University of Delaware
Span 107
Spring 1997
I. Course Goals
This third course of the basic Spanish series at the University
of Delaware is designed to consolidate your knowledge of Spanish
grammar while increasing your general vocabulary and comprehension
skills. At the end of this course, you should be able to handle
basic conversations on familiar topics, to write diverse kinds
of compositions, and to read and understand a wide range of authentic
materials. Spanish 107 will also provide students wishing to continue
developing their language skills in advanced Spanish classes with
a solid foundation on the structural, lexical, conversational,
and literary aspects of this language.
II. Background Requirements
Students at this level are expected to be familiar with basic
Spanish vocabulary and to have a good grasp of most basic grammar
concepts (such as: subject/verb agreement; conjugation of the
present, preterite, imperfect and future indicative tenses; subject
and direct object pronouns), as well as some control over certain
of the more complicated concepts (such as: adjective/noun agreement;
use of preterite vs imperfect tenses; use of direct object pronouns;
use of indirect object pronouns; use of por and para;
conjugation of the conditional tense; the conjugation of gustar
and similar verbs; the use of formal and informal commands; the
use of ser and estar). Any student needing help
with any of these grammar points is strongly urged to use any
of various electronic tutorials (Tú dirás, Poco
a poco) at the Smith 211 Media Center.
III. Materials
*Siempre adelante, Jorge H. Cubillos. Heinle & Heinle
*Siempre adelante: Cuaderno de ejercicios, Martínez-Lewis & McCone
*English - Spanish / Spanish - English Dictionary
*The Span 107 Home page (http://www.udel.edu/cubillos/span107.html). This interactive resource
allows for free, voluntary reading and listening, and contains links to:
IV. Grades: The plus/minus grading system is used.
A. Breakdown:
| Oral component: 40%Class participation 15%
Mid-term oral exam 10% Final oral exam 10% Food/Music activity 5% | Writing component 25%Compositions (4 at 5%) 20%
WWW assignments 5% |
| Reading component 20%Mid-term reading exam 10%
Final reading exam 10% | Support skills 15%(grammar, vocabulary, culture)
Partial exams (2 at 5%) 10% Final exam 5% |
B. Determining components:
1. Class participation (15%) *involvement in class activities *completion of homework assignments Class participation grades will be assigned as follows:
- A (90's) - participates actively in class and small group discussions; prepares homework well; often volunteers answers and speaks with few mistakes.
- B (80's) - participates actively in class and small group discussions; usually prepares homework well; sometimes volunteers; makes some mistakes in the more advanced grammar concepts.
- C (70's) - answers correctly when called upon; homework not always prepared well or on time; unsure of some basic grammar concepts; makes frequent mistakes in advanced grammar.
- D (60's) -not always able to answer when called upon, homework poorly prepared or not at all; shows little interest in class; makes frequent mistakes in basic grammar concepts.
- F (50s) -shows no interest in speaking Spanish; does not prepare
homework or discussion topics;
rarely answers when called upon or repeatedly gives incorrect
answers and makes mistakes in
basic grammar concepts.
2. Oral exam (20%) There are two oral exams which will consist of 15 minute interviews. Students sign up in pairs; speaking skills will be evaluated on the basis of the following scale:
Communication of message/fluency 30%
Comprehension 30%
Vocabulary 20%
Grammar 10%
Pronunciation 10%
3. Reading exams (20%) There will be a mid-term and a final reading exam. The mid-term will test comprehension of authentic journal articles. The final reading exam--given along with the final on support skills--will test comprehension of a literary reading. Dictionaries can be used.
4. Partial exams (10%) Two partial exams will evaluate knowledge of Spanish grammar, culture, and vocabulary.
5. Final exam (15%) The final consists of two parts: a reading exam worth 10%, and a final on support skills worth 5%. The section on support skills will be comprehensive (except for vocab.) and will be similar in format to the partials.
6. WWW Assignments (5%) On designated days, students are to visit the home page of Span 107 on the WWW and complete an entry for the instructor to respond to. The goal is to provide students with additional cultural information and to develop fluency in writing. Grading will be based on completion of the assignments.
7. Compositions (20%) Accuracy in written communication will be evaluated on the basis of four compositions that should be written using "Atajo" ("Writing assistant software for Spanish") which is available at a limited number of stations at the Morris Library, the Smith Hall Computing Site, the Smith Hall Media Center (Sm 211), McDowell and Pearson Hall. All compositions will be graded on the basis of 3 drafts. Up to 90% will be given for writing and organizing (1st. and 2nd. drafts). Up to 10% will be given for editing (3rd. draft).
8. Food/Music Activity (5%) Chapters 4 and 5 have special research topics on food and music. Students choose between bringing in a sample of a Hispanic food or a tape of Hispanic music. Those who choose the food activity will be asked to find and prepare a recipe for the class to sample. Information about the ingredients and the preparation of the recipe must be submitted for grading. Those students who choose the music activity will be asked to find a tape of a song played to a Hispanic rhythm, and must bring the tape, copies of the words of the song for the class, and background information on the music (its origin, instruments used) and the artist or group. This information is to be submitted for grading. Grading of this activity will be based on content (30%), speaking ability (pronunciation and fluency; 30%), grammar (20%), and creativity (20%).
V. Attendance Policy
A. Absences
Spanish 107 is a 75 hour course in intermediate Spanish. Successful
completion of the course
presupposes 75 class hours of direct contact with the Spanish
language much the same way a
laboratory course or any skill-licensing course presupposes a
predetermined number of contact or
practical hours. Nevertheless:
B. Late arrivals
Penalties on late arrivals are at the discretion of the individual
instructors.
| Date -Chapter | ||
T 2/11 | -General introduction to the course | |
W 2/12Prep. | -Getting to know your classmates and instructor-Grammar review: question words, Hay, pronouns, possessives | -Study Vocabulary p. 4-Study Estructuras I-IV, p.159-162 |
R 2/13 | -How to do well in this course-Grammar review: D.O., I.O., Deber | -Study Estructuras V-VII, p. 162-164-Read Consejos para estudiantes... and do Ex. D p. 7-8 |
F 2/14 | -The advantages and disadvantages of studying abroad | -Write a 150 word composition as instructed in Ex. C p. 6-Prepare answers to Ex. A p. 10-Using Ex. I p. 15 as a guide, check the 107 home page for information on study abroad programs to Hispanic countries. |
M 2/17 | -Use of the bilingual dictionary-Learning Spanish by watching TV | -Do Ex. D1, D2 p. 12-13 |
T 2/18 | -Information to request when choosing a study abroad program | -Do Ex. E, F, G p. 12-15 |
W 2/19Uno |
-Describing family life-Expressing preferences -Grammar review: present tense, gustar reflexive verbs | -Do WB Vocab Ex. A, C, E p. 1-3-Study Estructuras I-III p. 167-176 -Do WB Ex. 1.1-1.5 p. 4-6 |
R 2/20 | -Disagreements at home-Plans for the future -Grammar review: future plans | -Do WB Vocab Ex. B, D p. 1-3-Do Ex. C, D p. 21-22 -Study Estructuras VIII p. 165 -Visit the Span 107 Home page in the WWW, and do the indicated assignment |
F 2/21 | -Disagreements-Married life | -Do Ex. B-C p. 25-26 |
M 2/24 | -Hispanic family values | -Prepare lists for Ex. A p. 26 and Ex. A p. 27-Do Ex. B p. 26-27 -Do Ex. B at the bottom of p. 27 |
T 2/25 | -150+ word Peer-editing composition based on Ex. G p. 22 due. (Use Atajo to save time and effort when making corrections for the second and third drafts.) | |
W 2/26 | -Prepare Ex. A p. 30 for class discussion-Do Ex. B p. 30 | |
R 2/27 | -The importance of the family among Hispanic immigrants |
-Do Ex. D p. 36 (Basic points)Note: In Ex. F p. 36, sentences should read narrador not autor |
F 2/28Dos |
-Descriptions-The concept of beauty among the young in US and Hispanic cultures -Grammar review: prepositions, adjectives, comparatives | -Composition #1 (based on Ex. G p. 22) due-Do WB Vocab Ex. A, B, E p. 11-13 -Do Ex. B p. 41 -Study Estructuras I-II p. 177-182 -Do WB Ex. 2.1-2.4 p. 13-18 |
M 3/3 | -Social contrasts between the have and have nots-Grammar review: ser/estar, present progressive) | -Do WB Vocab Ex. C-D2 p. 12-3-Study Estructuras IV-V p. 183-6 -Do WB Ex. 2.6, 2.7 p. 19 -Prepare for Ex. C p. 45 -Do Ex. D, E p. 46 |
T 3/4 | -Social values of the new genera-tion in the USA-Grammar review: adverbs | -Study Estructuras III p. 182-183-Do WB Ex. 2. 5 p. 18 (Note: the last word should be cuidadoso not cuidado) -Information on assigned celebrity (Ex. H p. 51-52) due. |
W 3/5 |
-Do Ex. A, B p. 53 | |
R 3/6 | -Social values of the new genera-tion in Spain: Los adolescentes... | -Do Ex. A-C p. 55-60 (The chart section of Ex. A on p. 57 will be done in class) |
F 3/7 | ||
M 3/10 | ||
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T 3/11Tres | -Hispanic immigration into US.-Grammar review: preterite | -Do WB Vocab Ex. A, B, E p. 25-26-Study Estructuras I p. 187-190 -Do WB Ex. 3.1-3.3 p. 27-28 -Do Ex. A p. 65-67 |
W 3/12 | -An immigrant's experience in a new country-Grammar review: imperfect | -Do WB Vocab Ex. C, D p. 25-26-Study Estructuras II-III p. 190-93 -Do WB Ex. 3.5-3.7 p. 29-30 -Write 150 word biography as instructed in Ex. C p. 68 for peer-editing |
R 3/13 | -The search of 2nd & 3rd generation Hispanics for their cultural roots | -Do Ex. A, B p. 71-73-Visit the 107 Home page on the WWW and do the indicated assignment. |
F 3/14 | -Read Raining Backwards p. 74-9-Do Ex. C-E p. 80. -Write the basic points of the story using Ex. D p. 36 as a guide. | |
M 3/17 | -Finish Ex. C, D, E, G p. 80-81 | |
T 3/18 | ||
W 3/19 |
-Composition #2 due-Do Ex. B p. 70 | |
R 3/20 | ||
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F 3/21 | ||
M 3/24Cuatro | -Greetings, being polite | -Do WB Ex. A p. 37-Bring dictionary |
T 3/25 | -Invitations, recommen-dations, suggestions-Grammar review: subjunctive | -Do WB Vocab Ex. E p. 39-Study Estructuras I p. 195-200 -Do WB Ex. 4.1-4.4 , 4.6 p. 39-42 |
W 3/26 |
-Prepare Ex. A, B p. 93 | |
R 3/27 | -Favorite recipes-Grammar review: formal commands, por/para | -Do WB Vocab Ex. B-D-Study Estructuras II-A p. 200-1 -Do WB Ex. 4.7 p. 42-43 -Study Estructuras IV p. 203-4 -Do WB Ex. 4.10 p. 44 -Write recipe as indicated in Ex. D p. 88 |
F 3/28 | -Giving instructions-Grammar review: use of se for instructions; the passive se; informal commands | -Study Estructuras IIB, III p. 202-203-Do WB Ex. 4.8-4.9 p. 43-44 -Study Estructuras II p. 221 -Do WB Ex. 7.2a-b p. 81-82 |
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M 4/7 | -Etiquette; table manners | -Prepare for Ex. A p. 90-Do Ex. B, C p. 90-92 |
T 4/8 | -Food and tradition in the Hispanic world | -Prepare to discuss theme of Los diarios p. 90 -Visit the 107 Home page in the WWW and do the indicated assignment. |
W 4/9 | -Do Ex. B-D p. 95-100-Read Como agua para chocolate p. 96-99. Write the basic points of the story using Ex. D p. 36 as a guide. | |
R 4/10 | -Find and prepare a Spanish or Latin-American dish to share with class as instructed in Ex. D p. 94 | |
F 4/11 | -Re-read Como agua... | |
M 4/14Cinco | -Communications and today's technology | -Do WB Vocab Ex. A, C, D p. 51, 53-54 |
T 4/15 | -The role of the media in the Spanish speaking world | -Answer survey Ex. A p. 106-Do Ex. B-C p. 106-108 |
W 4/16 |
-Do WB Vocab Ex. B p. 52-53-Prepare for Ex. A, B p. 114-115 | |
R 4/17 | -Expressing negatives-Giving advice -Making requests -Grammar review: negatives; subjunctive in noun & adj. clauses | -Study Estructuras I-III p. 205-8-Do WB Ex. 5.1-5.6 p. 54-57 |
F 4/18 | -Congratulating others-Grammar: subj in adv clauses | -Study Estructuras IV p. 208-209-Do WB Ex. 5.7-5.9 p. 58-60 |
M 4/21 | -TV in the Spanish speaking world | -Prepare Ex. A p. 109-Read Tele-Menú p. 110-111 -Do B p. 112 -Read Mafalda comic strips p. 112-113 |
T 4/22 | -MTV comes to Latin America | -Prepare for Ex. A p. 113-Do Ex. B, C p. 113-114 |
W 4/23 | -Magical realism: literature meets film | -Composition #3 due (based on Ex. D p. 113 or Los diarios on p 116)-Do Ex. C-D p. 116-119 |
R 4/24 | -Rcommending movies | -Read Estrategias de lectura on p. 119-Prepare to discuss how you decide what movie to see and whose recommendations you find most valuable or accurate for your tastes (reviewers, friends, parents, movie previews, etc...) |
F 4/25 | -Ex. E2 p. 116 |
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M 4/28 | ||
T 4/29 | ||
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W 4/30Seis | -Employment issues for Hispanics in the USA | -Do WB Vocab Ex. B-E p. 65-67 |
R 5/1 | -Plans for the future-Grammar review: future, conditional | -Do WB Vocab Ex. A p. 65-Study Estructuras I p. 211-213 -Do WB Ex. 6.1-6.2 -Visit the 107 Home page in the WWW and do the indicated assignment. |
F 5/2 | ||
M 5/5 | ||
T 5/6 | -Cost of Latin-American education; implications | -Read article on p. 131 and do Ex. B p. 130-Write a 150-word peer-editing composition based on Ex. A p. 128 |
W 5/7 | ||
R 5/8 | -Plans for the future-Grammar review: conditional; imperfect subjunctive | -Study Estructuras II, III p. 213-218-Do WB Ex. 6.3-6.6 p. 69-70 |
F 5/9 |
-Prepare for Ex. A p. 133-Do Ex. B p. 133-134 -Composition #4 due | |
M 5/12 | -A Master's degree from abroad | -Read Ex. B (top of p. 133)-Read article on p. 132 -Do Ex. C p. 133 -Prepare for Ex. A p. 135 |
T 5/13 | -Job market problems for young adults in Spain |
-Finish reading Aprendices de pobre p. 136-138-Finish Ex. D-F p. 138-139 |
W 5/14Siete | -Objections to NAFTA | -Do WB Vocab Ex. A-C p. 79-80-Prepare Para empezar Ex. A p. 143 |
R 5/15 | -Expected benefits from NAFTA and other free trade agreements class evaluations | -Read article on p. 144-Do Ex. C p. 144 -Do Ex. B, C p. 145-146 |
F 5/16 |
-Do Ex. B p. 150-151 | |
M 5/19 | ||
T 5/20 | ||
W 5/21 |