SPAN 0003. Intermediate Spanish - Level I
Units: 4
Prerequisite: Completion of SPAN 2 or three years of high school Spanish with grade(s) of "C" or better
Hours: 72 lecture
First of two semesters of Intermediate Spanish. Continued development of grammar, cultural understanding, conversation skills, writing, and reading through the study of grammar and literature. Students will interact with authentic language in a cultural context. (C-ID SPAN 200) (CSU, UC)
SPAN 0003 - Intermediate Spanish - Level I
http://catalog.sierracollege.edu/course-outlines/span-0003/
Catalog Description DESCRIPTION IS HERE: Prerequisite: Completion of SPAN 2 or three years of high school Spanish with grade(s) of "C" or better Hours: 72 lecture Description: First of two semesters of Intermediate Spanish. Continued development of grammar, cultural understanding, conversation skills, writing, and reading through the study of grammar and literature. Students will interact with authentic language in a cultural context. (C-ID SPAN 200) (CSU, UC) Units 4 Lecture-Discussion 72 Laboratory By Arrangement Contact Hours 72 Outside of Class Hours Course Student Learning Outcomes Paraphrase intermediate level Spanish spoken at regular conversational speed. Produce accurate pronunciation with grammatically correct sentences in Intermediate Low level conversations. Explain what is read in any Intermediate Low level literary materials. Write compositions and short reports using appropriate syntax for the Intermediate Low level. Compare and contrast cultural perspectives based on readings, discussions, and videos. Course Content Outline A. CULTURAL CONTENTS 1. Expanded study of Spanish in the U.S. and in the world including topics such as its geography and its influence on civilization and history, culture, educational systems, politics and economics, music and arts 2. Social and cultural information necessary to understand important differences between American values, lifestyles, and practices, and those of the Spanish-speaking world, in order to be sensitive to cultural differences B. VOCABULARY WORDS that apply to topics such as: 1. Review and expansion: Greetings, descriptions, personal information, surroundings, daily activities, leisure activities, abilities, plans, obligations, experiences, memories of the past, food, world geography, travel, courtesies and customs, health and illness 2. Advice: Instructions and commands; giving advice; invitations, appointments, date; hypothesizing, expressing reactions 3. Values: Stereotypes; values of modern society, religion, volunteerism, lifestyles, social organization, worldview of the Spanish-speaking societies, the future and personal goals 4. Political and economic systems: Geography, history, current events, elections, problems of an urban society; immigration and minorities C. PHONETICS: PRONUNCIATION A. Further refinement of: 1. Spanish vs. English sounds and intonations 2. Spanish vs. English syllable division 3. Rules of Spanish orthography 4. Spanish syllable division and accentuation (both spoken and written) 5. Diphthongs and linking 6. Articulation of Spanish sounds D. GRAMMATICAL STRUCTURES: 1. Review of basic concepts introduced in SPAN 1 and SPAN 2: Number, gender, person, present, present progressive, periphrastic future, infinitives, “ser” versus “estar”, conjugated verbs plus infinitive, preterit, imperfect; reflexive verbs, adverb formation, comparison structures, gustar type verbs, indirect and direct object pronouns, por/para, regional pronouns (vos/vosotros), impersonal “se”, and idiomatic expressions. 2. Expansion: Further use imperfect and preterit in recounting past experiences; adjectives used as nouns; further use of por/para; the subjunctive mood; contrast between the indicative and the subjunctive; the subjunctive with adjective clauses; direct and indirect object pronouns with commands and the present subjunctive; double object pronouns; reciprocal pronouns; relative pronouns. 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: - Demonstrate an increased awareness of cultural norms, values, and culturally relevant customs and events; - Communicate orally and in writing in a variety of meaningful real-life activities moving toward the advanced low level of proficiency on the ACTFL scale (American Council on the Teaching of Foreign Languages). CULTURAL CONTENTS 1. Development of an understanding to participate in advanced studies of the Spanish-speaking cultures through topics such as: customs, traditions, legends, and associated festivities; news analysis; medicinal practices; environmentalism and ecology; literary readings. VOCABULARY DEVELOPMENT: 1. Review and expansion of vocabulary for description and discussion of topics such as customs and traditions, family and heritage, technology, entertainment and politics, finances and business, belief systems, health, or the environment. 2. Converse and write about topics relating to the above themes as they apply to both the students’ personal experience and the Spanish-speaking world. PHONETIC DEVELOPMENT: 1. Apply the principles of Spanish phonetics to intelligibly communicate verbal messages fluently by creating and responding to questions in Spanish at the intermediate to low-advanced level. STRUCTURAL DEVELOPMENT: 1. In-depth review and improved application of grammatical functions introduced in Elementary Spanish 1 and 2: a. Description of self and others b. Expression of events and activities with the present tense c. Narration of events in the past d. Expression of events in the recent past e. Influencing others f. Expression of desires and requests g. Expression of emotion, doubt, denial h. Expression of unexpected and unplanned events 2. Expansion of grammatical functions: a. Expression of known and unknown antecedents b. Expression of contingency, purpose, and causal relationships c. Expression of events in the distant future. Methods of Evaluation Classroom Discussions Essay Examinations Objective Examinations Projects Skill Demonstrations Reading Assignments 1. (All parts in Spanish) Students will be asked to read the poem Autorretrato by Rosario Castellanos. They will then complete a few basic True or False comprehension questions before moving on to interpretation and analysis. Examples of interpretation: What is the trophy which is spoken of at the beginning of the poem? What is its importance in the life of the woman in Autorretrato? Examples of analysis: Do you believe that the narrative voice is close to that of the poem’s author? Why? To what kind of reader is this poem directed? 2. (All parts in Spanish) After reading the short story El eclipse by Augusto Monterroso, students will complete several comprehension questions before moving into an interpretation of the piece. Example questions for interpretation: What was fray Bartolomé’s mission in Guatemala? Who had sent him on the mission? Despite fray Bartolomé’s knowledge of Aristotle, why didn’t the protagonist survive? Writing, Problem Solving or Performance 1. (All activities are in Spanish) Write an alternative ending to the video clip seen in class where the central conflict is resolved (your response should be between 250 and 300 words). 2. (All activities are in Spanish) In pairs, prepare a five-minute presentation to persuade your fellow classmates to commit to a new habit that improves the environment. Think beyond the activities that they may already be doing and convince them to start something new. Include visuals in your presentation. Other (Term projects, research papers, portfolios, etc.) Example of term project (all activities are in Spanish): After students have read, analyzed, and discussed a poem by the Chilean poet, Pablo Neruda, they will be asked to analyze another poem by another poet, chosen from a selection of five poems that the instructor will provide. Example of a library assignment and Internet research: Students will be asked to go to the library and bring copies of some advertisements in Spanish from U.S. Spanish-language magazines. They will then name the types of people the advertisements address, and tell what they think is the slant for the Spanish-speaking market (versus the U.S. market at large). Next, the students will be asked to research the Internet for one or more businesses in the U.S. that were founded by or run by people of Hispanic descent. They will be directed to the United States Hispanic Chamber of Commerce as an online resource. Finally, the students will be asked to share this information with the rest of the class. Methods of Instruction Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.
Course Identification Numbering System (C-ID)
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