Chabot College
Fall 2009
Replaced Fall 2010
Course Outline for Spanish 50A
SPANISH CONVERSATION AND CULTURE I
Catalog Description:
50A – Spanish Conversation and Culture I
3 units
Development of a basic understanding of spoken Spanish through pronunciation, vocabulary, and
applied grammar, and an introduction to the everyday culture of Spanish-speaking people. 3 hours
lecture, 1 hour laboratory.
[Typical contact hours: lecture 52.5, laboratory 17.5]
Prerequisite Skills:
None
Expected Outcomes for Students:
Upon completion of the course the student should be able to:
1. demonstrate a practical knowledge of the Spanish conversational patterns presented;
2. ask and answer questions dealing with everyday situations in the present tense;
3. use active vocabulary, idiomatic expressions and basic grammar to engage in routine
conversational interactions in the target language;
4. demonstrate a basic knowledge of the history, culture and geography of the Spanish-speaking
countries;
5. demonstrate a basic understanding and an appreciation of the culture of the Spanish-speaking
people.
Course Content (Lecture):
1. Introduction of the basic Spanish conversation patterns using correct intonation and stress
needed by students to talk about themselves, their family and work in the target language.
2. Introduction of the present tense in areas of immediate needs and on familiar topics: order food
and drink in restaurants and buy food in shops and markets, greet others, make introductions,
take leave, and express appreciation.
3. Introduction of vocabulary in interrogative and declarative sentences by using the present tense
and the immediate future.
4. Introduction to the history, culture, and geography of the Spanish-speaking world.
5. Introduction of the social and cultural differences between the Spanish-speaking world and
American cultural practices.
Course Content (Laboratory):
1. Activate lecture content using interactive audio and audiovisual programs on CDs, DVDs, CD
ROMS, target language websites, etc., featuring culturally authentic and contextual guided
speaking, reading, writing activities.
2. Organized laboratory activities including conversation groups.
3. Fundamentals of Spanish pronunciation:
a. Stressing words
b. Similarity of stressed and unstressed vowels
c. The two pronunciations of the consonant d
d. Unaspirated p, t, and k
e. The consonants r and rr
f. The consonant ñ
g. The consonants ll and y
Chabot College
Course Outline for Spanish 50A, Page 2
Fall 2009
Methods of Presentation:
1.
2.
3.
4.
5.
Introduction and discussion of Spanish conversational methods
Choral/individual repetition of model speech
Simulation by instructor and re-creation of dialogues and improvisation
Small group activities leading skits, dialogues, etc.
Use of supplementary materials such as audio and visual.
Assignments and Methods of Evaluating Student Progress:
1. Typical Assignments:
a. Prepare a 5-minute skit reflecting a social situation in a culturally appropriate manner for
example, greetings and introductions.
b. Read and present a brief one-page newspaper or magazine article. Good examples of
newspapers and magazines can be found at the library and for online articles you can find
them at the World Languages department website.
c. Watch short 30-minute film clips or listen to audio material that can be found at our Learning
Center and summarize to the class.
2. Methods of Evaluating Student Progress:
a. Class participation and homework assignments
b. Oral reports
c. Quizzes, written in Spanish on the materials covered in class
d. Periodic oral tests
e. Final examination
Textbook(s) (Typical)
¡Claro que sí! (textbook), Lucía Caycedo Garner, Houghton Mifflin, 2008.
¡Claro que sí! –(Workbook), Lucía Caycedo Garner, Houghton Mifflin, 2008.
¡Claro que sí! –(Audio material), Lucía Caycedo Garner, Houghton Mifflin, 2008.
English Grammar x Students of Spanish, Emily Spinelli, Olivia & Hill Pr, 2003. (optional)
Larousse Concise Spanish-English English-Spanish Dictionary, Larousse, 2006. (highly recommended)
501 Verbs in Spanish, Barron's Publishing, 2008. (highly recommended)
Special Student Materials:
None
curriculum 0809
dk 11/13/08