COURSE CALENDAR · Web view2/5 Exámenes orales: Pretérito vs. imperfecto (Half of the students this class, half the following class) F 2/7 Exámenes orales: Pretérito vs. imperfecto

COURSE CALENDAR

SPAN 202-08_MWF_Dr. Aiello

Department of Hispanic Studies

College of Charleston

Spring 2014

Course: Spanish 202: Intermediate Spanish

CRN: 20824

SEC: 08

Credits: 3 undergraduate credit hours, meeting 3 times a week for 50 minutes

Date Range: January 8, 2014 – May 2, 2014

Days/Time: MWF/ 11:00-11:50 am.

Place: J. C. Long Building Room 336

Instructor: Antonio J. Aiello, Ph.D.

Office: Bellsouth Room 203-A

Office hours: M (12:00-12:50 pm), W (3:00-4:00 pm), F (12:00-12:50 pm), and by appointment

Phone: (845) 953-7303

E-mail: [email protected]

Website: http://blogscofc.edu/aielloaj/

INTRODUCTION

Welcome to SPAN 202! Intermediate Spanish is the final course in the Department of Hispanic Studies’ 3-semester and 4-semester basic language course sequences. In this course you will continue to develop communicative skills in Spanish and use those skills to expand your knowledge of the cultures of the Spanish-speaking peoples of the world.

Why study another language? Part of the purpose of a general education requirement at the College of Charleston is for students to challenge their own preconceived personal and cultural frameworks, as well as to further their intellectual development and personal growth. To this end, the study of a language beyond one’s native tongue pushes one to communicate through different sounds, words, and structures, and it provides an opportunity to gain deeper insight into the practices of one’s own and other cultures. Furthermore, empirical research in recent years suggests that language learning is related to improved cognitive abilities such as attentional control, memory, problem solving, and verbal and spatial abilities.

Why study Spanish? In addition to the academic, cognitive, and social benefits to learning another language, there are unique benefits to learning Spanish. For example, consider the following facts:

· Spanish is the official language of 21 countries, and there are more than 400 million native speakers of Spanish, more than any other language in the world except for Mandarin Chinese.

· Spanish has not been a “foreign language” in the United States for almost 500 years. In 1521, the Spanish formed the Viceroyalty of New Spain, which included Florida and much of the land west of the Mississippi River. Florida became part of the United States in 1845; 57 years after South Carolina had become a state. Texas formed part of Mexico until 1836, and the present day states of Arizona, California, Colorado, Nevada, New Mexico, as well as parts of present day Utah and Wyoming, formed part of Mexico until 1848.

· The United States has the second largest Spanish-speaking population in the world. Only Mexico has more native speakers of Spanish.

OBJECTIVES AND COURSE DESCRIPTION

By the end of the semester you will have increased your Spanish language vocabulary in topics related to travel, multiculturalism, the environment, and human rights. You will also be better able to comprehend, and produce more accurately, grammatical forms and structures such as the present indicative, the preterite, the imperfect, and the present subjunctive.

GENERAL EDUCATION OBJECTIVES AND COURSE DESCRIPTION

This course is part of the General Education requirement for the College. In this course you will do the following:

1. Students read, write, and understand languages other than English.

2. Students use their knowledge of languages other than English to analyze the

perspectives of historical and/or modern cultures that can be obtained only

through reading and/or listening to that language.

Parts of the final exam will assess your ability to read, write, and understand this language, as well as to analyze cultural perspectives of the culture.

CLASS FORMAT

The format of this class is based on the premise that the best way to learn a foreign language is through repeated, meaningful exposure, as well as opportunities to interact with others, even at the beginning levels. Professors follow the policy of no English in class for themselves. It is up to you to seek clarification and raise your hand if you don’t understand something. Within about one week, you should be familiar with the class format and daily expectations. You are expected to arrive to class on time and actively participate. Furthermore, you are expected to be respectful of your peers and assist in the establishment and maintenance of a positive learning environment.

REQUIRED MATERIALS

Course Pack for SPAN 202, which contains the following:

1. Atando cabos: Curso intermedio de español. Custom Edition for the College of Charleston

2. MySpanishLab (Online Workbook/Manual to Accompany Atando cabos)

The Course Pack is available through the College of Charleston Bookstore (Barnes and Noble) and the King Street Bookstore.

NOTE: The Custom Edition of Atando cabos includes chapters 1, 2, 3, 5, 7 and 8 of the 4th Edition. Should you choose to purchase Atando cabos and MySpanishLab access codes separately (e.g., online), make sure that you purchase the 4th edition of each.

GENERAL INFORMATION

This course meets either 2- or 3-days a week. However, you will do a substantial portion of work outside of class through MySpanishLab, which supports the online workbook. Practicing with target vocabulary and grammatical forms /structures by means of a computer-enhanced course will provide the following advantages:

Self-pacing. You can take the time you need to do the online portion of the course as long as you complete the assignments before the deadlines.

Preparedness. Learning a language successfully requires consistent work and effort (not last minute cramming before an exam). Having to complete assignments in My Spanish Lab on a regular basis will help you to keep up with the course material, to come to class better prepared, and will improve your chances of success in learning Spanish.

Easy access. You can do your homework from any computer. First, you must create a user account. To do so, you will need the book key, which may be purchased from the College Bookstore.

HOW TO USE MY SPANISH LAB

After being introduced to and engaged in focused practice with target vocabulary and grammar in class, you will complete several homework assignments in MySpanishLab (MSL). All MSL activities are due by 11:59pm on the dates specified on the Course Calendar (located at the end of this syllabus). The homework will be most effective if you first read again the recommended pages (i.e., those covered during class) and then do the assignments. There are also a number of resources that you may use in MSL, including tutorials for each chapter, a glossary, and interactive verb charts (located at the top right-hand part of the homepage for your course.

Grading in MySpanishLab. For each MSL activity, you will have 1 attempt, 2 attempts, or 3 attempts to complete the assignment before the due date /time. You will have 1 attempt when there are only two answers from which to choose, 2 attempts when there are 3 answers from which to choose, and 3 attempts when there are 4+ answers from which to choose, or when you must write an answer (e.g., conjugate a verb). If the activity allows multiple attempts, MSL will automatically provide you with feedback after your first try (click on the “dialogue” /“word bubble” icon). In other words, MSL is programmed to give you “hints” along the way. If the activity permits 2 or 3 attempts, and you do not earn a perfect score the first time, you may click “Try Again” and re-attempt the activity. The correct answer will be revealed to you after your final attempt.

When you are finished with the assignment, click “Finish: Submit for Grading”. You will then be prompted to click on “Finish” one more time. If you wish to stop and resume the activity later (but before the deadline), click “Save for later”. Please note, however, that this option is only available for activities that allow more than 1 attempt (see Course Calendar).

Please note that number of MSL activities include audio or video files. Therefore, you should plan accordingly.

Creating an account.

STEP 1: Before You Register

1. Complete the Browser Tune-Up.

Go to www.mylanguagelabs.com and click Browser Tune-up. This will confirm that you have met the System Requirements and have the necessary free plug-ins on your computer.

If you do NOT use a supported browser, you will NOT be able to sign in to your MyLanguageLabs.

Select Support then System Requirements (http://mylanguagelabs.com/support/system-requirements.html)

to see the most up-to-date information on supported browsers. Pearson tests each supported browser thoroughly for use with a MyLab.

2. Enable Pop-Up Blockers

Are you clicking on an activity or link inside the course and nothing happens? Some browsers will block all pop-ups—even those you want! To allow pop-ups in your MyLanguageLab course, open your browser and do the following (there may be some variations with each browser):

For PC USERS:

1. Click Tools ( Pop-up Blocker ( Pop-up Blocker Settings.

2. When prompted for “Address of Website to allow”, enter:*.pegasus2.pearsoned.com

(If you have downloaded a third-party (Google, Yahoo, AOL, etc.) pop-up blocker/toolbar make sure you turn the pop-up blocker off on that toolbar in addition to your browser pop-up blocker.)

FOR MAC USERS:

1. Click Safari. Make sure “Block Pop-Up Windows” is unchecked while working in MyLanguageLabs.

FOR FIREFOX USERS:

1. Click Firefox. A new box will open. Choose the Content tab. You will see “Block pop-up windows.

2. Either uncheck that box to turn off your pop up blocker or choose exceptions and enter in *.pegasus2.pearsoned.com. Click “Allow” then Close.

3. Confirm that you have the following needed to register:

Your Instructor’s Section/Course ID: CRSKLS3-2029495 (Note: The Course ID must be entered exactly as it is provided to you including typing the hypen “-“ and using all capital letters.)

· Student Access Code - packaged with your text or available standalone at the bookstore. (You may also purchase instant access online at www.mylanguagelabs.com).

· Valid Email Address

· eBook ID (if applicable) ________________

**Refer to the eBook Registration link on the Welcome Message inside your course for instructions on how to access the eBook, with or without an eBook ID from your instructor.

STEP 2: Register for Your Course

Go to www.mylanguagelabs.com and click Student under “Register.”

Enter the Course/Section ID: CRSKLS3-2029495 (Note: This is not the same as the Access Code) and click Continue.

· Choose one of the following: I already have an access code or I need to buy access.

· Select your course

· Select your book

· Select a 6 month or 24 month subscription

Then follow the registration instructions and click Log In Now on the confirmation page to enter your course.

STEP 3: Sign in and Enroll in Your Course

Return to www.mylanguagelabs.com.

· Click Sign in under “Sign in”

· Enter the username and password you created as part of registration.

· In the new window, under Your Courses and Products select the link with the title of your required text.

· Click Enroll in Course

Enter Course ID: CRSKLS3-2029495 (Note: The Course ID must be entered exactly as it is provided to you including typing the hypen “-“ and using all capital letters.)

· You will now have access to your course materials.

STEP 4: Set Your Time Zone

· Click My Profile after signing in to your course.

· Select your Time zone from the menu.

Pearson Technical Support

Need Help Registering?

If you have any questions or issues registering for your course, please go to: http://247pearsoned.custhelp.com

Click CHAT on the top toolbar. Fill in the form and click, SUBMIT. An IM box will open and a technical support assistant will be able to help you with your specific issue.

Need help once you are enrolled in your instructor’s course?

Once you are you logged into your MyLanguageLabs course and have any questions or issues, please click on the SUPPORT link in the upper right hand corner of your course:

PARTICIPATION AND ATTENDANCE

In order to meet the course goals and objectives, you must attend and actively participate in class. Participation is an important component of your final grade, and each day your professor will make a mark in their grade book regarding your participation (i.e., assign you a daily grade). If you miss class, no participation points can be awarded for that day. There is NO make-up for participation, with the exception of College-recognized religious holy days and properly documented College-sponsored activities that demand your presence. In these cases, students will not be counted as absent and will be awarded the full daily participation points. For religious holy days, students should speak with their professor prior to missing class. Exceptions may be made at the professor’s discretion in situations in which the absence is documented and/or extreme. The College of Charleston’s official policy on absences may be found at: http://blogs.cofc.edu/parents/2011/02/04/missing-classes-excused-absences-policy/

If you do not agree with the participation grade assigned for a particular day, you should speak to your professor immediately. Disputes over participation grades should not wait until the end of the semester since they are more difficult to document and handle then. Daily participation will be graded according to the following scale:

2 points

· Arrived on time, attended full class and participated in all activities using Spanish.

· Brought all required materials (including textbook) to class.

1 point

· Arrived after class had started, but not by more than a few minutes (3-4).

· Was not prepared, did not bring required materials, did not participate, and/or did not pay attention.

· Excessive use of English.

0 points

· Absent.

· Arrived more than 6 or 7 minutes after class had started (equivalent to an absence).

· Left early without instructor’s permission (equivalent to an absence).

· Disruptive: http://studentaffairs.cofc.edu/honor-system/classroom-disruption.php:

· Do not cut classes, come in late or leave early.

· Never leave during class unless you absolutely must. Leaving for a short break and then returning is not acceptable.

· Turn off cell phones, pagers and all other electronic devices.

· It is rude and unacceptable to talk with classmates while the professor (or another student who has the floor) is talking.

· Visible and noisy signs of restlessness are rude as well as disruptive to others

Please note that your professor reserves the right to count as absent and/or dismiss from class anyone who is disruptive, as defined by the Division of Student Affairs (see above).

ABSENCE POLICY

Excessive absenteeism not only affects your participation grade, but can also result in failure of this course. Students may miss a maximum of one week of class (i.e., 3 days for classes that meet 3-days-a-week class; 2 days for classes that meet 2-days-a-week class). An additional absence beyond this (i.e., 4 days for classes that meet 3-days-a-week; 3 days for classes that meet 2-days-a-week) will result in 10 points (i.e., 10%) being deducted from your grade in the course. Should you miss an additional class (i.e., 5 days for classes that meet 3-days-a-week; 4 days for classes that meet 2-days-a-week), you will receive a grade of WA (equivalent to an F). Exceptions will only be made in cases that are extreme. The College of Charleston’s official policy on attendance may be found at: http://catalogs.cofc.edu/undergraduate/attendance.htm

COURSE COMPONENTS

Your grade in the course will be based on your performance in the following components:

Chapter Exams (4)

30%

Online Homework

15%

Participation

10%

Compositions (3 in-class)

20%

Oral Exams (2)

10%

Cumulative Final Exam

15%

Exams

Chapter Exams. There will be 4 chapter exams. You are expected to take all exams on the days indicated on the Course Calendar.

Final Exam. There will be 1 cumulative final exam. You are expected to take the final exam on the day and at the time indicated on the College’s online Final Exam Schedule.

Online Homework (MySpanishLab). Successful language study requires a good bit of homework and it should be done on a regular basis. You need to have completed all assignments by 11:59pm on the due dates (see Course Calendar). The homework will be most effective if you first study the pages covered during class in your book and the online resources (e.g., tutorials).

NOTE: Although you will not receive a grade for MSL activities completed after the due date has passed, you can re-do them for practice (i.e., in preparation for exams).

Compositions. There will be 3 compositions: 2 based on chapter-end “A escribir” activities in the textbook, and 1 for which the topic is open (tema libre).

For compositions based on the “A escribir” activities, you may prepare for the in-class writing assignments by following the steps in that chapter’s “Avancemos con la escritura” section of the textbook, which culminates with the “A escribir” activity (see Course Calendar).

For the “tema libre” composition, you will be able to write a story that is fiction or non-fiction, a song, a poem, etc. However, you will be required to include a certain number of grammatical forms/structures that you will have studied and practiced with in class and via MSL up to that point. For example, you may be asked to include 3 different verbs in the preterite, 4 different verbs in the imperfect, and 3 different verbs like gustar. Therefore, although you can “predict” the forms/structures that will be required (and practice outside of class), the specific number of forms/structures will not be revealed until the day of the in-class composition.

On the day of the in-class compositions, you may not use your textbook or any other materials. Class time on composition days will be organized as follows:

10-12 minutes: Rough draft

5-8 minutes: Peer review

30-35 minutes: Final Draft

During the peer review stage of the compositions, you will be able to exchange what you have written up to that point with classmates. In addition to reading for content, you should be proofreading for verb conjugations, gender, number, etc. At no point during this process may you use your textbook or any other materials. If there is a word that you do not know how to say in Spanish, you may ask your professor at this time. The compositions will be evaluated using the following criteria:

In-Class Composition Criteria

Content

50

Well organized; Quantity and quality of work reflect that the student met expectations regarding information and effort invested

40

Well organized; By-and-large met expectations, but somewhat lacking in information and/or effort invested

30

Not well organized, choppy; Did not meet expectations regarding information and/or effort invested

Grammar and Vocabulary

50

0-1 errors

45

2-3 errors

35

4-5 errors

25

More than 5 errors

Preparation, Attendance, and Participation. (see pp. 6-7)

Oral Exams. Preparing for, attending, and participating in class on a regular basis is the best preparation for the oral exams. There will be 2 oral exams that you will complete in small groups. That said, each individual will receive their own grade. The target grammar forms are listed on the Course Calendar. The oral exams will be evaluated using the following criteria:

Oral Exam Evaluation Criteria

Quality of interaction (34 points)

(31-34 pts)

Stays all in Spanish; Successful in completing objective; Consistently and appropriately responds to others’ ideas and information; Helps others to interact

(26-29 pts)

Stays all or mostly in Spanish (with the exception of 1 or 2 words for place names, etc.); Mostly successful in completing objective; Sometimes responds to others’ ideas and information; Helps others to interact

(20 pts)

Only somewhat successful in completing objective and /or rarely initiates interaction and /or uses English for vocabulary items that have been covered in the course

(10 pts)

Overuses English; Minimally successful in completing objective; Takes his/her turn, but nothing else

(0 pts)

English predominates and /or incomprehensible speech

Vocabulary and Fluency (33 points)

(30-33 pts)

Impressive and appropriate vocabulary used for the topic: Commits very few errors (relative to what they produce); Does not spend much time searching for words; No use of English words.

(25-28 pts)

Mostly appropriate vocabulary: Commits some errors (relative to what they produce), but they do not impede communication; Does not spend much time searching for words; English is only used for place names, etc.

(20 pts)

Moderate vocabulary: Commits multiple errors (relative to what they produce) and /or errors sometimes impede communication and /or spends a good deal of time searching for words

(10 pts)

Very limited vocabulary: Frequent use of English words or invented words and /or frequently misses or searches for words.

(0 pts)

Insufficient vocabulary to carry out task

Grammar (33 points)

(30-33 pts)

Appropriate use of forms covered in course to express ideas related to the task; Does not commit errors (or immediately self-corrects) on target sentences and commits very few errors during interaction (relative to what they produce).

(25-28 pts)

Mostly appropriate verbal inflections and syntax: Commits 1-2 errors on target sentences (without self-correcting) and commits a few errors during interaction (relative to what they produce).

(20 pts)

Few instances of correct morphology/syntax: Commits 3+ errors on target sentences (without self-correcting) and commits multiple errors during interaction (relative to what they produce).

(10 pts)

Little control of targeted structures; Errors dominate.

(0 pts)

No control of targeted structures;

MAKING UP MISSED WORK

In addition to missing work because of a religious holy day or participation in a properly-documented College-sponsored event, missed work may only be made-up if your absence is coded as “documented” in an “Absence Memo” e-mail from the Office of the Associate Dean of Students (67 George St.). You will not be able to make-up any missed work without documentation, unless your professor agrees that the circumstances are extreme. The College of Charleston’s official policy on absences may be found at: http://blogs.cofc.edu/parents/2011/02/04/missing-classes-excused-absences-policy/

GRADING SCALE

The grading scale at the College of Charleston is as follows:

A

93-100

B+

87-89

C+

77-79

D+

69

F

64-0

A-

90-92

B

83-86

C

73-76

D

66-68

B-

80-82

C-

70-72

D-

65

NOTE: There are no opportunities for extra credit in this course

DISABILITY STATEMENT

The College of Charleston will make reasonable accommodations for persons with documented disabilities. The Center for Disability Services /SNAP Office is located on the first floor of the Lightsey Center, Suite 104. If you are approved for accommodations, notify your professor as soon as possible.

COLLEGE OF CHARLESTON HONOR CODE AND CODE OF CONDUCT

You are expected to follow the College of Charleston Honor Code and Code of Conduct in all classes at the College of Charleston. Serious violations include (but are not limited to) giving or receiving unauthorized help on a test or assignment, plagiarizing (copying) work done by others, presenting work that you did not do as your own work, using electronic translation programs for the work in this course, and using cultural material without giving appropriate credit. Any serious violation of the Honor Code in this class will be reported to the Dean of Students and will be dealt with appropriately. If you have any questions about what constitutes your own work, please consult the Honor System website: http://studentaffairs.cofc.edu/honor-system/, and/or talk to your professor before turning in work for a grade.

By remaining enrolled in this course past the end of Drop /Add, you are agreeing to:

uphold the College of Charleston Honor Code, and accept accountability for the course.

RECOMMENDATIONS FOR HOW TO BE SUCCESSFUL IN THIS COURSE

Research in second language acquisition suggests that certain elements of language learning are more difficult for adults than they are for children. That said, everyone can be successful in learning a second /foreign language. To this end, the best way to do well in a Spanish course is to attend class and participate regularly, complete your homework assignments on time, and study for exams (which includes re-reading pages in the textbook and re-doing online homework assignments listed on the Course Calendar). Your professor wants you to be successful in this course, and you should seek their clarification when necessary. You should also feel free attend their office hours (or make an appointment), if desired. You should also feel free to attend the Foreign Languages Tutoring Lab, which is free, and is located in 113 Addlestone Library (Center for Student Learning). Their phone number is 953-8179. Please note that there are no opportunities for extra credit in this course.

Conversation Classes. An optional conversation class, SPAN 202C, meets once a week for 50 minutes and is worth 1 credit. The classes are small (4-10 students) and offer additional speaking practice. You can register for this course through MyCharleston.

Center for Student Learning: I encourage you to utilize the Center for Student Learning’s (CSL) academic support services for assistance in study strategies and course content. They offer tutoring, Supplemental Instruction, study skills appointments, and workshops. Students of all abilities have become more successful using these programs throughout their academic career and the services are available to you at no additional cost. For more information regarding these services please visit the CSL website at http://csl.cofc.edu or call (843)953-5635.

COURSE CALENDAR

Minor changes may be made and will be announced in class. It is the student’s responsibility to be aware of any changes.

WK

DAY

IN CLASS

MSL Assignments

*All activities due by 11:59pm

on day specified*

1

W

1/8

Introducción al curso

Capítulo 1: Hablemos de nosotros (pp. 1-31)

▫ “Repasemos 2: Discussing daily activities: Present tense indicative of regular verbs” (p. 10) ( Acts. 1-16 (p. 10)

F

1/10

▫ “Repasemos 2 (continued): Discussing daily activities: Present tense indicative of regular verbs” (p. 10) ( Acts. 1-17, 1-18 (p. 11)

▫ “Aprendamos 1: Discussing daily activities: Present tense indicative of irregular verbs” (p. 12-13) ( Acts. 1-22, 1-23 (p.14)

Due by Thursday of next week at 11:59pm:

Read again “Repasemos 2: Discussing daily activities: Present tense indicative of regular verbs” on p. 10 of text to complete…

1-14 (a maximum of 3 attempts allowed before due date/time)

2

M

1/13

▫ “Aprendamos 1 (continued): Discussing daily activities: Present tense indicative of irregular verbs” Acts. 1-24, 1-25 (p. 14), 1-26, 1-27 (p. 15)

Due by Thursday at 11:59pm:

Read again “Aprendamos 1: Discussing daily activities: Present tense indicative of irregular verbs” on pp. 12-13 of text to complete…

1-21 (3 attempts allowed),

1-22 (3 attempts allowed)

W

1/15

▫ “Aprendamos 2: Describing conditions and characteristics: Uses of ser and estar” (pp. 16-18) ( Acts. 1-28, 1-29 (p. 18), 1-30, 1-32 (p. 19)


Read again “Aprendamos 2: Describing conditions and characteristics: Uses of ser and estar” on pp. 16-18 of text to complete…

1-24 (1 attempt allowed),





F

1/17

Capítulo 2: Hablemos de viajes (pp. 32-61)

▫ “En contexto: Un viaje por América Latina” (p. 33) (( Vocabulario necesario (pp. 53, 60-61) ( Contestar en grupos pequeños (de 2-4) “¿Comprendes?” (preguntas 1-9 en p. 33)

▫ “Repasemos 1: Talking about past activities: The preterite” (p. 42) ( Act. 2-13 (p. 42)

Due by Tuesday at 11:59pm:

Review “Vocabulario” on pp. 53, 61-66 of text to complete…

2-01 (3 attempts allowed);

Consult “Palabras conocidas” on p. 34 to complete…

2-05 (1 attempt allowed)

3

M

1/20

Día de Martin Luther King, hijo: No hay clase

W

1/22

▫ “Repasemos 1 (continued): Talking about past activities: The preterite”: Act. 2-1 (p. 35) ( Act. 2-14 (p. 43)

▫ “Repasemos 2: Hace + time expressions” ( p. 43) ( Act. 2-16 (p. 43) ( Act. 2-9 (p. 38)


Read “¡Sin duda!” (on p. 38 of text) and complete…



2-11 (1 attempt allowed);

Read “Así se dice” (p. 40) and complete…

2-13 (1 attempt allowed);

Read again “Repasemos 1: The preterite” (p. 42) and complete…



F

1/24

▫ “Repasemos 3: The imperfect” (p. 44) ( Acts. 2-17, 2-18, 2-19 (p. 44)

Due by Sunday at 11:59pm:

Read again “Repasemos 3: The imperfect” (p. 44) before completing…



4

M

1/27

▫ “Aprendamos 1: Preterite and imperfect” (pp. 45-46) ( Acts. 2-20, 2-21, 2-22 (p. 46)


Read again “Aprendamos 1: Preterite and imperfect” (pp. 45-46) and complete…



W

1/29

▫ “Aprendamos 2: Preterite and imperfect” (pp. 48-49) ( Act. 2-26 (p. 49) ( Act. 2-2 (p. 35: oraciones 1, 2, 3, 6) ( Act. 2-27 (p. 50)


Read again “Aprendamos 2: Preterite and imperfect” (pp. 48-49) and complete…


F

1/31

▫ “Aprendamos 3: Verbs that change meaning in the preterite” (pp. 50-51) ( Act. 2-28 (p. 51);

▫ Repaso de vocabulario y gramática


Read again “Aprendamos 3: Verbs that change meaning in the preterite” (pp. 50-51) and complete…



For Chapter-end review…



Prepare for in-class composition by reviewing “Avancemos con la escritura” (pp. 58-59)

5

M

2/3

Composición: “A escribir” (Activity 2-48), p. 59

W

2/5

Exámenes orales: Pretérito vs. imperfecto (Half of the students this class, half the following class)

F

2/7

Exámenes orales: Pretérito vs. imperfecto (Half of the students this class, half the previous class)

6

M

2/10

Examen: Capítulos 1-2

W

2/12

Capítulo 3: Hablemos de la interculturalidad (pp. 62-93)

▫ “En contexto: Romper las barreras interculturales” (p. 63) (( Vocabulario necesario (pp. 85, 93) ( Contestar en grupos pequeños (de 2-4) “¿Comprendes?” (preguntas 1-5 en p. 63)

▫ Acts. 3-4, 3-6 (p. 66)


Review “Vocabulario” on pp. 85, 93 of text) to complete…



F

2/14

▫ “Boletín: Latinos” (p. 66) ( “Boletín: Hispanos” (p. 67) ( “Expresiones útiles:” (p. 64) ( Acts. 3-5, 3-7 (p. 66) ( “Ventana al mundo: Las remesas” ( “Dinero” (p. 67)


Read “¡Sin duda!” (on p. 68 of text) and complete…


7

M

2/17

▫ “Repasemos 1: Reflexive verbs” (p. 73) ( Acts. 3-14, 3-16 (p. 73) ( “Repasemos 2: Reciprocal verbs” (p. 74) ( Acts. 3-17, 3-18 (p. 74)


Read again “Repasemos 1: Reflexive verbs” (p. 73) and “Repasemos 2: Reciprocal verbs” (p. 74) and complete… 3-13 (3 attempts allowed),


W

2/19

▫ “Repasemos 3: Verbs like gustar” (p. 74) ( Act. 3-20 (p. 75) ( Act. 3-19 (p. 74) ( “Aprendamos 1: Expressing inequality /Comparisons” (pp. 76-77) ( “Ventana al mundo: El español en los EE.UU.” (p. 76) ( Act. 3-23 (p. 77)


Read again “Repasemos 3: Verbs like gustar” (p. 74) and complete…



Read again “Aprendamos 1: Expressing inequality /Comparisons” (pp. 76-77) and complete…




F

2/21

▫ “Aprendamos 2: Expressing equality /Comparisons” (p. 80) ( Act. 3-26 (p. 80), Acts. 3-27, 3-28 (p. 81)


Read again “Aprendamos 2: Expressing equality /Comparisons” (p. 80) and complete…




8

M

2/24

Composición: Tema libre

W

2/26

Examen: Capítulo 3

F

2/28

Capítulo 5: Hablemos de los derechos humanos (pp. 126-155)

▫ “En contexto: La importancia de la tierra” (p. 127) (( Vocabulario necesario (pp. 147, 155) ( Contestar en grupos pequeños (de 2-4) “¿Comprendes?” (preguntas 1-7 en p. 127) ( Acts. 5-1 (p. 128), 5-2 (p. 129)

Due by Sunday after Spring Break at 11:59pm:

Review “Vocabulario” on pp. 147, 155 of text to complete…



9

M

3/3

Spring Break: No hay clase

W

3/5

F

3/7

10

M

3/10

▫ “Repasemos 1: Expressing hope and desire /Present subjunctive of regular verbs” (p. 136) ( Act. 5-11 ( Act. 5-10 (p. 136) ( “Repasemos 2: Expressing hope and desire / Present subjunctive of irregular verbs” (p. 138) ( Acts. 5-14 ( 5-13 (p. 138)

Due by Tuesday of next week at 11:59pm:

Read again “Repasemos 2: Expressing hope and desire / Present subjunctive of irregular verbs” (p. 138) and complete…



W

3/12

▫ “Repasemos 3: Expressing opinion and judgment /Impersonal expressions with the subjunctive” (p. 138) ( Acts. 5-15 (p. 138), 5-16 (p. 139)



Read again “Repasemos 3: Expressing opinion and judgment /Impersonal expressions with the subjunctive” (p. 138) and complete…



F

3/14

▫ “Ventana al mundo: Los incas” (p. 139) ( “Aprendamos 1: Expressing feeling and emotion /Subjunctive in noun clauses” (p. 140) ( Act. 5-17 (p. 140) ( “Ventana al mundo: Declaración Universal de los Derechos Humanos” (p. 137) ( Act. 5-18 (p. 140)


Read again “Aprendamos 1: Expressing feeling and emotion /Subjunctive in noun clauses” (p. 140) and complete 5-25 (3 attempts allowed)

11

M

3/17

▫ “Ventana al mundo: En defensa de los indígenas ayer y hoy” (p. 133) ( “Aprendamos 2: Giving advice, suggesting, and requesting: Subjunctive in noun clauses” (pp. 140-141) ( Acts. 5-19, 5-21 (p. 141), 5-23 (p. 142)


Read again “Ventana al mundo: En defensa de los indígenas ayer y hoy” (p. 133) and complete…


Read again “Aprendamos 2: Giving advice, suggesting, and requesting: Subjunctive in noun clauses” (pp. 140-141) and complete…



W

3/19

▫ “Aprendamos 3: Expressing doubt, denial, and uncertainty: Subjunctive in noun clauses” (pp. 143-144) ( Act. 5-27 (p. 145)


Prepare for in-class composition by reviewing “Avancemos con la escritura” (pp. 153-154)

F

3/21

Composición: “A escribir” (Activity 5-43), p. 154

12

M

3/24

Examen: Capítulo 5

W

3/26

Capítulo 7: Hablemos del trabajo (pp. 190-223)

▫ “En contexto: El equilibrio entre el trabajo y la familia (pp. 191) (( Vocabulario necesario (pp. 214, 222-223) ( Contestar en grupos pequeños (de 2-4) “¿Comprendes?” (p. 191)


Review “Vocabulario” on pp. 214, 222-223 of text to complete…





F

3/28

▫ “Candidata” and “Executivo” (p. 192) ( “¿Comprendes?” (p. 192)

▫ “Repasemos 2: Explaining what you want others to do: Indirect commands” (p. 203) ( Acts. 7-14, 7-15, 7-16 (p. 203)


Read again “Repasemos 2: Explaining what you want others to do: Indirect commands” on p. 203 of text to complete…



13

M

3/31

▫ “Aprendamos 2: Describing unknown and nonexistent people and things” (p. 207) ( Acts. 7-20 (p. 207), 7-21, 7-22 (p. 208)


Read again “Aprendamos 2: Describing unknown and nonexistent people and things” on p. 207 of text to complete…




W

4/2

Capítulo 8: Hablemos del arte (pp. 224-251)

▫ “En contexto: Rivera, un maestro de la pintura (p. 225) (( Vocabulario necesario (pp. 244, 250-251) ( Contestar en grupos pequeños (de 2-4) “¿Comprendes?” (p. 225)


Review “Vocabulario” on pp. 244, 250-251 of text) to complete…




F

4/4

▫ “Aprendamos 1: Expressing time in the future: Subjunctive in adverbial clauses” (p. 236) ( Acts. 8-14, 8-15 (p. 237), 8-16, 8-17 (p. 238)


Read again “Aprendamos 1: Expressing time in the future: Subjunctive in adverbial clauses” on p. 236 of text to complete…





14

M

4/7

▫ “Aprendamos 1 (continued): Expressing time in the future: Subjunctive in adverbial clauses” Act. 8-18 (p. 238)

▫ “Aprendamos 2: Expressing purpose: Subjunctive in adverbial clauses” (p. 238) ( Acts. 8-19, 8-20 (p. 239)


Read again “Aprendamos 2: Expressing purpose: Subjunctive in adverbial clauses” on p. 238 of text to complete…


W

4/9

▫ “Aprendamos 3: Expressing uncertianty and condition: Subjunctive in adverbial clauses” (p. 240) ( Acts. 8-21 (p. 240), 8-22, 8-23, 8-24 (p. 241)


Read again “Aprendamos 3: Expressing uncertianty and condition: Subjunctive in adverbial clauses” on p. 240 of text to complete…




F

4/11

Repaso del subjuntivo (Capítulos 5, 7, 8)

15

M

4/14

Exámenes orales: El subjuntivo (Half of the students this class, half the following class)

W

4/16

Exámenes orales: El subjuntivo (Half of the students this class, half the previous class)

F

4/18

Examen: Capítulos 7-8

16

M

4/21

▫ Reading /Cultural Perspectives:

In-Class Practice for General Education Assessment portion of final exam

W

4/23

Repaso

EXAMEN FINAL (ACUMULATIVO)

In our regular classroom

See CofC Final Exam Schedule for Date and Time:

http://registrar.cofc.edu/pdf/exam-schedule-spring2014.pdf

18

Documents

COURSE CALENDAR · Web view2/5 Exámenes orales: Pretérito vs. imperfecto (Half of the students this class, half the following class) F 2/7 Exámenes orales: Pretérito vs. imperfecto