Chabot College
Fall 2015
Course Outline for Spanish 1A1
BEGINNING SPANISH 1
Catalog Description:
SPA 1A1 - Beginning Spanish 1
3.00 units
Introduction to the Spanish-speaking cultures of the world featuring the study and practice of the four
language skills (listening, speaking, reading, and writing) of Spanish. Following an immersion instruction
format, the class is entirely taught in the target world language of the selected course. May not receive
credit if SPA 1A has been completed.
Strongly Recommended: Eligibility for ENGL 1A
Units
Contact Hours
Week
Term
3.00
Lecture
Laboratory
Clinical
Total
3.00
3.00
1.00
0.00
4.00
52.50
17.50
0.00
70.00
Prerequisite Skills:
None
Measurable Objectives:
Upon completion of this course, the student should be able to:
1. understand the cultural nuances of American and Spanish-speaking cultural practices in relation to
speech, social attitudes, and values;
2. demonstrate an understanding and appreciation of the culture of Spanish-speaking people,
including formative historical events and relevant geographical information;
3. communicate orally and in writing in a variety of meaningful real life activities using the
grammatical structures presented and vocabulary assigned;
4. demonstrate the ability to comprehend a short conversation composed chiefly of the vocabulary
and grammar studied;
5. apply the sentence patterns and grammar structures presented in the course to create new
sentences in culturally appropriate ways both orally and in writing;
6. conduct a simple, culturally sensitive conversation in Spanish on topics studied, using words and
expressions in structurally correct sentences;
7. write a coherent and culturally appropriate paragraph of sixty words or more on a topic studied
and/or discussed in class;
8. express likes and dislikes/wishes and preferences;
9. make simple descriptions in Spanish related to size, shape, and color orally and in writing;
10. demonstrate beginning competency in pronunciation of Spanish;
11. demonstrate practical applications of their Spanish communicative skills in applied professional
and/or in service learning fields.
Course Content:
Course Content (Lecture):
1. Introduction to the history and geography of Spanish-speaking countries, cities, regions, and other
places of the world;
2. Social and cultural information necessary to understand important differences between Spanish
and American cultural practices and to be sensitive to cultural differences in social interactions;
3. Introduction to basic elements of Spanish pronunciation;
4. Functional vocabulary and grammar to allow students to:
A. identify themselves in the target language (name, age, nationality, place of birth, profession
or occupation) orally and in writing
B. greet others, make introductions, take leave, thank, and write simple culturally appropriate
expressions of thanks
C. be able to express spatial relationships (far, near, right, left, etc.) orally and in writing
D. identify and discuss family relationships
E. be able to ask for, read, understand, and write simple street directions
F. count, understand, and write numbers, and be sufficiently comfortable with numbers for
simple financial transactions in the currency of the target culture(s)
G. use vocabulary related to weights and measures orally and in writing
H. make descriptions related to size, shape, and color orally and in writing
I. identify clock time, the date, the weather, and be able to read and write them as well
J. discuss in simple terms their likes and dislikes and to inquire in culturally sensitive terms
into likes and dislikes of others, orally and in writing
5. Syntax and grammar that allows students to correctly use orally and in writing:
A. subject pronouns
B. definite and indefinite articles, the gender of nouns, and how to make nouns plural
C. subject and verb agreement
D. present indicative regular verbs –ar, -er, -ir
E. present indicative verbs with irregular yo forms including ser, tener, ir, estar, saber,
conocer, dar, and hacer
F. using verbs in the negative; using affirmative and negative words
G. common uses of the verb ser, estar, tener, hacer
H. agreement with descriptive adjectives
Course Content (Laboratory):
1. Activate lecture content using interactive audio and audiovisual programs on iLrn
Plazas iLrn passkey which includes access to:
A. Plazas electronic Student Activities Manual (workbook + lab manual = homework)
B. Textbook assignments (part of homework)
C. Plazas eBook (online textbook)
D. Video Library (part of homework)
E. Enrichment- flashcards, web quizzes, games, glossary, Internet activities, Google Earth
coordinates, interactive learning games, Heinle iRadio, grammar & vocab tutorials, verb
conjugator.
F. Diagnostic exams with personalized learning plan
G. DVDs, CD ROMS, target language websites, etc., featuring culturally authentic and
contextual guided speaking, reading, and writing activities such as cued repetition of native
speech, dictations, cued oral responses, listening comprehension, and interactive realia
(culturally authentic texts).
2. Organized laboratory activities including conversation groups.
3. Fundamentals of Spanish pronunciation:
1. Stressing words
2. Similarity of stressed and unstressed vowels
3. Pronunciation of h and ch, r and rr, d
4. Pronunciation of diphthongs: ia, ie, io, and iu
5. Pronunciation of diphthongs: ua, ue, ui, and uo
Methods of Presentation
1.
2.
3.
4.
Lecture/Discussion
Laboratory
Group Activities
Class and group discussions
Assignments and Methods of Evaluating Student Progress
1. Typical Assignments
A. Write a paragraph that includes basic biographical information, such as nationality, place of
birth, birthday, and current residence.
B. Compose an oral presentation describing self, family, and friends demonstrating
understanding of the value of family in the Spanish-speaking world.
C. Laboratory Assignment: record pronunciation activities from Plazas iLrn.
2. Methods of Evaluating Student Progress
A. Exams/Tests
B. Quizzes
C. Class Participation
D. Homework
E. Final Examination
F. Lab Activities
G. Oral Presentation
H. Papers
Textbook (Typical):
1. Hershberger, R., Navey-Davis, S., Borrás Alvarez, G. (2012). Plazas: Lugar de encuentros (4th/e).
Boston Heinle, Cengage Learning.
Special Student Materials