Spanish 101 - Fall 2002

SPAN 101 -: 
TRACS #
Professor:
Classrooms: TMPA 001 (MWF), TALR 207 (R)
Telephone: 898-
Office Hours:
Office: Trinity Hall
E-mail:

Prerequisites: Spanish 101 is not available for credit to students with two or more years of Spanish within the last three years.

Texts: 

  • Plazas: Lugar de encuentro para la hispanidad. Heinle & Heinle, Thomson Learning, 2001, including student audio CD and Multimedia CD-ROM.
  • Medium-sized (college edition) Spanish-English Dictionary.  Suggested- Oxford or Larousse
  • Workbook or QUIA.COM access code (Ask your instructor)

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

In this introductory course we will learn to 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.  By the end of Spanish 1 you should be able to handle the following and more:

  • Introductions, greetings and good-byes
  • Expressions of courtesy
  • Spelling, the alphabet, numbers, telling time
  • Classroom expressions
  • Asking for and providing information, expressing needs,
  • Asking for prices, asking about and expressing location
  • Asking about and describing people, places and things
  • Expressing likes and dislikes, expressing possession
  • Expressing nationality, place of origin, where and when events take place
  • Discussing leisure activities, ordering food in a restaurant, communicating by phone
  • Identifying and describing family members, describing physical and emotional states
  • Describing household items, discussing daily activities, talking about colors

Definition of Letter Grading Symbols (2001-2003 University Catalog, pg. 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/lab hour),5% will be taken off your final grade per absence.  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, 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 50% - There will be three exams which cover: the preliminary chapter and chapter 1, chapters 2 and 3, and the final exam will be comprehensive with emphasis on chapters 4 and 5.

Oral Exams 10% Oral exams 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.

Portafolio de actividades 15% - Follow the instructions on the last page of the syllabus.

Quia or paper workbook 10% - To be submitted as indicated by your instructor by the date outlined in the tentative schedule.

Participation and preparation 15% - 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 Fall 2002

26-30 de agosto IntroducciÛn al curso, cover pages 1-12
3-6 de septiembre cover pages 13-19
9-13 de septiembre cover pages 20-31
16-20 de septiembre cover pages 32-45, EXAMEN I, Wednesday
23-27 cover pages 46-57
30 Sept. - 4 Oct. cover pages 58-71
7-11 cover pages 72-83
14-18 de octubre cover pages 84-96
21-25 Examen Oral I, Friday, read pages 97-102, Review for Examen 2,
TURN in Portafolio Activities 1-7
28 Oct. - 1 Nov. Examen II, Monday, cover pages 103-110
4-8 cover 111-120
11-15 cover 121-129
18-22 Cover 130-141
25-29 Celebraciones del DÌa de AcciÛn de Gracias
2-6 de diciembre 142-153, Turn in Portafolio Activities 8-14
9-13 cover 153-157, Oral Proficiency Interview, Review for Final
16-20 Ex·menes finales

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, 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 activities do not have to be done in the order listed on the check sheet.

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 on any one of the cultural topics listed in our book.  You should find a book, magazine, or journal article 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 the following is the purpose and intent of the HFA events and library assignments:
    • 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. 

Portfolio Check Sheet

Nombre: _______________________   

Class of Activity Activity Date Completed Grade (leave blank)
Listening


Listening


Listening


Listening & Speaking


Listening & Speaking


Listening & Speaking


Library Assignment


Library Assignment


Reading


Reading


Event #1


Event #2


Event #3


Event #4

Scoring Scheme for Oral Exams

Nombre: _______________________   

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     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
13-16 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