Division of General Studies and Humanities
Department of Languages and Literature
Intermediate Spanish I-Advanced
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)
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??
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
• Apply Spanish linguistics theory to textual analysis.
B. Understand and demonstrate appreciation of the cultural values of Spanish-
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
• 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
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
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
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
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
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
· 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
· 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.
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
A student’s evaluation will reflect their level of response to the
assignment topic and to each criteria listed below.
responses to each assignment.
the assignment. This element involves handwriting, word processing,
and otherfacet of appearance of the assignment.
organized and logical format.
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;
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.
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:
Spanish television news..........5%
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”