Spanish for Beginners III
This is the final level in the three course sequence of Beginner Spanish. Classroom Manual: An Interactive Approach - Access Card Package, 2 / E
Elizabeth E. Guzman, University of Iowa, Paloma E. Lapuerta, Central Connecticut State University, Judith E. Liskin-Gasparro, University of Iowa
Reading assignments provided by instructors : The Lion and the Gristle, The Frog Prince, The Field Mouse and the City Mouse, The Rabbit is the Judge, The Wisdom of the Flame, p>
This packet of the Classroom Manual and the online activities will be used in Spanish 101, 102 and 103. Every student will use the access card to create an on-line account. Activities will be assigned on a daily basis in PREPARATION for THE NEXT CLASS. Students who complete their homework prior to the next class will enjoy the opportunity of using their knowledge to complete numerous, interactive activities in the following class. Students who do not complete the activities PRIOR to the following class will feel frustrated and unable to communicate. They will also find it difficult to perform well in the chapter exams and final exam.
SPA 103, Spanish for Beginners III seeks to fulfill the following curricular goals (learning outcomes) set by TCNJ's School of Humanities and Social Sciences and the Department of World Languages and Cultures:
1. Written Communication : Writing is a focus of instruction.
2. Oral Communication : Public Speaking is a focus of instruction.
7. Interpret Language and Symbol : The interpretation of language or symbol is an important focus of instruction in the course.
8. Intercultural Competence: The development of understanding of other cultures and / or subcultures (practices, perspectives, behavior patterns, etc.) is an important focus of instruction in the course. . Respect for Diversity : An understanding of multiculturalism in US society and / or the world is an important focus of instruction.
Students will begin SPA 103 by demonstrating the ability to successfully meet the goals established during SPA 101 and 102. During the first week of SPA 103, classroom activities and homework assignments will recycle that material through student-based activities. Upon completion of SPA 103, students will be able to:
a) understand sympathetic native speakers * and at times non-sympathetic speakers when they: narrate and describe in the past, present and future. >
b) successfully narrate and describe in the present and future and begin to do in the past while conversing with sympathetic native speakers and at times non-sympathetic speakers.
c) write compositions in
d) read authentic texts dealing with cultural products, practices and perspectives.
e) recognize and compare cultural similarities and differences between their own culture and Hispanic culture.
f) recognize and compare language similarities and differences between Spanish and English.
(countries, capitals, rivers, mountain ranges etc).
By the end of Spanish 103, successful students will be able to follow the following things:
-Speaking-Interpersonal: Click on the link. -Speaking-Presentational: Click on the link. You should be able to check all the statements for Novice-Low through Novice-High and most if not all statements for Intermediate-Low.You should be able to check all can-do statements for Novice-Low through Novice-High and most if not all statements for Intermediate-Low.
-Writing: Click on the link. You should be able to check all can-do statements for Novice-Low through Intermediate-Low.
-Listening: Click on the link. You should be able to check all can-do statements for Novice-Low through Intermediate-Low, most statements for Intermediate-Mid and even some statements for Intermediate-High.
-Reading: Click on the link. You should be able to check all can-do statements for Novice-Low through Intermediate-Low, most statements for Intermediate-Mid and even some statements for Intermediate-High.
Note: the Can-Do Statements linked
Oral test : It will be administered in the Language Lab at Bliss Hall 28, where students will record their oral answers to a series of questions / topics from the material covered so far. Depending on the instructor, students might instead have a brief, individual interview with their instructor in order to evaluate their oral proficiency in the language. This proficiency interview will last five minutes and will be given on the day indicated on the class schedule. Final exam : The final exam is a departmental, comprehensive test which is administered in two parts: the listening component
Class Participation : Study of a foreign language necessitates frequent exposure to the language and regular practice. For that reason, class attendance is mandatory in the classroom meetings as well as the weekly conversation hour . It will be difficult (or impossible) to complete the exercises and activities in class if you have not reviewed the grammatical explanations and completed the exercises beforehand. Classroom participation is assessed on a daily basis. You are expected to be prepared to submit homework assignments on time.
Daily evaluations are based on the following scale:
6: Well prepared for class, excellent participation (in terms of quality AND quantity), solid control of grammar. Speaks only Spanish in class. In other words, excellent.
5: Prepared for class, a good deal of participation (in terms of quality AND quantity), some control of grammar. Speaks only Spanish in class. In other words, good.
4: Participates in class but showing evidence of insufficient grammatical preparation (quality). Speaks only Spanish in class.
3: Present in class but showing evidence of little or insufficient preparation overall and / or an unusually passive, apathetic attitude. Speaks only Spanish in class.
0: Resorts to English (without explicit permission from the instructor) to communicate with the instructor and / or their classmates.
Students who arrive LATE
to class will lose one of their earned points for that class period.
Please TURN OFF your cell phones or set them in silent mode before entering the classroom. Receiving phone calls, texting or any other activity related to a cell-phone or hand-held electronic device will be considered the same as "resorting to English without explicit permission from the instructor." The workload in this course is demanding and cumulative in nature, as a considerable amount of material is covered in a relatively short period of time. You are STRONGLY encouraged to seek help at the first sign of difficulty, and to keep up with the work on a daily basis. Tutoring is available free of charge at the Reading / Writing Lab in Roscoe L. West Hall Suite 101.