Dr. Cecilia Heydl-Cortínez Fall 2003
Spanish 10
Beginner’s Intensive Spanish
Language
Office: room 203 ISTC
Office
hours: M, W 11-12, T
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
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:
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
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 |
|
|
|
|
|
|
|
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 |
|
|
|
|
|
|
|
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 |
|
|
|
|
|
|
|
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 ** |
|