SPAN 0002. Elementary Spanish - Level II
Units: 5
Prerequisite: Completion of SPAN 1 or two years of high school Spanish with grade(s) of "C" or better
Hours: 90 lecture
Second of two semesters of Elementary Spanish. Provides further practice in speaking, understanding, reading and writing Spanish, along with exploration of cultural aspects of the Spanish-speaking world. (C-ID SPAN 110) (CSU, UC)
SPAN 0002 - Elementary Spanish - Level II
http://catalog.sierracollege.edu/course-outlines/span-0002/
Catalog Description DESCRIPTION IS HERE: Prerequisite: Completion of SPAN 1 or two years of high school Spanish with grade(s) of "C" or better Hours: 90 lecture Description: Second of two semesters of Elementary Spanish. Provides further practice in speaking, understanding, reading and writing Spanish, along with exploration of cultural aspects of the Spanish-speaking world. (C-ID SPAN 110) (CSU, UC) Units 5 Lecture-Discussion 90 Laboratory By Arrangement Contact Hours 90 Outside of Class Hours Course Student Learning Outcomes Recognize and paraphrase elementary Spanish spoken in simple past tense at moderate conversational speed. Produce accurate pronunciation with grammatically correct sentences in Novice High level conversations. Recognize and explain what is read in simple past tense from any elementary reading passage. Write short sentences and paragraphs using appropriate syntax in the construction of sentences in simple past tense. Compare and contrast cultural perspectives based on readings, discussions, and videos. Course Content Outline A. CULTURAL CONTENTS 1. Spanish in the U.S. and in the world including its geography and its influence on current and past civilization, culture, educational systems, cuisine, music and arts 2. Social and cultural information necessary to understand important differences between Spanish, Latin-American, and American practices and to be sensitive to cultural differences in social interactions B. CULTURALLY APPROPRIATE VOCABULARY WORDS that apply to topics such as: Holidays and celebrations, hobbies and leisure, health and stress, food, travel, domestic chores, the environment and emotions C. PHONETICS: PRONUNCIATION Refinement of Spanish speech sounds and patterns, including rules of written accent marks D. GRAMMATICAL STRUCTURES: 1. Formal and informal commands 2. The preterit and the imperfect and their differences 3. "Hace…que" to express how long something has been happening or how long ago something happened 4. Comparisons and superlatives 5. Double object pronouns 6. Relative pronouns 7. The different uses of "se" including reciprocal actions and unplanned occurrences 8. Introduction to the Subjunctive 9. Past participles 10. Adverbs Course Objectives Course Objectives The content of this course will be taught within a cultural context with authentic language. Upon successful completion of the course, students will be able to: - Understand cultural nuances of everyday life in the Spanish-speaking world; - Communicate orally and in writing in a variety of meaningful real-life activities moving toward the intermediate high level of proficiency on the ACTFL scale (American Council on the Teaching of Foreign Languages) CULTURAL CONTENTS: 1. Continued study of the location and cultures of the Spanish-speaking countries around the world as well as those of the major Spanish-speaking populations in the United States. 2. Compare and contrast cultural aspects, both of high culture and low culture, of the U.S. Hispanic-American, Latin-American, and Peninsular cultures, including but not limited to geography, population, languages, foods, history, traditions and customs, current events, daily life and music. VOCABULARY DEVELOPMENT: 1. Correctly spell learned vocabulary words and expressions. 2. Apply words, construct phrases and discuss in written or oral expressions about given topics such as food, travel, leisure time, holidays, health, domestic chores, and emotions. PHONETIC DEVELOPMENT: 1. Continue to compare and contrast English and Spanish sounds and intonations. 2. Use correct pronunciation while speaking elementary level Spanish at moderate conversational speed in the present and past tenses. STRUCTURE DEVELOPMENT: 1. Compare and contrast grammatical structures in Spanish and English. 2. Influence friends and others by utilizing informal and formal commands. 3. Prepare and extend invitations. 4. Ask for and give directions. 5. Narrate and describe past real-life events from several perspectives using the preterit and imperfect. 6. Compare and contrast nuances of everyday life in the Hispanic world with those of the English-speaking U.S by applying grammar rules of comparisons and of superlatives to express extremes. 7. Talk about health issues, including accidents and stressful events, using culturally and linguistically appropriate inflections. 8. Use the subjunctive to influence others by understanding cultural aspects when using commands. 9. Express some personal attitudes towards events using the subjunctive. Methods of Evaluation Classroom Discussions Essay Examinations Objective Examinations Projects Reports Skill Demonstrations Reading Assignments 1. Students will complete several pre-reading activities before reading the Lifestyles section of a Spanish-language newspaper. Then they will be asked to scan the announcements for a wedding, a baptism, a funeral, and a quiceñera (15th birthday celebration of young women). After scanning the articles, they will complete a quick True/False basic comprehension activity. Finally, they will be encouraged to read the articles again more deeply before answering the following questions in complete sentences. 1. ¿Quién murió el 28 de junio? 2. ¿Dónde tuvo lugar el funeral? 3. ¿Dónde fue la fiesta de bautismo de José María? 4. ¿Qué hicieron los recién casados y sus invitados después de la ceremonia? 5. ¿Quién estuvo a cargo de la música en la fiesta de quince años de Ana Ester? 2. To begin students' exposure to literature of the Spanish-speaking world, the students will be given El viaje, a short story by the Uruguayan author Cristina Peri Rossi. First, they will do several pre-reading activities, then they will read the one-page story and answer the following short answer comprehension questions: 1. La persona que narra el cuento, ¿es hombre o mujer? 2. El regalo, la felicidad, ¿fue fácil o difícil de conseguir? 3. ¿Dónde compró la persona la felicidad, en la calle o en una tienda? 4. Según la persona que la dio, ¿esta felicidad es de mejor o de peor calidad que la que tenía de joven? 5. Según ella, ¿hay mucho o poco riesgo (risk) de perder la felicidad? 6. ¿Por qué no puede abrir la caja la narradora? 7. Al final, ¿qué hace la narradora con la felicidad? The students could also be asked to write a reaction to the short story, or they could answer a series of analysis questions. Writing, Problem Solving or Performance 1. Instructions would be in Spanish – Try to remember a typical summer in your childhood. Write a paragraph of eight to ten sentences about what you used to do in your free time, how much time you spent with your grandparents, whom you used to play with, what chores you were responsible for, etc... 2. Instructions would be in Spanish – Read the email from your friend Tomás where he explains all the problems he is dealing with, then respond to him in eight to ten sentences with recommendations for how he should take care of himself and solve his problems. Remember to include the command forms as well as the subjunctive mood for any recommendations or reactions you have. Other (Term projects, research papers, portfolios, etc.) Students are asked to select a famous Hispanic person (artist, politician, athlete, etc...), living or dead, for a 3-5-minute oral presentation for the class. The students may have visuals, but their information must be expressed orally. They must also have a follow-up comprehension activity for their classmates. When designing their oral presentation, they are asked to keep the following questions in mind while including any additional facts or demonstrations related to their famous person. 1. ¿Quién es? 2. ¿De dónde es? 3. ¿Cómo era su niñez? 4. ¿Por qué es una persona famosa? 5. ¿Qué influencia tiene (o tenía) en su época Methods of Instruction Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.
Spanish
http://catalog.sierracollege.edu/departments/spanish/
The active part that the United States is now taking in world affairs makes it desirable that a greater number of Americans than ever before have knowledge of foreign languages and cultures. In the most recent census of California, 43.5% of our population speaks a language other than English at home; U.S. census projections show the Hispanic community growing across the nation. For this reason, students will benefit from learning Spanish in preparation for any career. The acquisition of desired practical communication skills is the primary objective of the Spanish program at Sierra College. Courses are organized around grammatical themes imbedded in cultural topics, requiring critical thinking, analysis and practical application. Instruction in the Communicative Method integrates the five key learning objectives of Speaking, Listening, Reading, Writing and Cultural Competence.
Course Identification Numbering System (C-ID)
...SPAN 100 SPAN 0001 SPAN 110 SPAN 0002 SPAN 200 SPAN 0003 SPAN 210 SPAN...
