Beginning Spanish Language Introduction to Hispanic Cultures II (SPAN 1002)

Transcription

1 Beginning Spanish Language Introduction to Hispanic Cultures II (SPAN 1002) Valdosta State University Faculty of Arts & Sciences Department of Modern and Classical Languages Fall Semester 2013: August 12-December 6 Course Information Course Name: Beginning Spanish Language and Hispanic Cultures II Course Number: SPAN C CRN: Classroom Number: ONLINE Class Time: ONLINE Credits: 3 Prerequisite Spanish 1001 Instructor Information Instructor: Dr. David Walter Aguado (Las Vegas, NV) dwaguado@valdosta.edu READ THE SYLLABUS CAREFULLY. YOU ARE RESPONSIBLE FOR THE UNDERSTANDING, ACCEPTANCE AND COMPLIANCE CONCERNING EVERY ITEM IN THIS DOCUMENT. Course Description SPAN 1002 is a continuation of SPAN 1001, with emphasis on proficiency and communicative competence at the novice level in the four basic skills: speaking, listening, reading and writing, as defined by the American Council on the Teaching of Foreign Languages Guidelines. Awareness of various sociocultural aspects and the distinctiveness of certain cultural traditions. NOTE: The vosotros form is used in this course. Learn it if you don t know it. THE INSTRUCTOR RESERVES THE RIGHT TO OMIT OR MODIFY MATERIALS AND ASSIGNMENTS AND ALSO INCLUDE OTHER MATERIALS NOT NECESSARILY LISTED IN THIS SYLLABUS. Required Materials 1. Plazas: Lugar de Encuentros 4 th Edition, Authors: Robert Hershberger, Susan Navey-Davis, Guiomar Borrás A, Cengage Learning, 2011, ISBN: a. Bundle Contains: i. Access Code to ilrn Heinle Learning Center for Plazas for 24 months

2 2 ii. Spanish to English Dictionary iii. Five (free) hours of Cengage personal tutoring 2. Students are required to purchase their own headsets (headphones with built-in microphone) for use in the lab. 3. On-line dictionary: 4. Spanish Book Tech Help: 1(877) Student Responsibility It is the student s responsibility to know the administrative procedures established by the University that will be observed in this class. This is especially important regarding dropping or withdrawing from courses of instruction. Students must adhere to deadlines for drops and withdrawals in order to avoid academic and financial penalties. Americans with Disabilities Act Valdosta State University complies fully with the requirements of the Americans with Disabilities Act (ADA). If you believe that you are covered under this act, and you have need for special arrangements to allow you to meet the requirements of this course, please contact the personnel at the VSU Center at Naval Submarine Base Kings Bay. The office will put you in contact with VSU s Access Office. Also, please discuss this with the instructor at the first class meeting. Standards, Goals and Outcomes In this document ACTFL refers to the American Council on the Teaching of Foreign Languages proficiency guidelines, which can be found at: htm And at: [Speaking, revised 1999; Writing, revised 2001] Valdosta State University Core Curriculum Learning Goals can be found at: Outcomes for the Major in Spanish Language and Culture Track can be found at: Future and prospective teachers (Foreign Language Education track) may consult the Conceptual Framework of the College of Education at:

3 3 ACTFL Proficiency Guidelines Student proficiency (performance in the language) is measured according to the scale provided by the American Council on the Teaching of Foreign Languages. Upon successful completion of SPAN 1002, students should be able to perform at the Novice High level. Speaking Novice High: Speakers at the Novice High sublevel are able to handle a variety of tasks pertaining to the Intermediate level, but are unable to sustain performance at that level. They are able to manage successfully a number of uncomplicated communicative tasks in straightforward social situations. Conversation is restricted to a few of the predictable topics necessary for survival in the target language culture, such as basic personal information, basic objects, and a limited number of activities, preferences, and immediate needs. Novice High speakers respond to simple, direct questions or requests for information. They are also able to ask a few formulaic questions. Novice High speakers are able to express personal meaning by relying heavily on learned phrases or recombinations of these and what they hear from their interlocutor. Their language consists primarily of short and sometimes incomplete sentences in the present, and may be hesitant or inaccurate. On the other hand, since their language often consists of expansions of learned material and stock phrases, they may sometimes sound surprisingly fluent and accurate. Pronunciation, vocabulary, and syntax may be strongly influenced by the first language. Frequent misunderstandings may arise but, with repetition or rephrasing, Novice High speakers can generally be understood by sympathetic interlocutors used to non- natives. When called on to handle a variety of topics and perform functions pertaining to the Intermediate level, a Novice High speaker can sometimes respond in intelligible sentences, but will not be able to sustain sentence-level discourse. Writing Novice High: Writers at the Novice High sublevel are able to meet limited basic practical writing needs using lists, short messages, postcards, and simple notes. They are able to express themselves within the context in which the language was learned, relying mainly on practiced material. Their writing is focused on common elements of daily life. Novice High writers are able to recombine learned vocabulary and structures to create simple sentences on very familiar topics, but are not able to sustain sentence-level writing all the time. Due to inadequate vocabulary and/or grammar, writing at this level may only partially communicate the intentions of the writer. Novice High writing is often comprehensible to natives used to the writing of non-natives, but gaps in comprehension may occur. Listening Novice High: At the Novice High sublevel, listeners are often but not always able to understand information from sentence-length speech, one utterance at a time, in basic personal and social contexts where there is contextual or extralinguistic support, though comprehension may often be very uneven. They are able to understand speech dealing with areas of practical need such as highly standardized messages, phrases, or instructions, if the vocabulary has been learned. Reading Novice High: At the Novice High sublevel, readers can understand, fully and with relative ease, key words and cognates, as well as formulaic phrases across a range of highly contextualized texts. Where vocabulary has been learned, they can understand predictable language and messages such as those found on train schedules, roadmaps, and street signs. Readers at the Novice High sublevel are typically able to derive meaning from short, non-complex texts that convey basic information for which there is contextual or extralinguistic support.

4 4 Outcomes: At the end of instruction in SPAN 1002 the learner is able to do the following in Spanish: 1. Give information about routines in different contexts. 2. Describe people and things. 3. Use present and past tenses to describe activities of self and others. 4. Communicate time, date and quantity for different situations. 5. Inquire about present and past activities and routines of others. 6. Demonstrate ability to obtain food and lodging. 7. Use negation to ask and respond to questions. 8. Demonstrate basic geographical and cultural knowledge of the Spanish-speaking world. 9. Compare and contrast information of the Spanish-speaking world with students native culture. 10. Speak Spanish with correct vowel and consonant sounds and accentuation so as to be understood by a native speaker used to dealing with second language learners. ACTFL Target Level: Novice High; Acceptable Level: Novice Mid Course Outcomes Grade Components used to Measure Outcomes Types of Assessments ACTFL/NCATE Program Standards Projected Major Outcomes 1 1,2,3,4,5 Formative written and oral assessments 1a, 2a, 2c 1,2,3,4,6,9 2 1,2,3,4,5 Formative written and oral assessments 1a,1b,2a,2c 1,2,3,4,5,6,9 3 1,2,3,4,5 Formative written and oral assessments 1a,1b 1,2,3,4,5 Summative written and oral examination 4 1,2,3,4,5 Formative written and oral assessments 1.a, 1c,2a 1,2,3,4,6, 8,9 Summative written and oral examination 5 1,2,3,4 Formative written and oral assessments 1a, 1b 1,2,3,4,5,8,9 Summative written and oral examination 6 1,2,3,4 Formative written and oral assessments 1a, 1b, 1c, 2a 1,2,3,4,6,9 Summative written and oral examination 7 2,3,4 Formative written and oral assessments 1a,1b,1c 1,2,3,4,5,9 8 1,3,4,5 Formative written and oral assessments 2a,2c 1,2,3,4,6,9 Summative written and oral examination 9 1,3,4,5 Formative written and oral assessments 1a,1b,2a,2c 1,2,3,4,6,8,9 Summative written and oral examination 10 1,2,3,4 Formative oral assessments 1a,1b,1c 1,2,3,5,9 Summative oral examination

5 5 Oral Proficiency Evaluation Rubric Expected Level of Speaking Proficiency: Novice-High Exceeds Expectations = 3 Meets Expectations = 2 Responds to Yes/No questions with ease & confidence. Uses complete sentences and responds to information questions more than 50% of the time, at other times, creates ideas but doesn t create sentences. 1. Text Type Speaks in complete sentences at almost all opportunities & might string together sentences into a group, but inconsistently. (A string of sentences would communicate the same information if spoken in a different order, i.e., not a paragraph.) Attempts at almost all opportunities to respond to information questions, describe, and/or narrate. 2. Global Tasks & Functions 3. Context / Content Creates with the target language & communicates personal meaning at almost all opportunities, but in an unsustained manner. Can somewhat initiate, maintain, and bring to a close a simple conversation. Can barely ask and reply to simple questions. Inconsistently speaks about predictable, familiar topics related to daily activities or the immediate surroundings (such as family, daily routine, hobbies, or home) at almost all opportunities, but in a minimally sustained manner. 4. Accuracy Understood, with some repetition, by speakers accustomed to dealing with nonnative speakers in almost all cases, but inconsistently. Nonnative accent may be very strong. 5. Cultural Appropriateness Somewhat, or noticeably inconsistently addresses cultural context of the situation with regard to social & religious traditions, geographical surroundings and linguistic register. Uses formulaic and memorized utterances, lists and phrases with ease & confidence. Able to create with the target language and ask and answer simple questions more than 50% of the time. Gives the impression of being able to initiate, maintain, and bring to a close a simple conversation, but cannot maintain this. Speaks about self with ease & confidence. Speaks about predictable, familiar topics related to daily activities or the immediate surroundings (such as family, daily routine, hobbies, or home) more than 50% of the time, but with minimal control. Understood more than 50% of the time, with some repetition, by speakers accustomed to dealing with non-native speakers. L1 noticeably influences vocabulary, pronunciation & syntax. Barely addresses cultural context of the situation with regard to social & religious traditions, geographical surroundings and linguistic register. Fails to Meet Expectations = 1 Consistently answers questions, with 2 or 3 words at a time. Uses individual words, lists, or memorized phrases May respond only to Yes/No or multiple choice questions. Communicates solidly, but with formulaic and memorized utterances, lists and phrases. Pauses frequently to search for simple vocabulary or recycles own words. May communicate little or no personal meaning. Speaks about self in most common informal settings & most common aspects of daily life. These topics are reliable as conversational material. Difficult to understand, even for speakers who are accustomed to dealing with non-native speakers. First language strongly influences vocabulary, pronunciation & syntax. Attempts to address cultural context of the situation with regard to social & religious traditions, geographical surroundings and linguistic register.

6 6 Assignments and Assessment Mark Breakdown Attendance and Participation 10% Quizzes 15% Exams 40% Heinle Learning Center 10% Oral Work (TBA) 10% Oral Exam 10% Final Examination 5% The student s final grade will be a composite of the following: Attendance and Participation This is an online course. Students must complete all course requirements in their appropriate sequence and in a timely fashion. Please visit the BlazeView online classroom at least every other day to read announcements and new discussion board postings, take quizzes (if available), submit written assignments and post discussion board messages as needed. Students are responsible for keeping up with and adhering to the due dates and other instructions posted there in the course calendar and announcements areas of the BlazeView online classroom. Late assignments will not be accepted and you will immediately see a 0 (zero) posted in BlazeVIEW for that assignment if nothing is posted as of the day after the due date. How do you participate in an online class? Participation means that you check your BlazeVIEW mail every other day, contribute to class discussions by relating your own experiences and insights to the assigned readings and adhere to due dates. (CO 1, 2, 3, 4, 5, 6, 8) Quizzes Written announced or unannounced quizzes or tests will be administered. Once a quiz date has been announced, the student is responsible for taking the quiz on these dates. No make-up quizzes or tests are given except with valid documentation for the following: Official VSU events, medical emergencies, or death of a family member. Please notify the instructor prior to or immediately following an absence with the appropriate documentation. Failure to do so may result in your not gaining credit for the missed activity. If your absence is approved, you must make up the quiz or test at the earliest possible time, before the following quiz takes place. Exams There will be four tests, one for each of the units covered during the semester. They will test the various language skills as well as elements of vocabulary and grammar to which the student has been introduced. Students will be notified whether or not an exam will be online or proctored. Absence policy is the same as for quizzes.

7 7 Heinle Learning Center (ilrn) and Tell Me More The assignments from ilrn and TMM will be done and submitted online by the deadlines given. These can be done from any computer with internet access. Be sure to study the vocabulary and review the material in the corresponding section of the textbook before doing the exercises. Do all the exercises assigned by the due date by midnight. Students will receive a zero for all assignments not submitted. There is homework every night (six nights a week), homework will always be posted the day before it is due. (NO MAKE-UPS / NO LATE WORK). Note! To be able to complete the online activities you need to register into the online class using the instructions that can be found in below in the instructions to register with ilrn. Oral Exam Although there will only be one oral exam at the end of the semester, your oral proficiency will be measured throughout the semester. You will find a pronunciation guide in BlazeVIEW that describes what I will look for in your Spanish pronunciation. You will make frequent use of Tell Me More, which will greatly improve your pronunciation. Final Examination The final exam will be comprehensive. It will test the various skills as well as elements of vocabulary and grammar to which the student has been introduced. Specific details will be given in class prior to the examination. All students are expected to be present and on time. Semester grades will be recorded on the VSU web according the submittal schedule. Maximum effort and full active participation are expected in all online activities. These, though necessary to develop the expected level of proficiency, do not, however, form the basis for the student s final grade. The final grade is based not on effort but on achievement. The following grading scale will be used: A: % C: % B: % D: % F: Below 60% Partial Schedule of Activities and Assignments Monday, August 12 First class day November Monday, December 2 Wednesday, December 3 Wed-Fri, December 4 THANSGIVING WEEK Last class day Dead Day (Examination Preparation Day) Semester Final Examinations Classroom Policies Absence: All absences are treated the same way, whether for illness, funerals, weddings, sports, etc. The University expects that all students shall regularly attend all scheduled class meetings held for instruction or examination... It is recognized that class attendance is essentially a matter between students and their instructors. Instructors must explain their absence policy in the course syllabus. All students are held responsible for knowing the specific attendance requirements as prescribed by their instructors and for the satisfactory make-up work missed by absences. When students are to be absent from class, they should immediately contact the instructor. A student who misses more than 20% of the scheduled classes of a course will be subject to receive a failing grade in the course.

8 8 Extra Credit: There is none. Do the work assigned for this course when it is due, no more and certainly no less. If having extra credit an issue with you, consider finding another instructor. Missed Work and Late Assignments: Verification (in the form of valid documentation) must be provided for officially sanctioned VSU activities, as well as for personal or family emergencies for consideration to be given to work missed or assignments handed in after the due deadline. If approved, work missed during absence must be made up at the earliest possible time, before the next class and assignments due must be submitted before the beginning of the next class meeting along with an explanation of the circumstances of the absence. Academic Integrity: I am a trusting individual. I m starting from the premise that you are an honest, hard-working person and, as such, you will conduct yourself with honor and decorum at all times. However, there are clear, strict rules for students who do not behave in an honorable manner. Please be keenly aware of these rules and of the consequences of breaking them. Cheating, copying and plagiarism are forms of academic dishonesty and constitute a very serious offence. Participation in such violations may result in failure or even dismissal from VSU. No credit will be given for the work done. Even if you study or practice with a classmate, be sure to prepare your own individual work unless it is a group assignment. Students are responsible for knowing and abiding by the Academic Integrity Policy as set forth in the Student Code of Conduct and the faculty members syllabi. All students are expected to do their own work and to uphold a high standard of academic ethics. The full code is available at Language Lab: The Language Lab in WH 140. Students are expected to use the equipment responsibly and only for school related work. Students are very strongly advised to purchase their own headsets with built in microphone to be able to do the online activities. If the lab is closed, contact the secretary in the MCL office, WH 128. Course Outline Change: This course outline is subject to revision due to unforeseen circumstances or needs requirements by the class or the instructor. Accommodations Statement: Students requiring classroom accommodations or modifications because of a documented disability should discuss this need with the instructor at the beginning of the semester and should contact the Access Office for Students with Disabilities located in Farber Hall. The phone numbers are (v/vp) and (tty). Additional Information Assigned homework is to be prepared according to the following guidelines: o Check the Learning Modules to see what is due and by what date and time. o If you cannot get the textbook in time for class, you can get a free two-week trial. This will enable you to access the online textbook and do the homework. Once you purchase your textbook, use the book key and my access code so that all of your homework will transfer. Keep a record of all your grades and attendance. Check that your grades are correctly recorded on your class BlazeVIEW page. Keep copies of all documentation to support unavoidable absence. If you fail a quiz or test, or if you need additional help, see your instructor outside of class or seek tutorial help available through the Student Success Center in Langdale Hall. For more information on the Student Success Center, visit the following website: or call Please seek help early. Do not wait until it is too late.

9 9 Contact your instructor if you need further assistance with your work. To develop the required competence in this course, the student must utilize the support materials and services and assume responsibility for extensive preparation and practice outside of regular class time. If you are to attain the expected level of proficiency in the language, exceptional commitment, attention, time, study, practice and a positive attitude must be present. YOU MUST ASSUME RESPONSIBILITY FOR YOUR LEARNING. For problems related to D2L, contact these people: Here is the 24/7 toll free number for D2L help Also Useful links Blazeview: Heinle Learning Center: Has a language speaking exchange wherein you find an international partner wanting to learn English and practice speaking to each other alternately in both languages. Also has a pen pal option. Some services are paid, but most are free. Lots of videos. Resource site. Some really good stuff here. Excellent Spanish grammar exercises We will use this excellent conjugating site in class a couple times; see BlazeVIEW for special sign-up instructions If you know of a great site that belongs here, just let me know!

10 10 IMPORTANT INFORMATION: Although SPAN1002 is still a low-level course, it is not exactly SPAN1001. Students who take this course are expected to know the basics of the Spanish language and have a general idea of the culture, customs and peoples in Spanish-speaking countries. A general basic knowledge of the geography (names of countries and their capitals, location) of the Hispanic world. The following items are a partial list of the knowledge you should already have. Do not worry. You still have the first two weeks of this term to review all this items on your own and with the rest of the class. Our review should cover most of these issues. Make sure you cover all of them. Here is the list: 1.- Greetings. 2.- Personal pronouns. We use VOSOTROS in this course. Make sure you know it. 3.- Verbs most used in a cultural setting. 4.- How to structure simple sentences. 5.- How to ask simple questions. 6.- Basic colors. 7.- Numbers from 0 to Names of countries and capitals. 9.- The verb SER/ESTAR. 10-Question words: Qué? Cuál/cuáles? Quién/quiénes? Dónde? Adónde? De dónde? Cómo? Cuánto?/ Cuánta?/ Cuántos?/ Cuántas? Cuándo? 11-The verb HAY. 12-Ask for directions. Give others directions. 13-Ask somebody s name and state yours. 14-Ask somebody s age and state yours. 15-Enough working vocabulary to name basic objects in a classroom, an office, your place of work, a house, a restaurant. 16-The definite article THE (el/la/los/las). 17-The indefinite article A/AN (un/uno/unas/unos). 18-Names of professions, jobs, trades, occupations. 19-Names of the subjects you ve studied and the ones you will be studying soon. 20-Talk about career plans. Know the names of common careers. 21-Know basic AR/ER/IR verbs and all their conjugations. 22-Talk about your daily/weekly routine. 23-Talk about your hobbies. 24-Tell/ask time. 25-Write a brief profile about you and about your friends. 26-Know the days of the week. 27-Know the months of the year. 28-Know the seasons.

11 11 29-Talk about the weather. 30-Know the names of all family relationships. 31-Know basic descriptive adjectives (for physical appearance). E.g. alto, bonito, etc. 32-Know basic adjectives that describe mood and behavioural traits. E.g. Aburrido, serio. 33-Have basic knowledge of the culture and customs of Hispanic countries. 34-Common expressions with the verb TENER. 35-Being able to conjugate all the verbs you know. 36-Know nationalities. 37-Know the names of popular pastimes and the verbs associated with them. 38-Know the names of popular sport activities and games. 39-The proper use of the verb GUSTAR. 40-Use IR and IR A for the present and for the immediate future. 41-Common irregular verbs and their conjugations. 42-The difference between SABER and CONOCER. 43-The Spanish alphabet (el abecedario). 44-How to pronounce the Spanish vowels (las vocales) and the Spanish consonants (las consonantes) correctly. Also know all the syllables in Spanish. 45-Know the basic accentuation rules in writing. SPECIAL RESOURCE AVAILABLE ONLY TO MY STUDENTS. Go to youtube and watch a video called S.V.O. The Original. It last 12 minutes and 36 seconds. Trust me, this video will save you tons of time. In this video, I explain how Spanish (as a language) works. If you pay attention to this video, you will be able to put together your own sentences with ease. For the first time, you will be given information on how the Spanish language works from the inside out. By knowing this, you will be able to apply simple logic patterns and replacement strategies in order to produce great sentences of your own.

12 12 TENTATIVE SCHEDULE: Textbook Pages Notes Week 1: Aug Review Preliminary Chapter and Chapter 1 Capítulo preliminar 1-17 Review and practice Capítulo Review and practice Week 2: Aug Review Preliminary Chapter 2 and Chapter 3 Capítulo Review and practice Capítulo Review and practice Week 3: Aug Begin Chapter 4 En la casa: España Vocabulario 1: La casa En contexto Estructura 1: Describing household chores and other activities: Present tense of stem-changing verbs Week 4: Sept. 3-6 Chapter 4 Encuentro cultural Vocabulario 2: Los quehaceres domésticos Estructura 2: Giving instructions to friends and family members: Affirmative tú commands QUIZ No. 1. Páginas Monday, September 2 is a Labor Day. Week 5: Sept Chapter 4 Estructura 3: Talking about location, emotional and physical states QUIZ No. 2. Páginas Week 6: Sept Chapter 4 Estructura 3: Talking about actions in progress: the present progressive EXAM WEEK Exam 1: Chapter 4 Exam is open for 48 hours. One attempt, timed for 50 minutes.

13 Week 7: Sept La salud: Vocabulario 1: El cuerpo humano En contexto Estructura 1: Talking about routine activities: Reflexive pronouns and present tense of reflexive verbs 13 Chapter 5: Bolivia y Paraguay ilrn: See ilrn website for exercise list Week 8: Sept. 30-Oct. 4 Chapter 5 Así se dice!: Talking about things you have just finished doing: Acabar de + infinitive ilrn: See ilrn website for exercise list QUIZ No. 3. Páginas Encuentro cultural Week 9: Oct Chapter 5 Vocabulario 2: La salud EXAM WEEK Estructura 2 Describing people, things, and conditions: Ser vs. estar ilrn: See ilrn website for exercise list Estructura 3: Pointing out people and things: Demonstrative adjectives and pronouns A ver! A leer! Exam is open for 48 hours. One attempt, timed for 50 minutes. Vocabulario 2: El restaurante & Week 10: Oct Begin Chapter 6 Quieres comer conmigo esta noche?: Venezuela Vocabulario 1: La comida Vocabulario Esencial 212 ilrn: See ilrn website for exercise list QUIZ No. 4. Páginas En contexto Estructura 1: Making comparisons: Comparatives and superlatives Encuentro cultural Estructura 3: Giving detailed description about past events: Verbs with stem changes in the preterit :

14 14 Week 11: Oct Chapter 6 Vocabulario Esencial 212 Así se dice!: Expressing food measurements: Making statements about quantity ilrn: See ilrn website for exercise list Estructura 2: Describing past events: Regular verbs and verbs with spelling changes in the preterit A escribir Así se dice!: Expressing food measurements: Making statements about quantity Estructura 2: Describing past events: Regular verbs and verbs with spelling changes in the preterite A repasar!, A comunicarnos!, A ver!, A leer!, and/or A escribir! Exam 2: Chapter 5 & 6 (Via WIMBA) Week 12: Oct. 28-Nov. 1 Chapter 7 Monday De compras: Argentina y Uruguay Vocabulario 1: La ropa En contexto Wednesday Así se dice!: Making emphatic statements: Stressed possessive adjectives and pronouns Estructura 1: Talking about singular and/or completed events in the past: Irregular verbs in the preterite ilrn: ilrn: QUIZ No. 5. Páginas Week 13: Nov. 4-8 Chapter 7 Monday Encuentro cultural ilrn: Vocabulario 2: De compras Estructura 2: Simplifying expressions: Direct object pronouns Wednesday Estructura 3: Describing ongoing and habitual actions in the past: The imperfect tense ilrn:

15 Week 14: Nov Chapter 7 Monday A repasar!, A ilrn: comunicarnos!, A ver!, A leer!, and/or A escribir Wednesday Exam: Chapter 7 15 Week 15: Nov Monday Wednesday Week 16: Dec. 2-6 Monday Tuesday, April 30 Wednesday, May 1 ORAL EXAMS November THANKSGIVING WEEK. NO CLASSES ORAL EXAM/FINAL EXAM STOP DAY Final Exam Oral Exams Oral Exams Oral Exams Formulation for Final Grade in BlazeVIEW: SUM {(([Quiz Average/30)*0.15)+(([P-Average]/30)*0.10)+(([Exam Average/100)*0.35)+(([Homework Average/25)*0.20)+(([Oral Exam/100)*0.15)+(([Final Exam/100)*0.05)}*100

16 16 NOTE: Make sure you enroll in the correct section as I cannot make any changes. If you make a mistake, you would have to contact the tech department at Heinle directly yourself. There is nothing I can do about it. I am only a user of the system-with no special powers-just like you. Your instructor, Dr. Aguado invites you to enroll in the following course. Course: SPAN Bg Spa Lng/Intr Hispnc Cult II - Fall 2013 [SPAN1002-IC-81973] Code: MECD894 Book: Plazas 4th Edition ilrn: Heinle Learning Center CREATING A HEINLE LEARNING CENTER ACCOUNT If you do not have an account, you need to create one. To do so, follow these steps: 1. Go to and click LOGIN. 2. Click the Create account button. 3. Select a username and password and enter your information, then click Submit. Note: Remember to write down your username and password and be sure to select the correct time zone. Also, please enter a valid e- mail address so we can send you your password if you forget it. ENTERING THE BOOK KEY AND COURSE CODE Enter the book key and course code to complete the enrollment process. You may already have a book key, or you may need to purchase a book key. Depending on your situation, use one of the procedures below. If you activated the book for a previous course, you can start at step 5 of I already have a book key below. Once you have completed this step, the system lists the course and book on the Student Workstation home page. To enter additional books, enter a book key in the Enter field and click Go. Note: Book keys can only be used once. Your book key will become invalid after you use it. I already have a book key 1. Go to and click LOGIN. 2. Enter your username and password and click Log in. 3. At the top of the page, enter your book key and click Go. 4. Click Confirm to confirm your registration information. Your book will appear under the My books heading. 5. Beside the book listing, enter the course code MECD894 in the Enter course code field and click Go. 6. If necessary, select a class or section and click Submit. I need to purchase a book key 1. Go to and click LOGIN. 2. Enter your username and password and click Log in. 3. At the top of the page, enter the course code MECD894 and click Go. 4. If necessary, select a class or section and click Submit. The course and books will appear under the My classesheading. 5. Locate the book and click buy. 6. Proceed through the purchase process. Note: If the buy link does not appear in Step 5, contact your instructor for information about obtaining a book key.