Approved by Faculty Senate March 30, 2009
College of Liberal Arts
Winona State University
101 Elementary Spanish I
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 I
Department: Foreign Languages
Course Number: 101
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 & T 8:50-9:50 a.m. and M-Th 10:55 a.m.-12:55 p.m.
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
Introductory Spanish for students with little or no prior training in Spanish. 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. Communication: Greetings and farewells
Pronunciation: The Spanish a and e
Grammar:
The alphabet
Cardinal numbers 0-30
Colors
Days of the week
Months of the year
Subject Pronouns
Present indicative of ser
Reading and Writing: !Vamos a leer! !Vamos a escribir!
Culture: Names and nicknames in the Hispanic world, body language when greeting and
bidding
farewell in Spansih-speaking societies, ways of addressing people in Spanish
cultures, and los mexicoamericanos y los EE.UU hispánicos y el español en el
mundo.
II. Communication: Class expressions, useful questions and answers, polite expressions.
Pronunciation: The Spanish i, o and u
Grammar:
Gender and number
Definitive and indefinite articles
Cardinal numbers 31-100
Telling time
Present indicative of regular -ar verbs
Negative and interrogative sentences
Possession with de
Reading and Writing: !Vamos a leer! !Vamos a escribir!
Culture: The 24-hour time system, study habits and los cubanoamericanos
III. Communication: To describe people and activities and make and receive
phone calls
Pronunciation: Linking
Grammar:
Possessive adjectives
Cardinal numbers 101-1,000
Descriptive adjectives
Present indicative of regular -er and -ir verbs
Present indicative of irregular verbs tener and venir
The personal a
Reading and Writing: !Vamos a leer! !Vamos a escribir!
Culture: Hispanics in the U.S., answering the phone in different Spanish-speaking
countries and
los puertorriqueños en los EE.UU.
IV. Communication: Party activities, foods, and beverages
Pronunciation: consonants
Grammar:
Pronouns as Objects of Prepositions
Contractions
Present indicative of irregular verbs ir, dar, estar
Ir a + infinitivo
Present indicative of e: ie stem-changing verbs
Expressions with tener
Reading and Writing: !Vamos a leer! !Vamos a escribir!
Culture: Relatioships, customs, certain Hispanic celebrations and México
V. Communication: Family relationships and personal characteristics
Pronunciation: consonants
Grammar:
Comparative forms
Irregular comparative forms
Present indicative of o: ue stem-changing verbs
Present progressive
Uses of ser and estar
Weather expressions
Reading and Writing: !Vamos a leer! !Vamos a escribir!
Culture: Customs related to mealtimes and restaurants, currency of Hispanic
Countries, some regional foods and dishes, Guatemala and El Salvador
VI. Communication: Household chores, family relationships, and various parts of a
house
Pronunciation: consonants the Spanish j, g, (before e or i) and h
Grammar:
Demonstrative adjectives and pronouns
Present indicative of e: i stem-changing verbs
Affirmative and negative expressions
Verbs with irregular first-person forms
Saber vs. conocer
Direct object pronouns
Reading and Writing: !Vamos a leer! !Vamos a escribir!
Culture: Use of last names and maiden names, alphabetization of names, concept
of family, housekeeping and gender roles, Honduras and Nicaragua
VII. Communication: Checking in a hotel, asking about accommodations, and
about tourism
Pronunciation: consonants the Spanish ll and ñ
Grammar:
Indirect object pronouns
Construction with gustar
Time expressions with hacer
Preterit of regular verbs
Reading and Writing: !Vamos a leer! !Vamos a escribir!
Culture: Travel and currency, types of accommodations, customs related to travel,
floor-numbering conventions, Costa Rica y Panamá
VIII. Communication: Banking and Running Errands
Grammar: Direct and Indirect Object Pronouns used together
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%)
C (79-70%)
D (69-60%)
10%
15%
15%
40%
20%
F (59-0%)
Pass/No credit option: “D” or higher
Retro-active credit policy:
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