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Course Outline:

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

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, 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...
 

  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 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:

bullet Authentic Materials 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.
bullet Vocabulary Acquisition
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.
bullet Spiral Sequencing of Grammar
New grammar structures are introduced in small, manageable units along with recycling of previously learned material.
bullet  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.
bullet Critical Thinking Development Strategies
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.
bullet Development of Writing Skills
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.
bullet 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.
bullet Interactive 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 Information
Cross-cultural comparisons and contrasts are designed to help the student sensitivity to and appreciation of diverse cultures

 

CHAPTER ORGANIZATION - SPECIFIC:

bullet Capítulo preliminar Un autorretrato
bullet Part I: BIENVENIDOS A ESPANA.
1. La vida de todos los dias.
2. De vacaciones.
Herencia cultural: España.
bullet Part II: BIENVENIDOS A MEXICO.
3. En familia.
4. En el restaurante.
Herencia cultural: México.
bullet Part III: BIENVENIDOS A CENTROAMERICA, COLOMBIA Y VENEZUELA.
5. En la universidad.
6. En casa.
Herencia cultural: Centroamérica, Colombia y Venezuela.

 Introducción:

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.
Spanish–English Vocabulary.
Index.
Text Credits.
Photo Credits.

Instructional methods:
 

Conversational modeling in TL

Group work

Video

Audio practice tracks

Oral response to audio prompts

Electronic flash cards

Electronic dasher drills

Web quests

Class discussion

Journals

Oral presentations

Individual and Group Performances

Question and answer

Instructional materials:

TEXT AND HEINLE LEARNING CENTER:

496 Pages  Paperback
Interacciones, 7th Edition 
Emily Spinelli - University of Michigan - Dearborn
Carmen García - Arizona State University
Carol E. Galvin Flood - Bloomfield Hills Schools

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

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:

Cengage Learning publisher web site

http://academic.cengage.com/cengage/student.do?product_isbn=9781413033786&disciplinenumber=303&maintab=Basics&subtab=empty

 

National Learning Standards for World Languages

 

05/20/2012 - amp

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