HEARTLAND COMMUNITY COLLEGE
LIBERAL ARTS AND HUMAN SERVICES
COURSE SYLLABUS FOR STUDENTS
Course Prefix & Number: Spanish 101-01
Course Title: Spanish 1
Credit Hours: 4
Lecture hours: 4
Laboratory Hours: 0
Course Meets Monday and Wednesday from 8 am to 10 am
Catalog Description: SPAN 101 is a beginning course in Spanish, with emphasis on the
development of basic listening, speaking, reading and writing skills. Course content includes
basic vocabulary, essentials of Spanish grammar and syntax, correct pronunciation and
intonation, and the use of actual speech patterns. Students with two or more years of high
school Spanish should not enroll in SPAN 101.
INSTRUCTOR INFORMATION:
Instructor Name: Sharlis Mecagni
Instructor email address: Sharlis.Mecagni@heartland.edu
Hours and days of instructor’s office hours: Please contact me personally before or after class
or by email to discuss a time and place to meet if you need help or have a class concern.
Text: Jarus, Lebredo and Mena-Ayllón, ¿Cómo se dice…? 10th ed. (Houghton Mifflin)
Relationship to Academic Development Programs and Transfer:
SPAN 101 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.
Instructional Beliefs:
Academic Discipline: In accordance with HCC Academic Integrity and Plagiarism Policy, all work
is to be the product of the student or the group in which the student is working (in the case of
group assignments.)
Student Learning: Regular progress is expected of all students who come to class prepared and
ready to participate.
Instructor’s Role: The instructor’s responsibility is to present material in a manner which
enables to readily understand and use it. The instructor also will structure both class activities
and outside assignments and exercises so as to help students practice and learn to use Spanish.
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.
GENERAL EDUCATION
LEARNING OUTCOMES
ASSESSMENT
CO3
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2. Using entry level vocabulary and
grammar concepts, the students
will compose oral and written
messages in Spanish.
CO1
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.
DI4
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4. Using entry level vocabulary and
grammar concepts, the students
will compare the uniqueness of
the Spanish language to English.
CT1
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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.
PS4
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
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

CO4
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 to greetings, meals, eating out, classroom objects, family relations,
daily activities, the house, colors, descriptive words, and states of mind
 Numbers up to ten thousand
 Spanish pronunciation and syntax
 Gender of nouns and forming plurals of nouns and adjectives
 Using definite and indefinite articles with nouns
 Agreement of the adjective with the noun
 The Spanish alphabet
 Use of the “tú” and “usted” forms
 Expressing “hay” to tell how many there are
 Using “tener” to expressing age and feelings
 Verb tenses: present and progressive
 Pronouns: subject, direct object, demonstrative and with a preposition
 Using “gustar”
 Tell time, days, months, seasons, dates and holidays
 Use introductions and tell and ask personal data
 Asking questions with and without interrogative words
 Tell and ask needs, plans, wants, preferences and obligations
 Using “ir + a + infinitive” as a simple future
 Weather expressions
 Adjectives: possessive, descriptive, demonstrative and ordinal numbers
 Uses of “ser” and “estar”
 Making affirmative and negative expressions
 Comparing people and things
 Expressing possession with “de”
 Using the personal “a” and contractions
 Cultural topics such the use of a formal and informal “you,” holidays, greetings, foods,
meal times, the use of two last names, close family ties, the Hispanic world, Hispanics in
the U.S, politeness,
Course Policies:
Class Participation: Daily interaction and participation is expected of all students. Students
must complete at least 70% of the assignments and activities in the class to be considered to be
actively persuing completion of the class.
Extra Credit: Extra credit will be offered along with class material. Any student wishing extra
credit should do the offered extra credit assignments as they come up. No extra credit will be
offered on an individual basis—it will be offered to the class.
Incompletes:
Make-up of tests and assignments: Missed work from excused absenses should be completed in
a timely fashion as agreed upon by mutual agreement between the student and the instructor.
Usually this will happen in the Testing Lab.
Deadlines: Deadlines for classwork, projects, quizzes, tests, and other assignments will be
posted on the class schedule—these deadlines may have to be adjusted as the semester
progresses. Any changes will be adjusted on the on-line class schedule and changes will be
articulated to students as well.
Student Conduct: Students are expected to be on time, ready to work, and cooperative with the
other students and instructor.
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
 60%-75% quizzes, homework chapter tests and exams
Oral Work: projects and conversations
 10%-15% oral projects and conversations with the professor
Class Participation and Attendance: preparedness, participation, work habits, positive
attitude and influence in class, and demonstrated commitment to learning
 5%-10% 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 (Both in class and on-line)
 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
Academic Integrity
Academic integrity is a fundamental principle of collegial life at Heartland Community College
and is essential to the credibility of the College’s educational programs. Moreover, because
grading may be competitive, students who misrepresent their academic work violate the right
of their fellow students. The College, therefore, views any act of academic dishonest as a
serious offense requiring disciplinary measures, including course failure, suspension, and even
expulsion from the College. In addition, an act of academic dishonesty may have unforeseen
effects far beyond any officially imposed penalties.
Violations of academic integrity include, but are not limited to cheating, aiding or suborning
cheating or other acts of academic dishonesty, plagiarism, misrepresentation of data,
falsification of academic records or documents and unauthorized access to computerized
academic or administrative records or systems. Definitions of these violations may be found in
the college catalog.
Plagiarism
Plagiarism is the presenting of others’ ideas as if they were your own. When you write a paper,
create a project, do a presentation or create anything original, it is assumed that all the work,
except for that which is attributed to another author or creator, is your own. Plagiarism is
considered a serious academic offense and may take the following forms:
 Copying word-for-word from another source and not giving that source credit.
 Paraphrasing the work of another and not giving that source credit.
 Adopting a particularly apt phrase as your own.
 Using an image or a copy of an image without crediting its source.
 Paraphrasing someone else’s line of thinking in the development of a topic as if it
were your own.
 Using another person’s project or another person’s work as if it were your own.
[Adapted from the Modem Language Association’s MLA Handbook for Writers of Research
Papers. 7th ed. New York: MLA, 2009:51-61]
Note that word-for-word copying is not the only form of plagiarism. The penalties for plagiarism
may be severe, ranging from failure on the particular piece of work, failure in the course or
expulsion from school in extreme cases.
Many plagiarism problems can be remedied by citing the sources of the original work.
When in doubt, cite the source according to the style your instructor directs. Usually this is APA
or MLA Style. Don’t be daunted by citing sources which are not books. You can cite everything,
including pamphlets, maps, cereal boxes, telephone conversations, movies, television shows,
Internet and world-wide web sites.
Services in Academic Support Center (Raab Road campus)
Library
The Library provides fast and free access to credible information from a full range of resources
including books, online journals, videos, newspapers, online music, class reserves, and
interlibrary loan. Individualize research by appointment or come in anytime. See the Library
tab in myHeartland, email library@heartland.edu or call (309) 268-8292 for details.
Tutoring Services
Tutoring Services provides tutoring in various forms at no cost to Heartland students in Normal,
Pontiac, and Lincoln. Tutors are available at convenient times throughout the week. Study
groups are also available by request. For more information about services available at each
location, please call (309) 268-8231 (Normal), (815) 842-6777 (Pontiac), or (217) 735-1731
(Lincoln).
SYLLABI DISCLAIMER: The instructor may deem it necessary to change the sullabus as time goes
on ) reserves the right to do so. Students will be notified of any changes are made and online
syllibi will be adjusted,
Calendario de Actividades
Calendario de Actividades Fall of 2013
Spanish 101-01 and 101-02
Fecha
19 Aug/13
Tópico o Actividad
Safety video, Syllabus and calendar. Pronunciación Básica de las vocales.
Saludos y despedidas
21 Aug
Capítulo 1: Vocabulario. Mas Saludos. Números / Colores / Estructuras
Pág. 3 - 14
26 Aug
Días de la semana/ meses. Pronombres sujetos / El verbo SER.
Pág. 15 - 25
28 Aug
A si somos (video). Cultura: El Mundo Hispánico y tú. Autoprueba
Pág. 26 - 35
4 Sept.
Capítulo 2: En la universidad / Vocabulario / Práctica
Pág. 36 - 43
9 Sept
Género y número / Artículos definidos e indefinidos / La hora /.
11 Sept
El presente de los verbos –ar. Regulares. Formas Negativas e interrogativas
Pág. 52 - 59
16 Sept
A si somos (video). Cultura: El Mundo Hispánico y tú.
Pág. 60 - 69
18 Sept
Repaso de los capítulos 1 y 2
23 Sept
Capitulo 3: Por teléfono Vocabulario y diálogo. Práctica
25 Sept
Adjetivos posesivos y descriptivos. Números del 101 al 1000
QUIZ # 3
Pág. 78 - 85
30 Sept
Presente indicativo de <-er / –ir> verbos / Verbos irregulares <tener y venir>
Pág. 85 - 91
2 Oct
A si somos. Vamos a conversar / Para conocernos mejor
Pág. 92 - 97
7 Oct
Cultura: El Mundo Hispánico y tú.
Pág. 98 - 101
9 Oct
Capítulo 4: Costumbres y tradiciones / Vocabulario
14 Oct
Pronombres as objeto de preposiciones / Verbos irregulares: ir, dar y estar
Pág. 110 - 114
16 Oct
El verbo ir + infinitivo / Para conversar. Verbos que cambian de raiz
Pág. 115 - 118
21 Oct
Expresiones con tener. Cultura: El Mundo Hispánico y tú.
23 Oct
Repaso de los capítulos 3 y 4 (QUIA repaso #2 and tarea due)
28 Oct
Capitulo 5: Las comidas / Vocabulario / Practica
Pág. 132 - 139
30 Oct
Formas comparativas /regulares e irregulares. Ejercicios de practica
Pág. 140 - 144
4 Nov
Verbos que cambian la raiz <o a ue> Forma progresiva. Ejercicios de práctica
Pág. 145 - 148
6 Nov
Usos del SER y Estar / expresiones de tiempo. Así somos.
Pág. 149 - 156
11 Nov
Así somos / Cultura: El Mundo Hispánico y tú.
13 Nov
Capitulo 6: Los quehaceres de la casa / Vocabulario / Práctica
18 Nov
Adjetivos y pronombres demostrativos / verbos irregulares <e a ie>
20 Nov
Expresiones afirmativas y negativas. Saber vs. Conocer. Objeto directo
Pág. 176 - 180
25 Nov
Usos de los Pronombres de complemento. Cultura: El Mundo Hispánico y tú.
Pág. 181 - 193
2 Dec
Repaso de los capítulos 5 y 6. (QUIA repaso #3 and tarea due)
Pág. 132 - 193
4 Dec
9 Dec
Repaso General y preparación para la presentación oral
EXAMEN FINAL: CAPITULOS 1 AL 6 SPAN 101-01 at 8 AM;
SPAN 101-02 at 10 AM)
QUIZ # 1
QUIZ # 2
Autoprueba
(QUIA repaso #1 and tarea due)
Examen # 1
Fuente/Source
In class materials
Pág. 44 - 52
Pág. 3 – 67
Pág. 70 - 77
Autoprueba.
Presentación Oral # 1
QUIZ # 4
Autoprueba
Examen # 2
QUIZ # 5
Autoprueba.
Pág. 102 - 109
Pág. 119 -131
Pág. 70 - 131
Pág. 157 - 163
Pág. 164 - 171
QUIZ # 6
Examen # 3
Pág. 172 -175
Handouts
Pág. 3 - 193