1 SPN 102: Fundamentals of Spanish II Spring 2015 Section D01 Instructor: Jennifer Tusing Office: AAB 324 Phone: Office Hours: MW 2:30-4:30; TR 4:00-4:30 Course Description: This course is a continuation of SPN 101 with an emphasis on the acquisition of intermediate oral and written language through continued practice in reading, writing, listening and speaking. Three lecture hours per week. Prerequisite: SPN 101 with a grade of C or better. Required Materials: Blanco, José A. Adelante! Dos: An Invitation to Spanish, 2 nd ed. Boston: Vista Higher Learning, Print. [ISBN: ]. Includes required Supersite access code. The use of Blackboard is required for the completion of course assignments. Additional graded activities will be completed via the Vista Higher Learning Supersite. To access course content in Blackboard and the VHL Supersite, you need to have access to a computer with an Internet connection. Computers that meet these requirements are available on campus in MTC 200, AAB 217, HH 100, GH 204, WDC 305, and AHB 108. To access Blackboard, above Quick Links on the college homepage (www.worwic.edu), click on mywor-wic. Enter your username and password to login to your mywor-wic student portal. In the My Blackboard Classes box, click on our class, and you will be directed to our Blackboard site. VHL Supersite content can be accessed at or via Blackboard. Detailed instructions are available from your instructor. Recommended Books: Kendris, Christopher and Theodore Kendris. 501 Spanish Verbs, 7th ed. Hauppauge, NY: Barron s Educational Series, Print. [ISBN: ] Larousse Student Dictionary Spanish-English/English-Spanish, 4th ed. Paris: Larousse, Print. [ISBN: ] Spinelli, Emily. English Grammar for Students of Spanish, 6th ed. Ann Arbor, MI: The Olivia and Hill Press, Print. [ISBN: ] Contacting your Instructor: I am happy to meet with you outside of class. I am available for drop-in assistance during my scheduled office hours and during other times of the day by appointment. Individual concerns should be addressed in my office, not in the classroom, so that I may give you individual attention. Feel free to call or with questions. I check at least twice each day Monday-Friday and phone messages during the day Monday-Thursday. General Course Policies Late Work & Make-up Work: Generally speaking, late work and make-up work will not be honored in this class. It is very easy to fall behind in an introductory foreign language class and accepting late and make-up work only serves to encourage poor pacing. However, in cases of prolonged absence due to severe medical illness and/or death of an immediate family member, special consideration may be made within reason. It is imperative, however, that any such prolonged absence be accompanied by official documentation (doctor s note, obituary in which your relation to the deceased is mentioned). Without documentation, your request for special consideration will be denied. MLA Handbook Research Guidelines: This course follows the research guidelines of the Modern Language Association (MLA) which were most recently revised in 2009 in the MLA Handbook for Writers of Research Papers (7 th ed.). You can find a summary of these guidelines at our course Blackboard site as well as at the Wor-Wic media center.
2 Academic Honesty Policy: Academic honesty is expected of all students. Students should refer to the Student Conduct section of the college catalog for an explanation of the violations of academic values and the procedures that will be followed if a student is charged with one of these primary offenses, which include: Cheating Plagiarism Facilitating academic dishonesty Fabrication Other forms of academic dishonesty For the purposes of this class the use of electronic or human translation services constitutes cheating. General College Policies Academic Integrity & Computer Usage: All students logging into Blackboard affirm that they understand and agree to follow Wor-Wic Community College policies regarding academic integrity and the use of College resources as described in the college catalog. Wor-Wic Community College considers the following as violations of the computer usage policy: *Using the campus computing network and facilities to violate the privacy of other individuals. *Sharing of account passwords with friends, family members or any unauthorized individuals. Violators are subject to college disciplinary procedures. Emergency Information Statement In the event of a flu epidemic or other emergency that results in the suspension of classes, faculty will be communicating with students about their courses and course requirements, such as assignments, quiz and exam dates, and class and grading policies, via Blackboard. Students will be responsible for completing all these assignments in accordance with class policies. Information about the resumption of classes will be communicated via the College's website and system. Services for Students with Disabilities Wor Wic provides reasonable accommodations for students with disabilities, in compliance with the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of If you are in need of accommodations, please contact the counseling office at (410) For more information, see Wor Wic's Services for Students with Disabilities web page. Course Content Students will develop their listening, speaking, reading and writing skills to meet the course objectives through the study of basic grammar and vocabulary of the Spanish language. The specific topics covered include: Grammar: Conjugation of regular, irregular and reflexive verbs in the present, preterite and imperfect tenses and the imperative mood; Use of indefinite and negative words, comparative, superlative, and impersonal constructions; Use and agreement of direct, indirect, and reflexive object pronouns Vocabulary: Daily routine and personal hygiene; Food and meals; Celebrations; Health and medical; Parts of the body; Technology
3 Course Objectives: By the end of SPN 102, the course participant who has actively participated in in-class speaking and listening activities, memorized the vocabulary and grammar structures presented in the course, and regularly completed and reviewed homework activities for listening, reading, writing, and grammar practice should be able to: Course Objectives 1. Participate in a conversation in Spanish with intermediate-mid proficiency or higher. (GEO 1, 2) 2. Demonstrate listening comprehension at intermediate-mid proficiency or higher. (GEO 2, 5, 8) 3. Demonstrate reading comprehension at intermediate-mid proficiency or higher. (GEO 2, 3, 5, 8) 4. Give an oral presentation in Spanish on a topic of cultural import with intermediate-mid proficiency or higher. (GEO 1, 2, 7, 8) 5. Write a narrative or description in Spanish on familiar topics with intermediate-mid proficiency or higher. (GEO 1, 2) Assessment Goals Given interview questions and/or a role-play scenario: a. Ask and answer simple questions, and expound upon their answers. b. Exchange personal preferences and feelings and provide limited explanation. c. Make suggestions in response to personal needs or circumstances. d. Ask for clarification to ensure understanding. e. Recognize and use nonverbal communication strategies. Given an aural text (conversation, words, phrases, sentences, and/or paragraph length discourse): a. Match a word or phrase to its target language definition or another associated idea. b. Use prediction, context clues, word order, and word attack skills to derive meaning. c. Identify the main idea and supporting details of authentic aural texts. d. Make inferences and draw conclusions to answer questions about an aural text. e. Transcribe an audio text. Given a written text (words, phrases, sentences, and/or paragraph length discourse): a. Match a word or phrase to its target language definition or another associated idea. b. Use prediction, context clues, word order, and word attack skills to derive meaning. c. Identify the main idea and supporting details of authentic written texts. d. Make inferences and draw conclusions to answer questions about a written text. Given a question or other prompt: a. Orally list vocabulary in context (i.e.: a shopping list). b. Create an oral narrative or description. c. Apply correct pronunciation, intonation, and the rhythm of spoken Spanish by reading aloud a written text or dialogue. Assessment Strategies In-Class Speaking Oral Proficiency Test In-Class Listening Online Homework Physical Responding Written Tests Final Examination Online Homework Written Tests Final Examination In-Class Speaking Online Homework Oral Presentation Given a question or other prompt: a. Create a written list of vocabulary in context (i.e.: a shopping list). b. Create a written narrative, description or dialogue. Online Homework Written Tests Paragraphs Final Examination
4 Course Objectives 6. Identify appropriate grammar structures and vocabulary words when given a variety of linguistic situations in Spanish with 75% or higher accuracy. (GEO 2, 3, 5, 8) 7. Identify and describe practices, people and products of Spanish and Latin American cultures both at home and abroad and discuss their importance with 75% accuracy or higher. (GEO 1, 2, 3, 5, 7, 8) Assessment Goals a. Given a vocabulary list, match the words to pictorial representations of their meanings, pronounce the words, identify synonyms and/or antonyms within the list, choose the correct vocabulary word to correctly complete a sentence, and use vocabulary words in original Spanish-language sentences. b. Given a list of fixed expressions, choose the best expression for a given situation, and correctly complete an open-ended expression with appropriate information about themselves or others. c. Conjugate regular, irregular and reflexive verbs in the present, present progressive, near future, preterite, and imperfect tenses and the imperative mood. d. Identify the gender (masculine/feminine) and number (singular/plural) of a noun. e. Make agreement between nouns and their determiners (definite articles, indefinite articles, demonstrative adjectives and pronouns, possessive adjectives and pronouns, and other adjectives). f. Identify and correctly use direct and indirect object pronouns and negative and indefinite words to replace nouns or groups of nouns in context. g. Given unknown words in Spanish, identify English-Spanish cognates and cognate word parts to determine word meanings. Given instruction, a cultural passage to study, and/or a research assignment: a. Describe cultural characteristics of language such as levels of politeness, as compared to English. b. Observe, identify, and replicate in appropriate contexts patterns of behavior used with family, friends, and acquaintances in everyday situations. c. Identify some common beliefs and attitudes within the cultures studied. d. Identify the historic and/or contemporary influences that underlie selected practices of the cultures studied. e. Identify objects and symbols that are used day-to-day and represent the target cultures. f. Identify selected contributions, notable figures, and historic events from the target cultures. g. Identify some significant historic and contemporary influences from the target cultures such as explorers, artists, musicians, and athletes. h. Identify countries, regions, and geographic features where Spanish is spoken. i. Discuss the meaning of selected perspectives, practices, and products in different cultures as compared to their own. j. Describe the concept of culture in common perspectives, practices and products of the target cultures as compared to their own. Assessment Strategies Textbook Exercises Online Homework Active Participation Written Tests Final Examination Online Homework Research Assignment Final Examination *These objectives are based on the Maryland Voluntary State Curriculum for Foreign Language, which is in turn based on the National Standards for Foreign Language Learning established by ACTFL, AATF, AATG, and AATSP.
5 SPN 102 Grading Criteria Grading (2000 points available): Assignment Points Assignment Points Letter Grade Out-and-About Assignment Electronic Research Oral Presentation Conversation Test Spanish Compositions 100 points 200 points 200 points 200 points 200 points Lesson Tests VHL Supersite Homework Participation Final Exam 200 points 300 points 300 points 300 points A = points B = points C = points D = points F = points Out-and-About Assignment (100 points): This assignment is designed to give you real world practice using your Spanish while developing your intercultural competence. A variety of assignment options exist to meet your individual needs. Please see the assignment sheet for more information. Research Paper in English (200 points) & Oral Presentation in Spanish (200 points): Students will write a 3-4 page typed report in English using the Electronic Library Database Collection at Wor-Wic Community College (and other sources if desired) on a Spanish-speaking country. Specific guidelines will be given in class. Writing conferences are available to all students. To schedule an appointment, follow the path: my.worwic.edu > Student Resources > Academic Support > Writing Conferences. Additionally, students will prepare an oral presentation in Spanish on the topic of their research paper to be delivered at the end of the course. Conversation Test (200 points): At the end of the semester, each student will meet with their instructor one-on-one for a conversation test. This interview test is designed to elicit student production of spoken Spanish. Language production will be rated according to the Oral Proficiency Guidelines established by the American Council of Teachers of Foreign Languages (ACTFL). See assignment sheet for more details. Spanish Compositions (2 x 100 points = 200 points): Students will write two compositions in Spanish to practice the language learned in class. See assignment sheet. Lesson Tests (4 x 50 points = 200 points): Students will be tested on the content of lessons R-4 (not 5). Each test will be worth 50 points and will include questions on vocabulary and grammar. Five tests will be given and the lowest score will be dropped at the end of the semester. Tests will occur at the beginning of class and will end no more than 30 minutes into the class session. There are no make-ups for missed tests. VHL Supersite Homework (30 x 10 points = 300 points): Students will complete daily homework assignments at on the material covered in class. A book key should be available as part of your new textbook purchase. Please see the VHL Central registration handout for details. If you have any difficulty accessing the site with your book key, see Mrs. Tusing immediately! It is not possible to extend deadlines for individual students. Students will receive one grade per lesson segment (i.e.: Lección 1 Contextos, Lección 1 Estructura 1.1, or Lección 1 Panorama) for the 34 segments studied in class this semester. The lowest four grades will be dropped. Note: Panorama sections will not be explicitly covered in class but are based on the in-text Panorama readings and will be assessed on the final exam.
6 Participation/Quizzes (300 points): Participation will be given a grade out of 100% daily. Grades will be converted to points at mid-term and at the end of the semester. The breakdown of this grade is as follows: Preparation for class (via submission of printouts and questions per Blackboard) = 20% Success on daily quizzes = 10% Demonstrated effort to speak in Spanish only = 10% Completion of daily listening, writing & speaking activities = 60% A student not in attendance in class will receive a participation grade of 0% for that day. There are no excused or unexcused absences. However, the lowest two participation grades will be dropped. Final Exam (300 points): A comprehensive final exam will be given at the end of the course. Guidelines for Success If you miss a class, you are responsible for finding out what you missed and learning that material before the next class session. Language learning builds from one class to the next. You will be confused if you don t keep up. You should expect to spend between 2 and 2½ hours outside of class for every 1 hour spent in class working on course material. This equals 6-7½ hours of outside work per week. This is a college level language course and we move quickly through material. What we do not practice enough in class, you are expected to practice on your own. See the previous bullet point. If you need extra assistance, you must ask for it. Your instructor is more than happy to work with you during office hours or at a scheduled appointment and to direct you toward outside resources as necessary. It is very important to memorize vocabulary and grammatical forms. Without these you cannot communicate. Things get easier as the semester progresses. Work hard at the beginning and things will get clearer as we continue. YOU ARE RESPONSIBLE FOR YOUR OWN LEARNING. You instructor is here to guide you along the way, but you must learn for yourself. Instruction will be given in Spanish.
7 CLASS # THURSDAY IN CLASS 1 1/22 Introduction to the Class Vocabulario de repaso (p. 2-3) Gramática de repaso (p. 4-7 & 10-13) R.1 Nouns & Articles R.2 Present of ser and estar R.3 Adjectives R.4 Present of regular verbs R.5 Present of tener and venir R.6 Present of ir R.7 Present of irregular verbs 2 1/29 Vocabulario de repaso (p. 2-3) Gramática de repaso (p ) R.8 Preterite of regular verbs R.9 Some irregular preterites Skill Development: Reading La nueva vida de Ricardo 3 2/5 Test Lección de repaso Lección 1 Contextos La rutina diaria (p ) Estructura 1.1 Reflexive verbs (p ) Estructura 1.2 Indefinite and negative words (p ) 4 2/12 Lección 1 Contextos La rutina diaria (p ) Estructura 1.3 Preterite of ser and ir (p ) Estructura 1.4 Verbs like gustar (p ) Skill Development: Listening Using background information (p. 49) 5 2/19 Test Lección 1 Lección 2 Contextos La comida (p ) Estructura 2.1 Preterite of stem-changing verbs (p ) Estructura 2.2 Double object pronouns (p ) 6 2/26 Lección 2 Contextos La comida (p ) Estructura 2.3 Comparisons (p ) Estructura 2.4 Superlatives (p ) Skill Development: Reading La feria del maíz (p ) 7 3/5 Test Lección 2 Lección 3 Contextos Las fiestas (p ) Estructura 3.1 Irregular preterites (p ) Estructura 3.2 Verbs that change meaning in the preterite (p ) 3/12 Spring Break No Class 8 3/19 Lección 3 Contextos Las fiestas (p ) Estructura Qué? and Cuál? (p ) Estructura 3.4 Pronouns after prepositions (p ) Skill Development: Listening Guessing the meaning of words (p. 167) 9 3/26 Test Lección 3 Lección 4 Contextos En el consultorio (p ) Estructura 4.1 The imperfect tense (p ) Estructura 4.2 The preterite and the imperfect (p )
8 CLASS # THURSDAY IN CLASS 10 4/2 Lección 4 Contextos En el consultorio (p ) Estructura 4.3 Constructions with se (p ) Estructura 4.4 Adverbs (p ) Skill Development: Reading Entrevista a Carla Baron (p ) 11 4/9 Test Lección 4 Lección 5 Contextos La tecnología (p ) Estructura 5.1 Familiar commands (p ) Estructura 5.2 Por and para (p ) 12 4/16 Lección 5 Contextos La tecnología (p ) Estructura 5.3 Reciprocal reflexives (p ) Skill Assessment Oral Presentations 13 4/23 Estructura 5.4 Stressed possessive adjectives and pronouns (p ) Skill Development: Listening Recognizing the genre of spoken (p. 287) Skill Assessment Oral Presentations Skill Assessment Graded Conversations FINAL EXAM SPN 102-D-01 (R 6:30-9:45) THURSDAY 4/30/15 6:30-8:30 End-of-course evaluations will be available in Blackboard the final two weeks of class. The College has selected SmartEvals as the vendor for electronic course evaluations. SmartEvals maintains the highest level of security with the evaluation information and the information resides only on SmartEvals computer servers. Faculty is unable to identify individual evaluations and any data which has the potential to reveal the identity of a student (i.e. the only male in class) is blocked from viewing. Please disable your pop-up blockers on your internet browser in order to access the evaluation. Your cooperation in completing the online evaluation at the designated time is greatly appreciated. The results from the course evaluation provide valuable feedback to your instructor in order to make changes as needed with curriculum and teaching. Please direct any questions about the online course evaluation system to Hope Ellis at
9 SPN 102 (D01) ASSIGNMENT SCHEDULE FALL 2014 CLASS # DAY DATE TO HAVE STUDIED BEFORE CLASS 1 DUE AT THE START OF CLASS DUE BY 11:59pm ON MONDAY 1 R 1/22 Forms of ser and estar, p. 4 Forms of hablar, comer, and escribir, p. 10 Forms of tener and venir, p. 10 Forms of ir, p. 11 Forms of empezar, volver, jugar, pedir, hacer, poner, salir, suponer and traer, p. 11 M 1/26 VHL 2 Repaso Estructura 1 (includes R.1, R.2, R.3) VHL Repaso Estructura 2 (includes R.4, R.5, R.6, R.7) 2 R 1/29 All vocabulary, p. 18 Preterite forms of comprar, vender, and escribir, p. 14 Preterite forms of car, -gar, and zar verbs, p. 15 Preterite forms of creer, leer, oír, and ver P+2 3 Estructura R.8 & R.9 M 2/2 VHL Repaso Contextos VHL Repaso Estructura 3 (includes R.8, R.9) 1 Students should memorize vocabulary and grammar before coming to class. In class, practice will be provided in the use of these words and forms, but there will not be sufficient time to memorize in class. Unprepared students will not be able to participate fully in class activities. 2 VHL Supersite (VHL) assignments must be completed by the Monday following study of a topic. No late work accepted. 3 P+2 Printout + 2 questions from the lesson posted in Blackboard.
10 SPN 102 (D01) ASSIGNMENT SCHEDULE FALL 2014 CLASS # DAY DATE TO HAVE STUDIED BEFORE CLASS 1 DUE AT THE START OF CLASS DUE BY 11:59pm ON MONDAY 3 R 2/5 Forms of lavarse, p. 30 Los verbos reflexivos, p. 31 & 54 Palabras de secuencia, p. 54 Palabras afirmativas y negativas, p. 34 & 54 En el baño, p. 54 Palabras adicionales, p. 54 Examen Lección de repaso P+2 Contextos 1 P+2 Estructura 1.1 P+2 Estructura 1.2 M 2/9 VHL Contextos 1 VHL Estructura 1.1 VHL Estructura R 2/12 Preterite forms of ir and ser, p. 38 Verbos similares a gustar, p. 40 & 54 Composición 1 P+2 Estructura 1.3 P+2 Estructura 1.4 M 2/16 VHL Estructura 1.3 VHL Estructura 1.4 VHL Panorama 1 5 R 2/19 Preterite forms of servir and dormir, p. 92 Las comidas, p. 116 Las frutas, p. 116 Las verduras, p. 116 La carne y el pescado, p. 116 Otras comidas, p. 116 Las bebidas, p. 116 Verbos, p. 116 Examen Lección 1 Research Proposal P+2 Contextos 2 P+2 Estructura 2.1 P+2 Estructura 2.2 M 2/23 VHL Contextos 2 VHL Estructura 2.1 VHL Estructura R 2/26 Las comparaciones, p. 101 & 116 Composición 1 Revisada P+2 Estructura 2.3 P+2 Estructura 2.4
11 SPN 102 (D01) ASSIGNMENT SCHEDULE FALL 2014 CLASS # DAY DATE TO HAVE STUDIED BEFORE CLASS 1 DUE AT THE START OF CLASS DUE BY 11:59pm ON MONDAY M 3/2 VHL Estructura 2.3 VHL Estructura 2.4 VHL Panorama 2 7 R 3/5 All vocabulary, p. 172 Preterite forms of tener, venir, decir, poder, poner, saber, estar, querer, hacer, traer, conducir, traducir, and dar, p Present and preterite meanings of conocer, saber, poder, and querer, p. 156 Examen Lección 2 P+2 Contextos 3 P+2 Estructura 3.1 P+2 Estructura 3.2 M 3/9 VHL Contextos 3 VHL Estructura 3.1 VHL Estructura R 3/19 Review of interrogative words and phrases, p. 158 Prepositional pronouns, p. 160 Research Paper P+2 Estructura 3.3 P+2 Estructura 3.4 M 3/23 VHL Estructura 3.3 VHL Estructura 3.4 VHL Panorama 3 9 R 3/26 Imperfect forms of cantar, beber, escribir, ir, ser and ver, p. 206 El cuerpo, p. 230 La salud, p. 230 Verbos, p. 230 Adjetivos, p. 230 Examen Lección 3 P+2 Contextos 4 P+2 Estructura 4.1 P+2 Estructura 4.2 M 3/30 VHL Contextos 4 VHL Estructura 4.1 VHL Estructura 4.2
12 SPN 102 (D01) ASSIGNMENT SCHEDULE FALL 2014 CLASS # DAY DATE TO HAVE STUDIED BEFORE CLASS 1 DUE AT THE START OF CLASS DUE BY 11:59pm ON MONDAY 10 R 4/2 Verbs commonly used with se, p. 215 Adverbios, p. 218 & 230 Composición 2 P+2 Estructura 4.3 P+2 Estructura 4.4 M 4/6 VHL Estructura 4.3 VHL Estructura 4.4 VHL Panorama 4 11 R 4/9 Affirmative tú command forms of hablar, volver, pedir, decir, hacer, ir, poner, salir, ser, tener, and venir, p. 268 Negative tú command forms of hablar, volver, pedir, dar, estar, ir, saber, ser, p. 269 Negative tú command forms of car, -gar, and zar verbs, p. 269 Por and para, p La tecnología, p. 292 La computadora, p. 292 El carro, p. 292 Otras palabras y expresiones, p. 292 Examen Lección 4 P+2 Contextos 5 P+2 Estructura 5.1 P+2 Estructura 5.2 M 4/13 VHL Estructura 5.1 VHL Estructura R 4/16 Verbos, p. 292 VHL Composicón 2 Revisada P+2 Estructura 5.3 M 4/20 VHL Contextos 5 VHL Estructura R 4/23 Forms of stressed possessive adjectives, p. 278 Out & About Assignment P+2 Estructura 5.4 M 4/27 VHL Estructura 5.4 VHL Panorama 5
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SPANISH 10-6Y IB-MYP LANGUAGE B STANDARD 2015 2016 SEMESTER TWO G.Noce Saporito Gina.NoceSaporito@ecsd.net A. COURSE OBJECTIVES The aim of Alberta Learning s 2006 Spanish Language and Culture 10, 20, 30
Bexley City School World Language Program Overview Communication express needs, feelings, and opinions. provide and obtain information. understand spoken and written language. function in authentic situations.
SPANISH II 2010-2011 CURRICULUM COURSE DESCRIPTION Spanish 2 provides opportunities for students to discuss the many reasons for learning languages and enables them to develop an understanding of the people
KINDERGARTEN SPANISH Listening, Speaking & Writing the student will do the following: a. Be introduced to phonics through pronunciation of the alphabet. b. Respond to commands, greetings, basic manners,
90 HOURS PROGRAMME LEVEL A1 GENERAL AIMS On completing this course, students should be able to: be familiar with the Spanish alphabet letters and signs and relate them to the corresponding sounds. recognise
BRIDGETON PUBLIC SCHOOLS SPANISH III UNIT/PACING CHART Course: Spanish III Preliminary Chapter Unit 1: Friends, Students, and Relatives Essential Question: How do you benefit from your friends, classmates
High School Spanish II Curriculum Guide Course Description Students continue their study of Spanish by further expanding their knowledge of key vocabulary topics and grammar concepts. Students not only
SPANISH 201: INTERMEDIATE SPANISH FALL 2010 PROF. DR. DAVID ARBESÚ OFFICE: DENKMANN 129 PHONE: (309) 794.8619 email@example.com OFFICE HOURS: MWF 1:00 2: 00 PM. (This syllabus can be downloaded
Department of Modern Languages SYLLABUS COURSE: SPN 2200, INTERMEDIATE SPANISH I FOR NON-HERITAGE LEARNERS TERM: Spring 2015 DAYS: Monday, Wednesday, Friday CREDIT: 3 semester hours PREREQUISITE: SPN 1131
San José State University Department of World Languages and Literatures Spanish 1A, Elementary Spanish, Section 01 SPRING 2015 Instructor: Office location: Telephone: Email: Preferred contact method: Office
CANYONS SCHOOL DISTRICT WORLD LANGUAGES: SPANISH Beginning Language Level 1 Learner Profile- By the end of Level 1, students should be able to function at a Novice-Mid level on the ACTFL proficiency scale.
The University of Central Oklahoma Liberal Arts College Department of Modern Languages, Literatures, and Cultural Studies Elementary Spanish II, SPAN 1224 Fall 2015 Days: Mondays and Wednesdays (MW) Dept.
Cayuga Community College Auburn High School Intermediate Spanish I- Span 103 3 Credit Hours Course Description: This course is designed to improve the student s ability to understand, speak, read and write
Name of Course: Spanish 2 Course Number: 542 Grade Level(s): 9-12 Unit or Strand: Unit 1 Review of Spanish 1 Unit 2- The verb tener, describing family members Unit 3- Go verbs,indirect Object Pronouns,Restaurant
SPA101: ELEMENTARY SPANISH I SYLLABUS LECTURE HOURS/CREDITS: 3/3 CATALOG DESCRIPTION Prerequisite: RDG099 Introduction to College Reading III Introductory grammar and pronunciation form the basis of this
COURSE SYLLABUS SPANISH IA COURSE DESCRIPTION Spanish 1A (first-year Spanish, first semester) is a communicative beginning-level Spanish course. Students will begin to develop their Spanish proficiency
Language Level 1 (novice-low to novice-mid) Level I introduces students to the four standards of communication, culture, connections and comparisons. Students acquire skills through oral repetition, dialogue,
Spanish IV Syllabus 2015-2016 Instructor Information: Teacher: Señorita A. Stablein Room: Belle Vernon Area High School, Room 307 Contact: Phone: 724-808-2500; ext. 2307 Email: firstname.lastname@example.org
For the study of Foreign Language, Seneca High School has developed overarching core standards. These standards are derived from the ISBE Illinois State Standards and the Standards for Foreign Language
Spanish 1 Course Overview Spanish is the second most commonly spoken language in the United States. People in more than 20 different countries speak Spanish and it ranks within the top three most spoken
Department of Portuguese University of Massachusetts Dartmouth Spring 2014 Portuguese 102- Class time: Instructor: MWF e-mail: Office hrs: COURSE OBJECTIVES: Portuguese 102 is the second course in a four-course
TEXAS SOUTHERN UNIVERSITY SPAN 131: ELEMENTARY SPANISH I Spring 2016 Class time M/W/F 10-10:50, 11-11:50 Classroom MLK- 313 CRN #20734_03 Instructor: Prof. Haiqing Sun, PhD Office: MLK-314 Tel.: 713-313-7022
World Language Department at Northgate High The study of languages and cultures is for all students. Goals for the WL Department: a. To develop high levels of proficiency in several of the world's languages
PETERS TOWNSHIP SCHOOL DISTRICT CORE BODY OF KNOWLEDGE SPANISH I GRADES 9-12 For each of the sections that follow, students may be required to analyze, recall, explain, interpret, apply, or evaluate the
SPANISH 103 Fall 2011 Semester Homework Assignments* P A S A P O R T E (1 st ed.) Tareas are due on the day they are listed. Para empezar: Su pasaporte al mundo hispano Wednesday, August 24 Vamos al mundo
2015.16 Spanish I, Quarter 4 Big Ideas/Key Concepts: Students will discuss and write about what is going on right now. Students will continue to improve their reading, writing, listening and speaking abilities
1. Repaso Introduce/review material from Avancemos 1A text (units 1-4) Flashcards Speaking activities Antes de Avanzar Describing self and others Listening activities Review and Introduction Daily schedules
HARRISBURG AREA COMMUNITY COLLEGE COMMUNICATIONS, HUMANITIES AND THE ARTS SPANISH 102 ONLINE Spring 2015 Dr. Susan E. Bangs SENIOR PROFESSOR, ENGLISH /ESL/ SPANISH OFFICE: Arts Building 120B OFFICE PHONE:
The New Forest Small School Spanish For Children Aged 11 to 16 OCR GCSE in Spanish J732 AIMS AND OBJECTIVES To provide: A meaningful and enjoyable educational experience Known and achievable but challenging
DEPARTMENT OF HISPANIC STUDIES TEXAS A & M UNIVERSITY BEGINNING SPANISH I (SPAN 101) Fall 2015 Instructor: Inti Yanes Office: ACAD 208 Office hours: MIDTERM E-mail: email@example.com FINAL EXAM Placement:
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