Acceso is a complete, interactive curriculum for intermediate-level learners of Spanish. The materials on the site are provided freely to the public and are intended as a replacement for commercial textbooks, which are generally ill-suited to the learning outcomes now considered crucial to successful language study. These materials are supplemented by an online workbook built on the MySpanishLab platform of Pearson Education, Inc., as well as detailed lesson plans, rubrics for the evaluation of student work, and reliable instruments for measuring student progress and learning outcomes. Winner of 2012 Computer Assisted Language Consortium (CALICO) Focus Award

Reviews
CALICO Journal 29.2 (Jan 2012): 398-405.
Hispania 95.2 (June 2012): 365-366

The lab will start off with some conversation starters having to do with numbers, each prompt has a quantitative aspect involved. During the main activity lab students will get to learn each other's experiences in other countries, focusing on country similarities.

Spanish translation of CK-12 Conceptos de Ciencias de la Vida - Grados 6-8 - en Español. This segment describes the destruction of habits. The following concepts are evident: participles used as adjectives, present perfect, impersonal se, use of mente to create adverbs. Vocabulary used includes scientific cognates and ecology.

In this lesson, students learn the importance of migratory hummingbirds and how to help them face the impacts of climate change.

Step 1 - Inquire: Students listen to a legend about a hummingbird from the Nasca culture in Peru and wonder about the events in the story.

Step 2 - Investigate: Students explore the diversity of hummingbirds in North America and imagine the life of the ruby-throated hummingbird as it faces the impacts of climate change.

Step 3 - Inspire: Students reflect on efforts to support hummingbirds in Mexico and create an imaginative response of their own.

This OER: Fairy Tales, Myths and Legends IPA Choice board was created by Stephanie Werner and as part of the 2024 World Language OER Summer work and training. Educators worked with Chrystal Liu, Nick Ziegler and Dorann Avey to create OER Learning Plans and materials. The attached IPA Choice Board is designed for 7-12 World Language Teachers of Low to Mid level Intermediate second language learners.

Students are going to practice navigating hostelworld.com. They will find a hostel they like and identify different features of it. Students will learn to discuss preferences while traveling. Students will also learn more about using hostels while traveling abroad.

In this activity, students will practice giving directions and observing public plazas from French speaking countries.

3 minute videos. Illustrations telling a story, with captions describing the action, written in French, with French voice over narration. For instruction in beginning French Language learning classes.

This OER, German: Berufe / Professions, was remixed by Ashton Krueger as part of the 2024 World Language OER Summer work and training. Educators worked with Chrystal Liu, Nick Ziegler, Dorann Avey to find and create OER Learning Plans and materials.The attached Lesson Plan is designed for 9-12 World Language Arts teachers for Novice Learners of German. Students will discuss what they look for in a career and what their dream job is. They will also describe what people with different careers do at work and what kind of personalities do well in these jobs as well as consider job salaries. This lesson plan addresses the following NDE World Language Standard(s): NE WL Standards: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, and 3.1. It is expected that this activity will take 50 minutes to complete.

This is a short writing and grading rubric, taking 20-30 minutes for students to work on giving appropriate advice for a person they know who is sick using simple and complex sentences. 

First, students will view a slide with works from German artists.  They are going to describe the art with old and new adjectives.  There is a clue about art in the warm-up word slide, Deutsche Adjektive. (it is written in the colors of the rainbow and then the three primary colors). Then students put these new and old adjectives to use as they digitally search museums in Berlin, hunting for art that depicts certain adjectives.  Finally, in the end students share about other types of German art they enjoy - music, architecture, design, etc.

Students will practice planning a trip to a German city. They will need to follow a budget when planning their activities.

In this activity, students will talk about their everyday life and discuss the differences between life in Germany and in their own culture.

This Integrated Performance Assessment (IPA) is designed to assess students at an intermediate proficiency level. It includes tasks to assess students in the three modes of communication: interpretive, interpersonal, and presentational. The authentic resources included in this IPA address the themes of travel and geography.Suggested rubrics can be found in ACTFL Implementing Integrated Performance Assessment (2013) by Bonnie Adair-Hauck, Eileen W. Glisan, Francis J. Troyan.  Adapted from Howard County Public SchoolsImage source: "Luggage" by stux on Pixabay.com

A repeated action in the past, such as a repeated celebration or activity, uses the imperfect tense in Spanish.  This easy to learn tense has new endings and only three irregular verbs.  The imperfect tense differs from the preterite tense.  Although both indicate the past, the imperfect is for a repeated action in the past and the preterite is for a single event in the past.  Practice the new endings and usages in this seminar.ACTFL StandardsCommunication: Interpersonal Communication, Presentational CommunicationConnections: Making ConnectionsComparisons: Language ComparisonsLearning TargetI can give a clear and detailed childhood story and answer questions about the story.Habits of MindCreating, imagining, innovatingCritical Thinking SkillConstructing Support  

This is a unit to teach about narration in Spanish. OBJETIVOS DE APRENDIZAJE:  1. Puedo explicar lo que es una narración. 2. Puedo reconocer las partes principales de una narración y sus componentes básicos. 3. Puedo imaginar usos de una narración más allá del salón de clase. 4l Puedo escribir una narración efectiva con expresiones útiles.

Students will discuss their future career preferences. They will practice how to be persuasive with their speech to achieve something or to be convincing. Students will decide appropriate ways to talk about themselves and their talents in a formal setting.This OER Lancaster Spanish Level 4, Activity 07: El mundo del trabajo / The workplace (Face-To-Face) was remixed by Jill Camargo and as part of the 2024 World Language OER Summer work and training. Educators worked with Chrystal Liu, Nick Ziegler and Dorann Avey to create OER Learning Plans and materials. The attached Lesson/Activity is designed for 9 - 12 World Language Arts teachers for Novice Learners of Spanish. Students will analyze and evaluate the elements of literary text, build background knowledge to clarify text and deepen understanding, and use relevant evidence from a variety of sources to assist in analysis and reflection of complex text. This Lesson Plan addresses the following NDE World Language Standard(s): NE.WL.1.1.D, NE.WL.1.3.D, NE.WL.4.1.D  It is expected that this Lesson Plan will take students 90 minutes to complete