Spanish 010 Syllabus - Fall 2016

Spanish 010 Syllabus - Fall 2016 Class grading scale, assessment categories, and percentages can be found in the course policies document. It is your responsibility to read and understand the policies. The document can be found on the SBLP website: http://sip.la.psu.edu/blp/courses/syllabi-andpolicies While the topics shown in this document for each day will remain the same, your instructor may change the particular activities used, or create others to supplement the material in the textbook. The pages indicated in this syllabus correspond to the text in the Mosaicos textbook. If you cannot attend a class, regardless of the reason for your absence, you will be responsible for contacting other classmates (not your instructor) to obtain any missed information. Online assignments (AKA: Canvas homework) will be due on s at 4 p.m., unless indicated otherwise in this document. Make sure you check this document every week. There will not be any extensions. Note: Technical problems are not an excuse for not completing online assignments. Plan accordingly. If you have any questions about the content of the assignments, please email your instructor. If you do not receive a response from your instructor within 48 hours (Mon - Fri) or 72 hours (weekends), email the supervisor of SPAN 10, Misty Pursel, mlp279@psu.edu, (814) 865-6589. If you experience technical difficulties with Canvas, please fill out the help form at: http://sip.la.psu.edu/blp/tech-support/helpform There will be four offline assignments (escrituras). Each escritura will have a first version and a final version. The first versions will be written in class on the dates indicated in this document. The final version is a rewrite of the first version, following the instructor s comments. The final versions are due at the beginning of class on the days specified in this document. The final versions must be typed, double-spaced, and printed with Arial 12- point font, 1 margins, and legible. If assignment format requirements are not met, there will be a 0.5-point deduction in the escritura grade. You MUST turn in the original (graded) first version with the rewrite in order to receive credit for it. See the policies for more information on escrituras. Each version of the escrituras will be returned to you, corrected and graded, one week after you turn it in. If you experience delays in receiving corrected escrituras, please contact the supervisor of SPAN 10, Misty Pursel, mlp279@psu.edu, (814) 865-6589. University Important Dates: For the deadlines for Drop, Add, Late Drop, and Withdrawal, see the university s academic calendar at http://registrar.psu.edu/academic_calendar/calendar_index.cfm Spanish 10 Important Dates: Diagnostic Exam (optional for students who wish to see if they can move up a level) Testing Center - 104 Pollock Building, 8 a.m. - 4 p.m. Monday, August 22 through Thursday, August 25. Drop deadline: August 27 Add deadline: August 28 at 11:59 p.m. Late-drop deadline: November 11 Withdrawal deadline: December 9

SEMANA 1 (8/22 8/25) Online Homework: Week 1 folder. Opens 8/22 - closes 8/29. All online activities open and close at 4 pm every week. 0.1 Personas nuevas (Vocabulary: Introductions and Courtesy Expressions) 0.2 Durante y al final de la fiesta (Vocabulary: Greetings and Goodbyes) 0.3 En el salón de clase (Vocabulary: Objects in the Classroom) 0.4 Deletreando (Vocabulary: The Alphabet) 0.5 Cuántos hay? (Grammar: Numbers 0 to 99) 0.6 El calendario (Vocabulary: Months of the Year and Days of the Week) 0.7 Dentro y fuera del salón de clases (Vocabulary: Classroom Expressions and the Weather) 0.8 Quién es? y Cómo es? (Grammar: Singular Forms of the Verb Ser with Cognates) No escritura this week. Introducción al curso. The instructor will introduce course policies, classroom procedures and the syllabus. LECCIÓN PRELIMINAR Bienvenidos Goals: To get to know your classmates and to share information about yourself. Presentations & Greetings (presentación), p. 5. Written input: Presentaciones: p. 5: P-1. Students complete dialogues. Oral output: Para confirmar. Students take turns greeting each other according to time of day given. Oral output: A conocer a los compañeros! Students meet their classmates. Goodbyes & Expressions of courtesy (presentación), p. 8. Written input: Perdón o con permiso?: p. 9: P-5. Students decide the appropriate expression of courtesy. Written input: Qué expresión?: p. 9: P-6. Students select the expression to use in different situations. Oral output: A conocernos! Students interview a classmate to introduce to the class. Goal: To describe the classroom. People, In the classroom, and The alphabet (presentación), pp. 5, 10, 18. Oral input: Cómo se escribe? Students identify words that are spelled out. Written input: Qué es esto? Students identify classroom objects from a list. Oral output: Nuestros nombres. Students spell out their names to classmates. Written output: Qué hay en el salón de clase? Students complete a crossword puzzle using classroom objects. Written & oral output: Construyendo un hombre de nieve. Students select classroom objects and and their partners have to guess them using letters of the alphabet. Oral output: Cuáles objetos tienes?: p. 10: P-8. Students identify classroom objects in a picture and discuss which they have with them. Oral output: Encuentra los objetos. Students choose classroom objects which their classmate must go find. Oral output: Un juego de Pictionary. Students draw and guess classroom objects in teams. Page 2 of 26

Goals: To express quantities and dates. Numbers from 0 to 99 (presentación), p. 23. Oral input: Mi semestre. Students listen to the sentences and write down the numbers mentioned and decide if they are logical or illogical. Written & oral output: Problemas: p. 24: P-27. Students take turns solving math problems. Days of the week (presentación), p. 12. Written input: Qué día es? Students match events with days of the week. Written & oral output: Tu semana. Students answer questions about their week, then share with a classmate. Months of the year (presentación), p. 12. Written input: Qué mes? Students match months of the year with dates. Written & oral output: Fechas importantes: p. 13: P-13. Students ask a classmate the dates of certain events. Goals: To learn useful classroom expressions, the weather, and how to describe people. Useful expressions in class (presentación), pp. 15-16. Oral input: La profesora dice. Students will follow commands given by the professor. The weather (presentación), p. 14. Oral input: El tiempo es lógico? Students hear weather described in months of the year and decide if the weather is logical for that month. Oral output: Qué tiempo hace hoy?: p. 14: P-15. Students say what the weather is like in different cities. Identifying and describing people: Singular forms of ser and cognates (presentación), pp. 19-20. Oral input: Los opuestos: Students listen to adjectives and select the opposite. Written & oral output: Cómo eres tú? Students write a description of themselves and then share with a partner. Written & oral output: Cita rápida con amigos. Students list qualities they do and don t want in a friend, then interview classmates to see what their personality is like. Written output: Cómo son los famosos? Students describe some famous people. Oral output: Cómo son las personas en tu vida? Students describe 2 people who are important to them to a classmate. SEMANA 2 (8/29-9/1) Online Homework: Week 2 folder. Opens 8/29 - closes 9/5 0.9 Dónde está? (Grammar: Estar with Expressions of Location) 0.10 Qué hora es? (Grammar: Telling Time) 1.1 Mis clases favoritas (Vocabulary: Courses) 1.2 Los lugares (Vocabulary: Places) 1.3 Cómo es? (Vocabulary: Adjectives) 1.4 Las actividades de los estudiantes (Vocabulary: Students activities) 1.5 La vida estudiantil (Grammar: Present tense of regular -ar verbs) In-class Escritura 1 first version on. Your instructor will provide the topic in Page 3 of 26

class that day. Please note: When writing in-class escrituras, you will not be allowed to use any digital (electronic) devices, such as: laptops, tablets, ipods, cell phones, etc. The only allowed items are: your textbook, notes, and a traditional (paper) dictionary. You should also bring a print out of the vocabulary sheets posted in Canvas. You may not copy sentences from your textbook or elsewhere. All versions of your escrituras must be produced by you. They may NOT be written, corrected, or edited by someone other than yourself. Doing so will be considered plagiarism and you will receive a 0 (zero) grade on the assignment (first and final versions) and it will be reported to the College of Liberal Arts. Goals: To describe the location of people and objects. Locating people and objects with estar (presentación), p. 21. Written input: Piénsalo: p. 21. Students look at a drawing of a classroom and decide which of a pair of sentences describes the location of items. Oral input: Personas y lugares: p. 22: P-21. Students listen to sentences about the location of classroom items in the drawing and decide if the sentences are true or false. Oral output: En la clase: p. 22: P-22. Students look at a photograph of a classroom and say where people are seated. Oral output: Quién o qué es? Students describe the location of people and things in their classroom and their partner guesses who or what they are. Oral output: Dónde en el campus? Students take turns asking each other where buildings are on campus while referring to a map. Goal: To tell the time. The time (presentación), pp. 25-26. Oral input: Qué hora es en? Students listen to times and select the city. Oral output: Qué hora es? Students tell the time on various clocks on slides. Written & oral output: El reloj. Students draw their own clocks and ask their partner to tell the time, then groups exchange clocks and tell the time. Written and oral output: Mi horario. Students write out their Monday schedule and their partner asks about when various classes take place. Repaso. Instructor will review grammar and vocabulary related to Chapter 0. Oral output: Nuestros cumpleaños. Students ask each other for their birthdays and line up from earliest to latest birthday in the year. Written input: Cuántos hay? Students match things with their quantities. Written & oral output: El número de teléfono. Students find out the phone numbers of 3 classmates and write them down. LECCIÓN 1- Qué estudias? Goals: To talk about students, places, and activities at the university. Students and courses; the university (presentación), pp. 33, 35. Written input: Para confirmar: p. 36: 1-6. Students match materials with subjects. Oral input: Qué estudian? Students listen to sentences about courses and decide if they are true or false. Page 4 of 26

Written & oral output: Mis clases: p. 37: 1-9. Students write a list of their classes including their days and times, then talk with a partner about their schedules. Students activities (presentación), p. 38. Oral input: Qué hay? Students listen to sentences about various locations on campus and decide whether they are logical or not. Oral output: Dónde haces tus actividades? Students interview each other about where they go on campus to do different activities. Goal: To be able to speak about regular activities in the university. Present tense of regular -ar verbs (presentación), pp. 42-43. Written and oral input: La vida universitaria. Students will read descriptions of what students are doing, then listen to a phrase and choose the best description according to what they heard. Oral input: Qué hacen los estudiantes? Students will hear activities of students and select the photo that represents the activity. Oral output: Mi rutina. Students tell their partners which activities are and are not part of their routine. Oral output: Mis actividades: p. 44: 1-20. Students talk about the frequency of their activities and compare them in groups. Written & oral output: Mis actividades diarias. Students write 3 activities they do and include where they do them, then find out their classmates habits. In-class Escritura 1 first version (50 words, 25 minutes). SEMANA 3 (9/5 9/8) Online Homework: Week 3 folder. Opens 9/5 - closes 9/12. 1.6 Grammar: Más vida estudiantil (Present tense of regular er and ir verbs) 1.7 Grammar: Qué hay? (Articles and nouns) 1.8 Grammar: Una cita (Present tense of estar) 1.9 Grammar: Nuevos amigos (Interrogative words) You will get back escritura 1 first version this week so that you can make the necessary corrections. Labor Day (No Class) Goals: To talk about academic life and daily occurrences. Present tense of regular er and ir verbs (presentación), pp. 46-47. Written input: Mi profesor/a modelo. Students hear activities of an instructor and decide if an ideal instructor would do them or not. Written & oral input: Qué debo hacer? Students read sentences about activities and decide which best relates to the sentence they hear. Oral output: Lugares y actividades: p. 48:1-24. Students ask each other which activities they do in different locations. Oral output: A preguntar: p. 48: 1-25. Students are given four activities and interview classmates to find out how many do them. Page 5 of 26

Written & oral output: Para divertirte. Students make a list of things they do for fun, then interview their classmate to see if he/she does the same. Goal: To talk more fluently about university life. Articles and nouns: gender and number (presentación), pp. 50-51. Written input: La clase de español. Students match items needed for Spanish class with their correct articles. Oral input: Otras necesidades. Students listen to sentences about items needed for various classes and determine whether the correct article was used and if the sentences are logical. Written output: Conversaciones incompletas: p. 52: 1-27. Students complete dialogues. Oral output: Qué necesitan? p.52: 1-28. Students take turns saying what items they need to accomplish certain tasks. Goals: To talk about daily activities and to ask about and express location. Present tense of the verb estar (presentación), p. 53. Written and oral input: Dónde están? Students read descriptions of where various people are on campus, listen to a phrase, and decide which description is best according to what they heard. Written output: En la cafetería: p. 54: 1-29. Students complete a dialogue with estar to indicate a state of being or a location. Written output: Horas y lugares: p. 54:1-30. Students write where they are at different times during the day. Oral output: Conversación: p. 54:1-31. Students talk about where people are and what they are doing according to the images. Written & oral output: La primera dama. Students look at the First Lady s activities and write about her routine: what she does with whom, where and when. Instructor gives back escritura 1. Goal: To be able to acquire information. Question words (presentación), pp. 55-56. Written and oral input: La clase de español. Students decide which question is appropriate for the information that they hear. Written & oral output: Preguntas: p. 56: 1-32. Students complete questions with the appropriate question word, then interview a partner about his/her semester. Written and oral output: Entrevista: p. 57: 1-33. Students see a list of expressions which they turn into questions to ask their classmates. Goal: To understand more about university life in Spanish speaking countries. Mosaico cultural: La vida universitaria en el mundo hispano, p. 41. Written & oral output: Actividad A: Las actividades de los estudiantes. Students make a list of activities of college students. Oral output: Actividad B: Buscamos las actividades. Students skim the text and discuss which activities from their lists that they see in the text. Oral output: Actividad C: Miramos las fotos. Students describe the pictures associated with the article. Written & oral output: Actividad D: Buscar palabras. Students locate certain words in the text Page 6 of 26

and work in groups to define them. Written & oral output: Actividad E: Un resumen. Students read each paragraph and write a one sentence summary for each, then compare with classmate. Written input: Actividad F: Cierto o falso? Students choose which statements are true about what they read. Written & oral output: Actividad G: Somos similares o diferentes? Students discuss the similarities and differences in housing and activities for college students in the U.S. and Hispanic countries. SEMANA 4 (9/12 9/15) Online Homework: Week 4 folder. Opens 9/12 closes 9/19. 2.1 Cómo es? (Vocabulary: Descriptions) 2.2 Los colores (Vocabulary: Colors) 2.3 De dónde son? (Vocabulary: Nationalities) 2.4 Los amigos (Grammar: Adjectives) 2.5 Nuevos amigos (Grammar: Present tense of ser) EXAM 1 on : Lección Preliminar y Capítulo 1 REVIEW FOR EXAM 1 EXAM 1: Lección Preliminar y Capítulo 1 LECCIÓN 2 - Quiénes son tus amigos? Goals: To describe people, places, things, and nationalities. Describing yourself and others (presentación), pp. 69-70. Written input: Cómo son? Students read descriptions of people and decide if the description matches the picture they see. Written & oral input: Esucha y confirma: p.68: 2-1. Students decide whether descriptions they hear match a written description of people. Written & oral output: Cuál estudiante es? Students write out a description of themselves, then other students read them and the class determines who it is. Expressing nationality (presentación), p. 72. Written input: Hispanos importantes. Students read what country an important leader is from and identify his or her nationality. Written output: Para confirmar: p. 73: 2-10. Students read about famous Hispanics and identify their country of origin. Goals: To describe people, places, and things. Adjectives (gender & number) (presentación), pp. 76-77. Written input: Descripciones. Students select which word best describes the images. Written input & oral output: Características. Students describe the qualities that some people should and should not have. Page 7 of 26

Oral output: Opuestos. Students read descriptions of what famous people are not like and their partner must determine the opposite word that correctly describes what they are like. Oral output: Personas importantes. Students describe celebrities appearance, personality, and activities. Oral output: Quién es? Students choose famous people to describe and their classmates guess whom they are describing. Forms and uses of the verb ser (presentación), pp. 80-81. Written input: Cómo somos?: p. 81: 2-17. Students indicate which statements from a list describe them. Written & oral output: Cómo es?: p. 82: 2-18. Students ask each other what different people, places, and objects are like. Oral output: Eventos y lugares: p. 82: 2-20. Students take turns describing the location of events. Written & oral output: Situación: La fiesta del sábado: p. 82. Students prepare a role play of a conversation about a party that will take place on the weekend and act it out. SEMANA 5 (9/19 9/22) Online Homework: Week 5 folder. Opens 9/19 - closes 9/26. 2.6 Mis amigos y yo (Grammar: Ser and Estar with adjectives) 2.7 La vida estudiantil (Grammar: Possessive adjectives) 2.8 Qué les gusta? (Grammar: Present tense of gustar) Escritura 1 final version (typed) due on. Remember to turn in the first version with the rewrite. YOU WILL NOT RECEIVE CREDIT for your rewrite without the first version. Escritura 1 final version (typed) due at the beginning of class Goals: To describe what people are like and how they feel. Ser and estar with adjectives (presentación), pp. 83-84. Written input: Cierto o falso. Students see an image and a sentence describing it. They determine whether the description is true or false. Oral input: Sí o no? Students listen to descriptions and decide whether they are accurate and which verb is used. Written & oral output: Qué pasa aquí?: p. 84: 2-21. Students read and complete descriptions of people using ser and estar. Oral output: Termómetro emocional: p. 85: 2-23. Students complete a table indicating how they feel in different situations and then compare. Written & oral output: Un perfil de Facebook. Students write a description of what they are like and describe their schedule. The descriptions will be read in groups and students decide who the person from the description is. Goal: To express possession. Possessive adjectives (presentación), pp. 87-88. Written input: Estás de acuerdo? Students read sentences and decide if they agree. Oral input: En la Universidad de Penn State. Students listen to sentences and decide whether Page 8 of 26

they are likely. Oral output: Cómo es/son? Students answer questions about people and things in their lives, then interview a classmate. Written & oral output: Mi mundo: p. 88: 2-25. Students describe two people in their lives and two of their belongings. Goal: To talk about likes and dislikes. Expressions with gustar (presentación), pp. 90-91. Written input: Te gusta? Students read sentences about people s likes and decide if they are true or false. Oral output: Mis preferencias: p. 91: 2-28. Students talk about their preferences for activities. Written & oral output: Te gusta también? Students write three things and three activities they like at Penn State. They then interview their partner to see if their partner feels the same. Goal: To consider beliefs about U.S. and Hispanic cultures. Mosaico cultural: Los estereotipos y la cultura hispana, p. 75. Written & oral output: Actividad A: Las actividades y descripciones de los jóvenes. Students work in groups, making a list of activities and adjectives to describe typical young people of the United States and Spanish-speaking countries, then discuss which are similar and which are different. Oral output: Actividad B: Buscamos las actividades y descripciones. Students skim the text and discuss which activities and adjectives from their lists they see in the text. Oral output: Actividad C: Miramos las fotos. Students work in pairs to describe the pictures associated with the article. Written & oral output: Actividad D: Tres cosas. Students make a list of three things they expect to read in the article. Written & oral output: Actividad E: Buscar palabras. Students locate certain words in the text and work in groups to define them. Written & oral output: Actividad F: Un resumen. Students read each paragraph and write a one sentence summary for each, then compare with classmate. Written input: Actividad G: Cierto o falso?. Students choose which statements are true about what they read. Written & oral output: Actividad H: Somos similares o diferentes? Students discuss whether stereotypes are always negative or positive and give examples based on the list they made in Actividad A. Repaso. Instructor will review grammar and vocabulary related to Chapter 2. Describing yourself and others (repaso), pp. 69-70, Adjectives (gender & number) (repaso), pp. 76-77, Expressing nationality (repaso), p. 72, Forms and uses of the verb ser (repaso), pp. 80-81. Written & oral output: Quién es?: p. 68: 2-3. Students guess which classmate their partner describes to them. Written & oral output: Una entrevista: p. 74: 2-12. Students write questions and interview their classmates. Written & Oral output: Situación: Un nuevo novio o una nueva novia: p. 79. Students prepare a Page 9 of 26

phone conversation between friends which they act out for the class. Ser and estar with adjectives (repaso), pp. 83-84. Oral output: Cómo es y cómo está? Students see photos of famous people and discuss their characteristics, including physical appearance, personality, and nationality. Possessive adjectives (repaso), pp. 87-88, Expressions with gustar (repaso), pp. 90-91. Written & oral output: Nuestra universidad: p. 89: 2-27. Students describe different aspects of the university. Written & oral output: Qué te gusta hacer?: p. 92: 2-30. Students write questions about likes and dislikes and interview two classmates. SEMANA 6 (9/26 9/29) Online Homework: Week 6 folder. Opens 9/26 - closes 10/3. 3.1 Diversiones populares (Vocabulary: Free-time activities) 3.2 Bebidas y comidas favoritas (Vocabulary: Foods and Drinks) 3.3 Mi familia y yo (Grammar: Present tense of hacer, poner, salir, and oír) 3.4 Adónde van y qué van a hacer? (Grammar: Present tense of ir and ir + a + infinitive ) 3.5 Aprendiendo los números (Grammar: Numbers 100 to 2,000,000) In-class Escritura 2 first version on. Your instructor will provide the topic in class that day. Please note: When writing in-class escrituras, you will not be allowed to use any digital (electronic) devices, such as: laptops, tablets, ipods, cell phones, etc. The only allowed items are: your textbook, notes, and a traditional (paper) dictionary. You should also bring a print out of the vocabulary sheets posted in Canvas. You may not copy sentences from your textbook or elsewhere. All versions of your escrituras must be produced by you. They may NOT be written, corrected, or edited by someone other than yourself. Doing so will be considered plagiarism and you will receive a 0 (zero) grade on the assignment (first and final versions) and it will be reported to the College of Liberal Arts. Repaso. Instructor will review grammar and vocabulary related to the escritura. Written & oral output: Quién es? Students write a description of a family member and their classmate guesses which member of their family it is. Written & oral output: Los gustos de estudiantes. Students make a list of things that Penn State students generally like and dislike. In-class escritura #2 first version (65 words) (30 min.) LECCIÓN 3 - Qué hacen para divertirse? Goal: To talk about leisure activities. Talking about free-time activities and plans (presentación), pp. 103, 105. Written input: Asociaciones. Students match activities with places. Oral input: Escucha y confirma: p. 103: 3-1. Students hear places where activities are done and select the location. Written & oral output: Qué hacen Pedro y Carmen?: p. 104: 3-4. Students take turns describing Pedro and Carmen s weekend activities. Oral output: Mis actividades: p. 104: 3-3. Students interview 3 classmates about what they like Page 10 of 26

to do in various locations. Goals: To talk about food and restaurants. Food and Drinks (presentación), p. 107. Written input: Qué prefieres? Students select the food they prefer for each meal. Oral input: Las calorías. Students listen to groups of food and decide which item has the most calories. Written and oral output: Las comidas: p. 108: 3-9. Students write about what they eat for each meal. Oral output: Qué debe comer?: p. 108: 3-10. Students resolve menu issues for people with various health concerns. Oral output: En el café: p. 109: 3-12. Students look at a menu and decide what to order for breakfast. Written & oral output: Nuestro menú: p. 109: 3-13. Students plan a meal for their friends who are coming to dinner. Written & oral output: Mi cumpleaños. Students share the date of their birthdays, activities they like to do, and foods they like to eat in order to celebrate. Goals: To talk about additional daily activities. Present tense of hacer, poner, salir, traer, and oír (presentación), pp. 111-112. Written input: Usas bien tu tiempo libre?: p. 113: 3-17. Students choose which pair of a series of sentences best describes their activities, then compare them. Oral input: Quién lo hace? Students look at pictures and listen to descriptions of what people are doing, and decide which picture logically corresponds with each phrase. Oral output: Para pasarlo bien: p. 113: 3-18. Students guess which activities on a list are done by their partner and then interview their partner to verify. Written & oral output: Actividades durante la semana. Using the verbs salir, traer, oίr, poner & hacer students write sentences and associate those activities with a day of the week. Oral output: Mi rutina: p. 114: 3-19. Students talk about whether or not they do the activities listed and ask their partner about them. Oral output: Quién hace estas cosas? p. 139: 4-18. Students talk about who does what chores in their house and then decide if that is traditional or not. Goal: To talk about plans for the future. Present tense of ir and the structure ir + a + infinitive to express future actions (presentación), p. 115. Written input: Quién? Students match subjects with activities. Oral input: Quién va a hacer la actividad? Students listen to activities and decide if they are logical and who is going to do them. Oral output: Lugares y actividades. Students decide what Laura is going to do on different days of the week. Oral output: Los horarios: p.117: 3-21. Students ask each other what a friend does at different times and then talk about what they do at those times. Oral output: Una entrevista. Students find out about their partner s plans for the semester. Goal: To learn to use numbers 100 and above. Page 11 of 26

Numbers 100 and above (presentación), pp. 119-120. Written input: Cómo se escribe? Students match numbers with how they are written out. Oral input: Para identificar. Students identify numbers that they hear. Written & oral output: Cantidades: p. 120: 3-25. Students interview each other about quantities in their lives and report to the class. Oral output: Los hitos. Students talk about when they think they are going to achieve various milestones. Written & oral output: Los costos de ser estudiante. Students make a list of their university expenses and compare. SEMANA 7 (10/3 10/6) Online Homework: Week 7 folder. Opens 10/3 - closes 10/10. 3.6 Cosas nuevas (Grammar: Saber and Conocer) 3.7 Recomendaciones (Grammar: Some uses of por and para) You will get back escritura 2 first version this week so that you can make the necessary corrections. EXAM 2 on : Capítulos 2 y 3 Instructor gives back escritura 2. Goal: To state and talk about what you know. Saber and conocer (presentación), p.123. Written input: Un encuentro entre dos estudiantes: p. 124: 3-27. Students decide which form of knowing is being expressed and choose the verb that best completes the sentence. Oral input: Saber vs. conocer. Students listen to sentences and identify whether they are about a skill, fact, or familiarity with a person or place. Oral output: Qué puedes hacer? Students find out about 3 things that their partner knows how to do. Then they find out what cities their partner is familiar with. Written output: Saber y conocer: p. 126: 3-32. Students complete sentences with saber and conocer, then explain what type of knowing is being described. Oral output: Adivina! p.125: 3-29. Students read descriptions of people and guess who it is. Oral output activity: Bingo. Students answer questions correctly to win the game by having three correct answers in a row. Goals: To talk about purpose, movement toward or through a place, and duration of events. Some uses of por and para (presentación), pp. 127-128. Written input: Estás de acuerdo? Students decide how to logically combine phrases and then decide whether or not they agree that the activities are those of typical students. Written input: Por o para?: p. 128: 3-33. Students choose which meanings are associated with por and para. Oral output: Para dónde van? p.128: 3-34. Students read situations about people and guess where they are going. Oral output: Para dónde viajan? Students talk about travel plans for Thanksgiving break. Written & oral output: Un fin de semana en State College. In groups of 3, students make plans for how to spend $1,500 in one weekend in State College. Page 12 of 26

Goal: To talk about the social life of Hispanics. Mosaico cultural: Los hispanos y la vida social, p.110. Written & oral output: Actividad A: Las actividades de los jóvenes. Students work in groups, making a list of free time activities of young people in the U.S. Oral output: Actividad B: Buscamos las actividades. Students skim the text and discuss which activities from their lists that they see in the text. Oral output: Actividad C: Miramos las fotos. Students work in pairs to describe the pictures associated with the article. Written & oral output: Actividad D: Tres cosas. Students make a list of three things they expect to read in the article. Written & oral output: Actividad E: Buscar palabras. Students locate certain words in the text and work in groups to define them. Written & oral output: Actividad F: Un resumen. Students read each paragraph and write a one sentence summary for each, then compare with classmate. Written input: Actividad G: Cierto o falso? Students choose which statements are true about what they read. Written & oral output: Actividad H: Somos similares o diferentes? Students discuss the similarities and differences between young people in the U.S. and Hispanic countries. Review for Exam 2 EXAM 2: Capítulos 2 y 3 SEMANA 8 (10/10 10/13) Online Homework: Week 8 folder. Opens 10/10 - closes 10/17. 4.1 Los parientes (Vocabulary: Family) 4.2 Las actividades de Julieta (Vocabulary: Stem-changing verbs) 4.3 Actividades de rutina (Vocabulary: Reflexive verbs) 4.4 Una carta (Grammar: Present tense of stem-changing verbs) 4.5 Las obligaciones (Grammar: Tener que + infinitive to express obligation) 4.6 Rutinas diarias (Grammar: Reflexive verbs and pronouns) 4.7 Cuánto tiempo! (Grammar: Hace with expressions of time) Escritura 2 final version (typed) due on. Remember to turn in the first version with the rewrite. YOU WILL NOT RECEIVE CREDIT for your rewrite without the first version. Escritura 2 final version (typed) due at the beginning of class today. LECCIÓN 4 - Cómo es tu familia? Goals: To identify and describe family members; to describe routine activities. Identifying and describing family members (presentación), pp. 139-140, 143. Written input: Asociación: 4-2: p. 141. Students match descriptions with family members. Written input: Cierto o falso?: p. 141: 4-4. Students decide which statements are true and false Page 13 of 26

about Gloria s family based on the picture. Written output: La familia de Pablo: p. 141: 4-3. Students identify family members using a family tree. Written & oral output: Encuesta. Students write out questions to interview a classmate about his/her family. Oral output: Mi familia: p. 142: 4-7. Students show photos of their family members on their phone to a classmate and describe them. Goals: To express preferences, desires, and feelings; to ask and give permission. Present tense of stem-changing verbs (presentación), pp.147-148. Written and oral input: Es lógico? Students read the activities, listen to descriptions and choose the most logical combination. Written input and oral output: Los planes: p. 149: 4-16. Students mark which sentences describe their preferences and plans for the future, then they ask a classmate about their plans and share what they have in common with the class. Written output: Planes para la boda: p. 149: 4-17. Students complete the sentences about Beatriz and Miguel s wedding plans. Written output: Preferencias de la familia. Students write about what they prefer to drink and eat among the given beverages and foods in different situations. Oral output: Entrevista: p. 151: 4-20. Students find out more about their partner s routine. Goal: To express obligation. Tener que + infinitive (presentación), p. 157. Written input: Piénsalo: p. 157. Students match situations they read with the obligations listed. Oral input: Resolviendo los problemas. Students hear about different problems people are having and decide if the thing the person says they must do in the situation is logical or not. Written & oral output: La clase de español. Students make a list of things that they need to do to improve their Spanish. Goal: To talk about some aspects of daily routines. Reflexive verbs (presentación), pp. 154-155. Written input: Empezar el día! Students match images with the verb that describes them. Oral input: Quién hace la rutina diaria? Students look at pictures and choose which is correct for the daily routine that they hear. Written input & oral output: Qué hacemos todos los días?: p. 155: 4-23. Students put in order when they think their partner does daily routines and then find out if they are correct. Oral output: Tenemos las mismas rutinas? p. 155: 4-24. Students say when they do different activities and ask their partner what time they do them. Written & oral output: El fin de semana. Students write out their typical weekend routine and then find someone who has a similar routine. Goal: To learn to express how long something has been taking place. Hace with expressions of time (presentación), p. 160. Page 14 of 26

Oral input: Hace cuánto? Students listen to sentences about how long something has been taking place and decide if they are logical. Oral output: A conocernos mejor. Students find out from their partner how long they have been doing various activities. Written & oral output: Para conocernos aún mejor: p. 141: 4-23. Students complete sentences about themselves then compare with a partner. Goal: To talk about the importance of communication in families. Lectura: La importancia de la comunicación familiar, p. 166. Written & oral output: Actividad A: Las acciones de las familias. Students work in groups, making a list of actions that help maintain a close family relationship. Oral output: Actividad B: Buscamos las acciones. Students skim the text and discuss which items from their lists that they see in the text. Oral output: Actividad C: Miramos las fotos. Students work in pairs to describe the pictures associated with the article. Written & oral output: Actividad D: Tres cosas. Students make a list of three things they expect to read in the article. Written & oral output: Actividad E: Buscar palabras. Students skim the text and choose three words they do not recognize and look up their meaning. Written & oral output: Actividad F: Un resumen. Students read each paragraph and write a one sentence summary for each, then compare with classmate. Written input: Actividad G: Cierto o falso? Students choose which statements are true about what they read. Written & oral output: Actividad H: Un paso más. Students discuss how technology affects the relationship and communication they have with their parents now that they are in college. SEMANA 9 (10/17 10/20) Online Homework: Week 9 folder. Opens 10/17 - closes 10/24. 5.1 Partes de una casa (Vocabulary: In a home) 5.2 Objetos en la casa de Julieta (Vocabulary: Furniture and accessories) 5.3 Electrodomésticos (Vocabulary: Appliances) 5.4 Las tareas domésticas (Vocabulary: Household chores) 5.5 Qué están haciendo? (Grammar: Present progressive) 5.6 Qué van a hacer? (Grammar: Direct object nouns and pronouns) In-class Escritura 3 first version on. Your instructor will provide the topic in class that day. Please note: When writing in-class escrituras, you will not be allowed to use any digital (electronic) devices, such as: laptops, tablets, ipods, cell phones, etc. The only allowed items are: your textbook, notes, and a traditional (paper) dictionary. You should also bring a print out of the vocabulary sheets posted in Canvas. You may not copy sentences from your textbook or elsewhere. All versions of your escrituras must be produced by you. They may NOT be written, corrected, or edited by someone other than yourself. Doing so will be considered plagiarism and you will receive a 0 (zero) grade on the assignment (first and final versions) and it will be reported to the College of Liberal Arts. Repaso. Instructor will review grammar and vocabulary related to Chapter 4. Page 15 of 26

Identifying and describing family members (repaso), pp. 139-140. Oral output: Más sobre tu familia. Students will inquire about their classmate s family and share information about their own. Present tense of stem-changing verbs (repaso), pp. 147-148. Written input: Un poco de todo! Students will complete descriptions of activities. Written & oral output: Qué pasa en las reuniones familiares?: p. 150: 4-19. Students describe family get-togethers to their partner, indicating who does which activity. Oral output: Cuándo y con quién?: p. 151: 4-21. Students ask each other about which activities they do with friends and family. Tener que + infinitive (repaso), p. 157. Written & oral output: Sugerencias: p. 159: 4-28. Students take turns saying what people need to do in different circumstances. Reflexive verbs (repaso), pp. 153-155. Oral output: Qué se hace? Students will see pictures and say what the daily activity is. LECCIÓN 5 - Dónde vives? Goals: To describe housing and household items. La casa, los muebles y los electrodomésticos (presentación), p. 177. Written input: Cuál es? Students identify various household items and furniture. Oral input: Escucha y confirma: pp. 174-175. Students hear sentences about the floorplan of a house and decide which are true and false based on the drawing. Written & oral output: Students list and discuss which household items they use and which they still need. Oral output: La casa o apartamento ideal. Students give information about their ideal home to their partner, they see if they have anything in common. In-class escritura #3 first version (75 words) (30 min.) Goals: To discuss daily activities in the home and daily schedules. Las tareas domésticas (presentación), p. 179. Oral input: Las tareas domésticas lógicas? Students listen to descriptions of household chores and decide who does them and whether they are logical. Oral output: Para confirmar: p. 179: 5-11. Students put the activities in the order they do them in the mornings and compare them with a classmate. Written and oral output: Qué te gusta hacer en casa? Students write down two chores they like and dislike, then compare them in groups. A poll will be taken to see which chores are preferred and which are most disliked. Oral output: Actividades en la casa: p. 180: 5-12. Students ask one another where they do various activities. Oral output: Charades. Students will act out one of the chores they selected from the previous activity and the class will guess what it is. Page 16 of 26

Goal: To express ongoing actions. Present progressive (presentación), pp. 182-183. Written input: Un día ocupado: p. 183: 5-15. Students associate activities with the reasons for them. Oral output: La vida activa: p. 183: 5-16. Students look at what people are doing in some drawings and describe the activity. Oral output: Qué están haciendo las personas? Students look at pictures of places on campus and talk about what people are doing there right now. Written & oral output: Qué están haciendo los famosos? Students write 4 activities that a famous person is probably doing now, then share with a partner who guesses who it is. Oral output: Qué están haciendo? Students talk about what family members are doing right now. Goal: To make speech more efficient and natural by using pronouns to refer to entities already mentioned. Direct object nouns and pronouns (presentación), pp. 188-189. Written input: Qué hacen? Students match sentences with drawings and then determine what the pronoun is being replaced. Oral output: En casa: p. 190: 5-22. Students take turns reading sentences and guessing what the direct object refers to based on the context. Written output: Mis responsabilidades en casa: p. 191: 5-24. Students write what household chores they are responsible for. Oral output: El apartamento de mi amigo: p. 191: 5-25. Students are taking care of their partner s apartment while he or she is on vacation and ask what they need to do. SEMANA 10 (10/24 10/27) Online Homework: Week 10 folder. Opens 10/24 - closes 10/31. 5.7 Nuevos muebles (Grammar: Demonstrative adjectives and pronouns) 5.8 Cómo están? (Grammar: Expressions with tener) You will get back escritura 3 first version this week so that you can make the necessary corrections. EXAM 3 on : Capítulos 4 y 5 Goal: To learn to refer more specifically to objects. Demonstrative adjectives and pronouns (presentación), pp.193-194. Written input: Adónde va Mario? Students identify where Mario is headed according to the demonstrative adjectives. Oral input: Cerca, relativamente lejos, lejos? Students listen to where something or someone is located and decide which distance describes them. Written and oral output: Cuál vamos a comprar? Students look at household items and use demonstrative adjectives to say which of three items is selected. Written & oral output: Qué es? Students write down 3 things in the classroom and then describe their location so their partners can guess what the items are. Page 17 of 26

Oral output: Qué hay en la casa? Students think of items in the house and use demonstratives to guess the item their partner is thinking of. Instructor gives back escritura 3. Goal: To express physical and emotional states. Expressions with tener (presentación), p. 185. Written input: Asociaciones: p. 186: 5-18. Students complete descriptions with the correct expression. Written and oral input: Qué tenemos? Students listen to descriptions and decide which sentence is the best option according to context. Oral output: Qué están haciendo, dónde están y cómo se sienten?: p. 186: 5-19. Students describe images of what people are doing, where they are and how they feel. Oral output: Las consecuencias. Students talk about how they feel under various circumstances and then share what they will do to feel better. Oral output: Cómo están? Students describe how some famous people are and why they are feeling that way. Goal: To talk about life and housing in urban areas in Spanish speaking countries. Mosaico cultural: Las viviendas en centros urbanos, p. 181. Written & oral output: Actividad A: Las viviendas en tu ciudad. Students work in groups, making a list of housing options that are available in cities in the area they live. Oral output: Actividad B: Buscamos las palabras. Students skim the text and discuss which types of housing they see listed in the text. Oral output: Actividad C: Miramos las fotos. Students work in pairs to describe the pictures associated with the article. Written & oral output: Actividad D: Tres cosas. Students write three things they expect to read about in the article. Written & oral output: Actividad E: Buscar palabras. Students locate certain words in the text and work in groups to define them. Written & oral output: Actividad F: Un resumen. Students read a paragraph and write a one sentence summary. After doing this for all three, they compare with classmate. Written input: Actividad G: Cierto o falso? Students choose which statements are true about what they read. Written & oral output: Actividad H: Somos similares o diferentes? Students discuss housing in their cities and compare it with housing in Spanish speaking countries. REVIEW FOR EXAM 3 EXAM 3: Capítulos 4 y 5 Page 18 of 26

SEMANA 11 (10/31 11/3) Online Homework: Week 11 folder. Opens 10/31 - closes 11/7. 6.1 La ropa de Julieta y de sus amigos (Vocabulary: Clothes) 6.2 Qué va bien? (Vocabulary: Accessories) 6.3 Cómo son y de qué son? (Vocabulary: Fabrics and Designs) 6.4 Vamos de compras (Vocabulary: Shopping) 6.5 En la fiesta (Grammar: Preterit of regular verbs) 6.6 Las vacaciones pasadas (Grammar: Preterit of ir and ser) 6.7 A quién? (Grammar: Indirect object nouns and pronouns and verbs like dar) 6.8 Preferencias (Grammar: Gustar and similar verbs) Escritura 3 final version (typed) due on. Remember to turn in the first version with the rewrite. YOU WILL NOT RECEIVE CREDIT for your rewrite without the first version. LECCIÓN 6 - Qué te gusta comprar? Goals: To talk about clothing and shopping and dressing according to the weather. La ropa, las telas y diseños, las estaciones (presentación), pp. 210, 213. Written input: Cuál es? Students match names of clothing with drawings. Written and oral input: Qué llevamos? Students listen to descriptions about what clothes people are wearing in different seasons and decide which sentence is the best option according to context. Written & oral output: Qué ropa llevan los compañeros? Students write a description of what another classmate is wearing. They describe the classmate and the class guesses who the person is. Oral output: Qué te pones? Students ask one other what kind of clothes they prefer to wear to different events and places Written & oral output: El cumpleaños de Nuria. p.212: 6-8. Students try to figure out what to buy a friend among gifts that all have problems. Oral output: Qué se ponen en las vacaciones? Students talk about what they will wear on trips they are taking. Escritura 3 final version (typed) due at the beginning of class today. Goal: To talk about past events. Preterit tense of regular verbs (presentación), pp. 216-217. Written & oral input: Quién lo hizo? Students listen to descriptions about what students did and decide which sentence is the best option according to context. Written output: Ayer yo p. 217: 6-13. From a list of activities, students mark what they did yesterday and then write an email to their partner explaining what they did. Written & oral output: La semana pasada. Students write a list of 5 activities that they may or may not have done last week, with or without friends. They share their list with a partner who decides which statements are true and whether they were alone or not. Written & oral output: Cómo pasaron el fin de semana?: p. 218: 6-15. Students make a list of their activities from the past weekend, where they did them, with whom, when, etc. They share their activities with a classmate and decide which of them had a better weekend. Page 19 of 26

Goals: To discuss more fluently activities that took place in the past. Preterit tense of ir and ser (presentación), p. 219. Written input: Hoy o ayer? Students decide whether various activities take place today or happened yesterday. Oral input: Lógico o no? Students will hear phrases about where various people went to and when and decide if they are logical and who is the subject. Oral output: A dónde fuiste? Students will ask each other questions about different places that they went to and what they went there to do, then share with the class. Written output and oral input: Cómo fuiste en realidad? Students will write down 4 descriptions of what they were like in the past that no longer describe them, but two will be false. After reading their descriptions, the students partners will have to decide which are true and which are false. Goal: To make speech more efficient and natural. Indirect object nouns and pronouns and the verb dar (presentación), pp. 222-223. Written input: En clase. Students complete sentences about things that take place in class. Oral input: Los regalos! Students listen for who gave what to whom and whether or not the gift was appreciated. Written & oral output: Entrevista: p. 225: 6-21. Students interview each other about their shopping habits and make comparisons. Written and oral output: Qué regalaste? Students share what gifts they gave to family or friends recently. Oral output: Qué recibiste? Students talk about the gifts they received for their last birthday or other celebration. Goals: To express likes and dislikes; to express satisfaction and dissatisfaction. Gustar and similar verbs (presentación), pp. 226-227. Written input: Piénsalo: p.226: Piénsalo. Students read a conversation and determine which statements about the conversation are true or false. Oral input: Les gusta? Students listen to the likes of various people and decide if they are logical. Written & oral output: Mis preferencias en la ropa. p. 227: 6-22. Students compare clothing preferences. Written & oral output: Qué opinan ustedes? Students discuss what they think about different aspects of fashion. Written & oral output: Cuánto dinero les queda? p. 228: 6-23. Students calculate how much money people have left after spending some of it. Written & oral output: Qué te gusta? Individually students write about 3 things that they like about State College, then walk around and ask if their classmates agree. Oral output: Qué no te gusta? In pairs students talk about what they don t like about State College. Written & oral output: Qué cosas no te gustaron que ahora te gustan? Students write about some things they didn t like or that did not interest them about Penn State when they first arrived that they now like and compare with a classmate. Page 20 of 26