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1 SPAN 1 Fundamentals of Oral and Written Spanish Spring 2012 BC M-W-F 4 Hrs. Cr. Required Text and Materials: ARRIBA Comunicación y cultura. Vol. 1, sixth edition. Pearson/Prentice Hall. My Spanish Lab: online student s workbook and lab manual. Your textbook Arriba comes with My Spanish Lab code that will allow you to sign up for your student s workbook and lab manual online. PLEASE, DO NOT DISREGARD ANY MATERIALS, CODE NUMBERS, ETC. because you will need them for this class and if you already throw them, you will have to purchase them again. Your professor will provide you with additional information to successfully complete your workbook and lab materials. Please write the code for My Spanish Lab in this space: Instructor s information: Professor: Mercedes Solana Aspinal Office: HS 341 Office hours: M-W-F from 9 to 9:25 & 12 to 12:30 & by appointment only. MAspinal@drew.edu NOTICE TO THE PROSPECTIVE STUDENT. This syllabus contains the policies and expectations I have established for SPAN 1, Fundamental of Oral and Written Spanish. Please, review this entire syllabus carefully before continuing in this course, which will require a considerable commitment to excellence on your part. The clearly outlined policies and expectations are intended to foster a productive learning atmosphere for all students enrolled and to provide the parameters for individual responsibility and conduct during the course. You should expect that if your conduct during class disrupts the atmosphere of mutual respect that I expect, you would not be permitted to participate further. Purpose of the Course: This course is designed to develop students learning experience of Spanish through cultural awareness and linguistic competence from the perspective of a second language acquisition. Course Content: SPAN 1: Fundamentals of Oral and Written Spanish I (4) An introduction to the language and cultures of the Spanish-speaking world. Development of listening, speaking, reading, and writing using a communicative, proficiency-oriented approach. Interactive practice is enhanced by multimedia/technology. Typically geared for students with less than two years of Spanish in High School. Special sections of the course may be offered for students who have never studied Spanish. Prerequisite: None Course Goals: Students will: Become familiar in all aspects of the language arts in Spanish. Acquire the four skills: hearing, speaking, reading and writing. Be introduced to Latin American and Spanish cultural aspects. Culture is viewed as an integral part of learning a language. Communicate using basic Spanish skills. Expected Outcomes: Students will learn: To handle a limited number of interactive, task-oriented and social situations.

2 To ask and answer simple questions. To maintain face-to-face conversation. To perform such tasks as introducing self, ordering a meal, asking directions, and making purchases; describing family members and actions. Daily routines; talking about family; describing what is happening at the moment; discussing cooking and recipes; all of these with linguistic accuracy To learn social customs of Spanish-speaking countries. Methods of Instruction: Spanish 1 uses Arriba volume 1 as the designated textbook for introductory Spanish and covers six thematically organized chapters of the textbook, which present essential communicative functions and structures, along with basic cultural information about the countries that make up the Hispanic world. Each lesson is divided into three parts: the language material that forms the core of each lesson is divided into two distinct instructional units. The third is a synthesizing section that presents cultural information along with activities designed to develop students reading and writing skills. Communicative objectives are presented at the beginning of each lesson. Grammatical Structures Overview: Spanish alphabet; numbers; days of the week, month and seasons; nouns, articles, and adjectives, subject pronouns; present tense of ser. Telling time; formation of yes/no questions, negation, interrogative words; present tense of regular verbs; present tense of tener. Numbers; possessive adj.; expressions with tener; present tense of ir and hacer; present tense of estar; summary of uses ser/estar. Present tense of stem-changing verbs; direct objects; personal a; direct objects pronouns; present tense of poner, salir, traer; Demonstrative adjectives, pronouns; saber/conocer. Reflexive constructions: pronouns and verbs; comparisons of equality and inequality; superlative; present progressive. Decir and dar; Indirect objects and indirect object pronouns; Gustar and similar verbs; Preterit of regular verbs; verbs with irregular forms in the preterit (part I). Academic Policies: Lessons 1-6 from Arriba. One test after every chapter. Every test will include an oral component para escuchar read by the professor. Professor will begin this oral part ten minutes after the beginning of the test. Should a student arrive late and miss it, please, be warned that professor will not read the oral part again. One final written examination. One final oral examination: Assessed by either one-on-one conversation with professor; or group-work (2 students) in the format of a skit based on a topic provided by instructor. FINAL EXAMINATION: DATE AND TIME ARE NON-NEGOTIABLE. DO NOT MAKE PREMATURE TRAVEL PLANS. Please, be aware that final exams are scheduled May 3-9, both included. Short quizzes on vocabulary and/or grammatical points. There may be occasional, unannounced quizzes to check for daily preparation. This is the digital platform that contains your workbook/lab manual. Professor will assign daily exercises on My Spanish Lab website (see tentative schedule ). These exercises are due on the assigned date, after which you will not be able to access the exercises and you will be graded accordingly (no grade will be given). This is non-negotiable. Remember: Late homework will not be taken or allowed neither in My Spanish Lab nor for any other assignment due in class on a given due date. All homework assigned to be turn in during class should be typed and double-spaced. No handwriting assignment will be taken. Assigned written work must be submitted in hard-copy form, not as electronic attachment. If you do not have a printer, make sure you give yourself enough time before class to print

3 the materials (at the library, computer lab, etc) and bring them to class. Arriving late because you were printing it is not acceptable. Course Policies: Exercises/assignments/any kind of homework will not be accepted late. No extra credit. All homework assigned is to be turn during the assigned day in class and it should be typed and doublespaced. No handwriting assignment will be taken. Assigned written work must be submitted in hard-copy form, not as electronic attachment. If you do not have a printer, make sure you give yourself enough time before class to print the materials (at the library, computer lab, etc.) and bring them to class. Arriving late because you were printing it is not acceptable. Class participation: attached to this syllabus there is a grid that will help you to evaluate your participation in class. At the end of the month, your instructor will collect the grid with your participation selfassessment and will return it back to you with her OK regarding your participation. You are responsible to keep it for the whole semester and to turn it in at the end of every month so that you keep track of your class participation. No credit for simply showing up and warming a seat! Be on time for class: Class begins when professor says Comenzamos (Let s begin). Arriving after that point will be considered as late arrival. Late arrivals are taken as absences even if you are allowed to enter and participate in class (up to the discretion of professor). Two (2) late arrivals will affect grade: it will go down half letter grade of your final grade for the course. This is non-negotiable. And, there are no excuses. All students should arrive to class on time and well prepared. You should expect a warning notice after your second absence and/or late arrivals. No eating or leaving class once the class session has begun. No excuses. Cellular phones must be turned OFF during class session. Absolutely no text messaging or . No make-up tests or make-up work for extra credit. Do not ask. Behavioral and attitude situations and/or problems will be immediately notified to Dean Sara Waldron, Dean of Campus Life and Students Affairs. Academic issues will be notified to Dean Melissa Nicolas. Do not let too much time pass if you are having trouble in the course. See me. Tutoring is available for free. Please, contact Ms. Joanne McCann (BC 114). Attendance policy: Attendance will be taken. It is highly recommended not to miss more than three classes in order to successfully complete the requirements of the course. More than three unexcused absences will affect grade. Grade will go down one letter grade of your final grade for each subsequence absence. Be aware that your instructor will send a

4 warning notice to you (with copy to the Academic Dean and your advisor) after the second absence. After a warning notice you have to see your instructor and you may be asked to drop the course. Class Etiquette: Address your instructor by using the title of professor. Respect fellow classmates. There is a great deal that we can learn from each other, but this cannot happen if students feel uncomfortable in class about speaking in Spanish. Make sure you do everything you can to make our classroom culture a comfortable learning environment for everyone in the class. Use an appropriate tone of voice. Take responsibility for making the class successful. It is your class. I am the facilitator/instructor but class learning will be the work of you. If you must enter the class late, please do so quietly. Choose a seat near the door. If you are a chronic latecomer, please, discuss your reason with me. Cell phones, beepers, eating, leaving the room, and other distracting activities are not appreciated nor tolerated. Academic Accommodations: Should you require academic accommodations, you must file a request with the Office of Disability Services (BC 119, extension 3327). It is your responsibility to self-identify with the Office of Disability Services and to provide faculty with the appropriate documentation from that office at least one week prior to any request for specific course accommodations. There are no retroactive accommodations. Evaluation of Student Learning: 1. Tests 2. Quizzes 3. Workbook and Lab (My Spanish Lab) 4. Assignments due in class (compositions, exercises, etc.) 5. Final Examination: Written exam Oral exam presentation/skit, or conversation with professor. 6. Class participation. Grading scale for the Final Grade Distribution in this course: A (95-100) A- (90-94) B+ (87-89) B (83-86) B- (80-82) C+ (77-79) C (73-76) C- (70-72) D+ (67-69) D (63-66) D- (60-62) F (59-0)

5 EVALUATION OF CLASS PARTICIPATION Use the grid and the rating categories below to track your participation for the month. Your instructor will collect the grid and agree or disagree with your self-evaluation. Nombre Puntos Mes de septiembre: Mes de octubre: Mes de noviembre: Total Total Total Yo, el profesor (la profesora) de la clase, estoy de acuerdo / no estoy de acuerdo con la autoevaluación. Puntos Firma y fecha Read each category and select the one that most closely describes your participation for each month. Write the number of points associated with the category for each month in the box above. SUPERIOR 25 PUNTOS I attended class and arrived on time. I greeted people and took leave using Spanish expressions. I worked on my comprehension skills by listening when others spoke. I spoke only Spanish. I participated in all activities with enthusiasm and a positive attitude. I helped others to do all of the above. AVERAGE 20 PUNTOS I attended class and arrived on time. I greeted people and took leave using Spanish expressions. Every now and then, I didn t listen to others when they were talking. I spoke Spanish in class but also used English on occasion. I participated in all activities, sometimes enthusiastically. Overall I showed a positive attitude. I made participating in class easier for other people. UNSATISFACTORY 15 PUNTOS I arrived late. I used more English in class than Spanish. I wasn t listening while others talked. My presence in a group didn t make much difference in getting the task done.

6 TENTATIVE SCHEDULE (39 days of classes in the semester): Three 65 minute class meetings per week Semester I Day Chapter Class objective In-class assignments Homework 1 Capítulo 1 Meeting and greeting others Así lo decimos!: Saludos y despedidas to Primera Spelling your name Vocabulario: Saludos y despedidas: 1-1 to Performing simple math problems 3 Talking about the calendar and dates 4 Perfiles Segunda Reviewing Primera Developing awareness of Hispanic presence in the U.S. Acquiring Spanish through popular music Describing your classroom 5 Talking about yourself and others Naming objects Describing people and objects Estructuras: The Spanish alphabet: 1-6 to 1-8 Practice: 1-9 Estructuras: The numbers 0-100: 1-10 to 1-13 Practice: 1-11 Estructuras: The days of the week, the months, and the seasons: 1-14 to 1-18 La importancia de ser bilingüe: 1-19 to 1-20 Mi corazoncito (Aventura, EE. UU.): 1-21 to 1-25 Vocabulario: En la clase: 1-26 Practice: 1-27 to 1-31 Estructuras: Subject pronouns and the present tense of ser: 1-34 Estructuras: Nouns and articles: 1-35 to to to Days of the Week, Months, and Seasons to to (text) Proyecto: 1-49 Subject Pronouns Formal/Informal Ser

7 Subjects Pronouns Subject Pronouns Definite and Indefinite Articles Definite and Indefinite Articles 6 Describing people and objects Developing awareness of the diversity of the Spanish-speaking world Reviewing Segunda Estructuras: Adjective form, position, and agreement: 1-39 to 1-46 Panoramas: to 0160 (text) Taller: 1-56 Una carta de presentación (text) Pura vida! Episodio 1: 1-44 to 1-46 (text) Páginas: 1-52 to 1-54 Nouns Gender Singular and Plural Formation Noun/Adjective Agreement Position of Adjectives Singular and Plural 7 Capítulo 1 exam 8 Capítulo 2 Describing Así es la vida!: Quiénes son? yourself, other people, and things Primera Asking for and telling time Vocabulario: Las descripciones y las nacionalidades: 2-1 to 2-5 Estructuras: Telling time: 2-6 to 2-10 Adjectives to Adjectives of Nationality

8 9 Asking and responding to simple questions Estructuras: Formation of yes/no questions and negation: 2-11 to to Formation of Yes-No Questions Estructuras: Interrogative words: 2-13 to 2-17 Formation of Negative Sentences Yes/No Questions Affirmative and Negative Making a Sentence Negative Questions with Interrogative Words Qué and cuál 10 Perfiles Reviewing Primera Learning about names in Spanish Mi experiencia: Nombres, apellidos y apodos: 2-18 to to Questionword Questions Acquiring Spanish through popular music Looking for Paradise Alejandro Sanz (España), Alicia Keys (EE. UU.): 2-20 to 2-23 Segunda 11 Talking about what you do, what you like to do (me gusta/te gusta), and what you should do Vocabulario: Qué haces? Qué te gusta hacer?: 2-24 Practice: 2-25 to 2-28 Estructuras: The present tense of regular -ar verbs: 2-30 Estructuras: The present tense to (text) Proyecto: 2-45 Present Indicative Regular Verbs

9 of regular -er and -ir verbs: 2-31 to ar Verbs Verbs Conjugation/Infinitive Tense Present Indicative Subject/Verb Agreement -er Verbs 12 Talking about what you have and what you have to do Developing awareness of Spain s tourist attractions Practice: 2-34 to 2-35 Estructuras: The present tense of tener: 2-36 to 2-38 Panoramas: 2-43 to to (text) Pura vida! Episodio 2: 2-40 to 2-42 (text) Taller: Una entrevista y un sumario: ir Verbs Tener: Conjugation, meaning Tener que Irregular Verbs Reviewing Segunda 13 Capítulo 2 exam 14 Capítulo 3 Primera Exchanging information about classes Así es la vida!: Las materias Vocabulario: Las materias académicas y la vida estudiantil: (text) Páginas: Cinemundo entrevista a Pedro Almodóvar: 2-46 to to 3-8

10 Counting to 3-1 to Talking about things that belong to you 16 Perfiles Segunda Talking about how you and others feel Reviewing Primera Learning about the Mexican university system Acquiring Spanish through popular music Asking for and giving simple directions Estructuras: The numbers : 3-5 to 3-8 Estructuras: Possessive adjectives: 3-9 to 3-13 Estructuras:Other expressions with tener 3-14 to 3-16 Mi universidad: La UNAM: 3-18 to 3-19 Eres (Café Tacvba, México): 3-20 to 3-21 Vocabulario: Los edificios de la universidad: 3-23 to to 3-22 Possessive Adjectives 3-23 to 3-30 Possessive Adjectives 17 Making plans to do something with someone Describing states of being Practice: 3-25 to 3-27 Estructuras:The present tense of ir and hacer: 3-29 Estructuras:The present tense of estar: 3-31 to to 3-44 (text) Proyecto: 3-45 Possessives with de + pronoun Clarification of Possessives with de + pronoun Hacer Future with ir + a + infinitive 18 Describing yourself and others Estructuras: Summary of uses of ser and estar 3-37 to to 3-50; 3-62; 3-56 to 3-63 Preposition a Estar

11 Developing awareness of Mexico s past and present Reviewing Segunda Panoramas: 3-43 to 3-44 (text) Pura vida Episodio 3: 3-40 to 3-42 (text) Taller: 3-52 Un correo electrónico a un/a amigo/a Estar + adjectives Ser and estar 19 Capítulo 3 exam Capítulo 4 Talking about your Así es la vida!: Miembros de la 20 family familia Vocabulario: Miembros de la Primera familia: 4-1 to 4-5 Estructuras: The present tense of stem-changing verbs: e ie, e i, o ue 4-6 to 4-8, 4-10 (text) Páginas: 3-46 to to Stem-Ending Conjugation of Stem-Changing Verbs Querer Tener: Stem- Changing Verb Pedir Volver 21 Perfiles Expressing desires and preferences Planning activities Avoiding redundancy Learning about the Hispanic family Estructuras: Direct objects, Personal a, and Direct object pronouns Practice: 4-9 to 4-15 La familia hispana típica?: 4-16 to to Personal a Direct Object Pronouns Placement of Direct Object Pronouns Subject/Object

12 Direct Objects 22 Acquiring Spanish through popular music El encarguito (Guillermo Anderson, Honduras): 4-18 to to Direct Object Pronouns Segunda Extending invitations Vocabulario: Lugares del ocio: 4-21 to Pointing out people and things to others Describing activities Discussing things and people you know Así es la vida!: El ocio: 4-24 to 4-26 Estructuras: Demonstrative adjectives and pronouns: 4-29 Estructuras: The present tense of poner, salir, and traer: 4-30 to 4-34 Estructuras: Saber and conocer: 4-36 to to (text) Proyecto: 4-45 Demonstrative Adjectives Demonstrative Pronouns Neuter Demonstrative Pronouns Demonstrative Adjectives Demonstrative Pronouns Neuter Irregular First-Person Verbs

13 24 Developing awareness of Central American traditions and economy Reviewing Segunda Panoramas: 4-43 to 4-44 Pura vida! Episodio 4: 4-40 to to 04-52; to 04-58; to 04-55; Taller: Una invitación: 4-50 Páginas: Sobreviviendo Guaraza, Cinenuevo: 4-46 to 4-49 Saber and Conocer 25 Capítulo 4 exam 26 Capítulo 5 Primera Describing your daily routine and habits Así es la via!: El arreglo personal Expressing needs related to personal care Expressing emotional states Vocabulario: Las actividades diarias: 5-1 to 5-3, 5-5 to 5-6 Estructuras: Reflexive constructions: pronouns and verbs: 5-7 to to Reflexive Pronoun Forms Placement of Reflexive Pronouns Reciprocal Constructions 27 Comparing objects and people Reviewing Primera Learning about Estructuras: Comparisons of equality and inequality: 5-14 to 5-16 Reflexive/Non- Reflexive actions Reflexive pronouns Reciprocal Action to Comparing Things That Are Equal Comparing Things That Are

14 Perfiiles ecotourism in Costa Rica Eco voluntarismo en Costa Rica: 5-17 to 5-19 Unequal; Más de (numbers) Comparing Things That Are Equal 28 Acquiring Spanish through popular music Segunda Talking about what you do around the house 29 Describing people or things using superlatives Describing what is happening at the moment Everybody (Los Rabanes, Panamá): 5-20 to 5-22 Así es la vida!: Vamos a limpiar Vocabulario: Los quehaceres domésticos: 5-22 to 5-28 Estructuras: The Superlative: 5-29 to 5-31 Estructuras: The present progressive: 5-32 to to 5-35 (text) Proyecto: to 05-40; to 43; to 05-51; (text) Taller: Vendo casa: 5-48 (text) Pura vida! Episodio 5: 5-37 to 5-38 Comparing Things That Are Not Equal Superlatives Superlatives Present Participle Formation of the Present Progressive Use of the Present Progressive Present Progressive 30 Developing awareness of Panoramas: to 05-48; to Present Participle

15 Central America s ecological diversity Páginas: 5-43 to 5-47 Reviewing Segunda 31 Capítulo 5 exam 32 Capítulo 6 Discussing food, Así es la vida!: Buen provecho! eating preferences, and Vocabulario: Las comidas y las Primera ordering meals bebidas: 6-1 to Talking about Estructuras: Indirect objects, things and indirect object pronouns and the expressing to verbs decir and dar: 6-8 to 6-12 whom or for whom Expressing likes and dislikes Reviewing Primera Estructuras: Gustar and similar verbs: 6-13 to to to Indirect Object Pronouns Decir Dar Placement of Indirect Object Pronouns Indirect Objects Indirect Object Pronouns 34 Perfiles Learning about Chilean cuisine Mi experiencia: El tren de degustación: 6-17 to to Gustar and Similar Verbs Segunda Acquiring Spanish through popular music Discussing foods, cooking and recipes Ahora (Alberto Plaza, Chile): 6-20 to 6-21 Así es la vida!: Platos fáciles en veinte minutos o menos Vocabulario: En la cocina: 6-22 to Talking about Practice: 6-25 to to 06-44

16 events in the past Estructuras: The preterit of regular verbs: 6-27 to 6-36 (text) Proyecto: 6-42 Preterit Regular Verbs in the Preterit Tense 36 Acquiring selective listening skills Pura vida! Episodio 6: 6-37 to to 06-57; to Past Tense Composing a description in the past tense 37 Developing awareness of the Chile s industry and natural attractions Taller: Una reseña de un restaurante: 6-48 Panoramas: 6-40 to 6-41 Páginas: 6-43 to 6-46 Reviewing Segunda 38 Capítulo 6 exam 39 Final Review to 06-54; to Important dates to remember: Monday, January 23 classes begin. March Spring Break April 6 Good Friday, no classes Monday April 30 last day of the classes. May 1-2 Reading Days. Final examinations: May 3-9 both included. Grades The grades awarded in the College are: A, A- excellent B+, B, B- good C+, C, C- satisfactory D+, D, D- marginal F fail I incomplete P pass, quality of work equivalent of D- or higher X course in progress, grade deferred AUD audited W withdrew

17 NR Z grade not reported by instructor grade roster not returned by instructor