Division of General Studies and Humanities
Department of Languages and Literature
Elementary Spanish II
Course Number: Span 1302
Course Description: Spanish II emphasizes the use of Spanish for communication in basic and advanced everyday expressions. The course includes a review of basic concepts 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 proficient and obtain the ability to communicate in Spanish on an advanced level.
Credit Hours: 3 Hours
Instructor: Ed Sanders
Phone: (903) 593-8311 Ext 2236
Office: Willie L. Glass Building-Rm 114
Office Hours: Monday-Thursday-12:30pm-1:30pm (Appointments are recommended although not required)
Class: Elementary Spanish II
Prepared by: Mr. Edward Sanders___________________________/___/___/_____ Instructor Date
Approved by: Dr. Herbert Coleman ______________________ / / __/_____
Division Chair Date
1. Text: Silverstein, Ruth, Heywood, Wald and Pomerantz, Allen. Spanish Now-Level I1
Barron Educational , 7ed.
A. Supported material
Kendris, Christopher. 501
Spanish Verbs-Barron Educational-
II. Course Description
Spanish II emphasizes the use of Spanish for communication in basic and advanced everyday expressions. The course includes a review of basic concepts 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 proficient and the ability to communicate in Spanish on an advanced level.
III. Course Objectives
Spanish II course seeks to develop language skills that apply in many subject areas rather than any single subject matter. Further, the Spanish II course includes the study of Hispanic people and cultures, inherent in the study of any language. The goals of the Spanish II Language course are:
1. To develop the ability to understand the spoken language both formally and in conversation:
2. To develop the ability to speak with accuracy and fluency using appropriate pronunciation
3. To acquire vocabulary and grasp structure that enables the student to read newspaper and magazine articles, as well as literature with ease and accuracy; and
4. To develop the ability to express ideas accurately and fluently in writing.
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 know 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.
V. Course Evaluations
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 71 % accuracy
The Evaluation Rubric
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.
a Quality: The assignment will demonstrate quality research and targeted
responses to each project.
b Neatness: Each project will be evaluated on the physical appearance of
the assignment. This element involves handwriting, word processing, and other
facet of appearance of the assignment.
c. Organization: Each assignments will present ideas and responses in an
organized and logical format.
d. Thoroughness: Before submitting an assignment for evaluation, the
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,
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.
VI. Course Expectations
A. Attendance, Punctuality and Responsibility Policies of students:
Student are encouraged to attend every scheduled class day. Class time is devoted to pertinent announcements, quizzes, content lectures, small-group collaboration on content and processes, and whole-class discussions related to content, procedures, and processes. Missing class is extremely detrimental to the successful completion of course expectations.
As stated in the Handbook (2008-2009) "As long as it is consistent with
this college minimum attendance policy, each professor may initiate his or her own
policy and, in such case, include the policy in the course syllabus distributed at the
beginning of the semester." (page 84)
**A student who has more than four (4) absences will experience a drop of one
There are two situations which will be considered as an excused absence
providing the student submit a written “Absence Documentation Form” and attach
appropriate documentation as described below.
a. Personal Illness: To receive excused absence credit, the student must produce a note from their attending physician stating the dates the physician gave treatment and the dates for which the student should be excused from class participation. This note, and a Documentation Form is due on the day the student returns to class following treatment.
b. Family Death: A student who experiences a death in the nuclear or extended
family should contact the Dean of Academic Affairs (903-595-8311. The
professor will receive notification from that office and will respond appropriately. The
student is responsible for completing the Absence Documentation Form and attaching
any documentation perceived necessary.
c. Tardiness: Students who are tardy (not in seat when class begins) not only miss the initial activities of the class, but they are disruptive to their classmates. Students who arrive in class after the roll sheet has been signed must contact the instructor in writing with a statement, giving rational for tardy appearance. This must be submitted immediately following the class period that day to be recorded as "present but tardy." Three tardy appearances will count as one absence. Students who are tardy are accountable for any information delivered in class.
d. Pre-Planned Medical Treatments: A student who anticipates medical
treatment during the semester must complete any assignments prior to the event of
treatment. These treatments may be addressed as "excused absences" if criteria above
(#1 Personal Illness) are addressed and work is submitted prior to the event of treatment.
The student is encouraged to alert the instructor of these pre-planned events.
e. Withdrawals: It is the students’ responsibility to initiate withdrawal from the class; students who stop attending class or who are receiving an –F- in class will not automatically be dropped by the instructor. The student must complete the appropriate withdrawal form and process it by the deadline published in the schedule of classes.
Quizzes: Quizzes will be administered as non-scheduled events during the
semester. There will be no make-up quizzes unless for legit reasons.
Examinations: Students are expected to be in class on all of the
scheduled examination dates. This policy relates to the Final Examination Date as well.
All examinations are listed in the class schedule, and the class finals will be administered
as scheduled in the Fall, 2008 Schedule of Classes (Saturday, December 14, 2008).
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 an e-mail. Nothing will be accepted after the beginning of the class
event. Students must bring duplicate copies of the assignments to class. This
allows the student to actively participate in class activities and discussions after the assignment is submitted.
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.
Lecture Notes: All lecture notes must be kept in a folder or notebook by date, course period, assignment or concept title and must be legible available for me to check whenever I call for it. A grade will be given for this project.
Internet assignments (www.studyspanish.com): All internet assignment grades must be printed out with student’s name on it and turned in to the teacher to obtain a grade.
D. Course Grades:
Home work 15%
Participation/Lecture Notes 15%
Oral Presentation 10%
91 - 100 A
88 - 90 B+
81 - 87 B
78 - 80 C+
71 - 77 C
68 - 70 D
E. Class Schedule for May Summer Session
5/18/09 Introduction/Syllabus/ “15 ventajas de aprender expañol” Research on internet and write in Spanish-Submit to me for a grade by 5/20/09
Repaso-Nouns, definite articles, indefinite articles,adjetivos
5/19/09 Repaso-Ser y Estar- Página 3 -VIEW RESOURCE LINK “SER Y ESTAR”
Lea “Juana está en la ventana con su madre” Present tense verbs- ar/er/ir (pps 33-38) Aprendan todos los verbos en páginas 37-38-Write a summary of story on page 33 in Spanish. Submit by 5/21/09
5/20/09 La prueba de deletrear (Los verbos) Conjugate 10 of the verbs on pages 37-38 and write 10 sentences using a different verb. Submit by 5/21/09
“¿Dónde está mi sombero?” (p53) El tiempo progresivo (p75) Write 10 sentences using the present progressive of the same 10 verbs you conjugated. Listen to song “Si tu te vas” by Enrique Inglesia on Youtube and write the present progressives that are used in the song. Submit all assignment by 5/21/09.
5/21/09 Stem - changing verbs-pps. 55-60
!!Vete!!! !!Vete!! ---Los numeros---Complete this exercise on “La tarea” page and submit by 5/24/09
5/25/09 Verb tense and moods ¿Cuántos tiempo hace? Hace…….. & Acabar de…páginas 107-108. Complete studyspanish 33 & 75AB. Submit by 5/27/09.
5/26/09 Preterite tense pps-161-179-Please read these pages
Irregular preterite tense verbs—(Test-pps 194-195)
Submit by 5/27/09.
5/27/09 El Tiempo Futuro/ Irregular future tense verbs- Read pages 203-204. Listen to song “Si tu te vas” on YouTube and write the future tense verbs that are used.Complete study Spanish 99AB. Submit by 5/29/09
5/28/09 Reflexive verbs and reflexive pronouns-pages 212-216 in Textbook. REVIEW RESOURCE LINK-RELFEXIVE Complete exercise I-V on page 214 and studyspansh 59AB. Submit by 5/29/09.
6/1-4/09 Mid-Term Exams
PLEASE EMAIL ALL STUDYSPANISH “REPORT CARD RESULTS”
6/08/09 Lea “Un padre y sus dos hijos” page 119 in textbook. (parse all verbs in this story) por ejemplo (Un padre tenía …(3rd preson singular) Write the verb each time you see it. Please use “Syntax sheet on Resource page.
6/09/09 Potencial tense (condicional)
· Lean páginas 239-252
· Completan páginas 253-254
· Studyspanish-104AB. Submit by 5/10/09
6/10/09 Lea “Hagamos conexiones” Read the article on the RESOURCE PAGE. (parse (list) all verbs on the page). Submit by 6/11/09
6/11/09 El verbo-Gustar-
· Lean páginas 236
· Completan los ejercicios I y II en páginas 336-337
· Studyspanish 48AB-Submit on 6/12/09
6/15/09 La Historia
· Lean “Los Español en la América del norte” Research and summarize (Escribe una página)
· Contestan las preguntas
6/16/09 Lean “Las Fiesta de San Fermin”
· Research and summarize (Escribe una página)
· Contestan las preguntas
6/17/09 Lea página 161 y escribe un resumen del cuento en español.
· (Escribe una página en el pretérito)
6/18/09 El Subjuntivo/El Subjuntivo con expresiones impersonales
El Subjuntivo en cláusulas nominales
El Subjuntivo con expresiones de duda-Study pages 286-299 in textbook. Complete exercises I & II on page 296. Complete study spanish 77AB. Submit by 6/23/09
6/23/09 Perfecto de indicative/El Presente Perfecto “He decidido” Marcos Witts. Study pages 352-357. Complete section VI on page 356. Complete studyspanish 101 AB-Listen to “He decidido” by Marcos Witt on YouTube and write the Perfect tense construction used in the song. Submit by 6/24/09
6/24/09 Presentation-Student will speak for 5 minutes in Spanish using the model at the bottom of the Resource Links. Speech can be given on campus or via CD, cassette etc. Due date is 6/24/09
6/25/09 Final Exam (on campus)