HEARTLAND COMMUNITY COLLEGE
MASTER COURSE SYLLABUS
DIVISION NAME: HUMANITIES & FINE ARTS
COURSE PREFIX & NUMBER: SPAN 102
COURSE TITLE: Spanish II
DATE PREPARED:
DATE REVISED: April 2009
PCS/CIP/ID NO: 1.1-160905
IAI NO. (if available):
EFFECTIVE DATE OF FIRST CLASS: July 31, 1993
CREDIT HOURS: 4
CONTACT HOURS: 4
LECTURE HOURS: 4 LABORATORY HOURS:
CATALOG DESCRIPTION:
Prerequisite: SPAN 101 with a grade of C or better, or equivalent proficiency.
This course is a second semester beginning course in Spanish continuing to develop basic listening, speaking, reading, and writing skills. Course content includes additional basic vocabulary, essentials of
Spanish grammar and syntax, correct pronunciation and intonation, and the use of actual speech patterns.
TEXTBOOKS:
Jarvis, Lebredo, and Mena-Ayllón. ¿Cómo se dice…? 9 th
ed. Houghton-Mifflin.
Or comparable textbook.
RELATIONSHIP TO ACADEMIC DEVELOPMENT PROGRAMS AND
TRANSFERABILITY:
SPAN 102 fulfills 4 semester hours of elective credit for the A.A., A.S. or A.A.S. degrees. It should transfer to most colleges and universities as an elective course. However, since it is not part of the General Education Core Curriculum described in the Illinois Articulation Initiative, students should check with an academic advisor for information about its transferability to other institutions. This course should articulate as the equivalent of an IAI baccalaureate major course; refer to the IAI web page for further information at www.itransfer.org

COURSE OBJECTIVES (Learning Outcomes)
The objectives of this course are for the students to interpret oral and written Spanish and to respond correctly within the Spanish culture. In addition to personal study, the method to achieve this end is to use the classroom as a safe environment where the students are challenged to speak Spanish and to respond orally and in writing to stimuli in Spanish.
STUDENT LEARNING OUTCOMES
OUTCOMES
1. Using entry level vocabulary and grammar concepts, the students will demonstrate understanding by using correct responses in oral and written interactions.
2. Using entry level vocabulary and grammar concepts, the students will compose oral and written messages in Spanish.
3. Using entry level vocabulary and grammar concepts, the students will identify beliefs, values and practices of the Spanish people: i.e. what they do, when, where and why they do it.
4. Using entry level vocabulary and grammar concepts, the students will compare the uniqueness of the Spanish language to English.
5. Using entry level vocabulary and grammar concepts, the students will identify the power of learning Spanish as they interact in the language within and without the school setting.
6. Identify the characteristics of a successful Spanish student.
GENERAL EDUCATION
LEARNING OUTCOMES
CO3
CO1
DI4
CT1
PS4
CO4
ASSESSMENT

Final conversation with the instructor

Tests which include responses in writing to oral stimuli

Responses to reading selections in exam situations

In reflecting on personal growth the student assesses his/her participation in oral assignments and pronunciation

Homework assignments

Quizzes

Present oral projects to the class

Exams which require the composition of written messages, questions and answers

Paragraphs written in Spanish

Oral presentations on the
Spanish culture

Exams which require responses to items addressing Spanish culture

Homework assignments

Exams which require responses to items comparing the two languages

Quizzes

Exams which require responses to items concerning the value of learning a second language to meet global and local needs

Homework assignments

Completion of the personal

growth form
Course Outline (order is variable):
 Vocabulary relating home and furniture, body parts, meals, family members, daily activities, health and illness, weather expressions, asking and giving directions,
 automobile and travel.
 Spanish pronunciation and syntax
Verb tenses: preterit, imperfect, present perfect, present subjunctive, and formal
 commands, imperfect progressive.
 Making comparisons
 Expressing “ago”


Verbs like “gustar”
The impersonal “se”
 Negative expressions
Pronouns: direct object, indirect object, reflexive, with a preposition
 Ask and respond to personal data


Adverbs
Asking questions with interrogative words and without


Tell and ask plans, wants, preferences and obligations


Using “ir + a + infinitive”
Differences between “ser” and “estar”
Differences between “por” and “para”
 Differences between preterit and the imperfect
 Cultural topics: foods and meal times, drinks, family relations, concerns of modern
Spanish society, traveling in a Spanish speaking country, the Hispanic world, Hispanics in the U.S.
Method of Evaluation: Grading System
The following describes a general breakdown of the percentage values to be assigned student performance based on each category of course activities:
Written work: tests and quizzes

70%-80% quizzes, homework chapter tests and exams
Oral Work: projects and conversations

15%-20% oral projects and conversations with the professor
Personal Growth: preparedness, participation, work habits, positive attitude and influence in class, and demonstrated commitment to learning

5%-9% personal growth assessment form completed by the student and the instructor.
Final grades will be determined according to the following scale:
92 to 100% =
A 83 to 91% =
B 74 to 82% =

C 65 to 73% =
D Below 65% = F
Required writing and reading:
For this class the students should plan to spend a minimum of four hours per week completing on line and on paper homework assignments, listening to audio materials, studying vocabulary and grammar, and preparing for written and oral evaluations, conversations, and class activities. Many of the learning activities and much of the assessment of student learning are based on practices such as the following:


Role playing activities

Oral and written practice drills on vocabulary and grammar concepts

Choral repetition

Small group interaction

Lecture presentation
Textbook and workbook exercises

Watching videos and responding to them

Use of props and technology aid

Conversations between the instructor and students and between students

Discussions on the Spanish culture

Discussions on the need for learning Spanish globally and locally

Listening and imitating sounds and word patterns