SPN-2002 Intermediate Spanish II
Semester hours: 4
Prerequisites: SPN 2001, two years of high school Spanish or equivalent or permission of instructor.
Delivery method: 4 credit hours - Lecture, Blended or Fully Online
Offered: Fall, Spring, Summer B2
IAI Equivalent: go to: http://www.itransfer.org HI 900 4 semester credits
A continuation of SPN-2001 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. Demonstrate speaking ability in the TL.
2. Demonstrate listening skill in the TL.
3. Demonstrate reading ability in the TL.
4. Demonstrate writing ability in the TL.
5. Demonstrate intermediate knowledge of the global Hispanic culture.
6. Demonstrate awareness of cultural diversity.
Outcome 1 - Student will demonstrate speaking ability in the 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 demonstrate listening skill 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 reading ability 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 demonstrate writing ability 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.
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. Writing activities are correlated to Atajo 4.0 Writing Assistant for Spanish.
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:
Part IV: BIENVENIDOS A LOS
PAISES ANDINOS: BOLIVA, ECUADOR Y PERU.
7. De compras.
8. En la ciudad.
Herencia cultural: Los países andinos: Bolivia, Ecuador y Perú.
Part V: BIENVENIDOS A LA COMUNIDAD HISPANA EN LOS EE.UU.
9. En la agencia de empleos.
10.En la empresa multinacional.
Herencia cultural: La comunidad hispana en los EE.UU.
Part VI: BIENVENIDOS AL CONO SUR: ARGENTINA, CHILE, PARAGUAY Y URUGUAY.
12. Los deportes.
Herencia cultural: El Cono Sur: Argentina, Chile, Paraguay y Uruguay.
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 - 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
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 seven through twelve 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 Atajo Writing Assistant.
Student requirements and methods of evaluation:
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. Oral and written assessments
7. 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
12/28/2014 - amp
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