Spanish Program Spanish 201: Third Semester Spanish. The Basic Language Sequence in the Spanish Program

Transcripción

1 Spanish Program Spanish 201: Third Semester Spanish The Basic Language Sequence in the Spanish Program Third-semester proficiency in a second language is considered an indispensable competency at USD and speaks directly to the university's undergraduate learning goals and outcomes (knowledge; communication; cultural awareness and competence; and engagement). The first three levels of Spanish in our program (SPAN 101, 102, and 201) can be seen as one course divided into three semesters because they share some common goals and characteristics, and over this period most of the basic structures of the Spanish language are studied. By the end of Spanish 201, students should be able to listen, speak, read, and write in the target language with the sufficient basic skill, vocabulary, accuracy, and cultural awareness to communicate their needs in everyday situations in a culturally appropriate way; likewise, they should demonstrate the ability to acquire additional linguistic competence on their own. Another primary objective of the language program is that students develop insight into their own language(s) and culture(s) by looking beyond their customary borders and by examining their own relationship to other cultures so as to be able to participate more fully in local communities and global contexts. Achieving greater proficiency in Spanish can translate into a practical job skill for almost any profession, but, most importantly, learning another language is a personally enriching experience and a vital part of cultural understanding and intellectual development within a Liberal Arts education. The Five-Day Syllabus It is important that all students understand a basic premise upon which the course is designed: language learning is most effective when the student is exposed to and actively studies the target language on a daily basis. For this reason, many institutions have language courses five days a week, often with a lab included. In the basic language sequence at USD, however, classes meet three days a week (Monday, Wednesday, and Friday). Classes do not meet on Tuesday and Thursday, but rather students study independently and then complete and submit their homework electronically. All homework submitted electronically is always due before the regular class meeting time, including Tuesdays and Thursdays when class does not meet. In this way students actively engage with the language at least five days a week, and their learning is maximized through this consistent exposure. The calendar at the end of the syllabus reflects this design and includes the topics and materials to be covered each of the five days per week throughout the semester. Teaching and Learning Methodology While each professor does have an individual style and approach to language teaching, all sections of Spanish 101, 102, and 201 share some common features, first and foremost being the focus on the development of students' proficiency in Spanish, which goes beyond merely knowing and emphasizes the ability to actively use the language. The students are responsible for studying the grammar and completing all assignments before coming to class. Class time is then spent on practicing and reinforcing the structures already studied outside of class in order to improve students' proficiency, their actual ability to use Spanish and carry out tasks in that language. All of the language skills are developed equally, but class time is dedicated primarily to the oral skills. The class is conducted entirely in Spanish, and while there may be some brief clarifications, Span 201 Page 1 of 15 Spr. 2014

2 there are no lengthy grammar explanations. Language learning demands consistent hard work; students should expect to spend at least twice as much time studying out of class as they do in class. The first two weeks of the semester tend to be even more challenging as students begin using their language skills again and become accustomed to both their instructors and the teaching methodology. Each class is relatively fast paced and contains multiple activities, including questions and answers, pair/group work, presentations, and role playing, among others. All students are accountable for consistently coming to class prepared, staying on task and speaking only Spanish in class, and actively participating in all activities. Course objectives for Spanish Speaking: Create with the language and communicate personal meaning to sympathetic interlocutors by combining language elements in discrete sentences and strings of sentences; go beyond personal needs and social demands in target language culture; initiate and sustain a basic conversation on generally predictable topics related to daily activities and personal environment; express simple opinions on various topics; narrate and describe in major time frames, but within very controlled situations and without easily changing from one to another. (This ability is assessed in the following components of the course: participation, homework, presentations, and interviews.) 2. Listening: Comprehend phrases and paragraphs on personal, familiar, and general topics spoken by sympathetic speaker; comprehend both main ideas and specific information in text; understand text well enough to then summarize it and respond to questions about the message. (This ability is assessed in the following components of the course: participation, homework, and exams, including the final.) 3. Reading: Read consistently, with increased understanding of simple connected authentic texts dealing with a variety of basic and social needs. These texts impart basic information about which the reader has to make minimal suppositions and to which the reader brings personal interest and/or knowledge. Texts may include newspaper and magazine articles, simple book/film reviews, and business letters, among others. (This ability is assessed in the following components of the course: participation, homework, and exams, including the final.) 4. Writing: Create with the language and communicate simple facts and ideas in a loosely connected series of sentences on topics of personal interest and social needs; express meaning that is comprehensible to those unaccustomed to the writing of non-natives; narrate and describe in some detail in past, present, and future time frames, but primarily in a controlled situation. (This ability is assessed in the following components of the course: participation, homework, compositions, and exams, including the final.) 5. Linguistic Knowledge: Good command of basic grammar structures and vocabulary learned in SPAN 101 and102, and of new structures (subjunctive, nosotros commands, past participles used as adjectives, present and past perfect, conditional). (This knowledge is assessed in all components of the course.) 6. Cultural knowledge: Demonstrate an understanding of the relationship between the practices, products, and perspectives of the culture studied; recognize that cultures use different patterns of interaction and apply this knowledge to their own culture; identify in a contextualized manner well-known historical and contemporary figures. (This knowledge is assessed in all components of the course. Knowledge acquired out of class through cultural activities and service learning will be assessed in oral presentations and/or compositions.) Span 201 Page 2 of 15 Spr. 2014

3 Pre-requisite for Spanish 201 Spanish 102 (at USD or transferred from another institution) or permission of the Director of Placement granted by taking the Placement Exam. Anyone who has not been authorized to enroll in 201 will be dropped. Course materials Required textbook and passcodes: Vistas. 4th Edition customized. Blanco & Donley. Vista Higher Learning. Boston: Massachusetts. ISBN (Please note: This is a special package ISBN for USD students only, which includes chapters and the required passcodes.) Bilingual Spanish/English dictionary. You may buy the textbook at the USD bookstore or directly from the publisher: The textbook comes with a Supersite plus passcode, which includes access to the WebSAM, Supersite, and the vtext (virtual textbook). You must have this passcode for the course; it is included in the above customized ISBN for USD. The passcode is good for three years; however, it is not transferrable. Once a student redeems a code, it cannot be sold to another student nor returned. The pass code is included in the above customized ISBN for USD. However, if you obtain a used copy of the textbook, you may purchase the pass codes separately from the publisher (see link above). The pass codes are good for three years; however, they are not transferrable. Once a student redeems a code, it cannot be sold to another student nor returned. Additional reading material for Spanish 201: These materials will be placed on e-reserve in Copley Library. Password: spring2014. You will be responsible for accessing and copying them. Course components Grading scale 10% Participation A C % Homework (Supersite, etc.) A C % Oral Component (2) B D % Writing Component (2) B D % Quizzes (Ch.13, 14, 16, 17) B D % Midterm Exam (Ch.13-15) C F 62 and below 20% Final Exam (Ch.13-18) Span 201 Page 3 of 15 Spr. 2014

4 Evaluation Quizzes: There will be quizzes for Chapters 13, 14, 16, and 17. Quizzes will focus on the vocabulary and the grammar covered on the chapter. Missed quizzes CANNOT be made up; therefore, class attendance is very important. Homework/Other Assignments: All assignments must be completed by the due date, and no late assignments will be accepted. You will be asked to submit your homework through the book's Supersite/Maestro WebSAM (practice textbook exercises, online workbook, and lab manual). Writing Component (Redacciones): You will be expected to write two in-class compositions throughout the semester. These will take place in class and you will be allowed to use your textbook and your dictionary. You will have the chance to rewrite the first draft based on your instructor s feedback. Topics for these assignments will be made available to you by your instructor. Both form and content will be assessed; compositions should reflect what has been covered in class. No make-up writing assignments are allowed. Oral component: This is a key component that will be worked upon in every class from the very beginning of the semester. In addition, there will be two oral assessment tests during the semester. These tests will be of different nature (individual, in pairs, or in groups) but all will measure your ability to interact in certain cultural context. Exams: There will be a midterm exam (Chapters 13, 14, and 15) and a final exam 1 (Chapters 13-18). See attached tentative class schedule for exam dates and material to be covered. Students will be allowed to review the midterm and final exams with the instructor after they have been graded, however exams must be returned to the instructor as they will be kept on file. Please note that make-up exams will be given only with a doctor's excuse and after filing a petition form for a make-up exam. Cultural activities: Cultural knowledge and understanding constitute a central part of second language acquisition, and students are encouraged to incorporate significant learning experiences beyond the classroom. For this reason, you will attend different cultural activities on campus and/or in the community during the semester. This is a mandatory component of the course, and you will be provided with a list of activities from which to choose. (See the attached description of the cultural activities at the end of this syllabus). What you gain from attending these cultural activities will be assessed through other course components, such as the oral component. Participation: For full participation credit, students are to have prepared carefully for class and are expected to participate fully. Texting and cell phone use, along with disruptive classroom behavior, will result in no credit for participation on that particular day. Please refer to the Participation document that you can find below. Attendance: It is very important that you attend every class meeting and arrive punctually. Missing more than two classes will lower your final grade in this course. For each additional absence, your grade will be 1 The final exam must be taken on the assigned date and at the assigned time for your section as indicated at the end of this syllabus. Make your travel plans accordingly, as you can only take the final exam as scheduled. Span 201 Page 4 of 15 Spr. 2014

5 lowered one step on the grading scale (e.g. from a B to a B-, etc). In the event you are absent, it is your responsibility to find out what material you have missed and any homework assignments. Arriving late or leaving class early will result in half an absence. PARTICIPATION (Grading scale: 10% of the final grade) A B C D F Excellent level of preparation and participation. Regularly offers relevant comments Regularly answers when called on and demonstrates extensive preparation. Nearly always participates voluntarily in class activities without hesitations. Consistently stays on task during partner/group work. Uses Spanish almost exclusively. High level of preparation and participation. Sometimes offers relevant comments. Usually answers when called on and demonstrates a high degree of preparation. Sometimes participates voluntarily in class activities. Stays on task during partner/group work. Uses a lot of Spanish (sometimes asks permission to speak English). Satisfactory level of preparation and participation. Occasionally offers relevant comments, usually needs prompting. Not consistently prepared. Generally does not participate voluntarily in class. Inconsistent participation in partner/group work (chatting, unprepared). Low level of preparation and participation. Rarely offers relevant comments. Often unable to answer when called on. Inconsistent participation in partner/group work. Rarely uses Spanish. Inadequate level of preparation and participation. Unable to respond when called on. Unwilling to participate in class activities. Clearly unprepared for class. Rarely or never speaks Spanish. Additional assistance for students If you have any questions or problems regarding the syllabus or the course, you should consult with your instructor. In addition, the department offers a free tutoring service for students who are struggling with the material. The tutors are faculty-recommended native speakers of the language or students enrolled in advanced courses. They receive training in order to provide you with the best help possible, so we encourage you to take advantage of this opportunity. Visit the department website ( Need a Tutor? ) to find out when tutors are available. Students should also consider participating in the Spanish Conversation Table; ask your instructor for more details. Span 201 Page 5 of 15 Spr. 2014

6 Policy on Academic Integrity According to USD academic regulations, The University of San Diego is an academic institution, an instrument of learning. As such, the university is predicated on the principles of scholastic honesty. It is an academic community all of whose members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility toward other members of the community. For more information, click on the link to the USD Undergraduate Bulletin. Volunteer Opportunities (Optional and not for credit or extra credit) The Center for Community Service-Learning (CSL) at USD offers a number of opportunities to connect with Spanish-speaking communities in San Diego. From events and programs for youth and adults at local centers, to one-day immersion trips to Tijuana, Mexico and immigration/border-related trips right here in San Diego, CSL offers multiple avenues to connect and learn with our local community. If you are interested in finding out more about CSL programs and our community-based opportunities, please contact María Silva at mariasilva@sandiego.edu or Span 201 Page 6 of 15 Spr. 2014

7 Class activities and assignments Five-Day Syllabus [Legend: Supersite Practice (SP); Supersite Text (ST); Supersite WebSAM (WS)] Semana 1: 1/27-1/31 Introducción al curso: objetivos, metas, apoyos electrónicos (Vistas y Blackboard), actividades culturales. Prueba de diagnóstico. Prueba diagnóstico Ejercicios de recapitulación del capítulo 8 (págs ). Repaso de los verbos reflexivos: el verbo gustar; objeto directo e indirecto. Repaso del pretérito, el imperfecto y las estructuras con se. Repaso de los adverbios (pág. 354) Ejercicios de recapitulación del capítulo 9 (págs ). Ejercicios de recapitulación del capítulo 10 (págs ). Los mandatos familiares (págs ); las preposiciones por y para (págs ). ST: Cultura (págs. 450 y 451). Ejercicios de recapitulación del capítulo 11 (págs ). Semana 2: 2/3-2/7 Capítulo 13: La naturaleza (contexto) y Colombia (panorama). ST: Estructura 13.1, el subjuntivo con verbos de emoción (págs. 452 y 453). ST: Hacer los ejercicios asignados. The deadline to take the Placement Exam is noon today. Those who do not or who have been placed at a different level will be dropped tomorrow. (See Pre-requisite above.) SP: Hacer los ejercicios asignados. ST: Estructura 13.2, el subjuntivo con duda, negación, etc. (págs. 456 y 457). Span 201 Page 7 of 15 Spr. 2014

8 Ejercicios de recapitulación del capítulo 12 (págs ). SP: Hacer los ejercicios asignados. Se asigna ACTIVIDAD CULTURAL 1. Consultar el sitio ST: Estructura 13.3, el subjuntivo con conjunciones (págs. 460 y 461). Semana 3: 2/10-2/14 ST: Estructura 13.3, el subjuntivo con conjunciones (continuación). Lectura del capítulo. SP: Recapitulación, (págs. 464 y 465). SP/WS: Último día para completar los ejercicios del capítulo 13. Prueba 1. Capítulo 13 (vocabulario y gramática). Prueba 1 Capítulo 14: La ciudad (contexto) y Venezuela (panorama). SP: Hacer los ejercicios asignados. Se asigna la primera lectura. Semana 4: 2/17-2/21 Ejercicios para la primera lectura. Lectura 1 ST: Estructura 14.1, el subjuntivo en cláusulas adjetivas (págs. 486 y 487). ST: Estructura 14.2, mandatos (pág. 490). Span 201 Page 8 of 15 Spr. 2014

9 ST: Estructura 14.3, el participio como adjetivo (pág. 493). Lectura del capítulo. SP: Recapitulación, (págs. 496 y 497). SP/WS: último día para terminar los ejercicios asignados. Semana 5: 2/24-2/28 Prueba 2. Capítulo 14 (vocabulario y gramática). Prueba 2 Redacción 1. Primera versión (en clase). Capítulo 15: El bienestar (contexto), Bolivia (panorama). Redacción 1 Actividades para preparar la prueba oral 1. Prueba oral 1. Semana 6: 3/3-3/7 ST: Estructura 15.1, el presente perfecto (pág. 518 y 519) Redacción 1. Segunda versión (en clase). ST: La estructura 15.2, el pasado perfecto (pág. 522) Redacción 1 ST: Estructura 15.3, el presente perfecto subjuntivo (págs. 525). Lectura del capítulo. ST: Recapitulación (págs. 528 y 529). Span 201 Page 9 of 15 Spr. 2014

10 Semana 7: 3/10-3/14 Vacaciones de Primavera Semana 8: 3/17-3/21 Repaso para el examen de medio semestre. Examen de medio semestre. Mid-term Se asigna ACTIVIDAD CULTURAL 2. Consultar el sitio Capítulo 16: El mundo del trabajo, Nicaragua (contexto) y La República Dominicana (Panorama). Semana 9: 3/24-3/28 Inician las presentaciones orales sobre los eventos culturales ST: Estructura 16.1, el futuro (págs. 552 y 553). ST: Estructura 16.1, el futuro (continuación). Se asigna la segunda lectura. Span 201 Page 10 of 15 Spr. 2014

11 ST: La estructura 16.2, el futuro perfecto (págs. 556 y 557). Ejercicios para la segunda lectura. Lectura 2 Semana 10: 3/31-4/4 ST: La estructura 16.2, el futuro perfecto (continuación). ST: la estructura 16.3, el subjuntivo pasado (págs. 558 y 559). ST: La estructura 16.3, el subjuntivo pasado (continuación). Lectura del capítulo. ST: Recapitulación (págs. 562 y 563). Semana 11: 4/7-4/11 Prueba 3. Capítulo 16 (vocabulario y gramática). Prueba 3 Capítulo 17: Un festival de arte (contexto), Salvador y Honduras (Panorama). ST: Estructura 17.1, el condicional (págs. 588 y 589). Hacer los ejercicios asignados. Redacción 2. Primera versión (en clase). Redacción 2 ST: Estructura 17.1, el condicional (continuación). Span 201 Page 11 of 15 Spr. 2014

12 Semana 12: 4/14-4/18 ST: Estructura 17.2, el condicional perfecto (págs. 592 y 593). ST: Hacer los ejercicios asignados. Redacción 2. Segunda versión (en clase). Redacción 2 y ST: Estructura 17.2, el condicional perfecto (continuación). Semana Santa (No hay clase) Semana 13: 4/21-4/25 Semana Santa (No hay clase) ST: Estructura 17.3, el pasado perfecto del subjuntivo (págs. 595). ST: Estructura 17.3, el pasado perfecto del subjuntivo (continuación). Lectura del capítulo. ST: Recapitulación (págs. 598 y 599). Semana 14: 4/28-5/2 Prueba 4. Capítulo 17, el vocabulario y la gramática. Prueba 4 Span 201 Page 12 of 15 Spr. 2014

13 Capítulo 18: Las actualidades (contexto), Paraguay y Uruguay (panorama). SP: Estructura 18.1, Cláusulas con si (págs. 622 y 623). Semana 15: 5/5-5/9 ST: Estructura 18.2, repaso del subjuntivo (págs. 626 y 627). SP: Hacer los ejercicios asignados. Estructura 18.2, repaso del subjuntivo (continuación). Lectura del capítulo. ST: Recapitulación (págs. 630 y 631). SP/WS: Último día para completar las actividades asignadas. Terminan las presentaciones orales sobre los eventos culturales Semana 16: 5/12 5/16 Repaso para el examen final. Final exam schedule The final exam must be taken on the scheduled date and at the indicated time. Please do not make any conflicting travel arrangements, as the following time and date specified for each section cannot be changed. No exceptions can be made. You must take your exam with your own section. Span 201 Page 13 of 15 Spr. 2014

14 Professor Sec. Examen final Hora Sala Zambrano 01 Mon., 05/19 08:00-10:00 SH 312 Zambrano 02 Wed., 05/21 08:00-10:00 SH 312 Don 03 Mon., 05/19 11:00-13:00 MH 205 Don 04 Fri., 05/16 11:00-13:00 MH 205 Ortega-Ocádiz 05 Wed., 05/21 14:00-16:00 MH 226 Ortega-Ocádiz 06 Fri., 05/16 14:00-16:00 MH 226 Fernández 07 Mon., 05/19 11:00-13:00 CH 101A Fernández 08 Wed., 05/21 17:00-19:00 CH 101A Moya 09 Fri., 05/16 17:00-19:00 CH 117 Moya 10 Mon., 05/19 17:00-19:00 CH 117 Zambrano 11 Wed., 05/21 14:00-16:00 MH 205 Repinecz 12 Mon., 05/19 14:00-16:00 CH 109 Villalobos 13 Wed., 05/21 17:00-19:00 KIPJ 220A Bolívar 14 Fri., 05/16 11:00-13:00 CH 109 Cultural Activities The development of cultural knowledge and understanding as well as intercultural competence--understood here as the capacity to interact appropriately and effectively within diverse social settings and cultural contexts--is a fundamental part of effective language learning. Such development necessarily takes place beyond the classroom. Accordingly, this component of the course is designed to encourage students to incorporate significant learning experiences by attending or participating in diverse cultural activities on campus and/ or the community. These activities are in Spanish or are directly related to the Spanish-speaking world. Requirements and integration of activities into the course You must attend two different events/activities during the semester; the total time commitment will be approximately 6-8 hours depending on the activities selected. Following each event/activity you will carry out an oral presentation, interview and/or role play performance in class based on the content of the cultural activity. You should turn in your ticket, receipt, pictures, or any other proof of attendance. Your instructor may also assign a short reflection/composition based on the experience. Specific details for your class will be provided by your instructor. Which events and activities are acceptable? The event/activity must potentially provide a significant learning experience and fulfill at least one of the following criteria: it is in Spanish; the topic is related to the Spanish-speaking world; and/or it directly represents a Hispanic cultural phenomenon. Different activities may include conference events, lectures, theatrical performances, films (viewed at a cinema), cultural celebrations and festivals, among others. Span 201 Page 14 of 15 Spr. 2014

15 A calendar of pre-approved events and activities will be published at the beginning of every month. The "Calendar of Cultural Activities" will be published on the internet through the homepage of the Department of Languages and Literatures: You may also seek out other relevant events on your own and ask your professor for his or her prior approval of them as cultural activities. You must do two different types of activities; for example, you may not go to the museum twice. A primary aim of this component is to broaden your cultural experiences. Look at the class schedule for DUE DATES. Span 201 Page 15 of 15 Spr. 2014