Dr. Cecilia Heydl-Cortínez                                                                                                                                                                                                                                                               Fall 2003

 

Spanish 10

 

Beginner’s Intensive Spanish Language

 

Office: room 203 ISTC

Office hours: M, W 11-12,  T 8:30 , or by appt.

Voice mail: 771-4151

e-mail: chc5@psu.edu

Web site: http://www.yk.psu.edu/~chc5

Textbook website: http://temas.heinle.com/

 

Required textbooks:

 

Temas packet including textbook, workbook, audio CD, and multimedia CD-Rom. Heinle & Heinle Publishers, 2000.

A good bilingual Spanish & English Dictionary (e.g, The Bantam New College Spanish & English Dictionary, by E. Williams)

An active PSU email and access account

 

Introduction:

¡Hola y bienvenidos! This course will introduce you to the Spanish language and the many facets of the cultures of the Spanish-speaking world. It aims to promote the communicative development of your speaking, listening, reading, and writing abilities. This is an Intensive Program with class meeting six hours each week and is worth six credits per semester. Spanish 20, offered in the Spring semester is also six credits. So, after one year, students will have completed their PSU language requirement of twelve credits. This course provides motivated students a unique opportunity to study Spanish language and the cultures of the Spanish-speaking world in an intensive environment with other committed students. If you have recently had four years or more of High School Spanish you cannot take this beginner’s course. You should come and talk to me about other possibilities, such as waiting to take Spanish 20 or Spanish 2 in the spring semester. Spanish 10 and 20 are designed to cover the same amount of material as the three-semester basic language program, but in two-thirds of the time. In Spanish 10 we will cover the preliminary chapter through chapter 6 of TEMAS. Spanish 20 will cover the remaining chapters of the same text, that is, 7-12. 

 

Methodology:

Since communication is the course objective, this course combines content-based language instruction with an interactive task-based approach. Students will be expected to actively participate in a variety of interactive small and large group activities. This course is not based on lectures, but rather on active learner participation in multiple task types that require students to use Spanish in various situations that reflect normal use of different varieties of Spanish. The class will be conducted in Spanish for the most part.

 

Course goals:

Spanish 10 students are expected to develop and improve their communication skills. Since communication is carried out in many ways and in many different contexts, students will be required to develop specific communication skills that reflect an ability to appropriately use Spanish under a variety of conditions (e.g. setting, task, medium, genre, etc). The following chart shows the specific skills that you will need to develop in order to complete the course. You should use this chart to help direct you in your studies.

 

Linguistic Skills

 

·       Mastery of basic vocabulary and idiomatic expressions representative of course themes (e.g.,food, fashion, health, etc)

·       Productive use of grammar

Sociocultural Skills

 

·       Appropriate use of Spanish based on situation and context (e.g.,basic courtesy requirements, requesting information, apologizing, etc.)

·       Understanding of conversational routines native to Hispanic cultures

Discourse Skills

 

·       Ability to use different discourse tasks (e.g., comparison, description, narration, etc.)

·       Ability to understand and actively participate in various forms of authentic communication (e.g., telephone, face-to-face debate, reports, interviews, dialogues, surveys, spontaneous conversations, games, etc.)

Strategic Skills

 

·       Use of techniques that help make up for deficiencies or lapses in other communicative skills (e.g., contextual clues, body language, facial expressions, etc.)

·       Development of a wide range of language learning strategies

 

Level of Proficiency:

 

Native speakers and students with life-long contact with Spanish wishing to improve grammar/writing skills in Spanish should enroll in Spanish 100A (if you’re planning on going up to University Park). Other students who believe they are qualified may take the Placement/diagnostic Test. If students pass this test (free of charge) they will fulfill their foreign language requirement and a letter specifying this shall be placed in their dossier. No credits or grades are given.

 

 

Assessment:

The assessment categories below will be measured according to three major criteria of language performance: accuracy, fluency, and complexity. Testing procedures will be representative of the type of language instruction offered through classroom practice. You will be evaluated based on your achievement of the course goals (above) and the following criteria:

 

Participation

15%

Homework

15%

Course Projects

15%

Writing tasks

15%

Chapter exams

40%

 

 

Criteria Description:

 

Attendance Policy

You must be exposed to Spanish and use Spanish in order to learn Spanish, i.e., you must be in class. Attendance is required and vital for this course. However, it is understood that periodically things happen that prevent your attendance. Thus, you will be allowed 6 unexcused absences (one entire week of instruction) throughout the semester. These days are to cover things such as illness, job interviews, funerals, etc. Use them wisely. A 1% point will be deducted from your final grade beginning with your seventh absence if you are not able to document the absence with a doctor’s note. Late arrivals and early departures may also count as absences; you are expected to come to class on time and stay for the whole period.

 

Participation (15 %)

Participation involves a number of variables, including but not limited to:

  • Your use of Spanish in the classroom
  • Your willingness to participate in all class activities
  • Your cooperation during group and pair work
  • Your respect and attitude toward class and your peers

 

Homework (15%)

You will be assigned homework from the textbook, workbook, or other sources. You are to write out these assignments on a separate sheet of paper and turn them in when indicated. Each assignment will receive up to 5 points based on completeness and quality of work. No late homework will receive credit, unless approved by the instructor. If you’re planning to email homework or written assignments, send them to me ahead of time and make sure you keep hard copies. Technology failures do not excuse late work (e.g my email attachment got lost, I sent it to the wrong address, I sent a blank attachment, my email wasn’t working, etc)

 

Course Projects (15%)

There will be two (2) course projects throughout the semester. These projects will be group-based and will consist of the completion of an assigned task and a classroom presentation of the results of each group’s work. The topics of the projects will be based on material discussed in class. Students will demonstrate appropriate use of Spanish grammar and vocabulary and each student in the group will be evaluated separately. Effort and creativity will also be considered part of the criteria for evaluation.

 

Writing tasks (15%)

For each chapter in the textbook, you will be assigned one of the writing tasks contained in each chapter. These tasks will guide you through the writing process, stimulating you to think creatively, organize cohesively and carefully edit your work. On the dates indicated on the syllabus, you will hand in the following: 1) evidence of pre-writing activities (brainstorming, planning, organizing, etc.) 2) a type-written double-spaced paragraph of at least 50 and no more than 150 words, and 3) evidence of editing as required in each task (e.g., check marks for noun adjective agreement, etc.) These writing tasks will be graded according to the completeness of each step of the writing process, the content of the written product and the accuracy in editing. In order to get credit for these tasks and avoid plagiarism please read the Academic Integrity guidelines below.

 Written exams (40%)

There will be six (6) written Chapter exams assessing your comprehension of the material discussed in class and covered in the workbook. The last exam of the semester (Exam# 6) will take place during Finals Week. No make-up exams will be given without a documented excuse presented within 48 hours of an absence. Also, I need to know of your absence, either by a message on my voice mail or by e-mail, before an exam.

The Final Exam will be comprehensive and cumulative in nature, with an emphasis on the last Unit. It will consist of two parts (listening and written sections). The Final is worth 10% of your grade.

  

Workbook:

It is highly recommended you complete all or most of the activities in the Workbook and Lab Manual, even those that are not assigned for grading. These activities correspond directly to the textbook and completing them will help you prepare for the chapter exams. There are answer keys for some of the workbook exercises which will be provided to you so you can auto correct. The assigned exercises and dates they are to be handed in appear on the syllabus. Before a chapter exam it is in your interest to complete all exercises and check with the answer keys for a better understanding of the various grammatical structures. The chapter exams will include similar exercises and you would be doing yourself a disservice by simply copying off from the answer sheets. The same applies for the oral exercises in the Manual de Laboratorio section of your Workbook, beginning on page 215. The corresponding CD’s for each chapter can be borrowed from the library and returned when finished.

 

Grading scale:

 

93% and above

A

 

80-82.9%

B-

90-92.9%

A-

 

75-79.9%

C+

87-89.9%

B+

 

70-74.9%

C

83-86.9%

B

 

60-69.9%

D

 

Some guidelines for success in a Spanish language course:

A general guideline for the amount of time you should plan to dedicate to this and any other university course is 2-3 hours of homework per hour spent in class. With a six-credit course such as Spanish 10, you should dedicate 12-18 hours per week outside the classroom if you want to be successful in acquiring the needed skills. There are various tools available for you to improve on your language skills. Temas has a multimedia CD-Rom with a variety of exercises, videos, listening and reading activities for each chapter which you can work on at home and in the Computer Lab. In the Lab we will be using Atajo, a Spanish Writing Assistant software, which will help students in their writing activities. At the textbook website mentioned above (click on “Autopruebas”); there are self correcting exercises for each chapter which will aid students as they review the material learned. There’s also an Autoexamen after each chapter in your blue workbook, with an answer key at the end. Students should also get into the habit of listening daily to the dialogues and other oral exercises in the audio CD (yellow) as well as the Spanish language CD’s  available in the library. Most students will need to listen to and practice these dialogues/exercises several times so as to get used to hearing a different language and understanding its content. Memorization and recognition is an important aspect of language learning (vocabulary items, phrases, verb conjugations), therefore time must be spent studying these items using flash cards, associations, or other suitable methods.  I highly encourage students to form study groups which meet on a weekly basis for review, especially before a chapter exam. I am also available during office hours to go over any questions students may have.  The Learning Center at PSYork offers free Spanish tutoring when needed, and I strongly encourage students to get a tutor before falling too behind. If students make good use of all these available resources from the beginning of the semester and spend enough time on the subject, they will, undoubtedly, become successful in learning the Spanish language.  The key is to put in a good amount of effort and time as soon as the semester begins. The resources are there but it’s up to each student to make the most of them.

 

Academic integrity:

In accordance with Penn State University Senate Policy 49-20, plagiarism, cheating, submitting work of another person, and other forms of academic dishonesty may lead to lowered course grades, failure of the course or more severe measures, depending on judgments of the gravity of the individual case. See http://www.psu.edu/dept/oue/aappm/G-9.html   Dishonesty of any kind will not be tolerated in this course. Dishonesty includes, but is not limited to, cheating, plagiarizing, fabricating information or citations, submitting work of another person. No credit will be given to any oral or written assignment not produced individually, or totally/partially taken from an external source such as published information (book, web page, etc.), produced by a translation program or work done by another person.

 

University Policy on Disabilities: Any student with a documented disability who requires individualized accommodations is encouraged to make an appointment to see me or to meet with staff in the Learning Center.

 

 

 

 

 

 

Tentative Schedule

 

Week

Date

Day

In Class

Homework to be handed in

1

9/3

W

Introducción

 

 

9/4

Th

Capítulo preparatorio

 

 

 

 

 

 

2

9/8

M

Capítulo preparatorio

 

 

9/9

T

Capítulo 1

 

 

9/10

W

Capítulo 1

 

 

9/11

Th

Capítulo 1

Wkbk: D (pag.3), C, D (pag.7,8)

Manual:(CD from library)D, E (216,217)

 

 

 

 

 

3

9/15

M

Capítulo 1

 

 

9/16

T

Capítulo 1

 

 

9/17

W

Capítulo 1  

 

 

9/18

Th

Capítulo 1

Ej. F (8,9 10), H (11), L(14), P(17), S(18, 19)

Manual: E, G (221-222)

Escritura # 1 (Writing) (50 palabras): You have met a student from Spain on an online chat. Provide information about yourself, school, and your family members.

 

 

 

 

 

4

9/22

M

Capítulo 1. Review

EXAMEN  Cap.1

 

 

9/23

T

Capítulo 2

 

 

9/24

W

Capítulo 2

 

 

9/25

Th

Capítulo 2

Ej. C, D, E, F(26-28)

 

 

 

 

 

5

9/29

M

Capítulo 2.

 

 

9/30

T

Capítulo 2

 

 

10/1

W

Capítulo 2

 

 

10/2

Th

Capítulo 2

 Ej. H, L, M, N

Manual: D, E (224-225)

Escritura # 2 (Writing) (60 palabras): write about your normal activities on weekdays, including chores, using the present tense. Describe your family, their activities and what they like/don’t like to do

 

 

 

 

 

 

6

10/6

M

Capítulo 2. Review

EXAMEN Cap.2

 

 

10/7

T

Capítulo 3

 

 

10/8

W

Capítulo 3

 

 

10/9

Th

Capítulo 3

 Ej. W(39), E(48), I, K

 

 

 

 

 

7

10/13

M

Capítulo 3.

 

 

10/14

T

Capítulo 3

 

 

10/15

W

Proyecto # 1 Discusión y planes con un compañero

Capítulo 3

 

 

10/16

Th

Capítulo 3

Ej. N, R, V, Y

Manual: F, G (231-232)

Escritura # 3 (Writing) (80 palabras):  Manolo is a 19-year old  Mexican guy who has just been accepted to PSU York. E-mail him explaining your daily routine, what there is in York, what you like/don’t like about the university and York, and some cultural differences he may encounter here.

 

 

 

 

 

8

10/20

M

Capítulo 3. Review

EXAMEN Cap. 3

 

 

10/21

T

Capítulo 4

 

 

10/22

W

Capítulo 4

 

 

10/23

Th

Capítulo 4

 Proyecto # 1 (Writing) (100 palabras): You and your classmate have won a three-day trip to San Juan, Puerto Rico, all expenses paid. Write down your detailed itinerary and plans

 

 

 

 

 

9

10/27

M

Capítulo 4

 

 

10/28

T

Capítulo 4

 

 

10/29

W

Capítulo 4

 

 

10/30

Th

Capítulo 4

 Ej. E(65), H, J, O

Manual: E, F (234-235)

 

 

 

 

 

10

11/3

M

Capítulo 4

 

 

11/4

T

Capítulo 4. Review

 

 

11/5

W

EXAMEN Cap. 4

Capítulo 5

 

 

11/6

Th

Capítulo 5

Ej. R, S, T, Y (76-81)

Escritura # 4 (Writing) (100 palabras): You have received a letter from a Spanish friend who is planning to visit York from January to May. Write back and describe the weather he/she should expect and the type of clothing to pack. Recommend some sports activities and day trips to major sites in the area. Talk about two or three good restaurants and the type of food they serve (use comparisons and superlatives).

 

 

 

 

 

11

11/10

M

Capítulo 5

 

 

11/11

T

Capítulo 5

 

 

11/12

W

Capítulo 5

 

 

11/13

Th

Capítulo 5

 Ej. C, J, K, L, M (88-93)

 

 

 

 

 

12

11/17

M

Capítulo 5

 

 

11/18

T

Capítulo 5

 

 

11/19

W

Capítulo 5. Review

Ej. N, Q (94-97)

Manual: A (pronunciación), E(237-239)

 

11/20

Th

EXAMEN Cap. 5

 Escritura # 5 (Writing) (100 palabras: Choose a famous Hispanic writer/artist/politician, research the information, and write his/her biography. Try and use as many regular and irregular verbs in the preterite.

 

 

 

 

 

13

11/24

M

Capítulo 6

 

 

11/25

T

Almuerzo en el restaurante “El Serrano”

 

 

11/26

W

NO HAY CLASES

Día de Acción de Gracias

 

 

11/27

Th

NO HAY CLASES

 

 

 

 

 

 

14

12/1

M

Capítulo 6

 

 

12/2

T

Capítulo 6

 

 

12/3

W

Capítulo 6

 

 

12/4

Th

Capítulo 6

 Ej. F, G, I, J (104-106)

Manual: D,E (242-243)

 

 

 

 

 

15

12/8

M

Capítulo 6

 

 

12/9

T

Proyecto # 2 (grupo)

 Presentación del proyecto

 

12/10

W

Proyecto # 2 (grupo)

 Presentación del proyecto: groups of students will write and act out an original 10 minute oral skit using vocabulary,  a variety of situations and dialogues,  similar to those studied in our textbook. Creative props and dress-up are encouraged.

 

12/11

Th

Repaso del Cap.6

 

 

 

 

 

 

 

 

 

** EXAMEN  FINAL **