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青少年西班牙文:高級程度(第 1 部分)
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課堂經歷
Register today with the Music & Language Learning Center with a $25 discount: 𝐋𝐀𝐍𝐆𝐔𝐌𝐋𝐋𝐂𝟐𝟓𝟐𝟓 𝙍𝙚𝙢𝙞𝙣𝙙𝙚𝙧: 𝙄𝙛 𝙮𝙤𝙪𝙧 𝙨𝙩𝙪𝙙𝙚𝙣𝙩 𝙝𝙖𝙨 𝙣𝙤𝙩 𝙩𝙖𝙠𝙚𝙣 𝙖𝙣𝙮 𝙘𝙡𝙖𝙨𝙨𝙚𝙨 𝙬𝙞𝙩𝙝 𝙪𝙨 𝙗𝙚𝙛𝙤𝙧𝙚, 𝙬𝙚 𝙝𝙞𝙜𝙝𝙡𝙮 𝙧𝙚𝙘𝙤𝙢𝙢𝙚𝙣𝙙 𝙖 𝙘𝙤𝙣𝙨𝙪𝙡𝙩𝙖𝙩𝙞𝙤𝙣. Students younger than 10 years of age who are interested in this course, will need to schedule a 15-minute consultation as this course is designed specifically for students between 10-14 years old who have a background in the Spanish Language. Upon completion, the following class would be...
16 lessons//16 Weeks
Week 1Lesson 1Introductions & Present Subjunctive, Part 1Learners will review concepts learned from the previous course. We will learn more about the formation of the present subjunctive through the use of: -ar, -er, and -ir verbs, irregular verbs, and verbs with orthographic changes. Students will also learn about the present subjunctive: after certain impersonal expressions, verbs, conjunctions, and after 'cuando'. In addition, learners will about dependent adjective clauses after the expressions por más que and por mucho que, after ojalá, acaso, quWeek 2Lesson 2Introductions & Present Subjunctive, Part 1Learners will review concepts learned from the previous course. We will learn more about the formation of the present subjunctive through the use of: -ar, -er, and -ir verbs, irregular verbs, and verbs with orthographic changes. Students will also learn about the present subjunctive: after certain impersonal expressions, verbs, conjunctions, and after 'cuando'. In addition, learners will about dependent adjective clauses after the expressions por más que and por mucho que, after ojalá, acaso, quWeek 3Lesson 3Present Subjunctive, Part 2Learners will have the opportunity to apply their knowledge using the present subjunctive with an in-class activity where they will also learn when to use the present subjunctive, expressing doubt or uncertainty, expressing orders, requests, or advice, and after certain conjunctions. Learners will read a short story called "La despedida" for reading comprehension.Week 4Lesson 4Present Subjunctive, Part 3Students will also learn about the present subjunctive: after certain impersonal expressions, verbs, conjunctions, and after 'cuando'. In addition, learners will about dependent adjective clauses after the expressions por más que and por mucho que, after ojalá, acaso, quizás, tal vez, aunque, after compounds of -quiera, and como.Week 5Lesson 5The Preterit Tense, Part 1Learners will learn about the formation of the preterit with the regular -ar, -er, and -ir verbs along with its uses. In this lesson, they will learn about the formations of the preterit through a series of in-class exercises and its uses of the preterit.Week 6Lesson 6The Preterit Tense, Part 2In this module, learners will review the uses of the preterite and learn more about the preterit using irregular verbs, the stem changes in the third person with -ir verbs, along with verbs and their orthographic changes using the -ar, -er, and -ir verbs. Learners will also learn about verbs with special meanings in the preterit. Learners will read a short story called "En la corte" in class.Week 7Lesson 7The Preterit Tense, Part 3Learners will present their short stories that use the irregular verbs in the preterit and will continue practicing this concept through speaking exercises and games. Learners will learn about Ir Verbs with Stem Changes in the Third Person, and read a short story in class.Week 8Lesson 8Verbs with Orthographic ChangesLearners will be introduced to verbs with orthographic changes that include for -ar verbs. There will be several in-class activities that will help enforce that for learners.Week 9Lesson 9Spelling Changes for -er and -ir VerbsLearners will be introduced to verbs that have spell changes for -er and -ir verbs and verbs with special meanings in the preterit. There will be an in-class reading where learners will pretend to participate in a play. There will be an assignment where learners will write a short script that uses the verbs learned in this lesson.Week 10Lesson 10The Imperfect Tense, Part 1Learners will share the stories that they had written using the present subjunctive. This lesson will introduce the imperfect tense, how it is formed, and the regular -ar, -er, and -ir verbs.Week 11Lesson 11The Imperfect Tense, Part 2Learners will learn more about the uses of the imperfect tense and different examples of how it is formed through a series of in-class speaking exercises. There will be a reading assignment learners will be provided with.Week 12Lesson 12The Preterit or Imperfect?Learners will review the differences between the preterit and imperfect through a series of speaking exercises and through the verbs: querer, poder, and saber.Week 13Lesson 13The Preterit & Imperfect Versions of the Verb 'Ir & Double Object PronounsLearners will develop their understanding of how the verb 'ir' is used in both the preterit and imperfect. There will be a new topic presented in class that includes the use of double object pronouns. There will be a short project where learners will write a story talking about the past using the preterit and imperfect tenses using a series of characters provided by the teacher.Week 14Lesson 14Short StoryLearners will share their stories in class where they will have an opportunity to act them out for one another. There will also be an opportunity to discuss the final project.Week 15Lesson 15ReviewLearners will do a final review of the topics covered throughout the class.Week 16Lesson 16Final ProjectLearners will present a cultural history project of their choice that focuses on an aspect of Latin & Hispanic culture using the past tense.
- Learners will continue to build their skills in reading, writing, grammar, and comprehension skills in Spanish through a series of in-class exercises, assignments, activities, and projects in the Spanish language.
𝐁𝐫𝐢𝐚𝐧𝐚 𝐌𝐚𝐫𝐪𝐮𝐞𝐳 23 years old, was born in Alabama but raised in New Mexico with her Mexican parents. Her parents would always go back and forth to Mexico since they lived very close to the frontier. She was raised with English and Spanish as her native languages. Since she was very young, she knew she wanted to be a teacher, she enjoys spending time with children, and she is known for being very patient with them, that’s why she decided to go to college and major in Education. Since she began college, she started working as an ESL online teacher which she has been doing for 2 years. She has also been a volunteer for 5 years, teaching various subjects across the country of Mexico, during her free time. She has a 7-year-old niece with ADHD, daughter of a single mom, a full-time worker, and a student. She helps her niece with online school and homework. She is glad she chose this career path where she can help others learn something new but especially those in need. She believes that her job as a teacher is to be a guide, learning from them is just as important as what they learn from her. She also believes each child has their own abilities and struggles, she can understand that, help them grow and blossom inside the classroom no matter what their learning skills are. The joy of seeing a kid being excited from something they learned, even if it was as simple as a single word or sentence, is incomparable. EDUCATIONAL BACKGROUND: BA in Pedagogy, University of Monterrey (2019-2023) 120-hour TEFL certificate, TEFL Fullcircle (2019) Teaching and learning: The principles Teaching skills and managing the classroom Teaching listening, speaking, reading, and writing skills Teaching vocabulary, pronunciation, and grammar skills 𝐌𝐚𝐫𝐜𝐨𝐬 𝐃𝐞𝐥 𝐂𝐨𝐠𝐥𝐢𝐚𝐧𝐨 A specialist Spanish Teacher with over 12 years experience in international curricula at leading schools in New York. A native of Argentina, his own study of foreign languages prompted him to become immersed in American culture. It was during his graduate studies, first at Stony Brook and later at NYU, that he began to foster his vocation as an educator, teaching more than thirty classes across the Spanish curriculum, from elementary to advanced courses. Marcos became a dynamic educational leader and a qualified and innovative advocate of integrating technology into education. He holds a PhD in Spanish from New York University. His research interests include modern Latin American arts, film, literature, architecture, and material culture. In parallel to his work as a researcher and educator, Marcos developed a career as a journalist and managing editor. Since 2013, he has collaborated with Panamá Revista, Vice Mexico, and Rolling Stone (among other magazines), where he published reviews on literature and culture. Also, Marcos worked as managing editor of emisférica.net (the Hemispheric Institute’s peer-reviewed scholarly journal), and participate in a project of compiling and translating texts on contemporary black activism in the United States, which was recently published in Argentina as Nuevo activismo negro. Finally, Marcos loves playing music (especially cello), playing soccer, traveling, cooking, and learning about other cultures. EDUCATIONAL BACKGROUND: New York University (2011-2018) Ph.D. Department of Spanish and Portuguese Languages and Literatures Dissertation: “Subjetividades (in)dóciles: representaciones culturales de los trabajadores argentinos en la primera mitad del siglo veinte” (under the guidance of Gabriel Giorgi). Stony Brook University (2009-2011). Masters. Department of Hispanic Languages and Literature. University of Buenos Aires (2000-2006) B.A. Major: Literature 𝐎𝐫𝐟𝐢𝐥𝐢𝐚 𝐖𝐚𝐫𝐝 A Tri-Lingual Spanish Teacher at the Music and Language Learning Center. She has over 22 years of experience in the education field, including Hispanic Linguistics, Spanish Teaching, Curriculum Development, and Course planning and facilitation; additionally, she is well-versed in administering DELE testing to students to identify what level of Spanish they need to be placed into. Before joining the Music and Language Learning Center, Orfilia taught at Nippon Hispanic Academy for 5 years while simultaneously teaching at the Langland language institute in Japan for 11 years, as a Spanish Language Professor. She also worked at Kawasaki Motors as a Spanish Teacher and at Kanagawa International School teaching young children Spanish; additionally, she also taught online at Take Lessons as a Spanish teacher for 6 years. She has vast experience teaching the Spanish language that spans over 22 years while teaching a wide age group of students ranging from the ages 5 to 81 years of age. Orfilia earned her Bachelor’s degree from Atlantic International University in Honolulu, Hawaii. She is a certified Spanish Curriculum Developer by Cervantes Spanish Institute furthermore she is well versed in the administering of the DELE and CEFR testing and language level placement; additionally, she has a certification in Microsoft Programs as an Office Assistant and is Certified in CPR. She was selected as “Professor of the Year” by the Language Institute and graduated toward the top of her class at Atlantic International University. Orfilia strives to make her lessons custom-tailored to each student and truly enjoys watching her students excel.
2 - 4 每週課外時間
Homework
頻率: 1-2 per week回饋: 如所須細節: There will be homework assignments assigned weekly that will help learners apply the concepts learned in the forms of exercises. There will also be recording assignments that will provide learners additional opportunities to practice with the instructor outside of class.Certificate of Completion
頻率: 包括細節:
Advanced Spanish Step-By-Step by Barbara Bergstein
教師專業知識和證書
2 老師有研究生學歷
碩士 in 音樂或戲劇或藝術 from University of Miami
碩士 in 音樂或戲劇或藝術 from Montclair State University
碩士 in 教育 from Longy School of Music of Bard College
1 老師擁有學士學位
學士學位 由 Atlantic International University
Greetings! I'm Kristine Dizon, PhD, Founder & Head Teacher of the 𝗠𝘂𝘀𝗶𝗰 & 𝗟𝗮𝗻𝗴𝘂𝗮𝗴𝗲 𝗟𝗲𝗮𝗿𝗻𝗶𝗻𝗴 𝗖𝗲𝗻𝘁𝗲𝗿 (MLLC). As both the course director and the creative force behind our curriculum, I've dedicated myself to crafting an innovative educational...
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團體課
US$288
用於 16 課程每週上課 x 1 次, 16 週
50 分鐘
有31 為學習者完成此課程
即時視訊會議
年齡: 10-14
3-5 每班學員人數