Chabot College
Fall 2009
Replaced Fall 2010
Course Outline for Spanish 1B
ELEMENTARY SPANISH
Catalog Description:
1B – Elementary Spanish
5 units
Further study of Spanish-speaking cultures of the world featuring the acquisition of the four language
skills (listening, speaking, reading, and writing) of Spanish begun in Spanish 1A. Prerequisite:
Spanish 1A (completed with a grade of “C” or higher). 5 hours lecture, 1 hour laboratory.
[Typical contact hours: lecture 87.5, laboratory 17.5]
Prerequisite Skills:
Before entering the course the student should be able to:
1. compare and contrast 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. demonstrate proficiency in understanding and using, orally and in writing, the grammatical
structures listed in the Spanish 1A course outlines
4. correctly spell common vocabulary to write basic autobiographical information and simple dialogues;
5. demonstrate the ability to comprehend short conversations on common topics;
6. apply the sentence patterns and grammar structures presented in Spanish 1A to create new
sentences in culturally appropriate ways both orally and in writing;
7. conduct a simple, culturally sensitive conversation in Spanish on common topics, using words
and expressions in structurally correct sentences and exhibiting at least functional pronunciation;
8. write a coherent and culturally appropriate paragraph of sixty words or more on a topic studied
and/or discussed a first semester Spanish class;
9. make simple descriptions in Spanish related to size, shape, and color orally and in writing;
10. demonstrate functional competency in pronunciation of Spanish.
Expected Outcomes for Students:
Upon completion of the course the student should be able to:
1. demonstrate well-informed awareness of the similarities and differences in American and
Spanish-speaking cultural practices in relation to speech, social attitudes, and values;
2. demonstrate a detailed understanding and appreciation of the culture of Spanish-speaking
people, including the most formative historical events and the most important geographical features;
3. demonstrate the ability to comprehend an authentic conversation of native speakers composed
chiefly of the vocabulary and grammar studied;
4. show proficiency in applying the sentence patterns and grammar structures presented in the
course to create new sentences in culturally appropriate ways both orally and in writing
5. converse on topics studied with some degree of fluency and with accurate pronunciation and intonation;
6. apply the principles of syntax and grammar introduced at this level in both speech and writing;
7. write a well-constructed and culturally appropriate paragraph of one hundred words or more on a
topic studied and/or discussed in class.
Course Content (Lecture):
1. Review, “recycling,” and extension of content of Spanish1A
2. Comparative analysis of Spanish and American cultures
3. Further study of Spanish customs, values, attitudes, relationships, civil institutions, families,
geography, and history.
4. Introduction of elements of Spanish phonetics for good pronunciation.
5. Functional vocabulary and grammar to allow students to:
a. extend, accept, or refuse invitations in culturally appropriate ways orally and in writing
b. gather and/or request information with a variety of interrogative strategies orally and in writing
Chabot College
Course Outline for Spanish 1B, Page 2
Fall 2009
c.
gather information by reading schedules, advertisements, announcements of cultural events,
etc., and transmit that information orally
d. use culturally authentic maps and timetables
e. make purchases in stores and perform transactions in culturally appropriate ways
f. function successfully in basic cultural interactions that involve buying tickets
g. discuss in simple terms their likes and dislikes and inquire in culturally sensitive terms into the
likes and dislikes of others orally and in writing
h. describe, orally and in writing, simple physical ailments to pharmacists and doctors
i. narrate simple events in past, present, and future orally and in writing
j. make physical descriptions of people and things orally and in writing
6. Syntax and grammar that allows students to correctly use orally and in writing:
a. affirmative and negative commands with usted and ustedes
b. indirect commands with decir + subjunctive
c. first-person plural suggestions
d. using superlatives in making descriptions
e. making comparisons of equality and inequality
f. irregular past participles
g. the present perfect tense
h. using haya + past participle to express feelings about the past
i. se me olvidó and similar constructions to talk about unintentional occurrences
j. the pluperfect (past perfect) tense
k. the future tense
l. the conditional tense
m. the present subjunctive (including giving advice, stating desires, expressing doubt, expressing
emotions); contrasting the subjunctive and the indicative
n. the imperfect subjunctive mood
o. si clauses to express hypothetical situations
p. the subjunctive in adverbial clauses
q. the long forms of possessive adjectives and pronouns
r. the relative pronouns que, lo que, and quien
s. the negative expression ni . . . ni . . .
t. the passive se
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, 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:
a. Diphthongs
b. The consonants c, s, and z
c. The consonants g and j
d. The consonant h
e. Linking
f. Intonation
g. Rhythm in Spanish sentences
Methods of Presentation:
1.
2.
3.
4.
Lecture/discussion in target language
Choral/individual repetition of model speech
Re-creation of dialogues and improvisation
Small group activities leading to skits, dialogues, etc.
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Chabot College
Course Outline for Spanish 1B, Page 3
Fall 2009
Assignments and Methods of Evaluating Student Progress:
1. Typical Assignments
a. Prepare a skit in which one person accepts an invitation and the other declines an invitation;
both use culturally appropriate expressions
b. Laboratory Assignment: After studying linking and intonation in Spanish pronunciation, make
a recording of Federico Garcia Lorca’s Oda a Walt Whitman
c. Prepare a travel itinerary to five different Spanish-speaking areas on three different
continents to demonstrate proper use of prepositions with numerous geographical names
d. Write a composition comparing and contrasting two actors, musicians, athletes or celebrities.
2. Methods of Evaluating Student Progress
a. Tests, quizzes, and interviews to evaluate the four language skills in relation to material presented
b. Student participation in class activities
c. Oral reports (without notes) on Spanish-speaking geographical regions, holidays, art, films or
an aspect of Spanish popular culture
d. Homework assignments
e. Recordings from the language laboratory to evaluate pronunciation skills
f. Final examination
Textbook(s) Typical:
Claro que sí: An Integrated Skills Approach, Lucia Caycedo, Debbie Rusch, and Marcela Domínguez,
sixth edition, Houghton Mifflin (Boston and New York) 2008.
Claro que sí: An Integrated Skills Approach, Workbook and Laboratory Manual, sixth edition,
Houghton Mifflin (Boston and New York) 2008.
Special Student Materials:
None
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