Texas College

 

Division of General Studies and Humanities

Department of Languages and Literature

Syllabus for

Intermediate Spanish I-Advanced  

 

I.  Logistics

 

 

Course Number:  Span 230101-Hybrid

 

 

Credit Hours:                    3 Hours

 

Instructor:                           Ed Sanders

 

Phone:                                  (903) 593-8311  Ext-2271

 

Office:                                  MSBC Building-Rm 113

 

Office Hours:                    MWF- 9am-10am ---------1:00pm-3:00pm                                                                                                                                                                                                                                                   TUTH-9am-11:00am--------------------------      

                          (Appointments are recommended although not required)

 

Email:                                   esanders@texascollege.edu

Class:                                    Elementary Spanish II

 

Prepared by:                      Mr. Edward Sanders___________________________/___/___/_____                                                                                                                                      Instructor                                                                                      Date

 

 

Approved by:                   Dr. Garth Baker-Fletcher _________________               /      /   __/_____                               

                                                Division Chair                                                                            Date                                                                         

 

 

 

 

 

II. Course Description

Intermediate Spanish I emphasizes the use of Spanish for communication in basic and advanced everyday expressions. The course includes participatory research, dialogue analysis, critical thinking phrases and continues with advanced grammar and usage. Emphasis is placed on the development of advanced proficiency in the four language skills (listening, speaking, reading, and writing) and the acquisition of vocabulary and idiomatic expressions. Directed compositions, a study of Hispanic civilization, and an introduction to Hispanic literature are included. This course is intended for students who seek to become proficiency and the ability to communicate in Spanish on an advanced level.  Intermediate Spanish I reviews all of the Spanish Grammar and includes more  literary readings.

 

 

III.  Course Question

 

Why are you taking this course??

 

  1.  I need to satisfy my Spanish core requirement only (no particular interest)

 

  1. Because of  my fascination with the language

 

  1. I have satisfied my core requirements.  I am taking this course just out of intereste

 

  1.  Other reasons:  1) Knowing Spanish will make me a more marketable person in this global society.  2)  It will help me to develop discipline skills that  will be needed in life.  3)  I will gain a better insight of the rules and structure of Romance Languages.

 

IV. Learning Outcomes and Purposes for SPANISH 2301.01

 

   By the end of each course, the student will be able to:

 

A. Read critically, interpret analytically, and write coherently about fundamental 

     principles of the Spanish language

 

Students will be able to master the following objectives:

• Identify and explain distinctive linguistic features of Spanish.

• Identify and analyze some distinctive stylistic and dialectal features of Spanish.

• Synthesize selected scholarly work in Spanish linguistics, and Spanish Applied

   Linguistics.

• Apply Spanish linguistics theory to textual analysis.

 

B. Understand and demonstrate appreciation of the cultural values of Spanish-

    speaking peoples

 

Student will be able to master the following objectives:

 

• Identify significant individuals, key eras, and major historical events and developments

  within Spanish speaking-nations and cultures.

• Describe and compare political, religious, social, economic and educational systems and

  institutions in Spanish-speaking nations and cultures.

• Discuss how the major physical and geographical features of Spanish-speaking

   Countries have shaped their development and evolution of their cultures.

• Analyze social, ethnic and linguistic diversity in the Spanish-speaking world.

• Compare and contrast the differences and similarities between US and the Spanish

   speaking cultures.

• Draw connections with other disciplines

• Acquire information about other disciplines using the Spanish language.

 

 

V.  COURSE OBJECTIVES:

 

       Through Culture and Language the student will :

 

(1)  Demonstrate an understanding of the nature of language through comparisons of the cultures studied and their own.

(2)  Demonstrate an understanding of the concept of culture through comparisons of the diverse cultures studied within the Spanish speaking world and their own.

(3)  Examine the history and the formation of the Spanish speaking cultures by

analyzing the way in which many subcultures combined, producing what todaydefines the European Spanish culture; these sub-cultures are: los visigodos, los celtas, los moros, los romanos, and others. By examining this trend and   comparing it to those trends found in the Americas --- during the pre-Colombian era, the Spanish conquest, the Spanish colonization — students  will develop an awareness of the ways in which people throughout the ages and in different cultures have responded to themselves and assessment for the future by examining patterns of the past.

 

·         Compare simple patterns of behavior or interaction in various cultural settings.

·         Compare and contrast tangible products (e.g., clothes, musical instruments,   food) of the Spanish speaking cultures and their own.

·         Compare and contrast intangible products (e.g., essays, stories, rhythms, songs, folk tales) of the Spanish speaking cultures and their own.

·         Identify, discuss, and produce types of artwork, crafts, or graphic representation enjoyed or made by their peer group within the cultures studied.

·         Demonstrate that they recognize themes, ideas, or perspectives of the culture.

4.  Acquire information and recognize the distinctive viewpoints that are only   

     available through the cultures studied: the course prepares students to read, write

    and speak in Spanish through extensive readings of topics such as history,

    politics, literature; writing essays on selected topics; class discussions on selected

    topics and individual oral reports and presentations. Students view cultural

    documentaries in Spanish, read current newspaper and magazines for current

    related issues. Students are also encouraged to discover, related web sites on the

    Internet.


5. Use their Spanish in a natural context.


6.  Improve their ability to think critically, to raise pertinent questions and seek

     answers to them, to analyze, discriminate, and draw conclusions based on

               concrete evidence.

 

 

VI.  Competencies:

 

  1.   The student will demonstrates knowledge of major language components

       (e.g., phonetics, phonology, morphology, syntactic features, semantics,

        pragmatics) and applies this knowledge to address students' language

       development needs in language 1 and language 2.

 

2.      The student will understands the historical background of the Spanish language in 

the United States, including its culture and significant aspects of the Hispanic

        society, and the effects of demographic changes on the American society.

 

  3.  The student will understand basic linguistic concepts in L1 and L2 (e.g., language

       variation, change, and dialects) and will be able to apply knowledge of these 

       concepts to support students' language development in L1 and L2.

 

 4.  The student will be able to use the formal and informal register and knows the types  

      of formal and informal uses of the Spanish language.

 

5.      The student will know how to differentiate between language sounds and intonations

      in the Spanish language.

 

 

VII.  Course Activities:

 

            Classroom activities will include oral presentations, debates, discussions, and  

            playacting. These activities will center on several themes and topics in:

            politics, social justice, education, communication, etc. Current events as reported

             by different media will be discussed also.

 

      1. Students will need high level computer skills to be successful in the course because

          many of the homework assignments will require computer knowledge in web

          searching and research.

           

      2.  Students will have a choice of selecting some assignment during the course for a

           grade.

 

      3.  Students will be given many opportunities to self correct assignments

           to improve their score.

 

      4.  Students will be engaged in group work, tutorial setting via the teacher and

           Spanish Club, class discussions, writing, dictation, questions and answer sessions 

           and video clips of language concepts.

 

      5.  Students will receive timely feedback on all assignment via teacher and

           snapgrades (website).

 

VIII.  Course Outline


THEMES WE WILL COVER THIS SEMESTER

 

 Class Schedule for Intermediate Spanish I

 

 9/2/10                         Orientation Class/Introduction/Syllabus

 9/7/10                         Orientation Class/Introduction/Syllabus-part II

 

9/9/10                          20  ventajas de aprender español-Due 9/14/10

                                   

Cuadro 1 “ El arte”     Seis Estrellas de la Pintura Hispana

 

·         “El arte” Preguntas en Página 2-Due 9/16/10

·         El Greco-Preguntas en Página 4-Due 9/21/10

·         Diego Rodrigo de Silva y Veláquez -Preguntas en Páginas 6-7             Due 9/23/10

·         Lea un Articulo del periódico y escriba un resumen-Due 9/28/10

·         Franciso de Goya y Lucientes- Preguntas en Páginas 9-10                Due 9/30/10

·         Pablo Ruiz Picasso- Preguntas en Página 13-Due  10/5/10

·         Salvador Felipe Jacinto Dalí- Preguntas en Página 15-10/7/10

·         MID-TERM-10/12/10

·         Frida Kahlo- Preguntas en Página 17A-Due 10/19/10

·         Manuel Machado “Los Fusilamientos de la Mancha”

·         Preguntas en Páginas 22-25(ABB) Due 10/21/10

·         Estructura- Preguntas en Página 27-Due 10/26/10

·         Preguntas en Página 29-Due 10/28/10

·         Lea páginas 31-32- Preguntas en Página 32-33-Due 11/02/10

·         Lea páginas 39-42 Preguntas en Página 39-42-Due 11/04/10

 

Cuadro 2 “El Humorismo”

 

·         Lea páginas 45-51 Preguntas en Página 52-Due 11/09/10

·         Lea página 53 y escriba una carta a una persona usando el modelo en página 54 y la A en página 55 (escoja 1-8). (ingles y español) Due 11/11/10

·         Mandatos Directos-Estructura-páginas 73-74  Due 11/11/10

·         Verbos de cambio ortográfico-Estructura-páginas 76-77 Due 11/16/10

·         Verbos Irregulares-Estructura-páginas 78A-79AB  Due 11/18/10

·         Ser y Estar-Estructura en página 82-83AB- Due 11/23/10

·         “El día de acción de Gracias”    11/24-26/10

·         El Tiempo Progresivo-Estructura en página 85A Due 11/30/10

 

Cuadro 3- “El Heroísmo”

·         Lea “El Mensajero de San Martín”  Contesta preguntas en páginas

·         96-97- Due 11/30/10

·         Lea páginas 107-109-Contesta las preguntas en páginas 110AB-111C-112A-con’t 113- Due 11/30/10

 

Cuadro 4-“El Indio”

·         Lea “La Yaqui Hermosa”  Contesta las preguntas en página

130ABA-Due 12/2/10

·         Imperfecto y Pretérito-Lea páginas 154-159 y contesta las preguntas

en página 160A y 162B- Due 12/2/10

 

Cuadro 5- “La Leyenda”

 

·         Lea “El Lago Encantado” en páginas 169-171-Contesta las preguntas en página 172-Comprensión I, II, y III  Due 12/2/10

·         Los Tiempos Compuestos-Lea páginas 200-201-Cont -esta ACE en páginas 202-203 Due 12/2/10

 

Cuadro 6- Sentimientos y Pasiones

 

·         Lea “Hemos Perdido Aún”   Escriba un resumen del tema del

poema.   Due 12/7/10

·         Lea página 237-Contesta las preguntas en páginas 238B y 239B-Due Due 12/7/10

·         Lea página 241-Contesta las preguntas en páginas 242AB-Due Due 12/7/10

·         Lea “saber y conocer” página 242-Contesta las preguntas en páginas 243A- Due 12/7/10

 

12/9/10                        Presentación/Repaso- Due 12/9/10

12/13-15/10                 Final Exams

                                   


IX.   Course Evaluations

 

            Methods of Evaluating Student Performance

a.  Periodic written and oral quizzes.

b.  Compositions.

c.  Midterm and final exams to evaluate cultural awareness and writing skills.

 

 

1. The evaluation of each student is based the following behaviors

 

A.  Attendance (see review college policies-see item VI below)

B.  Attitudes (as addressed below)

C.  Knowledge of the text goals and objectives

D.  Successful completion of all class requirements and projects.

E.  Quiz preparation

F.  Examination preparation

G.  Passing with minimum score of  70 % accuracy

 

Every assignment will be evaluated using the rubric of Quality,

Neatness, Organization, and Thoroughness (Q-N-O-T) as the basis for

assessment.

 

A student’s evaluation will reflect their level of response to the

   assignment topic and to each criteria listed below.

 

  1.  Quality: The product will demonstrate quality research and targeted

                             responses to each assignment.

  1.  Neatness: Each product will be evaluated on the physical appearance of

                              the assignment. This element involves handwriting, word processing,  

                              and otherfacet of appearance of the assignment.

  1. Organization: Each product will present ideas and responses in an

                                     organized and logical format.

  1. Thoroughness: Before submitting an assignment for evaluation, the

                                      student will:

 

1)  Neatly place name and date on each assignment

2)  Address the tasks and questions

3)  Examine the quality of the responses

4)  Evaluate the neatness of the assignment

5)  Edit with attention to detail as well as organization of ideas.

 

The assignment submitted for evaluation must demonstrate the ability to use

Spanish concepts learned prior to the date of the assignment. This includes the ability to use proper syntax; well-developed sentences and paragraphs; correct grammar, spelling, and punctuation; and the use of appropriate vocabulary.

 

2. The students are encouraged to:

Plan ahead. Use time to address assignments proactively.

 

Submit assignments at the beginning of class on the dates they are

due. There will be no credit for work turned after this time.

 

Save--and back up—and keep a copy of every semester project,  response, etc;

response, etc.

 

The instructor is not responsible for missing papers.  A student should be able to document any work completed by presenting a duplicate copy.  The student will need one copy for

submitting to instructor and one for discussion notes/replacement pieces.  Check e-mail messages daily.

 

There will be no make-up quizzes unless for legit reasons.

 

B.  Completion of Course Assignments

Each student will consult the course agenda and present assignments at

the beginning of class on the date it is due unless otherwise noted by either an in-class

announcement or on e-mail.  Nothing will be accepted after the beginning of the class.

Wrong assignments will not be accepted. TEACHER WILL NOT ACCEPT MORE THAN 2 ASSIGNMENTS AT ONE TIME.

 

C.  Professional Habits and Attitudes

Each student must realize that their personal response to course assignments, their classmates, and the faculty and staff will effect their grade and is an

important factor in becoming a professional educator.

 

Responses to Course Assignments:  Each assignment is designed to

facilitate and demonstrate growth in the educational experience.

 

Responses to Peers:  Working with others is vital to success in acquiring a foreign language. As each student functions as a part of a learning team on campus and in the different activities, they are to be supportive of each other and they are to offer constructive feedback.

 

Response to Instructors and Support Staff:  During the semester

each student will experience a variety of individuals functioning with instructors and staff. Personnel and staff will be treated with respect at all times.

 

Personal Info:  Each student will complete a 3x5 card with personal info by the second day of class.

Policies

 

Students will follow the policies that are written in Texas College handbook .

 

Homework:  Specific homework assignments are given (see class schedule). These assignments must be prepared before class.  In preparation for class discussions, students must write, in complete Spanish sentences, an outline of his/her thoughts/opinions on each assigned topic and look up vocabulary words they do not know.  After reading the dialogues in the text-book, students must do "Comprension" in a separate sheet of paper and hand it in to the professor.

Oral presentations:  Students will give one speech to the class; this speech will be 15 minutes in length and will vary in content.  Every student will deliver one of the following:


An Informative Speech
A Persuasive Speech
A Formal Speech

 

D.  Course Grades:

 

Grading:
Homework…………………..10%
Newspaper reading.................5%
Spanish television news..........5%

Exams-----------------------------30%
Oral presentations...................15%
Participatory Research ...........35%

 

91 - 100 A

88 - 90 B+

81 - 87 B

78 - 80 C+

71 - 77 C

68 - 70 D

 

            I. Course Materials

 

1. Text: Literature book-Galeria del arte

 

2. Supported material

501 Spanish Verbs-Barron Educational- Hauppauge, NY. Barron Educational Series

 

“The Schedule and procedures outlined in this syllabus are subject to change in the

  event of circumstances beyond the instructor’s control”