CITRUS COMMUNITY COLLEGE DISTRICT CREDIT COURSE OUTLINE DEPARTMENT Foreign Language COURSE NUMBER SPAN 101 TITLE Spanish I COURSE PURPOSE(check all that apply) Degree Applicable [X] UNIT VALUE 5 LECTURE HOURS 90 LAB HOURS 0 HOURS ARRANGED 0 Transfer Options: UC Transferable CSU Transferable ENTRANCE SKILLS, PREREQUISITES, OR CO-REQUISITES Strongly Recommended ENGL 099: Introduction to Reading and Composition or Strongly Recommended READ 099: Reading Skills if required by English placement exam or if required by English level. MINIMUM QUALIFICATIONS Foreign Languages REPEATABILITY: Student may receive credit for this course up to ( 1 ) time(s). MAXIMUM ENROLLMENT: 30
GRADING METHOD: Grade or Pass/No Pass. FEES None CATALOG COURSE DESCRIPTION A course in elementary Spanish grammar, vocabulary, and pronunciation which focuses on understanding, speaking, reading, and writing (including spelling) simple Spanish and serves as an introduction to the geography, history, and culture of the Spanish-speaking world. COURSE CONTENT I. Vocabulary Development A. Expressions of courtesy B. The Spanish alphabet C. Interrogative words D. Numbers 0-30; hay E. Classroom materials and academic subjects F. Family and relatives G. Expressing age H. Adjectives I. Nationalities of Latin America J. Numbers 31-100 K. Going shopping; clothing L. Colors M. Numbers over 100 N. Days of the week O. Household furniture and rooms P. Prepositions of time Q. Weather R. Months and seasons S. Prepositions of place
T. Food U. Trips and vacations V. Parties, holidays and special occasions W. Emotions and conditions X. Hobbies, entertainment and recreation Y. Household chores II. Grammar A. Telling time B. Articles and the gender of nouns to identifying people, places and things C. Subject pronouns and present tense regular and stem-changing verbs to express actions D. Asking yes/no questions and negation to get and convey information E. Expressing the time of day F. Gender, number and position of adjectives to describe nouns G. Expressing to be- Present tense of ser and estar H. Possessive adjectives (unstressed) to express possession I. Demonstrate adjectives and pronouns to pronouns to point out people and things- J. The verbs tener, venire, preferir, querer poder, hacer, oir, salir and ver to express actions and states K. Idioms with tener L. Ir, ir + a + infinitive; the contraction al to express destination and future actions M. Reflexive pronouns to expressing self/-selves- N. The present progressive: Estar + -ndo O. Comparisons to describe P. The verbs saber and conocer to express to know Q. Direct object pronouns to express what or whom R. Indefinite and negative words to express negation- S. Formal commands to influence others T. Indirect object pronouns to express to whom or for whom ; the verbs dar and decir
U. Expressing preferences, like and dislikes with the verb gustar V. The preterite to take about the past W. Double object pronouns to express direct and indirect object together X. The imperfect to describe habitual, ongoing and progressive actions and states of being in the past Y. The absolute superlative isimo/a Z. Superlatives to express extremes AA. Interrogative words to get information III. Culture A. Spanish in the United States and in the world B. Hispanic last names C. Clothing in the Hispanic world D. Houses in the Hispanic world E. El Niño F. Foods of the Spanish-speaking world G. The new tourism industry in the Hispanic world H. Holidays of great importance I. Soccer and baseball IV. Reading A. Contemporary readings and authentic excerpts of texts written by Latin American and Spanish authors including the following: 1. Lecturas: a. La geografia del mundo hispano b. Las universidades hispanicas c. La unidad familiar d. La psicologia de los colores e. Anuncios puertorriiquenos f. Todos juntos en los tropicos g. La cocina de Palomino h. México es mucho más que playas i.!epoca de tradiciones!
j. El sitio de mi recreo 2. Literature of the United States a. of México: Rosario Castellanos b. of Nicaragua : Rubén Dario c. of Coasta Rica: Carment Naranjo d. of Guatemala : Miguel Angel Asturias e. of Panamá: Carlos Guillermo Wilsom f. of Honduras : Clementina Suárez g. of Cuba : Joše Marti h. of Colombia : Gabriel Garcia Márquez B. Realia: newspaper and magazine articles, product advertisement, menus, pamplets and brochures C. Video programs which give an overview of the following countries: 1. (Hispanics in) the United States 2. Mexico 3. Nicaragua 4. Costa Rica 5. Guatemala 6. Panama 7. Honduras and El Salvador 8. Cuba 9. Colombia V. Writing A. Paragraphs B. Reports C. Letters D. Journals VI. Listening A. Audio programs B. Integrated CD-ROM programs
C. Video programs D. Music VII. Speaking A. Pronunciation B. Non-verbal communication C. Intonation D. Formal vs. informal speech LAB CONTENT ARRANGED HOURS CONTENT: STUDENT LEARNING OUTCOMES Upon completion of this course, students will be able to do the following: 1. Communication (personal expression and information acquisition) A. OUTCOME: Communicate (write, speak, listen, read) at a beginning level, demonstrate basic knowledge about Hispanic cultures, and demonstrate scholarly behavior in all campus interactions. ASSESSMENT: Final cumulative examination. OBJECTIVES Oral Communication 1. list, name, enumerate, or identify objects, people, places, and things by replying to inquiries posed in class 2. answer simple questions by participating in guided practice exercises in the classroom 3. use learned material in simple statements or questions by participating in collaborative group activities 4. give simple personal information such as name, place of origin, and background by engaging in oral and auditory activities in class 5. express belonging to organization, family, likes and preferences by contributing to class discussions 6. express minimal courtesies by engaging in dialogues with the instructor and fellow classmates
7. express facts and describe concrete topics such as family, clothing, weather, school subjects, food, trips and vacations, parties and holidays, hobbies and entertainment, and household chores by participating in directed and structured activities Auditory Comprehension 1. follow a series of basic oral instructions by responding verbally or non-verbally 2. understand a short, spoken dialogue or incident by responding to true/false, multiple-choice, or short answer assessment Reading 1. demonstrate comprehension in a selection of written texts on familiar topics by responding to questions, posed in either an oral or written format 2. answer content questions by responding orally in English, or be responding to multiple choice written assessment Writing 1. write a list by hearing or reading material in class 2. write well-constructed sentences about persons, objects and events based on familiar material 3. write a well-constructed paragraph of 50-60 words in length including a topic sentence, supporting details, and a conclusion Culture 1. develop a global consciousness and sense of one's place in the world community through the acquisition of Spanish language skills and exposure to the cultural values, cuisine, socio-political systems, holidays and celebrations, fine and performing arts, history and civilization of Spanish-speaking people throughout the world; this will be demonstrated by participating in class discussions and answering written and/or oral questions posed by the instructor 2. accept, value, and respect linguistic, cultural, and personal similarities and differences that come to light in the course of classroom interactions and being a participant in the learning process 3. demonstrate comprehension of common rules of etiquette and other cultural practices by role-playing face-to-face interactions and simple telephone transactions, and in group discussions, prepared debates, and presentations in class Technology 1. utilize the digital audio program in the Language Lab to correctly complete assignments in the lab manual 2. access supplemental vocabulary and grammar activities using the Integrated CD-ROM program available in the Language Lab 3. answer questions orally or in writing about the geographical, cultural, and historical information presented in the Video on CD that accompanies the Puntos de partida text, and other content-related videos show in class 4. visit the Punto de partida website, which provides additional vocabulary and grammar practice and information about the Spanish-speaking world 5. locate the websites of Spanish language newspapers, museums, tourist bureaus, etc 6. view PowerPoint presentations given by the instructor and utilize PowerPoint to give oral presentations in class
METHODS OF INSTRUCTION 1. Lecture 2. Observation 3. Group Discussions 4. Guests Speakers 5. Audio Visual Presentations 6. Internet Research 7. Collaborative Group Work 8. Guided Instruction 9. Evaluation 10. Class Activities 11. Class Discussions 12. Lecture/Discussion METHODS OF EVALUATION/ASSESSMENT Typical classroom assessment techniques Exams/Tests Quizzes Research Projects Oral Presentation Required assignments Class Participation Class Work Home Work Lab Activities Standard instrument measuring student subjective opinion Standardized instrument objectively measuring student knowledge Competency based written and practical tests which demonstrate the students' ability to apply skills and concepts learned to minimum standards established by the instructor REQUIRED TEXTS AND MATERIALS Required Perez Girones, A.M. Apuntate McGraw Hill. (2010). and Perez Girones, A.M.. work book and lab manual to accompany Apuntate. McGraw Hill, 01-01-2010. or Perez-Girones, A.M. "Apuntate Workbook/lab manual." MGraw Hill and/or Perez-Girones, A.M. "Apuntate." McGraw Hill Recommended Spanish I Vocabulary to accompany "Apuntate". By Ana M. Afzali and
Verb cards for Spanish I to accompany "Apuntate" Third edition. By Linda H. Coville and Adopted: Revised: 01/00/1984 Revised: 04/00/1985 Revised: 10/13/1987 Revised: 04/00/1989 Revised: 05/00/1993 Revised: 03/00/1995 Revised: 03/00/1996 Revised: 10/00/1996 Revised: 11/00/1996 Revised: 12/00/1997 Revised: 01/00/2000 Revised: 11/00/2004 Revised: 12/11/2008
Outside Assignments Examples of Required Writing Assignments Students will be asked to write a short story using a series of pictures as a guide. They will later have to read their story to the rest of the class and turn it in to the instructor for grading. Suggested reading other than required textbook Students will be asked to read short stories and/or simple articles. Examples of Outside Assignments Students will be asked to watch documentaries and programs in Spanish and come to class ready to summarize what they have seen both orally and in writing. Students will access the lab-manual software on line and complete a series of oral and listening comprehension exercises.