Modesto Junior College
SPAN 104 Course Outline
Effective Date: 05/05/2008
Printed On: 3/27/2007 8:37:30 AM
I. COURSE OVERVIEW
The following information is what will appear in the MJC 2008-2009 Catalog.
SPAN 104 - Spanish 4
5 Unit(s)
Prerequisite: Satisfactory completion of SPAN 103 or four years of high school
Spanish.
Review and expansion of grammatical structures covered in Spanish 101-103.
Includes a review of the uses of the subjunctive and the reading and discussion of
literary works of Spanish and Latin American writers. A-F and CR/NC. Applicable
to the Associate Degree. MJC-GE-C.
A-F and CR/NC. Applicable to the Associate Degree. Transfer to CSU and UC.
MJC-GE - C; CSU-GE - C2; IGETC - 3B, 6A.
II. LEARNING CONTEXT
Given the following learning context, the student who satisfactorily completes
this course should be able to achieve the goals specified in section III: Desired
Learning.
1. COURSE CONTENT
A. REQUIRED
1
Grammatical structures:
a interrogative words
b exclamation marks
c nouns and articles
d descriptive adjectives
e possessive adjectives
f demonstrative adjectives
g present of indicative
h future of indicative
i
comparative adjectives
j reflexive verbs
k ser, estar, haber, hacer
l
prepositions
m preterite of indicative
n imperfect of indicative
o preterite vs. imperfect
p present perfect and pluperfect of the indicative
2
3
4
q subjunctive with clauses
r subjunctive with adjective clauses
s imperfect of subjunctive
t subjunctive with independent clauses
u adverbs
v conditional
w present perfect of subjunctive
x prepositions: por and para
y conditional and future perfect
z pluperfect of subjunctive
aa pronunciation
Reading short stories for content and themes
Writing short compositions summarizing story lines and analyzing a
particular theme
Viewing films for the purpose of analyzing characters,
identifying themes, and learning about cultural differences
B. RECOMMENDED
1
2
3
4
5
pronunciation
aural comprehension
major idiomatic expressions
important aspects of Spanish and Hispanic culture (m.c)
reading and vocabulary study, including reading of longer Spanish
and Latin American literary works including fiction, drama and
poetry. (m.c)
2. ENROLLMENT RESTRICTIONS
1. Prerequisite(s):
Satisfactory completion of SPAN 103 or four years of high school
Spanish.
Prerequisite Skills
Before entering the course, the student will be able to:
speak and understand basic Spanish grammar using the following
structures
1. relative pronouns
2. formal commands
3. present subjunctive
4. subjunctive with verbs of emotion
5. subjunctive with verbs of influence
6. subjunctive with doubt, disbelief, and denial
7. subjunctive with conjunctions
8. subjunctive with adjective clauses
9. nosotros/as commands
10. past participle used as adjective
11. present perfect
12. past perfect
13. present perfect subjunctive
14. future
15. future perfect
16. past subjunctive
17. conditional
18. conditional perfect
19. past perfect subjunctive
21. si clauses
3. HOURS OF INSTRUCTION PER TERM
Prorated Hours and Units
TYPE of HOURS TERM HOURS UNITS EARNED
Lecture/Discussion
87.5
Total Units Earned:
5
5
4. TYPICAL METHODS OF INSTRUCTION
Instructors of this course might conduct the course using the following
methods:
Face-to-face education Students will participate in
A)
B)
C)
D)
E)
pronunciation drills and written exercises
oral drill of grammatical structures to be reviewed
listening comprehension exercises and dictation
oral reading of Spanish and Latin American literature
less-controlled oral communicative activities, e.g.,
1) simulated conversations
2) role-playing improvisations
3) response to questions
4) enacting student-written dialogues
5) directed class discussion
F) reading Spanish texts appropriate to their vocabulary and grammatical
structure
G) written exercises for study and review of grammatical structure and
vocabulary
H) less-controlled written communicative activities, e.g., respond to
questions, writing of original dialogues, expression of ideas or
information in response to questions or other stimulus.
I)
discussion (written or oral) in Spanish of aspects of Spanish and Hispanic
culture, and contrast with other cultures. Whenever possible, students'
understanding of Spanish and Hispanic culture will be fostered through
short stories and films.
5. TYPICAL ASSIGNMENTS
A. Quality: Assignments require the appropriate level of critical thinking
1
2
3
Students should be able to answer questions regarding grammar, reading
from short stories, and Hispanic and Latin American culture.
a What is the difference between the present perfect of indicative and
the present perfect of subjunctive?
b What is the difference between the preterite and the imperfect of
indicative?
c In the story "Chac Mool", describe the relationship between the title
and the content of the story.
d Contrast the fact and fiction as it relates to story "Chac Mool."
e Based on the lectures and discussions, comment about an important
aspect of Latino culture.
Present research about Latin American and Hispanic arts and culture in a
classroom situation. Some of the topics include: Dia del Cinco de Mayo,
Indigenismo, the paintings of Frida Khalo, the arts and politics of Diego
Rivera, and the poetry of Federico Garcia Lorca.
Explore and present to the class a theme or a character in the following
films:
a María Llena de Gracia
b Frida Khalo
c Fresas y Chocolate
d Diario de una Motocicleta
B. Quantity: Hours spent on assignments in addition to hours of instruction
(lecture hours)
1
2
3
4
5
weekly handwritten sentences from each chapter of textbook.
daily textbook grammar assignments
weekly hand written questions based on literary themes
students will present five oral presentations of 5-8 minutes each
students will write five compositions on specific themes from the
literary works
6. TEXTS AND OTHER READINGS
A.Required Texts: Rumbos, 1st Edition, Pellettieri, Jill, 2006
Comments: Thompson Heinle Publishers
B. Other reading material: Horizontes: Cultura y Literatura
III. DESIRED LEARNING
A. COURSE GOAL
As a result of satisfactory completion of this course, the student should
be prepared to:
speak, write, and understand Spanish using the indicative,
imperative, and subjunctive moods in the simple and compound
tenses. Students will analyze and understand Spanish and Latin American
short stories and write a short analysis within the scope of the grammatical
structures and vocabulary studied.
B. STUDENT LEARNING GOALS
Mastery of the following learning goals will enable the student to achieve
the overall course goal.
REQUIRED LEARNING GOALS
Upon satisfactory completion of this course, the student will be able to:
1 identify the meaning of Spanish words, phrases and idioms encountered
in course exercises (demonstrate recognition by appropriate use of lexical
item or appropriate action or response)
2 name and write with correct spelling the auxiliary verbs ser, estar, haber
and tener encountered in course
3 name and write with correct spelling the forms of indicative and
subjunctive moods
4 distinguish between correct and incorrect grammatical forms in Spanish
sentences and phrases (within the scope of their vocabulary and
knowledge of grammatical structure)
5 speak Spanish words and sentences with an understandable pronunciation
approximating the vowel/consonant sounds and intonation of a native
speaker of Spanish. Students' fluency and accuracy of pronunciation will
be superior to those of Spanish 103
6 speak understandable Spanish making appropriate responses to questions
or statements in class recitation, oral testing, simulated conversations, or
class discussion (in controlled situations within the scope of their
vocabulary and knowledge of grammatical structure)
7 read Spanish texts (including literary works) within the scope of their
vocabulary and knowledge of grammatical structure with comprehension.
Students will be able to read with increased comprehension selections
from Spanish and Latin American literature, including longer texts of
fiction, drama and poetry (demonstrate comprehension by appropriate
response to questions in Spanish) (m.c)
8
9
in class discussion, express generalizations and inferences about reading
and justify or explain their ideas by appropriate reference to the text (m.c)
write 100-word compositions in Spanish about different topics
RECOMMENDED LEARNING GOALS
Upon satisfactory completion of this course (when the related
recommended content is covered), the student will be able to:
1 identify names of major landmarks and regions in Spanish-speaking
nations, names of persons and events of historical or cultural importance
(m.c)
2 write understandable Spanish within the scope of their vocabulary and
knowledge of grammatical structure avoiding excessive errors in spelling
or grammatical form. In response to questions about readings of
literature, students will be able to draw and state inferences or other
generalizations and defend them orally or in written Spanish by
appropriate reference to the text (m.c)
3 examine from their own experience and knowledge aspects of the
Spanish and Hispanic culture that differ significantly from other cultures
(demonstrate analysis by drawing conclusions and making generalizations
in writing or in class discussion (m.c)
IV. METHODS OF MEASURING STUDENT PROGRESS
A. FORMATIVE ASSESSMENT:
1
2
3
4
5
6
oral quizzes and examinations of their command of grammatical
structures, vocabulary, and pronunciation
written quizzes and examinations of their command of grammatical
structures, vocabulary, spelling, and Spanish and Latin American
literature
proficiency demonstrated by students in written homework or class
exercises
proficiency in communication as observed by instructor in the course of
class recitation and other exercises
quizzes testing aural comprehension of spoken Spanish
essay questions (written in Spanish) requiring expression of insight into
Spanish language and Spanish and Hispanic culture
B. SUMMATIVE ASSESSMENT:
1
2
3
written final exam
individual or group oral presentations based on certain themes from the
readings
written final essay