SPAN 0017. Intermediate Conversational Spanish
Units: 3
Prerequisite: Completion of SPAN 2 or three years of high school Spanish with grade(s) of "C" or better
Hours: 54 lecture
Develops increasingly complex language abilities through new vocabulary and more advanced grammatical structures. Emphasizes oral communication, grammatical, reading, and writing skills at the intermediate level, and further explores cultural customs. (CSU, UC)
SPAN 0017 - Intermediate Conversational Spanish
http://catalog.sierracollege.edu/course-outlines/span-0017/
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: 54 lecture Description: Develops increasingly complex language abilities through new vocabulary and more advanced grammatical structures. Emphasizes oral communication, grammatical, reading, and writing skills at the intermediate level, and further explores cultural customs. (CSU, UC) Units 3 Lecture-Discussion 54 Laboratory By Arrangement Contact Hours 54 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 level conversations. Explain what is read in any intermediate reading passage. Compare and contrast cultural perspectives based on readings, discussions, and videos. Course Content Outline A. VOCABULARY WORDS that apply to topics such as: 1. Health and parts of the body 2. Accidents, the medical system 3. Childhood and memories 4. Daily activities, chores and routines 5. Road related vocabulary 6. Life events, family roles, family traditions B. PHONETICS AND PRONUNCIATION 1. Apply the principles of Spanish phonetics to intelligibly communicate verbally at the intermediate level with native or non-native speakers 2. Compare and contrast syllable division in English and Spanish C. GRAMMATICAL STRUCTURES 1. Acabar de + infinitive 2. Hacer + time + que + activity 3. Object pronouns 4. Present and past progressive 5. Using the preterit, the imperfect and the past progressive to narrate in the past 6. The present perfect with regular and irregular past participles 7. Past participles used as adjectives 8. Formal commands 9. Present subjunctive with verbs of will and influence, and with expressions of emotion and doubt 10. Present subjunctive after certain conjunctions 11. Reported speech CULTURAL CONTENTS 1. Continued awareness of the informal and formal "you" 2. Cultural aspects of the U.S. Hispanic-American, Latin-American, and Peninsular cultures with respect to geography, politics, economy, arts and crafts, music, health, cuisine, and social customs. Course Objectives Course Objectives Upon successful completion of the course, students will be able to: 1. Recognize and paraphrase intermediate level Spanish that is spoken at regular conversational speed in present and past indicative tenses, present subjunctive mood, and imperative (LISTENING SKILLS). 2. Formulate and create accurate pronunciation with grammatically correct sentences in conversations with native or non-native speakers of Spanish using present and past indicative tenses, present subjunctive mood, and imperative (SPEAKING SKILLS). 3. Recognize and explain what is read in present and past indicative tenses, present subjunctive mood, and imperative from any intermediate reading passage (READING SKILLS). 4. Formulate and write compositions and short reports using appropriate syntax in the construction of sentences in present and past indicative tenses, present subjunctive mood, and imperative (WRITING SKILLS). 5. Compare and contrast the similarities and differences of Spanish-speaking cultures to the student's own cultural traditions. Methods of Evaluation Essay Examinations Objective Examinations Projects Skill Demonstrations Reading Assignments Example 1: Students read the following article to introduce the chapter theme (they are given some of the advanced vocabulary in footnotes): En las últimas décadas, debido a la modernización, la tecnología y un estilo de vida más agitado, diversos oficios que se realizaban en la ciudad han desaparecido. Ya casi nadie manda a arreglar un reloj ni mucho menos piensa en que habrá alguien que reparará el punto corrido de una media. Actividades de este tipo eran frecuentes hasta hace algunos años. Entendidos en el tema opinan que este cambio se ha provocado por la constante modernización de los procesos productivos, pero también en los nuevos estilos de vida que se han asimilado como consecuencia de esta estructura de la sociedad. Para Julián Rodríguez, sociólogo de la Universidad de Chile, el modo de vida actual, con una fuerte cultura del desecho, ha hecho que escasee el tiempo para buscar arreglo a los desperfectos. Por otra parte, los accesorios y muchos artículos que se utilizan en los hogares son fabricados en serie a muy bajo costo, por lo que casi siempre es más costoso reparar que reemplazar. Asimismo, cambios más globales provenientes del mundo de la informática han afectado el ámbito laboral. Un ejemplo es lo que ocurre con el sistema de correo que ha tenido que modificar sus labores debido a la irrupción del e-mail. Si bien toda la correspondencia comercial sigue realizándose a través del correo tradicional, gran parte de las cartas privadas se efectúan a través de la computadora. De esta forma, dicen los expertos, el oficio de cartero es otro de los trabajos que terminarán por desaparecer. Students then answer the following questions: 1. ¿Cuáles son las causas de la desaparición de ciertos oficios? 2. ¿Por qué tenemos una cultura del desecho? 3. ¿Qué está causando una reducción en el sistema de correos? Example 2: Students read an article of several pages pertaining to the life of a professor (Costas) after which they answer the following questions: 1. ¿Cómo fue la niñez de Costas? 2. ¿Por qué fue a Nueva York? 3. ¿Qué quería hacer Costas antes de casarse? 4. ¿Qué tipo de papá era? 5. ¿Qué importancia tiene la fotografía de Costas con su hija? 6. ¿Por qué es importante vivir cada día como si fuera el último? Students are then asked to relate an important event from their own lives in writing, which will be the basis for conversation in the next class. Writing, Problem Solving or Performance Example 1: Writing: After reading an article of several pages pertaining to the life of a professor, students will write a one page narration of an event (a wedding, a graduation, an accident, etc.) from their own life to share with the class. Example 2: Skits (Performance): In groups of three act out a scene between two motorists who have had an accident and a police officer. Keep in mind the differences between the formal and informal "you" when addressing each other. Your dialogue should include a narration of what happened (past tense), vocabulary from the chapter and formal commands. Example 3: Oral presentation: Design a ten-minute presentation where you lead your fellow classmates in how to complete an activity. You can give the class instructions (using formal commands) on how to do a dance step, how to create paper flowers, sing different parts of a song, etc. Your presentation should contain: 1) an explanation of the activity, 2) a clear visual of the final product that the class is trying to achieve, 3) clear ORAL instructions for how to complete the activity, 4) a check for comprehension from the audience, and finally 5) a completed activity by the group (or all individuals). If you chose to demonstrate a craft, be sure to have all of the supplies prepared in an organized manner so that the 10 minutes of the presentation are spent on the activity and not wasted in the distribution and preparation of supplies. 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)
...0009 SPAN 100 SPAN 0001 SPAN 110 SPAN...0003 POLS 160 POLS 0017 PSY 110 PSYC...
