Chabot College
Fall 2009
Replaced Fall 2010
Course Outline for Spanish 50C
SPANISH CONVERSATION AND CULTURE III
Catalog Description:
50C – Spanish Conversation and Culture III
3 units
Development of skills learned in Spanish 50B. Understanding of spoken Spanish through
pronunciation, vocabulary, and applied grammar. Further study of the culture and everyday life
activities of Spanish-speaking people. Prerequisite: Spanish 50B (completed with a grade of “C” or
higher). 3 hours lecture, I hour laboratory.
[Typical contact hours: lecture 52.5, laboratory 17.5]
Prerequisite Skills:
Before entering the course the student should be able to:
1. use with confidence the basic structures of the language with an active vocabulary of
approximately 1,200 words in speech and writing;
2. understand the basic features of the sound system in order to communicate orally and in writing
in the target language on everyday topics and settings such as the doctor’s office, the bank, the
post office, the airport;
3. narrate, describe, and explain not only current but also past activities;
4. formulate questions and answers conversationally in Spanish;
5. understand the differences and similarities of the diversity of the Spanish-speaking culture and
people.
Expected Outcomes for Students:
Upon completion of the course the student should be able to:
1. recognize and apply conversational patterns and vocabulary according to a given situation in
order to converse in the target language with some degree of fluency and by avoiding
redundancy in everyday speech;
2. describe, explain, and narrate fictional and non-fictional stories/experiences/anecdotes/cultural
notes using the preterit and imperfect to further discuss the cultural differences between Spanish
and non-Spanish speaking countries;
3. use the appropriate time and adverb connectors while narrating present and past historical events
known throughout the world;
4. exchange ideas in the target language with other classmates and special guest speakers about
current events relevant to the class and the community;
5. demonstrate an understanding and appreciation of the culture and the people of the Spanishspeaking world by studying their history, geography, and cultural practices.
Course Content (Lecture):
1. Introduction to conversation patterns that reflect the use of the direct and indirect object pronoun
to avoid redundancy in the speech, vocabulary, and expressions used in different settings such
as at the airport, at the doctor’s office, at the mechanic shop, at a sports event, in order to interact
and express opinions with some degree of fluency in the target language.
2. Reading of fictional and non-fictional material to understand the important differences between
Hispanic and American cultural practices, such as dining practices.
3. Understanding of the proper uses of the preterit and imperfect while talking about important
historical events.
4. Further development of interviewing skills by exchanging ideas with other classmates and guests
about current events relevant to the class and the community at large.
Chabot College
Course Outline for Spanish 50C, Page 2
Fall 2009
5. Further studying of the history and geography of Spanish-speaking countries and cities of the
world in order to acquire the social and cultural information necessary to be able to understand
important differences between Hispanic 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. The consonant g and j
b. The consonant h
c. Pronunciation: linking words
d. Intonation
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 including 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 skit reflecting a social situation in a culturally appropriate manner using the past tense.
b. Read a brief newspaper or magazine article and retell it using the imperfect and preterit.
c. Watch short film clips or listen to audio material 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