California State University, Chico

Spanish 201 -01 Spring 2005

SPAN 201–2 Professor: Dr. Miller

Classrooms: MWF 10-11 Butte 229, M 11-12 Taylor 207 Office: Trinity Hall 148

Telephone: 898-5742 Office Hours: M2-4p.m W2-4p.m.

E-mail: ddmiller@csuchico.edu Type this correctly or it wonπt reach me.

Prerequisites: Spanish 102 or the equivalent.

1)Texts: Plazas: Lugar de encuentro para la hispanidad. Heinle & Heinle, Thomson Learning, 2001, including student audio CD and Multimedia CD-ROM.

2) Medium-sized (college edition) Spanish-English Dictionary. Suggested- Oxford or Larousse

3) Paper Workbook or QUIA electronic workbook. To get a QUIA workbook http://books.quia.com go to Bookstore, type in Plazas, purchase the 1^st Ed. Workbook (black cover). QUIA Course code: QAQS732. The electronic workbook is preferred.

Objectives and Goals: ALWAYS SPEAK SPANISH IN CLASS

I. AREA C-2 OBJECTIVES

Breadth Courses (Area C -- Humanities and Fine Arts): The principal charge of this area of General Education is to provide students opportunities to develop understanding of human creativity, arts, values, and reasoning. Class, race, ethnic, and gender issues should be integrated into courses in this area whenever possible.

In each course, students must

∑ attend, where feasible, at least four relevant public events or arts events and demonstrate an integration of the event and their course subject matter;

∑ demonstrate a foundation experience that is focused on issues and content that are basic and central to the discipline; and

∑ demonstrate research and learning from scheduled and specific library assignments, including computer access to information resources.

Languages and Literatures (Sub-Area C2)

Students must demonstrate

∑ knowledge of languages and literatures and the diverse cultural traditions they represent through the study of creative writing, literature, or language acquisition; and

∑ understanding, appreciation, and interpretation of language as a literary and culture artifact and use language as a literary, cultural, or creative vehicle of communication.

II. LANGUAGE & CULTURE OBJECTIVES

By the end of Spanish 3, you will be able to:

∑ discuss the following topics: professions and work-related activities; conservation and exploitation in rural and urban settings; nature, animals and endangered species; music, painting, cinema, theater and TV; politics and the media; home electronics and high-tech appliances; personal finances

∑ make statements about motives, intentions, and periods of time

∑ make formal requests and express desires

∑ express emotions and make impersonal statements

∑ state intentions and express anticipated actions

∑ talk about future events

∑ talk about hypothetical situations

∑ much, much more

In this intermediate course we will listen, speak, read, and write in Spanish. We will create and enhance our abilities in these areas through constant oral communication, group, paired, and individual work, book and lab work, cultural events, videos, etc.

Definition of Letter Grading Symbols (2001-2003 University Catalog, page 158):

Undergraduate Courses (numbered 1 to 299):

A — Superior Work: A level of achievement so outstanding that it is normally attained by relatively few students.

B — Very Good Work: A high level of achievement clearly better than adequate competence in the subject matter/skill, but not as good as the unusual, superior achievement of students earning an A.

C — Adequate Work: A level of achievement indicating adequate competence in the subject matter/skill. This level will usually be met by a majority of students in the class.

D — Minimally Acceptable Work: A level of achievement which meets the minimum requirements of the course.

F — Unacceptable Work: A level of achievement that fails to meet the minimum requirements of the course. Not passing.

Class norms:

∑ Attendance: Excellent attendance and punctuality is expected of all students. Starting with the fourth unexcused absence (one absence per class hour), 1% will be taken off your final grade for every unexcused absence during the semester. See professor if you need clarification on this.

∑ Participation: Active participation in every class discussion (e.g. asking and answering questions, pair and group work, etc.) is required for full credit in this category. If you are not in class, asleep, or reading from another textbook, you cannot participate. Participation points cannot be made up.

∑ Student work: The student must complete all assignments on her/his own. A tutor or other qualified person may only be consulted in order to explain points of grammar or offer stylistic suggestions. The student may not have her/his work proofread or corrected by tutors or native speakers.

∑ NO makeup work will be given. Late assignments will NOT be accepted.

∑ ONLY SPANISH IS ALLOWED IN THE CLASSROOM.

Grading scheme:

∑ Written Exams 60% - There will be four exams that cover chapters 11, 12, 13, 14 and a comprehensive final that focuses on Chapter 15, but includes questions from the entire semester.

∑ Oral Exam 10% The oral exam will be handled as a situational simulation between you and a partner from class. You will receive a series of situations that you may practice prior to the exam and your exam situation will be selected AT RANDOM from among them on the test day. You must pass the oral exam in order to pass the course.

∑ Portafolio de actividades 10% - Follow the instructions at the end of the syllabus.

∑ QUIA or paper workbook 10% - To be submitted as indicated by your instructor by the date outlined in the tentative schedule, see the QUIA Assignments at the end of the tentative schedule for the specific assignments you must do.

∑ Participation and preparation 10% - Each studentπs participation grade will be based upon consistent activity during the class hour. During each class the student is expected to ask and answer questions, participate in group discussions, quizzes, lab activities, etc. for the material that was studied for the class period in question. Preparation includes reading assignments prior to class on the day they are assigned, and turning in any homework assigned by your professor on the day it is due. English is strictly forbidden in your Spanish class unless permission is obtained from the professor.

Tentative Schedule Spring 2005

24-28 de enero, IntroducciÛn al curso, Repaso
	EN LA CLASE	PARA ENTREGAR
LUNES	Repasar temas: en la clase, la familia, el tiempo libre, en la casa
LUNES	LABORATORIO-TALR 207 Repasar formas verbales: presente, progresivo, mandatos, pretÈrito, imperfecto
MiÈrcoles	Repasar temas: la salud, la comida, de compras
VIERNES	Repasar temas: fiestas y vacaciones, de viaje, las relaciones sentimentales

31 enero - 4 de febrero, cover pages 300-316

	EN LA CLASE	PARA ENTREGAR
LUNES	Vocabulario: las profesiones y los oficios 301-304; la oficina y el trabajo 309-312
LUNES	LABORATORIO-TALR 207; la b˙squeda de trabajo
MI…RCOLES	por vs. para 305-308 mandatos informales negativos 314-16;
VIERNES	Encuentros culturales 304, 313,Hora de hablar

7-11 de febrero, cover pages 316-329,

	EN LA CLASE	PARA ENTREGAR
LUNES	Vocabulario: las finanzas personales 316-18
LUNES	LABORATORIO-TALR 207
MIERCOLES	El subjuntivo 318-323
VIERNES	SÌntesis del capÌtulo 11 324-29

14-18 de febrero, cover pages 331-335, EXAMEN 1

	EN LA CLASE	PARA ENTREGAR
LUNES	REPASO
LUNES	EXAMEN 1 en LABORATORIO-TALR 207	WKBK o QUIA capÌtulo 11
MIERCOLES	Vocabulario: la geografÌa rural y urbana 331-34; encuentro cultural 335
VIERNES	Hora de hablar, ExplicaciÛn de composiciÛn #1

21-25 de febrero, cover pages 336-342 COMPOSITION I

	EN LA CLASE	PARA ENTREGAR
LUNES	El subjuntivo 336-38	ComposiciÛn #1 versiÛn preliminar
LUNES	LABORATORIO-TALR 207 Taller de escritura
MIERCOLES	Vocabulario: la conservaciÛn y la explotaciÛn 339-41; Encuentro cultural 342
VIERNES	Hora de hablar

28 de febrero - 4 de marzo. cover pages 342-353

	EN LA CLASE	PARA ENTREGAR
LUNES	El subjuntivo 342-45	ComposiciÛn #1 versiÛn final
LUNES	LABORATORIO-TALR 207
MIERCOLES	Vocabulario: los animales y el refugio natural 346-47
VIERNES	SÌntesis del capÌtulo 12, 348-53

7-11 de marzo, cover pages 361-365, EXAMEN 2

	EN LA CLASE	PARA ENTREGAR
LUNES	REPASO
LUNES	EXAMEN 2 en LABORATORIO-TALR 207	Entregar QUIA o WKBK 12
MIERCOLES	Vocabulario: programas y pelÌculas 362-64; Encuentro cultural 365
VIERNES	Hora de hablar

14-18 de marzo VACACIONES DE PRIMAVERA

21-25 de marzo, cover pages 366-377, TURN in Portafolio Activities 1-5

	EN LA CLASE	PARA ENTREGAR
LUNES	El subjuntivo 366-68	Portafolio: Actividades 1-6
LUNES	LABORATORIO-TALR 207 Vocabulario: las artes 369-72; Encuentro cultural 372
MIERCOLES	"se accidental" 373-75;
VIERNES	el participio pasado 375-77

28 de marzo-1 de abril, cover pages 378-83, Examen 3

	EN LA CLASE	PARA ENTREGAR
LUNES	SÌntesis del capÌtulo 13, 378-83 (REPASO)
LUNES	EXAMEN 3 en LABORATORIO-TALR 207	WKB o QUIA capÌtulo 13
MIERCOLES	Ver vÌdeo-- sobre CÈsar Ch·vez
VIERNES	Hora de hablar – ver vÌdeo de CÈsar Ch·vez

4-8 de abril, cover pages 384-393

	EN LA CLASE	PARA ENTREGAR
LUNES	Vocabulario: la polÌtica 385-88
LUNES	LABORATORIO-TALR 207, Encuentro cultural 389;
MIERCOLES	El futuro 390-93, ExplicaciÛn de ComposiciÛn 2
VIERNES	PelÌcula: Parte I

11-15 de abril, cover pages 393-401, COMPOSITION II

	EN LA CLASE	PARA ENTREGAR
LUNES	PelÌcula: parte II	ComposiciÛn #2 versiÛn preliminar
LUNES	LABORATORIO-TALR 207 InvestigaciÛn: La plaza de mayo, los desaparecidos
MIERCOLES	Vocabulario: las preocupaciones cÌvicas y los medios de comunicaciÛn 393-96; Encuentro cultural 396
VIERNES	El condicional 397-401,

18-22 de abril, cover pages 401-10, COMPOSITION 2

	EN LA CLASE	PARA ENTREGAR
LUNES	El presente perfecto en el subjuntivo 401-03
LUNES	LABORATORIO-TALR 207	ComposiciÛn 2 versiÛn final
MIERCOLES	SÌntesis del CapÌtulo 14, 404-10
VIERNES	Hora de hablar, REPASO

25-29 de abril, cover 411-22

	EN LA CLASE	PARA ENTREGAR
LUNES	REPASO
LUNES	EXAMEN 4	WKBK o QUIA capÌtulo 14
MIERCOLES	Recibir situaciones para el Examen Oral
VIERNES	Hora de hablar, Practicar para el Examen Oral

2-6 de mayo, cover 415-23, Turn in Portafolio Activities 6-10

	EN LA CLASE	PARA ENTREGAR
LUNES	Practicar para el Examen Oral
LUNES	EXAMEN ORAL en Laboratorio-TALR 207	EXAMEN ORAL
MIERCOLES	Vocabulario: los avances tecnolÛgicos 412-14; la computadora 419-22
VIERNES	Encuentros culturales 415, 423	PORTAFOLIO: Actividades 7-12

9-13 de mayo, cover 423-434, Examen Oral II, Review for Final

	EN LA CLASE	PARA ENTREGAR
LUNES	El imperfecto del subjuntivo 416-19
LUNES	LABORATORIO-TALR 207 Cl·usulas hipotÈticas 423-25
MIERCOLES	Repaso del subjuntivo 426-29
VIERNES	Repaso para el examen final	WKBK o QUIA CapÌtulo 15

Examen Final para SPAN 003-02: lunes 16 de mayo 12:00-1:50p.m.

QUIA Assignments:

CapÌtulo 11: c, d (por y para), f (vocab.), h (Negative t˙ commands), j (vocab.), l, n (Present subjunctive and statements of volition), Aa, Ab(voc), 11Ad (por y para), 11Ae Negative t˙ commands, Af, Ag (Presente del subjuntivo e infinitivos).

CapÌtulo 12: a (vocab), c (Present subjunctive following verbs of emotion, impersonal expressions, and ojal·), f (vocab), h, i Using the subjunctive to state uncertain, doubtful, or hypothetical situations), l, n (vocab), Aa, Ab, (vocab), Ac (subjuntivo o infinitivo), Ad (presente del indicative o presente del subjuntivo).

CapÌtulo 13: a (vocab), b, d, e (Using the subjunctive to make statements of purpose and to express anticipated actions), g(vocab), i (no-fault se),k,l (Using the past participle to describe completed actions or resulting conditions), Aa, Ab (vocab), Ac (el presente del subjuntivo o el presente del indicativo), Ad (no-fault se), Ae (participio pasado).

CapÌtulo 14: a (vocab), c, d (The future tense), f (vocab), h, i (The conditional tense), k,l Using the present perfect in the subjunctive mode), Aa, Ab (vocab), Ac (el futuro), Ad (el condicional), Ae (presente perfecto del subjuntivo en las frases subordinadas).

CapÌtulo 15: a (vocab), c,d (Making statements in the past with the subjunctive mood), g (vocab), i, j (Using the imperfect subjunctive to make hypothetical statements), l, m (Uses of the indicative and subjunctive moods (summary), Aa, Ab, Ac (vocab), Ad (pasado del subjuntivo), Ae (el pasado del subjuntivo y el condicional), Af (Tienes que decidir si los verbos deben estar en el indicativo, el subjuntivo o el infinitive y el presente o pasado).

Portafolio de actividades

This portfolio is your chance to be an active learner, to have some control over the way that you acquire and integrate knowledge. This is also a chance to have firsthand exposure to authentic language and culture, so take advantage of it! In order for you to meet my expectations, please note the classes of activities you are expected to participate in over the course of the semester. As you complete the activities, please fill in the corresponding line on this sheet, then append a one-page, typed sheet detailing the activity (1^st paragraph in Spanish and the rest may be in English), the value of the activity for you as a student, how what you learned relates to your life, how it helped your Spanish, and any problems or frustrations you had in completing the activity. You should hand in both this check sheet and the TYPED analysis of your activities in a folder or research paper cover. You must keep all portfolio assignments together throughout the semester. You will be graded on the effort you expend in the activity AND in the quality of your discussion of it here. The FIRST SIX ACTIVITIES SHOULD BE TURNED IN TOGETHER CLOSE TO THE MIDDLE OF THE SEMESTER; THE LAST SIX WILL BE TURNED IN CLOSE TO THE END OF THE SEMESTER. (The compositions will have their own due dates listed on the tentative schedule.

Types of activity include:

∑ Listening (e.g. Listening to 30 consecutive minutes of Spanish-language radio or TV, or attending any speech or meeting conducted in Spanish. This does NOT include overhearing conversations in stores and restaurants. The goal is to listen, and attempt to understand Spanish spoken by native speakers. Music, the news, and sportcasts are much more difficult to understand than talk shows, soap operas, childrenπs shows, commercials, etc. Pick what best suits your interests then go listen.)

∑ Listening & Speaking (e.g. Speaking with a native speaker for 30 minutes in Spanish. This includes speaking with friends, neighbors, family members, etc. in person or on the telephone. You must speak for 30 consecutive minutes on any topic you wish. Speaking with a waiter at a restaurant or clerk at a store is not acceptable, it must be a complete conversation carried out in Spanish for 30 consecutive minutes. Attending the weekly Spanish Conversation Hour is an excellent way to fulfill this assignment).

∑ Library Research (Go to the university library and do research IN SPANISH on any one of the cultural topics listed in our book. You should find a book, magazine, or journal article IN SPANISH relating to that topic, you can also analyze art by a Latin American, Spanish, or U.S. Latino artist. Give full bibliographic information from your source and the CALL number for our library). INTERNET SOURCES ARE UNACCEPTABLE. You must go to the university library to complete this assignment. You must cite at least one interesting quote directly from your book/magazine/journal article (from 1 to 3 lines of text), which ties directly into your discussion of the subject matter you chose to research.

∑ Reading (1/2 hour each) (e.g. reading a Spanish-language article or a short story on-line, in the newspaper, or in a magazine, reading a series of recipes in Spanish, reading poetry in Spanish, reading childrenπs books in Spanish). This CANNOT be done during the lab hour in TALR 207.

∑ Events (e.g. attending a dance or musical performance, art exhibit, lecture, official celebration, or other event related to a Spanish-speaking culture. This includes Chicano/a or Latino/a culture in the US.) As part of the fulfillment for AREA-C2 objectives in the undergraduate curriculum, it is required that all students in Arts and Humanities attend humanities and/or art events during the term. Students may choose from art exhibits, musical, theatrical, and other performances, on campus or in the greater Chico area. According to Executive Memorandum 99-05, cited on page one of the syllabus, the purpose and intent of the HFA events and library assignments are integrally tied to the General Education learning experience.

∑ Compositions - You will write two compositions completely in Spanish during the course of the semester, focusing on writing as a process. You will be allowed to revise your compositions after receiving the professorπs feedback. Follow the due dates in the attached tentative schedule.

Portfolio Check Sheet Nombre: ______________________

Class of Activity	Activity:	Date completed:	Grade (leave blank)
1. Listening
2. Listening & Speaking
3. Library Assignment
4. Event 1
5. Event 2
6. Composition 1
7. Listening
8. Listening & Speaking #2
9. Library Assignment #2
10. Event 3
11. Event 4
12. Composition 2

Nombre:__________________________

Scoring Scheme for Oral Exams

Comprehensibility/Pronunciation

0-3 Almost/entirely incomprehensible to native speaker of Spanish

4-7 Mostly incomprehensible; occasional phrases comprehensible

8-10 Many errors, very difficult to comprehend; about half incomprehensible

11-13 Many errors, but somewhat comprehensible to native speaker of Spanish

14-17 Only occasional word not comprehensible

18-20 Entirely comprehensible to native speaker of Spanish

Vocabulary (breadth and precision of usage)

0-3 Lacks basic words

4-5 Inadequate, inaccurate usage

6-8 Often lacks needed words

9-10 Somewhat inaccurate usage

11-13 Occasionally lacks basic words

14-15 Generally accurate usage

16-18 Rich and extensive vocabulary

19-20 Rich and extensive vocabulary ; Very accurate usage

Structure

0-6 No utterance rendered correctly

7-12 Very few utterances rendered correctly

13-17 Some utterances rendered correctly, but major structural problems remain

18-23 Many correct utterances, but with definite structural problems

24-29 Most utterances rendered correctly, with some minor structural errors

30-35 Utterances almost always correct

Fluidity

0-12 Long pauses coupled with the inability to communicate even basic ideas

12-16 Frequent pauses, but student is able to recuperate and continue

17-19 Some unnatural pauses, but student is able to recuperate and continue

20-22 Some hesitation with an ability to continue on quickly

23-25 Natural flow of language with no unnatural pauses