SPN-2001 Intermediate Spanish I
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
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.
To apply analytical and problem-solving skills to personal, social and professional issues and situations.
To communicate orally and in writing, socially and interpersonally.
To develop an awareness of the contributions made to civilization by the diverse cultures of the world.
To understand and use contemporary technology effectively and to understand its impact on the individual and society.
To work and study effectively both individually and in collaboration with others.
To understand what it means to act ethically and responsibly as an individual in one's career and as a member of society.
To develop and maintain a healthy lifestyle, mentally, physically and spiritually.
To appreciate the ongoing values of learning, self-improvement and career planning.
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.
CHAPTER ORGANIZATION - GENERAL:
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.
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.
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.
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.
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.
CHAPTER ORGANIZATION - SPECIFIC:
Capítulo 1: Nuestra música:
C1.1a Associating words with objects
C1.1b Músicos Latinos
C1.2a Discuss daily activities
C1.2b Discuss actions
C1.2cDiscuss likes and dislikes
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
C1.4a 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.2 personal pronouns
Capítulo 2: Yucután: Un lugar inolvidable
C2.1a Tarjetas de ayuda
C2.1.b <En Yucatán>
C2.2a Discuss daily activities
C2.2b Discuss daily activities in the past
C2.2c Discuss past accomplishments
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>
C2.4a Vídeo: <Nina Pacari>
C2.4b Culture in action: <Una visita a Tulum>
C2.5 Repaso de gramática
C2.5a The subject: noun phrases
C2.5c.1 <Acabar de> + infinitive
C2.5c.2 Imperfect indicative
C2.5d Preterite indicative
Capítulo 3: El mundo del trabajo
C3.1a Grouping words and phrases
C3.2a Avoid repetition
C3.2b Discuss people and things
C3.2c Make comparisons
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
C3.4a 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
C4.1a <Juegos de mesa>
C4.1b <Los deportes y el ocio>
C4.2a Cause and effect
C4.2b Emotions and value judgments
C4.2c Hypothetical situations in the past
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
C4.4a Vídeo: <La rana sabia>
C4.4b Culture in action: Sports and hobbies
C4.5 Repaso de gramática
C4.5b.2 Subordinate clauses
C4.5b.3 Present subjunctive
Capítulo 5: El medio ambiente: Enfoque en nuestra planeta
C5.1a Learn homonyms
C5.1b Vocabulary in action: <El medio ambiente>
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
C5.3a 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
C5.4a 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.2 Imperfect subjunctive
C5.5b.3 <Si> clauses
Conversational modeling in TL
Audio practice tracks
Oral response to audio prompts
Electronic flash cards
Electronic dasher drills
Question and answer
TEXT AND WORKBOOK:
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.
ANCILLARY MATERIALS AND SERVICES:
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
Summative Assessments - These assessments measure student progress against course objectives and contribute to the course grade.
1. Participation in class
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.
2. Classroom Assessment Techniques [CATs]
IVCC Grading Scale: <60%=F, 60-69%=D, 70-79%=C, 80-89%=B, 90-100%=A
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