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Course Syllabus:

SPN-2001   Intermediate Spanish I

Semester hours: 4

Prerequisites: SPN 1001 or SPN 1002, two years of high school Spanish or equivalent, or permission of instructor.

Delivery method: Lecture - 4 credit hours - Blended or Fully Online

Offered: Fall, Summer

IAI Equivalent: go to: http://www.itransfer.org

Catalog description:


An intermediate Spanish course designed to foster development of the four essential skills of language acquisition: comprehension of spoken Spanish, reading comprehension, speaking and writing.


The course is taught in Spanish, the Target Language [TL],  with emphasis on composition as a medium of expression.


Through comparative analysis of selected literary works, the course develops an awareness of cultural and literary contributions from the 21 Spanish speaking societies.


 The student will develop, review and expand skills acquired through assigned study and will collaborate with other learners to develop projects, write journals and participate in discussions. Blended and fully online sections are available.

General Educational Goals Addressed:
Upon completion student will be able...

  1. To apply analytical and problem-solving skills to personal, social and professional issues and situations.

  2. To communicate orally and in writing, socially and interpersonally.

  3. To develop an awareness of the contributions made to civilization by the diverse cultures of the world.

  4. To understand and use contemporary technology effectively and to understand its impact on the individual and society.

  5. To work and study effectively both individually and in collaboration with others.

  6. To understand what it means to act ethically and responsibly as an individual in one's career and as a member of society.

  7. To develop and maintain a healthy lifestyle, mentally, physically and spiritually.

  8. To appreciate the ongoing values of learning, self-improvement and career planning.

Expected learning outcomes and related competencies:
Upon completion of the course, the student will be able to...

1.        Speak comprehensibly in the target language [TL].

2.        Comprehend statements spoken in the TL.

3         Demonstrate comprehension of readings in the TL.

4         Write comprehensibly in the TL.

5.         Demonstrate intermediate knowledge of the global Hispanic culture.

6.         Demonstrate awareness of cultural diversity.


Outcome 1 - Student will speak comprehensibly in the target language [TL].

Competency 1.1 Begin, sustain and close a  conversation.

Competency 1.2 Ask and answer questions.

Competency 1.3 Speak in complete sentences.

Outcome 2 - Student will comprehend statements spoken in the TL.

Competency 2.1 Understand classroom instructions.

Competency 2.2 Understand classmates when they speak in TL during class activities.

Competency 2.3 Understand the main ideas in native speaker conversations during class activities.

Outcome 3 - Student will demonstrate comprehension of readings in the TL.

Competency 3.1 Guess the meaning of unknown words through cognate recognition, prefixes and suffixes and context clues.

Competency 3.2 Comprehend authentic materials containing basic vocabulary for thematic units studied.

Competency 3.3 Comprehend the main ideas in readings about material studied in class.

Outcome 4 - Student will write comprehensibly in the TL.

Competency 4.1 Write same information as oral exercises in class.

Competency 4.2 Write intermediate paragraphs and narratives that could be understood by a native speaker..

Outcome 5 - Student will demonstrate intermediate knowledge of global Hispanic culture.

Competency 5.1 Recognize, discuss and write about cultural differences in material studied in class.

Competency 5.2 Understand origins of customs and traditions in other cultures.

Competency 5.3 Understand origins of customs and traditions in student's own culture.

Outcome 6 - Student will demonstrate awareness of cultural diversity.

Competency 6.1 Examine and reflect on personal and civic values and responsibilities in the global community.

Competency 6.2 Understand and develop sensitivity to language, values, customs and traditions of others.

Course topics and content requirements:


•           Introducción:

A photograph introduces students to the chapter theme and provides learners with a visual organizer for each chapter. An outline of the chapter contents serves as an introduction to the chapter and provides students with a “road map” for learning.

•           Vocabulario:

Thematic vocabulary is presented through a reading and practiced through a variety of communication-based activities.

Each Vocabulario section is introduced with a suggestion designed to help students learn new terms and phrases.

•           Conversación:

Every chapter features three language functions related to the chapter theme. These functions are coordinated with the Perspectiva gramatical at the end of the chapter. Each Función features activities for in-class pair and group practice.

•           Lectura:

Focuses on developing the reading skill with cultural and literary readings as well as a section dedicated to literary analysis. Each Lectura section is introduced with a suggestion designed to help students practice reading strategies. It also presents preparation and comprehension activities based on the readings.

o          The Lectura cultural section presents an authentic Spanish text from a newspaper or popular magazine that highlights and expands the chapter theme.

o          The Pequeño diccionario presents words and phrases that students will need to comprehend the passages.

o          A literary text (representing a variety of countries and genres) is accompanied by pre-, mid-, and post-reading activities for pair and group practice.

•           Cultura:

Offers a video section relating video segments to the chapter theme with pre-viewing, viewing, and post-viewing activities for each segment.

Cultura en acción provides the whole class with a cultural experience that simulates a real-life activity or that directs them toward individual research building upon the chapter topics and concepts.

•           Repaso de gramática:

Perspectiva linguística provides a global perspective on how the Spanish language works.

Perspectiva gramatical provides students with a brief explanation of each grammar point followed by charts, examples, and individual practice. These structures are coordinated with the Conversación section in the Segunda etapa of the textbook and practiced in the Práctica de estructuras.



Capítulo 1: Nuestra música:

C1.1 Vocabulary

C1.1a Associating words with objects

C1.1b Músicos Latinos

C1.2 Conversación

C1.2a Discuss daily activities

C1.2b Discuss actions

C1.2cDiscuss likes and dislikes

C1.3 Reading

C1.3a Reading comprehension based on prior knowledge

C1.3b Cultural reading <Nuestra gloria>

C1.3c Literary reading <Versos sencillos>. José Martí

C1.3d Literary analysis: Poetry

C1.4 Cultura

C1.4a Video <El baile flamenco>

C1.4b Culture in action: <El festival de la música>

C1.5 Repaso de gramática

C1.5a  The sentence

C1.5b  Present indicative

C1.5b.1 Haber

C1.5b.2 personal pronouns

Capítulo 2: Yucután: Un lugar inolvidable

C2.1 Vocabulary

C2.1a Tarjetas de ayuda

C2.1.b <En Yucatán>

C2.2 Conversación

C2.2a Discuss daily activities

C2.2b Discuss daily activities in the past

C2.2c Discuss past accomplishments

C2.3 Reading

C2.3a Recognizing cognates

C2.3b Cultural reading: <El guerrero y Sak-Nicté>

C2.3c Literary reading: <El Popol Vuh: Capítulo primero>

C2.3d Literary analysis: <Los mitos>

C2.4 Culture

C2.4a  Vídeo: <Nina Pacari>

C2.4b Culture in action: <Una visita a Tulum>

C2.5 Repaso de gramática

C2.5a  The subject: noun phrases

C2.5b Nouns

C2.5c.1 <Acabar de> + infinitive

C2.5c.2 Imperfect indicative

C2.5d Preterite indicative

Capítulo 3: El mundo del trabajo

C3.1 Vocabulary

C3.1a  Grouping words and phrases

C3.1b Idioms

C3.2 Conversation

C3.2a Avoid repetition

C3.2b Discuss people and things

C3.2c Make comparisons

C3.3 Reading

C3.3a Revise text

C3.3b Cultural reading: <Seis empleos fáciles>

C3.3c Literary reading: <Presagios>. José Alcántara Almánzar

C3.3d Literary analysis: The short story

C3.4 Culture

C3.4a Vídeo: <Volkswagen de México>

C3.4b Cullture in action: The importance of being bilingual

C3.5 Repaso de gramática

C3.5a The nucleus

C3.5b.1 Indirect object pronouns

C3.5b.2a  Direct object pronouns

C3.5b.2b Double object pronouns

C3.5b.3 Comparisons of equality, superiority and inferiority

Capítulo 4: La diversión y el tiempo libre

C4.1 Vocabulary

C4.1a  <Juegos de mesa>

C4.1b <Los deportes y el ocio>

C4.2 Conversation

C4.2a  Cause and effect

C4.2b Emotions and value judgments

C4.2c Hypothetical situations in the past

C4.3 Reading

C4.3a Identify the main idea

C4.3b Cultural reading: <¡Desafía la altura!>

C4.3c Literary reading: <Sala de espera>. Enrique Anderson Imbert

C4.3d Narrative voice

C4.4 Cultura

C4.4a  Vídeo: <La rana sabia>

C4.4b Culture in action: Sports and hobbies

C4.5 Repaso de gramática

C4.5a  Mood

C4.5b.1 Commands

C4.5b.2 Subordinate clauses

C4.5b.3 Present subjunctive

Capítulo 5: El medio ambiente: Enfoque en nuestra planeta

C5.1 Vocabulary

C5.1a  Learn homonyms

C5.1b Vocabulary in action: <El medio ambiente>

C5.2 Conversation

C5.2a  Discuss possible future events

C5.2b Discuss cause and effect, value judgments, emotions and uncertainties in the past

C5.2c Discuss past hypothetical situations

C5.3 Reading

C5.3a Search for important details

C5.3b Cultural reading: <Los 2 pasos del vaquero>

C5.3c Literary reading: <Noble campaña>. Gregorio Lopez y Fuentes

C5.3d Literary analysis: The structure of the short story

C5.4 Culture

C5.4a Vídeo <Las mariposas en Ecuador>

C5.4b Culture in action: An environmental conference

C5.5 Repaso de gramática

C5.5a  Verbs of being

C5.5b.1 Conditional

C5.5b.2 Imperfect subjunctive

C5.5b.3 <Si> clauses

Instructional methods:

Conversational modeling in TL

Group work


Audio practice tracks

Oral response to audio prompts

Electronic flash cards

Electronic dasher drills

Web quests

Class discussion


Oral presentations


Question and answer

Instructional materials:


De Paseo, Third edition; Long, Macián; published by Thomson-Heinle.

Organization of text:

De Paseo consists of ten chapters, each focusing on a theme: music, Mayan civilization, the working world, hobbies and leisure, ecology and environment, Latinos in the United States, wellness, strange phenomena, holidays and traditions, and the arts. Each chapter theme is reflected in the vocabulary, grammar functions, culture, and the reading, writing and speaking activities. In this semester, material from chapters one through five will be featured.



1. Language Resource Center [LRC] for collaborative/independent study.

2. Student audio CD program

3. Other Spanish language computer software in the LRC.

4. Student multimedia CD

5. Video: <Destinos>

6. Quia passcard electronic workbook

7. WebTutor passcard for BlackBoard

8. Atajo Writing Assistant


Student requirements and methods of evaluation:

Summative Assessments - These assessments measure student progress against course objectives and contribute to the course grade.

1. Participation in class

2. Journals

3. Assignments from text and resources

4. Minimum 2 hours per study unit from menu of homework activity options

5. Group work

6. Capstone Performance

7. Oral and written assessments

Formative Assessments - These assessments are not for grades; instead, they provide information to help students to learn and the instructor to teach.

1. Pre-assessment

2.  Classroom Assessment Techniques [CATs]

IVCC Grading Scale: <60%=F, 60-69%=D, 70-79%=C, 80-89%=B, 90-100%=A

Other references:

http://www.heinle.com  publisher web site

National Learning Standards for World Languages


last revised 01/04/2008-amp

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Anna Marie Pietrolonardo © 2005, All rights reserved