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Spanish 101

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Spanish 101 ...

    Southern Connecticut State University

     Spanish 101 / Spring 2005

CONTACTING YOUR INSTRUCTOR:

Professor:

    E-mail:

    Office:

    Office hours:

    Voice Mail:

Important information:

1. The student is responsible to hand in a short written assignment as stated in the

    Programa del curso with an “*” on the day stated. No late homework will be accepted.

    All other homework assignments will be done in class to be discussed or to be handed in.

    The instructor has the option of changing any stated homework.

    2. In Semana # 11 in the Programa del curso, there will be a composition due. The instructor will let the class know whether it will be done in class or not. If you are asked

    to write it as a homework assignment, it must be typed and double-spaced.

    3. Tentative date for Common Final Exam: May 16-21 is Final Exam Week. During the first two weeks of May, your instructor will let you know the day, classroom number,

    and time of the final exam. Tentatively, all day sections of SPA 101 (those meeting before 4:40 p.m.) will have their final exam on Tuesday, May 17, 3-5 p.m., and all

    evening sections of SPA 101 (those meeting at 4:40 p.m. and later) will have their final

    exam on Tuesday, May 17, 6-8 p.m. Please mark your calendar now. If you are unable to take the final exam at the scheduled time, you will have to make individual

    arrangements with your instructor.

4. SCSU Weather-Check: 203-392-SNOW (or 203-392-7669).

     Southern Connecticut State University Spanish 101 / Spring 2005

    Spanish 101 Course Information Sheet and Syllabus

    Course Objectives: We learn our first language to communicate with other people, and the reason for learning a second language or third is the same. The foreign-language

    student also learns to perceive the world from different perspectives and ultimately

    becomes more sensitive to other cultures, people, and issues. Spanish is the language of

    Spain, Mexico, and of most countries in Central America, South America, and the

    Caribbean, and it is rapidly becoming the second language of the United States. If you

    are pursuing a career in business, health care, government, or social services, learning

    and knowing Spanish will open the doors to many opportunities and will aid you in your

    search for employment. As you continue learning Spanish during the semester, please

    take advantage of every moment to experience the Spanish language and culture to the

    fullest.

    Course Description: Spanish 101 is a student-centered, communicative, and content-based approach to the study of Spanish. It is a comprehensive first-semester Spanish

    course, which includes instruction and practice in all four language skills: listening,

    speaking, reading, and writing. By the end of the course, you will be able to use basic

    Spanish in several contexts, including spontaneous conversation, reading, and writing,

    and you will have begun to cultivate an awareness of the culture and civilization of the

    Spanish-speaking world. The class is conducted in Spanish.

    Course Contribution: By using a student-centered, communicative, and content-based approach to the study of foreign language, students should be able not only to use the

    target language at the interpersonal, interpretive, and presentational modes (listening,

    reading, speaking, and writing), but also to develop insights into the nature of language

    and culture. This technique presents a language strategy that is designed to impart not

    only a system, but also cultural knowledge, methods for communicating, critical thinking

    skills, and skills in technology. The philosophy that guides this approach seeks to teach

    five primary goals: Communication, Cultures, Connections, Comparisons, and

    Communities. Called the “Five Cs” of foreign-language education, these goals define the

    broad, all-encompassing content and applications that are used in foreign-language

    classrooms.

Prerequisite: The prerequisite for Spanish 101 is Spanish 100 (Spanish I), or its

    equivalent from another university, or at least two years of high-school Spanish. If you

    have had less Spanish than this, you may want to consider Spanish 100. If you know

    more Spanish than this, you may want to consider a higher-level course or a waiver exam

    or the CLEP exam (CLEP = College Level Examination Program.) Information about the

    CLEP exam is available from the Office of Extended Learning, Wintergreen Building,

    Telephone 392-5238.

Waiver Exam: If you wish, you may take a waiver exam to try to waive the foreign-

    language requirement. There is information about the waiver exam online through

    SCSU’s home page at www.southernct.edu/placement. The waiver exam is given during the fall and spring semesters as well as during the summer.

Special Note: This course, Spanish 101, fulfills the foreign-language requirement for the

    Bachelor of Science degree at SCSU.

Textbooks: Spanish 101 requires students to buy two books, both of which are available

    at the SCSU bookstore.

    ? ?Sabías que…?, Fourth edition (Please note the Fourth edition!)

    ? Manual que acompaña ?Sabías que…?, Vol. 2 (Lecciones 6-11)

    ? Language Laboratory Audio Cassette Tapes which accompany the Manual

    ? (Your instructor will provide you with more detailed information.)

    ? Recommended: A good Spanish-English dictionary. Several are available at

    different bookstores; your instructor will be glad to recommend one to you.

Chapters: Spanish 100 will cover the Preliminary Lesson and Lessons 1-5, and Spanish

    101 will cover Lessons 6-11. The Audioscript for Spanish 100 (available at the TYCO

    Copy Center) includes in print all the words you will hear on the audio program.

Copies of the Audio Program: You may get copies of the prerecorded audio/tape

    program for ?Sabías que…? in Room EN D161 in Engleman Hall, directly across from

    the language lab rooms. In order to get copies of the audio program, you need to bring

    two (2) new 90-minute tapes to Room EN D161. You do not need to label the tapes.

    You may also recycle tapes that have been previously recorded in the language lab.

    Other used tapes cannot be accepted, however. You can exchange your two new or

    recycled tapes for the recorded tapes. This way, you need to stop by only once, and you

    can get the taped material immediately. You can also access the audio part online at:

    http://www.southernct.edu/departments/foreignlanguage/onlineInstructs.html.

(Note: The password for the online audio program is estudiamos.)

If you have a new copy of the textbook, you have access to publisher’s Online Learning

    Center. This includes, among other things, the complete audio program. The card that is

    bound inside the front cover of the text provides a registration code to access this material.

    If you have a used copy of the textbook, you can purchase the registration code for a

nominal fee, according to the publisher. You can go to the website for more information:

    www.mhhe.com/sabiasque4.

Learner Outcomes and Assessments: The American Council on the Teaching of

    Foreign Languages (ACTFL) has established a rating scale based on the hierarchy of

    global tasks comprising four major levels of language performance. These four major

    levels are Novice, Intermediate, Advanced, and Superior. In general, students in this

    course will function at the ACTFL Novice level. This means that students can

    communicate with words and learned phrases within predictable areas of need. They can

    respond to basic questions on common features of daily life. They can convey basic

    meaning to speakers accustomed to dealing with foreigners. They can use some basic

    recombinations of learned words and phrases, and they might begin to create with the

    language in very basic terms. Vocabulary will be sufficient for handling simple,

    elementary, and immediate needs and for expressing basic courtesies. Specifically, by

    the end of Spanish 100, students will be able to describe themselves and others, to talk

    about their daily and weekly activities in the present, to talk about the weather and the

    time of day, to talk about what happened in the recent past, to describe their families, and

    to ask basic questions. By the end of Spanish 101, students will be able to do all of the

    above and they will also be able to talk about the way things used to be, to use numbers,

    to make comparisons, to talk about foods and beverages, to talk more in depth about likes

    and dislikes, to talk about feelings, emotions, and moods, and they will also begin to be

    able to narrate in the past. In summary, students in both Spanish 100 and Spanish 101

    will function at the ACTFL Novice level, but students in Spanish 101 will have an

    increased quantity of language produced and a more developed use of the language.

    Specifically, students at the Novice level will be able to do the following: (Note: The

    ACTFL, INTASC, and CCCT Standards are listed below. All courses at SCSU must

    now list these as part of the Standards for NCATENational Council for Accreditation

    of Teacher Education.)

    1. respond to simple questions on the most common features of daily life; (ACTFL

    1.1, 1.2, INTASC 6, CCCT 2.5)

    2. convey basic meaning to interlocutors experienced in dealing with foreigners by

    using isolated words, lists of words, memorized phrases, and some

    recombinations of words and phrases; (ACTFL 1.1, 1.2, 1.3, INTASC 6, CCCT

    2.5)

    3. satisfy a limited number of immediate needs; (ACTFL 1.1, 1.2, 1.3, INTASC 6,

    CCCT 2.5)

    4. use appropriate patterns of behavior (gestures and expressions) within a cultural

    setting and participate in songs and games appropriate to the Hispanic community;

    (ACTFL 1.1, 1.2, 1.3, 3.2, 4.2, INTASC 6, CCCT 2.5)

    5. demonstrate an understanding about concepts learned in other subjects; (ACTFL

    1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, INTASC 1, 6, CCCT 2.5)

    6. understand the role of cognates and idiomatic expressions as well as differences

    and similarities between the sound and writing systems of their own language and

    Spanish; (ACTFL 1.1, 1.2, 1.3, 4.1, 4.2, INTASC 1, CCCT 2.5)

7. convey messages to Spanish speakers (in person, on the telephone, in letters or

    email), perform skits and/or songs during school and community celebrations, and

    write and illustrate simple stories to present to the school or community. (ACTFL

    1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 5.1, 5.2, INTASC 1, 6, 10, CCCT 2.5)

    STANDARDS GUIDELINES

     INTASC [Interstate New Teachers' CCCT {CONNECTICUT ACTFL STANDARDS

    Assessment & Support Consortium] COMMON CORE OF TEACHING] Communication

    DEMONSTRATIONS OF 1.1: Students engage in Scholarship KNOWLEDGE conversations, provide and obtain 1. Knowledge of subject matter information, express feelings and 1.1 understanding of student emotions, and exchange opinions 2. Knowledge of human development learning & development 1.2: Students understand and & learning 1.2 understanding of need for interpret written and spoken different learning approaches language on a variety of topics 3. Instruction adapted to meet diverse 1.3 proficiency in reading, writing 1.3: Students present information, learners and mathematics concepts, and ideas to an audience 1.4 understanding of central of listeners or readers on a variety 4. Use of multiple instructional concepts & skills, tools of inquiry of topics. strategies & resources and structures of discipline(s) 1.5 knowledge of how to design Cultures

    and deliver instruction 2.1: Students demonstrate an Attitudes 1.6 recognition of need to vary understanding of the relationship

    instructional methods between the practices and and Disposition perspectives of the culture studied 5. Effective learning environment APPLICATION OF 2.2: Students demonstrate an created KNOWLEDGE THROUGH: understanding of the relationship 2.1 instructional planning based between the products and 6. Effective communication upon knowledge of subject, perspectives of the culture studied students, curriculum & community 7. Lesson planning 2.2 selection and/or creation of Connections learning tasks that make subject 3.1: Students reinforce and further

    meaningful for students their knowledge of other Integrity 2.3 establishment and maintenance disciplines through the foreign 8. Reflection and professional of appropriate behavior standards language development and creation of positive learning 3.2: Students acquire information environment and recognize the distinctive

    2.4 creation of instructional viewpoints that are only available Leadership opportunities supporting students’ through the foreign language and 9. Assessment of student learning to academic, social and personal its cultures improve teaching development 2.5 use of verbal, nonverbal and Comparisons Service media communication fostering 4.1: Students demonstrate

    individual and collaborative understanding of the nature of 10. Partnership with school and inquiry language through comparisons of community

    2.6 employment of various the language studied and their own

    instructional strategies in support 4.2: Students demonstrate

    of critical thinking, problem understanding of the concept of

    solving and skills demonstration culture through comparisons of the

    2.7 use of various assessment cultures studied and their own.

    techniques to evaluate student learning & modify instruction

     Communities DEMONSTRATION OF

     5.1: Students use the language both PROFESSIONAL

     within and beyond the school RESPONSIBILITY

     setting THROUGH:

     5.2: Students show evidence of 3.1 professional conduct in

    accordance with the Code of becoming life-long learners by

    Professional Responsibilities for using the language for personal

    enjoyment and enrichment. Teachers

     3.2 shared responsibility for

    student achievement and well-

    being

    3.3 continuous self-evaluation

    regarding choices & actions on

    students and school community

    3.4 commitment to professional

    growth

    3.5 leadership in the school

    community

    3.6 demonstrations of a

    commitment to students and a

    passion for improving the

    profession

Attendance: The importance of daily attendance cannot be exaggerated. A major goal

    of the course is spontaneous, oral communicationa skill that can best be developed,

    particularly at the early stages of adult language learning, by active participation in the

    classroom. Since this course is student-centered and interactive in its format, your

    presence is absolutely essential. You will not learn to speak, read, write, and comprehend

    Spanish if you are chronically absent from the class or the language laboratory. Your

    personal development and progress toward language proficiency at the Novice level is

    directly related to the nature and intensity of your interaction with your classmates and

    your instructor.

With that in mind, regular class attendance in expected and encouraged. You may miss

    up to three (3) classes (including laboratory sessions) with no grading penalty. These

    may include all medical excuses, religious holidays, job interviews, sports events,

    weekend trips, etc. If you attend class and miss lab, you will be considered absent on that

    day. (Please see your instructor if you will be absent more than 3 times.) HOWEVER, thyou may not miss any scheduled evaluation (test) and/or homework. From the 4 absence on, you will be penalized 1/3 off your final grade for each absence. Therefore, if you, for example, receive a B average after everything is calculated, but you have one

    absence past your allocated three, your average would be reduced to a B-. Note that three

    occurrences of tardiness are equal to one absence. If your instructor has already taken

    attendance, it is your responsibility to see her or him after class. If not, you will be

    counted absent for that particular day. If you anticipate an extended absence from class,

    please bring written verification from your doctor.

Our attendance expectations are based on the following regulations, which are stipulated

    on page 10 in the SCSU Spring 2005 Schedule of Classes:

     “You are expected to attend class and laboratory sessions regularly. This is

     especially important for first-year students who are learning to develop good study

     habits.

     If regular class attendance is a course requirement, the instructor will inform

     the class, in writing, sometime during the first week of the semester what effect

     absences will have on grades. Furthermore, you are responsible for all materials

     presented in class, whether you’re present or absent. Unless there are extenuating

     circumstances, such as illness, you should not expect to use future class time or

     private tutoring by your instructor to make up work covered during your absence.

     During the first week of the semester, instructors will present, in writing, a

     description of their exam policy, including any penalty for arranging make-up

     exams. In all courses you must take announced exams when they are given. You

     should expect to be penalized for missing announced exams unless there is an

     acceptable reason for being absent.” (It is left to the discretion of the instructor to

     allow make-up for any missed scheduled exams or homework.)

    Homework (Manual/Lab Work): You will have a short written assignment after every class session (or as stated by the instructor). You are provided with an answer key for

    some exercises in your Manual for the purpose of self-correction. Many of the sections

    entitled Comunicación: Para Entregar, however, will be collected and corrected by your instructor. (The amount of work to hand in will be left to the discretion of the instructor.)

    If through the homework it becomes apparent that you need additional help, be sure to

    contact your instructor. There is tutoring service available at the Office of Student

    Supportive Services in the Wintergreen Building, free of charge to SCSU students.

Late homework will not be accepted. In case of an absence, please either attach your

    para entregar exercises via e-mail to your instructor or have someone place them in the

    instructor’s mailbox on the day they are due.

Before every class session, you are required to study carefully the material in the

    textbook, which will be covered in class (see the Programa del curso). This will increase

    your comprehension and enable you to participate effectively in class. If you do not

    study the material before class, you will become a burden to your classmates who have

    studied.

Class Participation: This grade is based on an evaluation of each student’s participation.

    The following aspects of student work are graded and then averaged together: oral

    performance (quality and quantity) and class attendance. Note that although class

    attendance is important, it is not the same as class participation. You must be actively

    involved in each class to receive a good grade in participation.

    Modes of Learning: Spanish 101 is a student-centered, communicative approach to the study of language. As you make your way through the material in this course, how you

    interact with your classmates will be part of the challenge. Working in pairs and small

    groups, you will practice listening, speaking, reading, and writing at the Novice level.

    Your instructor’s role is to support and guide you and the class toward a proactive

    learning strategy that facilitates everyone’s achieving the goals of the course.

    Language Laboratory: The class will meet one hour each week in the language laboratory. During the sessions, you will work on listening comprehension and oral

    production. Since we have computers at our disposal, we will have access to the Internet

    as well as video and audio material. In addition, you will complete research tasks by

    using the web sites and video, as well as researching additional topics in the fields of

    music, film, television, geography, and literature, to name a few.

Courtesy (La Cortesía): All cell phones (los teléfonos celulares) and beepers (los

    buscas) are to be turned off before class begins. If for some reason you have an

    emergency situation (such as a sick child at home) and must keep your cell phone turned

    on during a particular day, please see your instructor before class to clear it with her or

    him.

    Testing / Grading: There will be six chapter tests and a cumulative common final exam. The oral and written components of the final exam will be administered by each

    instructor for his or her students during the final week of classes. All tests are announced

    in the accompanying Programa del curso. Out of the six exams that will be administered,

    only the five highest grades will count. There are no make-up exams.

     1. Lesson exams (5) 30 %

     2. Common final exam 25 %

     3. Compositions 15 %

     4. Homework 15 %

     5. Class participation 15 %

Statement from SCSU’s DISABILITY RESOURCE CENTE (DRC): Students with

    disabilities and diverse learning needs are welcome in this class. Please speak with your

    instructor as soon as possible about your particular needs. With the help of the Disability

    Resource Center, you and your instructor will be able to arrange the best course

    accommodations for you in order to insure your success in this course. The following is

    from the SCSU Student Handbook: “The Disability Resource Center (DRC) has been

    charged by the University to ensure educational equity and the full participation of

    students with disabilities. The DRC provides and coordinates individualized

    accommodations and support services for all students with documented disabilities.

    Categories of disabilities include but are not limited to the following: learning

    disabilities, mobility/orthopedic, attention deficit disorders, vision and hearing, head

    injuries, psychological/emotional and chronic health-related disabilities. Primary areas of

    support include identifying appropriate classroom and exam accommodations and

    auxiliary aids, registration assistance, weekly appointments with disability specialists to

acquire compensatory and study strategies, access to assistive technology and alternate

    formats, and advocacy information and training. If you are interested in finding out more

    about the DRC and how to become eligible for services, please call 203-392-6828, 203-

    392-6131 (TTY) or stop by Engleman Hall B222 Monday through Friday from 8:30 a.m.

    to 4:30 p.m.”

    Academic Honesty: If any student is found to be cheating on a quiz/test, exam, or assignment, she/he will fail that quiz/test, exam, or assignment. In addition, she/he could

    be removed from the course, could receive an F for the course, and could be subject to

    further disciplinary action. Please consult the SCSU Student Handbook regarding this

    subject.

    Programa del curso: The accompanying course schedule provides a detailed outline of all course activities, including classroom work, homework, and activities in the Language

    Laboratory. We might vary the schedule occasionally, but for the most part, we will

    follow it as closely as possible.

Comments and Suggestions: This is a second-semester introductory Spanish course.

    However, as is usually the case, some students may already have some rudimentary

    knowledge of the language. This slight difference in levels of familiarity with Spanish

    should not intimidate anyone.

    Spanish 101 Spring 2005

I have read the course requirements and the grading policy for Spanish 101,

    I have received answers from Professor ____________________ to any

    questions I might have asked, and I accept the requirements as part of the

    course.

I understand that Professor ____________________ has office hours

    available for my use and/or I can make an appointment by talking to her/him,

    and that I am always welcome.

Name: (Print legibly) ___________________________________________

Signature: ____________________________________________________

Date: ________________________________________________________

    Keep upper part.

    ___________________________________________________________

    Fold and tear here and hand in to instructor.

    Spanish 101 Spring 2005

I have read the course requirements and the grading policy for Spanish 101,

    I have received answers from Professor ____________________ to any

    questions I might have asked, and I accept the requirements as part of the

    course.

I understand that Professor ____________________ has office hours

    available for my use and/or I can make an appointment by talking to her/him,

    and that I am always welcome.

Name: (Print legibly) ___________________________________________

Signature: ____________________________________________________

Date: ________________________________________________________

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