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, Blended or Fully Online - 4 credit hours
Offered: Fall, Summer A
IAI Equivalent: go to: http://www.itransfer.org
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, and 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.
General Educational Goals Addressed:
Upon completion student will be able...
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 in the TL.
Competency 2.2 Understand classmates when they communicate 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:
CHAPTER ORGANIZATION - GENERAL:
and Language Models|
Use of authentic materials and language models provide student with the same type of learning materials that a native speaker would use.
Vocabulary is carefully selected and introduced early in each chapter to allow the student to incorporate new vocabulary into all aspects of skill development with grammar and thematic concepts of the study unit.
Spiral Sequencing of Grammar|
New grammar structures are introduced in small, manageable units along with recycling of previously learned material.
Skill Development Strategies|
The student will develop advanced proficiency of the Spanish language through practice of communicative functions such as creating with language within a variety of contexts; asking and answering questions; initiating, sustaining, and closing a conversation; and learning to respond to a predictable situation in the target culture.
Strategies for reading and listening employ exercises to be completed before, during, and after completion of the passage, encouraging step-by-step learning and critical thinking.
The student learns a new strategy for developing a composition related to the chapter topic, grammar, and functions and then utilizes that strategy through pre-writing "Antes de escribir," exercises. The students then use the pre-writing exercises to create the "A escribir" compositions, and end with post-writing ("Después de escribir") exercises designed to help students correct and revise.
Integrated Language and Culture|
Each chapter features a video section relating video segments to the chapter theme with pre-viewing, viewing, and post-viewing activities for each segment. Activities are designed to improve Spanish skills and develop appreciation of Hispanic culture.
exercises, activities and role plays|
Interactive activities and exercises in the text and in the web-based Heinle Learning Center thoroughly incorporate all cultural material so the student learns about Hispanic culture while learning to function within it.
Cross-cultural comparisons and contrasts are designed to help the student sensitivity to and appreciation of diverse cultures
CHAPTER ORGANIZATION - SPECIFIC:
|Capítulo preliminar Un autorretrato|
I: BIENVENIDOS A ESPANA. |
1. La vida de todos los dias.
2. De vacaciones.
Herencia cultural: España.
II: BIENVENIDOS A MEXICO. |
3. En familia.
4. En el restaurante.
Herencia cultural: México.
BIENVENIDOS A CENTROAMERICA, COLOMBIA Y VENEZUELA. |
5. En la universidad.
6. En casa.
Herencia cultural: Centroamérica, Colombia y Venezuela.
Appendix A: Alternative Version of
Drawings for ¿Qué me dices? Activities.
Appendix B: Vocabulary at a Glance.
Appendix C: Metric Units of Measurement.
Appendix D: The Writing and Spelling System.
Appendix E: Verb Conjugations.
Conversational modeling in TL
Audio practice tracks
Oral response to audio prompts
Electronic flash cards
Electronic dasher drills
Individual and Group Performances
Question and answer
TEXT AND HEINLE LEARNING CENTER:
Interacciones, 7th Edition
Emily Spinelli Carmen García Carol E. Galvin Flood Bundle: Text + iLrn™ Heinle Learning Center Printed Access Card
ISBN-10:113329264X | ISBN-13: 9781133292647
496 Pages Paperback ©2013
Published by Cengage Learning
Organization of text:
Interacciones consists of twelve chapters, each focusing on a theme: daily life, vacation, family, restaurant, university, home, shopping, city life, employment, international business, travel and sports. 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 six will be featured.
ANCILLARY MATERIALS AND SERVICES:
1. Black Board Course Shell featuring grade book, class announcements, course documents, study resources, discussion forum, web quests and course lesson plans and assignments.
2. Heinle Learning Center in Quia web-based platform featuring e-book, video, audio, collaborative activities, workbook, laboratory manual and text -based practice activities for reading, writing, listening comprehension and speaking.
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 activities
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
Cengage Learning publisher web site
National Learning Standards for World Languages
05/20/2012 - amp
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