' intercultural competence surrounding weddings in Mexico and Spain, as well as make connections to the United States. Many of the ideas come from the following text: Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.
Learning Targets
This unit is the fourth unit of Spanish 4, taking place between mid March and late April. There are about 60 students currently enrolled in Spanish 4, and most are sophomores, although some are juniors and seniors. They, on the whole, are academically quite bright and come into class ready to learn!
When starting the unit, students had learned all the verb tenses in the indicative mood, but had not yet learned the subjunctive. When taking this survey, students have learned the present subjunctive using the acronym WEDDING. This activity will be done well into the unit, after students have had time to practice with the subjunctive and have mastered the wedding vocabulary. They have also had the opportunity to learn much about weddings in other countries, including by participating in the virtual field trip.
The survey above is designed to assess students' intercultural competence surrounding weddings in Mexico and Spain, as well as make connections to the United States. Many of the ideas come from the following text: Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.
Learning Targets
- Students will be able to use the target language to reflect on cultural products, practices and perspectives.
- Students will be able to explain what a "lazo" and "arras" symbolize.
- Students will be able to compare and contrast two weddings from the target language culture.
- Students will be able to use prior knowledge to draw connections between a Mexican wedding, a Spanish one, and one in the United States.
- Students will be able to explain how the subjunctive ties into Latino culture.
ACTFL Standards
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ISTE Standards
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