Approved by Faculty Senate March 30, 2009
College of Liberal Arts
Winona State University
102 Elementary Spanish II
THIS COURSE FULFILLS FOUR CREDITS OF THE ARTS AND SCIENCES CORE
REQUIREMENT IN THE HUMANTITIES AREA OF THE UNIVERSITY STUDIES
PROGRAM
COURSE SYLLABUS
Course: Elementary Spanish II
Department: Foreign Languages
Course Number: 102
Prerequisites: None
Revised: Spring 2009
Number of Credits: 4
Frequency of Offering: Yearly
Instructor and Contact Information:
Mónica M. Revak, M.A.,M.S.E.
Office:
Minné 125
Office Hours: M and T 8:50- 9:50 a.m. and M-Th 10:55a.m. – 12:55 p.m. and by appointment
Phone ext.:
457-2279
Email:
mrevak@winona.edu
Textbooks: ¿Cómo se dice…? Ninth edition by Jarvis, Lebredo, and Mena-Ayllon. Houghton
Mifflin, and accompanying Workbook.
A Spanish/English dictionary and a verb book are recommended.
Course Description and Material to be Covered:
1. Catalog Description
Elementary Spanish for students with experience in level 101 or equivalent.
Instruction in speaking, listening, reading, and writing though classroom drill and language
lab work.
Course outline of the major topics
This course will cover the following topics:
I.
(8) Communication: Banking and running errands.
You will also be able to talk about flowers and pets
Pronunciation: The Spanish l,r,rr and z
Grammar:
Direct and Indirect Object Pronouns used together
Preterit of ser, ir, and dar
Preterit of e:i and o:u stem-changing verbs
Uses of por and para
Formation of adverbs
Reading and Writing: !Vamos a leer! !Vamos a escribir!
Culture: Banks and banking, bad luck day, living with parents until marriage, and Puerto
Rico
II.
(9) Communication: Shopping for groceries, meal preparation, and daily routines
Pronunciation: La entonación
Grammar:
Reflexive constructions
Some uses of the definite article
Possessive pronouns
Irregular preterits
Hace… meaning ago
Reading and Writing: !Vamos a leer! !Vamos a escribir!
Culture: Roles of senior family members, specialty stores and open markets,
intergenerational attitudes towards family members, and Cuba y La República
Dominicana
III.
(10) Communication: Renting an apartment, and the various
parts of a house
Pronunciation: Pronunciation in context
Grammar:
The imperfect
The preterit contrasted with the imperfect
Verbs that change meaning in the preterit
The relative pronouns que and quién
Reading and Writing: !Vamos a leer! !Vamos a escribir!
Culture: Housing, the word barrio, housekeeping assistance and Venezuela
IV.
(11) Communication: Travel
Pronunciation: Pronunciation in context
Grammar:
The subjunctive mood
The subjunctive with verbs of volition
The subjunctive with verbs of emotion
Reading and Writing: !Vamos a leer! !Vamos a escribir!
Culture: Engagements, family, role of godparents and Colombia
V.
(12) Communication: Automobiles, service stations, and road emergencies
Pronunciation: Pronunciation in context
Grammar:
The Ud. and Uds. commands
The subjunctive to express doubt, disbelief, and denial
Constructions with se
Reading and Writing: !Vamos a leer! !Vamos a escribir!
Culture: Uses of vehicles in Latin America, use of the metric system, Perú and Ecuador
VI.
(13) Communication: Clothing and shopping
Pronunciation: Pronunciation in context
Grammar:
The familiar command tú
¿Qué? and ¿cuál? Used with ser
The subjunctive to express indefiniteness and nonexistence
Reading and Writing: !Vamos a leer! !Vamos a escribir!
Culture: Department stores and specialty shops, manner of addressing people in stores,
clothing sizes and Chile
VII.
(14) Communication: College activities and careers
Pronunciation: Pronunciation in context
Grammar:
The subjunctive or the indicative after certain conjunctions
The past participle
The present perfect and the past perfect (pluperfect)
Reading and Writing: !Vamos a leer! !Vamos a escribir!
Culture: Aspects of higher education, grading system, and Argentina
VIII. (15) Communication: Health problems
Pronunciation: Pronunciation in context
Grammar:
The future
The Conditional
The Future perfect
The Conditional perfect
Reading and Writing: !Vamos a leer! !Vamos a escribir!
Culture: Hospitals and clinics, urban vs. rural medical care, over- the -counter drugs,
conventional and traditional medicine, Paraguay and Bolivia
IX.
(16) Communication: Sports and outdoor activities
Pronunciation: Pronunciation in context
Grammar:
The imperfect subjunctive
Some uses of the prepositions a, de, and en
The present perfect subjunctive
Reading and Writing: !Vamos a leer! !Vamos a escribir!
Culture: Sports in the Spanish-speaking world, mate and asado in the Southern Cone
Assessment: Beside the evaluation methods and requirements listed below, I will be
assessing what you have learned with regard to the course objectives on a daily basis
through conversation and writing assignments. I want to make sure that you are reading
and understanding as well as are able to demonstrate your learning through regular oral
and written communication. I want to encourage you to raise questions about materials
you do not understand via e-mail, telephone calls and office visits.
Composition of Grade and Evaluation Procedures:
The final course grade will be calculated as follows;
Class preparation and participation/Positive attitude (listening, oral &writing skills)
Oral presentation/skit/Journals (oral & writing skills &cultural knowledge)
Workbook (7)/homework/compositions (listening &writing skills)
Tests & midterm (listening, reading & writing skills & cultural knowledge)
Final exam (listening, reading & writing skills &cultural knowledge)
Grade Scale:
A (100-90%)
B (89-80%)
Pass/No credit option: “D” or higher
Retro-active credit policy:
C (79-70%)
D (69-60%)
10%
15%
15%
40%
20%
F (59-0%)
The department recommends that students who meet the prerequisites for French,
German, or Spanish 101, 102, or 201 enroll in the next higher elementary or intermediate
course. By earning a grade of “A” or “B” in WSU’s language courses 102, 201, or 202,
students may obtain retroactive credit for course 101 and any sequel courses below the
course in which they earned the “A” or “B.” Qualifying students may apply for
retroactive credit by completing the appropriate form(s) and paying a fee of $5 per credit
in order to receive a grade of “P” (pass) in the appropriate course(s). For information
about credit by examination, see page 23 of the course catalog. The foreign language
faculty reserves the right to depart from these guidelines when warranted by exceptional
circumstances.
Attendance Policy:
Attendance and Participation: Attendance will be taken at the beginning of every class.
Do not miss class unless ABSOLUTELY necessary. The reason for this policy is that
acquisition of another language is a cumulative process, and when you miss a class, you
miss information and practice which will be important to you in all succeeding classes.
Preparation: You will need to prepare for class every day. A minimum of two hours of
study and practice outside of class- this means you will need to spend at least eight hours
per week working in Spanish outside of class. You should answer all exercises assigned
for each class, even though they may not be assigned as homework to turn in to the
instructor. In other words BE PREPARED for every class. Learning a language requires
regular study and practice and it is important that students come well prepared to speak in
class. You should consider class time not as a period of passive observation, but almost
as a performance (like a music lesson or acting class). Students should anticipate
classroom activities not only by reading assignments carefully, but also by planning in
advance comments of questions about the material along with the proper vocabulary.
Participation will be evaluated every day. If you come to a class unprepared you do not
get any points for class participation that day. You also lose points if you fail to
speak Spanish in class.
If you miss THREE classes the grade for class participation/positive attitude will be
zero (0). And if you have FOUR unexcused absences or more your final grade will
be an F. If you get sick and have to miss class contact the instructor immediately.
Absences do not excuse you from work missed. It is your responsibility to inform
yourself -obtain class note via another student- from any work that is due.
Assessment/Assignment Make-Up Policy:
Late work: Students are expected to turn in papers, make presentations, and take tests
on the date specified. No late work will be accepted and no exams may be given early.
Assignments are due in class as stated in the syllabus unless otherwise indicated. NO
MAKE-UPS FOR TESTS unless the student has a written excuse.
Journals: Students will write 40 journal entries in Spanish during the semester. Students
are expected to use the vocabulary and grammar learned in each class. Journals are read
to classmates in small groups. Students are expected to ask questions among themselves
within their groups in order to practice conversation.
Oral Presentation/Skit: A group oral presentation/examination will be presented during
the semester. The oral presentation/ examination must be type written (12 font) and
double spaced and a CD copy of it handed in to the instructor at the beginning of the
presentation. The skit needs to be memorized and must express ideas and content
organized through the effective use of grammar, syntax, vocabulary, form and content.
Students need to evaluate and rate their group members. More detail information will be
provided during class.
Workbook/Manual: Students need to go to the Foreign Language Lab. (So 320) to
complete the Listening part of the workbook. It takes 30 minutes to complete it. The
workbook is due the day of the test.
Homework/ Compositions:
All homework and compositions that need to be handed in to the instructor must be type
written (12 font) and double spaced. Students will be asked to turn in home assignments
when requested. Late homework is not accepted.
Academic Dishonesty Policy:
Academic dishonesty will not be tolerated and disciplinary measures will be enforced
according to school policy. The first offense will result in an F on the project in question,
and a subsequent infraction will result in a failing grade for the course (or worse).
Electronic Device Policy:
Disruptive behavior obstructs or disrupts the learning environment. Some examples are:
* Cell phone, blackberry, I-pod etc. used during class. (Please turn them off before class
starts).
For special circumstances, please consult your professor.
Positive Attitude is expected. There is zero tolerance for disruptive behavior in the
classroom. Any student who engages in disruptive behavior will be asked to leave the
classroom, and will be counted absent for that day. Other examples of disruptive behavior
are:
*Offensive language
*Harassment of students or instructor
*Repeated outbursts from a student which disrupts the flow of instruction or prevents
concentration on the subject taught
*Failure to cooperate in maintaining classroom decorum
Policy for Individuals with Special Needs:
Winona State is committed to making its programs accessible to all qualified students. If you
have special needs related to a disability which may affect your performance in this course, please
arrange an appointment as soon as possible to discuss your needs privately.
Policy for Proper Safety Procedures: Your safety is of the utmost concern of WSU and
its instructors. Immediately alert your classmates and me to any safety hazards you
observe.
D2L: We will utilize D2L as needed throughout the semester
Student Learning Curriculum Outcomes:
Upon graduation, students earning this degree should be able to:
LANGUAGE STRUCTURE AND VOCABULARY
1. Identify the forms and uses of various verb tenses and moods as appropriate in given
contexts.
2. Select grammatically correct words, phrases or sentences, including idiomatic expressions,
to complete given sentences and passages.
3. Construct sentences from specified elements, (e.g., words, phrases, and clauses).
4. Apply conventions of spelling, capitalization, punctuation and format as appropriate for
given contexts.
5. Understand language as a system.
LISTENING
1. Derive essential information from oral messages in real-life situations.
2. Respond appropriately to nonverbal cues as they relate to verbal messages.
SPEAKING
In response to a given prompt, appropriately and effectively communicate a message, provide
information or description, and tell a story.
READING
Demonstrate comprehension of everyday authentic materials such as instructions, newspapers,
commonly used reference works, advertising copy, menus, transportation schedules,
travel guides, etc.
WRITING
In response to an assigned topic, write a well-organized, cohesive passage of several
paragraphs (approximately 200-250 words) that carries out a specific task such as
narrating an event in the appropriate tense(s); describing a person, place or thing;
analyzing a situation or text; persuading through rational argumentation.
University Studies Humanities Requirement Outcomes:
A. Identify and understand specific elements and assumptions of a particular Humanities
discipline
Through lectures, texts, classroom discussions, guest speakers, use of technological resources
(e.g. media and online materials), and a variety of assessments (e.g. tests, quizzes, drills,
presentations, feedback, and collaborative learning), students will:
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understand language as a system
practice and master the sounds of L2 (Target language)
study grammatical concepts and analysis
gain level-appropriate proficiency in the target language
appreciate the two-fold nature of language learning (cognitive and behavioral response)
correct L1 (native language) interference
consciously analyze features of language that are automatic in L1
contrast with those features which must be acquired in L2
comprehend language as the clearest and most fundamental reflection of a culture,
civilization, and social reality
B. Understand how historical context, cultural values, and gender influence
perceptions and interpretations
Through lectures, texts, classroom discussions, guest speakers, use of technological resources,
and a variety of assessments, students will:
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C.
learn that native speakers classify, define, structure, and conceptualize the world in
categories that may differ from those of the students
discuss how these categories establish and reflect different cultural, social, historical, and
gender expectations
explore through examples “invisible” cultural differences and deal with them
constructively and creatively
study the contemporary cultures of the Spanish-speaking world
with regard to historical, social, and linguistic differences despite the “common”
language
Understand the role of critical analysis (e.g. aesthetic, historical,
literary, philosophical, rhetorical) in interpreting and evaluating expressions of human
experience
Through lectures, texts, classroom discussions, guest speakers, use of technological resources,
and a variety of assessments, students will:
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consistently compare and analyze the target language and variant cultures in order to
produce culturally accurate interpretations of aesthetic, social, historical, and linguistic
material
acquire the ability to understand and speak L2 actively
perceive and experience the world through the medium of a new language and culture
view their native language and culture with greater objectivity
learn to differentiate the subtleties distinguishing the cultures of the Spanish-speaking
world