Course Prefix. Course Number SPAN 1312 Beginning Spanish II 3. Title SCH Component Area TCCCM. Language, Philosophy and Culture SPAN 1312 (A)

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1 Course Prefix Course Number SPAN 1312 Beginning Spanish II 3 Title SCH Component Area TCCCM Language, Philosophy and Culture SPAN 1312 (A) I. Course Description: Beginning Spanish II seeks to improve the student s language proficiency at a lower intermediate level. Upon completion of the course, the student will be able to: apply in communication frequently used expressions related to areas of most immediate relevance (e.g. basic personal and family information, shopping, local geography, employment); handle basic language survival situations; talk about celebrations and festivals, food, and family activities and relationships and about events in the past tense; talk about plans and talk about the future, express destination and time, give polite instructions and commands, express existence and make requests. They will be able to read for pleasure and meaning and write narrative of events that occurred in the past. The course also focuses on the importance of culture in the development of language proficiency. Thus, it explores cultural topics to foster an understanding of values and experiences of Hispanic peoples and cultures. II. Course Delivery Method: Face to Face III. Required Textbooks/Resources: 1. Terrell, Andrade, Egasse, Muñoz. (2010). Capítulos 4-10 in Dos Mundos En Breve. Student Textbook. 4th ed. McGraw Hill Higher Education, NY. 2. Terrell, Andrade, Egasse, Muñoz. (2010). Capítulos 4-10 in Dos Mundos. Cuaderno de Actividades. Workbook/Lab Manual. 7th ed. McGraw Hill Higher Education, NY. Combined Workbook/Lab Manual 3. A bilingual English-Spanish dictionary 4. Rossetta Stone language software: Only for library use. Sign up link IV. Student Learning Outcomes: 1. Engage in familiar conversations using level-appropriate grammatical structures including narrating events that take place in the past and producing questions and responses on a variety of topics dealing with familiar situations in the present and past.

2 2. Understand level-appropriate spoken Spanish produced by sympathetic Spanish speakers of diverse origins and respond meaningfully to spoken language given adequate time and contextual cues. 3. Write simple and moderately complex sentences in the past tense using level-appropriate grammatical structures and organize them into cohesive paragraphs. 4. Read and comprehend level-appropriate expository texts and authentic texts that narrate events in the past. 5. Given enough contextual clues and using Spanish as the medium of communication, identify and discuss traditions, customs and values of the Hispanic world, and compare and contrast them with characteristics of their own culture. 6. Demonstrate advancement of Spanish proficiency by one level in all language skills by (a) completing Active Spanish Level 3 and 4 of LiveMocha software with % attainment score, (b) actively participating in role, simulated situations, poster presentation, interview to native speakers, and other cultural presentations (c) completing assigned grammar, vocabulary, written and reading activities in workbook and blue sections in book. V. Course Outline: General Topics of the class are as follows: Capitulo 4: 4.1 Discussing Habitual Actions: Verbs with Stem-Vowel Changes (ie, ue) in the Present Tense 4.2 Discussing Habitual Actions: Irregular Verbs 4.3 Describing Daily Routine: Reflexives 4.4 Ordering Events: Infinitives after Prepositions 4.5 Describing States: estar + Adjective and tener + Noun Workbook; Rosetta Stone Intermediate, Unit 1; Cultural presentations; Simulated situations and role Capitulo 5: 5.1 Indicating to Whom Something is Said: Indirect Object Pronouns with Verbs of Informing 5.2 Expressing Abilities: saber and poder + Infinitive 5.3 Referring to Actions in Progress: Present Progressive 5.4 Expressing Obligation and Duty: tener que, deber, necesitar, hay que, es necesario 5.5 Expressing Plans and Desires: pensar, quisiera, me gustaría, tener ganas de Workbook; Rosetta Stone Intermediate, Unit 2; Cultural presentations; Simulated situations and role 6.1 Making Comparisons of Inequality: más/menos Capitulo 6: 6.2 Making Comparisons of Equality: tan/tanto 6.3 Talking about Past Actions: Preterite Tense of Regular Verbs (Part 1) 6.4 Knowing People, Places, and Facts: conocer and saber Workbook; Rosetta Stone Intermediate, Unit 3; Cultural presentations; Simulated situations and role 3

3 Capitulo 7: 7.1 Talking About Past Actions: Preterite Tense of Regular Verbs (Part 2) 7.2 Relating Past Events (Part 1): Verbs with Irregular Preterite Forms 7.3 More About Relating Past Events (Part 2): Stem-Changing Verbs in the Preterite 7.4 Reporting the Past: Indirect Object Pronouns with decir 7.5 Expressing ago: hacer + Time Workbook; Rosetta Stone Intermediate, Unit 4; Cultural presentations; Simulated situations and role Capitulo 8: 8.1 Referring to Objects Already Mentioned: Impersonal Direct Object Pronouns lo, la, los, and las 8.2 More about Expressing Likes: The Verbs gustar and encantar 8.3 Making Negative Statements and Questions: No, never 8.4 Expressing one or you: The Impersonal se 8.5 Using Stem-Changing Verbs like pedir and servir: Present Tense and Preterite Forms Workbook; Rosetta Stone Intermediate, Unit 5; Cultural presentations; Simulated situations and role Capitulo 9: 9.1 Describing Family Relationships: The Reciprocal Reflexive Verbs parecerse and llevarse bien 9.2 Expressing for, from, to whom: Prepositions + Pronouns 9.3 Saying What You Used to Do: The Imperfect Tense 9.4 Describing the Past: The Imperfect and Preterite of "State" Verbs 9.5 Saying What You Were Going to Do: The Imperfect Tense of ir + a + Infinitive Workbook; Rosetta Stone Intermediate, Unit 6; Cultural presentations; Simulated situations and role Capitulo 10: 10.1 Saying What You Have Done: The Present Perfect 10.2 Exclamations with Qué!, Cuánto/a/os/as! 10.3 Expressing by, through, Destination and Time (Part 1): por and para 10.4 Describing Actions: Adverbs 10.5 Expressing Reactions: More Verbs like gustar Workbook; Cultural presentations; Simulated situations and role VI. Methods of Evaluation: Rosetta Stone Intermediate Level, % attainment score Workbook (Cuaderno) and activities in textbook 20% 25% (B)

4 There will be online activities and workbook activities. The exams will be partially oral and the other part will be written. Then the presentations will contribute to the grades over different Spanish countries. In addition class participation will count for a grade. (C) All chapters in required textbook are required readings. (D) Weeks 1-2 Capitulo 4: La vida diaria y los días feriados 4.1 Discussing Habitual Actions: Verbs with Stem-Vowel Changes (ie, ue) in the Present Tense 4.2 Discussing Habitual Actions: Irregular Verbs 4.3 Describing Daily Routine: Reflexives 4.4 Ordering Events: Infinitives after Prepositions 4.5 Describing States: estar + Adjective and tener + Noun Workbook; Rosetta Stone Intermediate, Unit 1; Cultural presentations; Simulated situations and role Weeks 3-4 Capitulo 5: Las clases y el trabajo 5.1 Indicating to Whom Something is Said: Indirect Object Pronouns with Verbs of Informing 5.2 Expressing Abilities: saber and poder + Infinitive 5.3 Referring to Actions in Progress: Present Progressive 5.4 Expressing Obligation and Duty: tener que, deber, necesitar, hay que, es necesario 5.5 Expressing Plans and Desires: pensar, quisiera, me gustaría, tener ganas de Workbook; Rosetta Stone Intermediate, Unit 2; Cultural presentations; Simulated situations and role Weeks 5, 6 Capitulo 6 La residencia 6.1 Making Comparisons of Inequality: más/menos 6.2 Making Comparisons of Equality: tan/tanto 6.3 Talking about Past Actions: Preterite Tense of Regular Verbs (Part 1) 6.4 Knowing People, Places, and Facts: conocer and saber Workbook; Rosetta Stone Intermediate, Unit 3; Cultural presentations; Simulated situations and role 3

5 Week 7 Review and oral and written midterm Weeks 8, 9 Capitulo 7: Hablando del pasado 7.1 Talking About Past Actions: Preterite Tense of Regular Verbs (Part 2) 7.2 Relating Past Events (Part 1): Verbs with Irregular Preterite Forms 7.3 More About Relating Past Events (Part 2): Stem-Changing Verbs in the Preterite 7.4 Reporting the Past: Indirect Object Pronouns with decir 7.5 Expressing ago: hacer + Time Workbook; Rosetta Stone Intermediate, Unit 4; Cultural presentations; Simulated situations and role Weeks 10, 11 Capitulo 8: La comida 8.1 Referring to Objects Already Mentioned: Impersonal Direct Object Pronouns lo, la, los, and las 8.2 More about Expressing Likes: The Verbs gustar and encantar 8.3 Making Negative Statements and Questions: No, never 8.4 Expressing one or you: The Impersonal se 8.5 Using Stem-Changing Verbs like pedir and servir: Present Tense and Preterite Forms Workbook; Rosetta Stone Intermediate, Unit 5; Cultural presentations; Simulated situations and role Weeks 12, 13 Capitulo 9: La niñez y la juventud 9.1 Describing Family Relationships: The Reciprocal Reflexive Verbs parecerse and llevarse bien 9.2 Expressing for, from, to whom: Prepositions + Pronouns 9.3 Saying What You Used to Do: The Imperfect Tense 9.4 Describing the Past: The Imperfect and Preterite of "State" Verbs 9.5 Saying What You Were Going to Do: The Imperfect Tense of ir + a + Infinitive Workbook; Rosetta Stone Intermediate, Unit 6; Cultural presentations; Simulated situations and role Weeks 14, 15 Capitulo 10 Nuestro planeta 10.1 Saying What You Have Done: The Present Perfect 10.2 Exclamations with Qué!, Cuánto/a/os/as! 10.3 Expressing by, through, Destination and Time (Part 1): por and para 10.4 Describing Actions: Adverbs 10.5 Expressing Reactions: More Verbs like gustar Workbook; Cultural presentations; Simulated situations and role Week 16 Review and oral and written final exam Next is the original submission form.

6 COURSE SUBMISSION FOR CORE CURRICULUM APPROVAL Course Prefix: SPAN Course Number: 1312 Title: Beginning Spanish II SCH: 3sch Component Area: Language, Philosophy, and Culture Course will be offered on: 001 Tuesday and Thursday from 11:00A-12:15P 002 Monday and Wednesday from 5:30P-6:45P (A) Standards adopted by the institution I. Course Description: Beginning Spanish II seeks to improve the student s language proficiency at a lower intermediate level. Upon completion of the course, the student will be able to: apply in communication frequently used expressions related to areas of most immediate relevance (e.g. basic personal and family information, shopping, local geography, employment); handle basic language survival situations; talk about celebrations and festivals, food, and family activities and relationships and about events in the past tense; talk about plans and talk about the future, express destination and time, give polite instructions and commands, express existence and make requests. They will be able to read for pleasure and meaning and write narrative of events that occurred in the past. The course also focuses on the importance of culture in the development of language proficiency. Thus, it explores cultural topics to foster an understanding of values and experiences of Hispanic peoples and cultures. II. Course Delivery Method: Face-to-face III. Required Textbooks/Resources: Terrell, Andrade, Egasse, Muñoz. (2010). Capítulos 4-10 in Dos Mundos En Breve. Student Textbook. 4th ed. McGraw Hill Higher Education, NY. Terrell, Andrade, Egasse, Muñoz. (2010). Capítulos 4-10 in Dos Mundos. Cuaderno de Actividades. Workbook/Lab Manual. 7th ed. McGraw Hill Higher Education, NY. Combined Workbook/Lab Manual A bilingual English-Spanish dictionary Rossetta Stone language software: Only for library use. Sign up link IV. Student Learning Outcomes (SLOs): 1. Engage in familiar conversations using level-appropriate grammatical structures including narrating events that take place in the past and producing questions and responses on a variety of topics dealing with familiar situations in the present and past. 2

7 2. Understand level-appropriate spoken Spanish produced by sympathetic Spanish speakers of diverse origins and respond meaningfully to spoken language given adequate time and contextual cues. 3. Write simple and moderately complex sentences in the past tense using level-appropriate grammatical structures and organize them into cohesive paragraphs. 4. Read and comprehend level-appropriate expository texts and authentic texts that narrate events in the past. 5. Given enough contextual clues and using Spanish as the medium of communication, identify and discuss traditions, customs and values of the Hispanic world, and compare and contrast them with characteristics of their own culture. 6. Demonstrate advancement of Spanish proficiency by one level in all language skills by (a) completing Active Spanish Level 3 and 4 of LiveMocha software with % attainment score, (b) actively participating in role, simulated situations, poster presentation, interview to native speakers, and other cultural presentations (c) completing assigned grammar, vocabulary, written and reading activities in workbook and blue sections in book. V. Course Outline: Weeks 1-2 Capitulo 4: La vida diaria y los días feriados 4.1 Discussing Habitual Actions: Verbs with Stem-Vowel Changes (ie, ue) in the Present Tense 4.2 Discussing Habitual Actions: Irregular Verbs 4.3 Describing Daily Routine: Reflexives 4.4 Ordering Events: Infinitives after Prepositions 4.5 Describing States: estar + Adjective and tener + Noun Workbook; Rosetta Stone Intermediate, Unit 1; Cultural presentations; Simulated situations and role Weeks 3-4 Capitulo 5: Las clases y el trabajo 5.1 Indicating to Whom Something is Said: Indirect Object Pronouns with Verbs of Informing 5.2 Expressing Abilities: saber and poder + Infinitive 5.3 Referring to Actions in Progress: Present Progressive 5.4 Expressing Obligation and Duty: tener que, deber, necesitar, hay que, es necesario 5.5 Expressing Plans and Desires: pensar, quisiera, me gustaría, tener ganas de Workbook; Rosetta Stone Intermediate, Unit 2; Cultural presentations; Simulated situations and role Weeks 5, 6 Capitulo 6 La residencia 6.1 Making Comparisons of Inequality: más/menos 6.2 Making Comparisons of Equality: tan/tanto 6.3 Talking about Past Actions: Preterite Tense of Regular Verbs (Part 1) 6.4 Knowing People, Places, and Facts: conocer and saber Workbook; Rosetta Stone Intermediate, Unit 3; Cultural presentations; Simulated situations and role 3

8 Week 7 Review and oral and written midterm Weeks 8, 9 Capitulo 7: Hablando del pasado 7.1 Talking About Past Actions: Preterite Tense of Regular Verbs (Part 2) 7.2 Relating Past Events (Part 1): Verbs with Irregular Preterite Forms 7.3 More About Relating Past Events (Part 2): Stem-Changing Verbs in the Preterite 7.4 Reporting the Past: Indirect Object Pronouns with decir 7.5 Expressing ago: hacer + Time Workbook; Rosetta Stone Intermediate, Unit 4; Cultural presentations; Simulated situations and role Weeks 10, 11 Capitulo 8: La comida 8.1 Referring to Objects Already Mentioned: Impersonal Direct Object Pronouns lo, la, los, and las 8.2 More about Expressing Likes: The Verbs gustar and encantar 8.3 Making Negative Statements and Questions: No, never 8.4 Expressing one or you: The Impersonal se 8.5 Using Stem-Changing Verbs like pedir and servir: Present Tense and Preterite Forms Workbook; Rosetta Stone Intermediate, Unit 5; Cultural presentations; Simulated situations and role Weeks 12, 13 Capitulo 9: La niñez y la juventud 9.1 Describing Family Relationships: The Reciprocal Reflexive Verbs parecerse and llevarse bien 9.2 Expressing for, from, to whom: Prepositions + Pronouns 9.3 Saying What You Used to Do: The Imperfect Tense 9.4 Describing the Past: The Imperfect and Preterite of "State" Verbs 9.5 Saying What You Were Going to Do: The Imperfect Tense of ir + a + Infinitive Workbook; Rosetta Stone Intermediate, Unit 6; Cultural presentations; Simulated situations and role Weeks 14, 15 Capitulo 10 Nuestro planeta 10.1 Saying What You Have Done: The Present Perfect 10.2 Exclamations with Qué!, Cuánto/a/os/as! 10.3 Expressing by, through, Destination and Time (Part 1): por and para 10.4 Describing Actions: Adverbs 10.5 Expressing Reactions: More Verbs like gustar Workbook; Cultural presentations; Simulated situations and role Week 16 Review and oral and written final exam VI. Methods of Evaluation: Graded Components Totals Rosetta Stone Intermediate Level, 90-20% 100% attainment score Workbook (Cuaderno) and activities in 25% textbook