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SPN 106-02: Introduction to the Spanish Language II
Fall 2002
4 Credits
Susan K. Mooney
ARH 311D
Office Hours:
Monday
9:00 - 11:00 AM
Thursday 1:30- 2:30 PM
Friday 9:00 -10:00 AM
or by appointment
SYLLABUS
(Click here for Syllabus in printable form.)
Course Objectives: To achieve a favorable level of proficiency in oral and written Spanish through the emphasis on all areas of language use and skill:
LISTENING
• Listen
for general understanding and for specific information
•
Understand the instructor’s guidelines, presentations, questions
•
Understand native speakers’ descriptions, narrations, and dialogues
SPEAKING
• Ask
and answer questions using the vocabulary and structures studied
•
Interview other students on topics being studied
•
Summarize information obtained from speaking with others
•
Employ different verb tenses in order to discuss present, past and future
events
READING
•
Comprehend literary and nonliterary texts in terms of information, argument,
and style
•
Grasp facts of a Spanish text without translating it into English
•
Scan texts for an overall view
•
Infer words’ meaning by context
WRITING
• Write coherent sentences, paragraphs, and short compositions in response to questions, topics, pictures, or dramatic scenarios
* CULTURAL CONTEXTS: Language expresses the culture of the peoples who speak it. As students in Spanish 106 progress, they learn about varied aspects of Hispanic culture and will demonstrate that knowledge in the four areas of language proficiency.
At the end of this course successful students should be able to communicate in Spanish in these four capacities, understanding and employing the grammar and vocabulary covered in their studies at a relatively high degree of mastery (within the context and limits of an introductory course).
The course provides amply for opportunities and activities for students to develop their skills in all areas of Spanish acquisition. The emphasis of the course is on preparation and participation. This method requires students to attend class faithfully: through the regular --ideally daily-- practice of Spanish in the interactive situation of the classroom (and elsewhere), students can expect to achieve a surprisingly rapid and satisfying acquisition of Spanish that is immediately useful in academic and non-academic situations and contexts.
We start our textbook Puntos de partida at Chapter 8. Keep in mind that chapter 9 (the imperfect; superlatives; interrogative words), as well as a few selections from other chapters (notably ch. 16 for the simple future tense) are already taught in Spanish 105. Thus, some students in 106 may need to review these and other parts of the book to keep abreast of the instruction in 106. Please visit me for more support.
Required materials
Knorre, Marty, et al. Puntos de partida. Sixth Edition. New York: McGraw-Hill, 2001.
---. Puntos de partida Workbook and Lab Manual.
A good Spanish-English dictionary
Additional readings and handouts distributed in class or made available on-line
More Resources:
Puntos de partida cd and web site (www.mhhe.com/puntos), and the Department’s webpage (www.grinnell.edu/spanish)
A-V laboratory: for completing lab manual exercises; viewing satellite t.v. for Spanish-language programs
Spanish laboratory: one-on-one support
Spanish teaching assistant
Dictionaries, magazines, and other materials available in the Spanish departmental cluster (ARH 220)
Mesa española:
Casa hispana
Evaluation
| Attendance, preparation & participation: | 25% |
| Homework; lab; workbook exercises: | 10% |
| 6 Reading assignments: | 10% |
| 3 Compositions: | 5% |
| 4 in-class tests: | 20% (4 x 5%) |
| Midterm examination: | 5% |
| Group Project: | 5% |
| Final examination (during Exam week): | 10% |
| Oral final (before or during Exam week): | 10% |
| total: | 100% |
Grading scale:
| A | 94-100% | C+ | 78-80% | |
| A- | 91-93% | C | 71-77% | |
| B+ | 87-90% | D | 61-70% | |
| B | 84-86% | F | 0-60% | |
| B- | 81-83% |
Attendance, preparation, and participation count strongly towards your final grade. Included in this category are your lab and workbook exercises, a group project presented towards the end of the semester and 6 readings.
Class attendance is mandatory in Spanish 106: regular practice and feedback are essential for success in this course. You have a grace allowance of four classes missed (especially for unplanned situations, such as illness or other serious emergencies – with a note). Beyond that allowance, a missed class will count as a zero in your attendance and participation record. Three days of arriving late will count as one day’s absence. Class time is only 50 minutes, and class starts on time with announcements and instructions given at the start. A late arrival not only prevents you from participating fully; it also disrupts the focus of the students and instructor. Show self-respect and respect to others and arrive on time.
Your daily attendance and participation: you are evaluated daily on the quality of your preparedness for class and attentiveness and constructive participation in class. To receive a good attendance grade, it is not enough simply to arrive on time. Through the various class activities, you will show that you are involved in the current task and that you have been studying in keeping with the general progression of instruction. On a scale of 0-5, I will assess your attendance and participation: 0=absent; 1=attendance but nothing else; 2=poor performance; 3=good with promise; 4=very good; 5=excellent. You may ask me during the semester about this assessment and how to improve the assessment.
Bring your textbook, homework, and assignments to class. Assignments are handed in on the due date at the beginning of the class.
Homework:
You will complete the exercises in the Workbook and Lab Manuel and then, using a contrasting pen or pencil, correct your responses by referring to the answer keys at the back of these two books. Some exercises require a free response: I will correct these exercises for you. Periodically you will hand in all of these exercises for a given section of the course, and I will evaluate and return them to you. The general due date for these exercises is test days. In SPAN 106 we have six lesson units or “lecciones” of the course: you will thus be handing in six sets of lab and workbook exercises. A lab unit will take you roughly 45-60 minutes to complete. Try to complete the lab in two or three sessions of 20 minutes instead of all in one sitting. The end of the lab provides a review of the unit, so it is strategic to save it for review a day or two before a test.
Before and during the instruction of grammar topics, you will be asked to prepare at home by reading the topic in advance and practicing some of the text’s activities. You should plan to spend roughly 2 hours of preparation time for every hour of class time. This time is necessary to complete assignments and exercises; in addition, use this time for studying Spanish and reviewing lessons.
Here are several study tips (and come to visit me for more advice):
Your memory and attention span will function better if you set yourself time limits and work to achieve short goals within those limits. Learning Spanish is an ongoing process that requires repetition, variation, and frequency. Language is a practice: it is not simply a system of signs and rules. Practice is achieved through regular, frequent, varied usage.
Day and night: Divide your study periods into sections shorter than 1 hour (20, 30, 45 minutes, say); focus on one activity or task during that period and then take a brief break. Then return to the task, or, if done, start a new one. Alternate studying Spanish with other courses.
Week plans: Don’t horde your Spanish. Spread out the study over the whole week.
Tests and exams: Your regular practice of Spanish in all the dimensions offered in this course is your best way to prepare for tests big and small. You can do a variety of little quizzes with automatic correction on the Puntos de partida website: Use these quizzes while studying and reviewing topics to test your skill. During classes, I will regularly provide you with examples of what will be coming up on a test or examination: these examples will serve as reviews of the topics you have been just learning. In SPAN 106 test are frequent: take each one seriously and strive to do your best each time. When you receive your tests back, review them and assess your areas of strength and weakness.
“Active” and “passive” activities: Seek a balance of study methods. Don’t just read silently the same pages of your textbook over and over. Write down notes and little tables of verb conjugations or other grammar items. Write out sentences. Create flash or cue cards based on, say, a cluster of vocabulary or a group of verbs. Read the book or notes out loud, alone or with a friend. Annotate your book. Bring your notes to class and annotate them. Reverse or scramble the order. Use the Puntos de partida website. Do not limit yourself to the on-line quizzes: there are several activities per chapter which can help you to develop your growing use of Spanish.
Use your laboratory for aural comprehension and practice in pronunciation and formulating replies. Once you’ve corrected your lab manual exercises, try going back to the lab to do it a second time. The experience will be different because now you are familiar with the answers, the vocabulary and challenges in general – now you can relax and focus on fine tuning your listening and speaking skills, sharpening your ear to the different Spanish voices and trying to use those voices as a mirror for your own.
Lab activities: The Spanish lab can support you in many ways (pronunciation, review of grammatical concepts, improving writing…).
Self-assessment: In homework, assignments, and tests, you are your first evaluator: Learn how to review your work to check and correct simple errors of spelling, accentuation, punctuation, as well as those of grammar, syntax, or lack of ideas, information, or complexity. Whether in our mother tongue or a new language, we generally need to review and edit our written work before submitting it to another evaluator. Know yourself: what are your weak points? What are your strengths? Is listening easy, but speaking difficult? Or the reverse? Don’t embellish your strong areas at the expense of your weaker ones.
Patience: In all of your activities, try to remain patient and calm. Focus on your short and mid-term goals, and be easy on yourself. It is normal to feel nervous or shy at times when learning a language; and one can feel inhibited or frustrated by making mistakes or forgetting or being corrected. But accept that these are typical aspects of language learning and that you are not alone. Remember that, in addition to your personal goals for this course, learning Spanish is a rewarding, lively, social activity which can lead to enhanced knowledge of the diverse Hispanic world.Semester schedule
30
de agosto: Introducción; Lección 1
2
de septiembre: Lección 1
3
de septiembre: Lección 1
4
de septiembre: Lección 1
6
de septiembre: Lección 1
9
de septiembre: Lección 1
10 de septiembre: Lección 1: Lectura 1
11 de septiembre: Lección 1: borrador de la 1ª composición (Peer review): “Mi día festivo favorito”
13 de septiembre: Examen de la primera lección
16 de septiembre: Lección 2– Entrega de la versión final de la primera composición
17
de septiembre: Lección 2
18
de septiembre: Lección 2
20
de septiembre: Lección 2
23
de septiembre: Lección 2
24
de septiembre: Lección 2
25 de septiembre: Lección 2: Lectura 2
27 de septiembre: Lección 2: borrador de la 2ª composición (Peer review): “La salud”
30 de septiembre: Examen de Lección 2
1 de octubre: Lección 3 - Entrega de la segunda composición
2
de octubre: Lección 3
4
de octubre: Lección 3
7
de octubre: Lección 3
8
de octubre: Lección 3
9
de octubre: Lección 3
11 de octubre: Lección 3: Lectura 3
14 de octubre: Lección 3
15 de octubre: Examen de mediados de semestre (Lecciones 1,2 y 3)
16 de octubre: Lección 418 de octubre: Lección 4
21-25 de octubre: Semana de lectura – otoño – No hay clase
28
de octubre: Lección 4
29
de octubre: Lección 4
30
de octubre: Lección 4
1
de noviembre: Lección 4
4 de noviembre: Lección 4: Lectura 4
5 de noviembre: Lección 4 -– preparación del proyecto
6 de noviembre: Examen de Lección 4
8
de noviembre: Lección 5
11
de noviembre: Lección 5
12
de noviembre: Lección 5
13
de noviembre: Lección 5
15
de noviembre: Lección 5
18
de noviembre: Lección 5
19 de noviembre: Lección 5: Lectura 5
20 de noviembre: presentación del proyecto
22 de noviembre: Examen de Lección 5
25
de noviembre: Lección 6
26
de noviembre: Lección 6
27
de noviembre: Lección 6
Acción de gracias – 28 y 29 de noviembre - No hay clase
2
de diciembre: Lección 6
3
de diciembre: Lección 6
4
de diciembre: Lección 6
6
de diciembre: Lección 6
Los orales: En la última semana de clase, se efectuarán los exámenes orales individuales; los estudiantes se inscribirán antes de esta semana para una cita
9 de diciembre: Lección 6: Lectura 6
10 de diciembre: Lección 6; entrega de la 3ª composición: “La inmigración y los inmigrantes”
11
de diciembre: Preparación
13
de diciembre: Preparación
lunes, 16 de diciembre: 9.00 Examen final
Semester Lesson Unit Summary
Lección 1 – 30 de agosto – 13 de septiembre (Capítulo 8 y referencias a otros capítulos)
•
pretérito de verbos con cambio en la raíz
•
repaso: imperfecto, pretérito y futuro de verbos regulares e irregulares
•
doble pronombre
•
vocabulario
•
vídeo de Capítulo 8
* lectura: “Carta ilustrada desde Santiago”
* 1ª composición: “Mi celebración favorita”
Lección 2 – 16 de septiembre – 30 de septiembre (Capítulo 10 y 14)
•
contraste entre pretérito e imperfecto
•
participios pasados (de Capítulo 14 – pág. 432-435)
•
presente perfecto indicativo (de Capítulo 14 – pág. 436-9)
•
pluscuamperfecto (past perfect) – (de Capítulo 14 – pág. 440)
•
vocabulario
•
vídeo de Capítulo 10
* lectura: “Odisea del Norte” de Mario Bencastro
* 2ª composición: La salud: 2 opciones: 1) “Inventa una historia a partir de los siguientes dibujos” o (2) “Una visita al médico”
Lección 3 – 1 de octubre – 15 de octubre (Capítulos 11 y 12 y referencias al capítulo 6)
• por
/ para
•
órdenes con tú
•
presente de subjuntivo
•
órdenes formales (del capítulo 6)
•
vocabulario de 11 y 12
•
vídeo de 12
* lectura: “Puerta segura”
* No hacemos “se, hace…que” – lo haremos en Lección 6
Lección 4 - 16 de octubre – 6 de noviembre (Capítulo 13 y algo de 12)
• usos
del subjuntivo con las nominales:
• voluntad
(de Capítulo 12)
• pensamiento
/ sentido / certeza / comunicación
• emoción
• expresiones
impersonales
• duda
y negación
•
vocabulario de Capítulo 13
•
vídeo de 13
* lectura: “Los murales”
• preparación del proyecto
Lección 5 - 8 de noviembre – 22 de noviembre (Capítulo 15 y partes de 10 y 18)
• el uso
del subjuntivo con adjetivos y adverbiales
•
adjetivos + pronombres relativos (de Capítulo 10)
•
lugar
•
finales
•
condicional real (de Capítulo 18)
•
los ordinales
•
hace… que (de Capítulo 11)
•
vocabulario de Capítulo 15
•
vídeo de Capítulo 15
* lectura: “Poema XX” de Pablo Neruda
• presentación del proyecto
Lección 6 – 25 de noviembre – 10 de diciembre (Capítulo 16 y partes de 18, 11)
• condicional
simple (de Capítulo 18)
•
futuro perfecto
•
condicional perfecto (de Capítulo 18)
•
vocabulario de Capítulo 16
•
vídeo de Capítulo 16
* lectura: “Cuando era puertorriqueña” de Esmeralda Santiago
* composición: La inmigración y los inmigrantes