SPAN 0004. Intermediate Spanish - Level II
Units: 4
Prerequisite: Completion of SPAN 3 or four years of high school Spanish with grade(s) of "C" or better
Hours: 72 lecture
Second 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 210) (CSU, UC)
SPAN 0004 - Intermediate Spanish - Level II
http://catalog.sierracollege.edu/course-outlines/span-0004/
Catalog Description DESCRIPTION IS HERE: Prerequisite: Completion of SPAN 3 or four years of high school Spanish with grade(s) of "C" or better Hours: 72 lecture Description: Second 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 210) (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 Mid level conversations. Explain what is read in any Intermediate Mid level literary materials. Write compositions and short reports using appropriate syntax for the Intermediate Mid 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, surviving in a foreign culture, advice, values, lifestyles, world view, political and economic systems, sports and leisure 2. Cultural identity: Spanish-speakers in the U.S. and their contributions, cultural pride, multiethnic voices, sociopolitical problems, challenges, solutions and contributions of minority groups, Latin American ethnicities, social attitudes, social injustice, human rights, ethnic spokespersons, environmental racism 3. Literature and the arts: Museums, muralism, artists, portraits and self-portraits, legends, folklore, popular culture and oral traditions, literature, genres, classifications, literary analysis (expressing time, place, action: describing plot development, characterization, narrative mood, style, themes, world view; comparing and contrasting) 4. Political and economic systems: Infrastructure, history, geography, social rites, missions, comparative customs 5. The individual in society: personal goals and challenges, values, personal characteristics 6. Surviving in a foreign culture: Budgeting, products and materials, shopping and bargaining, currency conversion, the metric system, expenses C. PHONETICS: PRONUNCIATION A. Continued 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, SPAN 2 and SPAN 3: 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, the subjunctive mood, commands, and idiomatic expressions. 2. Expansion: Further use of perfect tenses; nominalization of adjectives; contrast between the indicative and the subjunctive; the subjunctive with “if” clauses, adjective clauses, time and purpose clauses; formal and informal commands; adverbs; uses of “se” including the passive voice; demonstrative adjectives and pronouns; possessive pronouns; use of prepositions. 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 high 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, science and technology, entertainment and politics, finances and business, belief systems, health, or professions and the labor 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 low to mid advanced level. STRUCTURAL DEVELOPMENT: 1. In-depth review and improved application of grammatical functions introduced in Elementary Spanish 1 and 2, and Intermediate Spanish 3: 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 i. Expression of known and unknown antecedents j. Expression of events in the distant future 2. Expansion of grammatical functions: a. Expression of contingency, purpose, and causal relationships b. Expression of hypothetical situations c. Expression of the passive voice d. Expression of comparisons and superlatives Methods of Evaluation Classroom Discussions Essay Examinations Objective Examinations Projects Reading Assignments 1. (All parts in Spanish) Students will be asked to read the short story La intrusa by Pedro Orgambide. They will then answer several comprehension questions before moving on to interpretation and analysis. Examples of interpretation: Do you believe the man’s anger is justified? What would you have done in his position? What do you think his sentence will be? Examples of analysis: What techniques did the author use to fool the reader? Why did he choose to surprise the reader rather than revealing from the start the identity of the intruder? 2. (All parts in Spanish) Students will be asked to read the poem La mejor tinta by Armando Valladares after which they will complete a few basic True or False comprehension questions before moving on to interpretation and analysis. Examples of interpretation: What relation exists between the poem and the biography of the author? What does the title of the poem mean? The poet uses the words “drowned” and “to drown” to refer to his situation in jail. With what do you associate these words and what are they trying to express here? Example of analysis: Reread the list of what the author still retains. What do these things mean to him? Writing, Problem Solving or Performance 1. (All activities are in Spanish) To practice the future perfect, in pairs write a dialogue between a medium and his or her client. Be sure to make four or five predictions about the client's future (and what will have happened by a certain time). Be prepared to act out your dialogue in front of the class. 2. (All activities are in Spanish) In groups, choose one of the following headlines with accompanying vocabulary words and write a brief article for your college newspaper. Using the passive voice and the words from the list, explain where the event took place, how it went, who participated, and any consequences that the event had. Other (Term projects, research papers, portfolios, etc.) 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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