Approved by Faculty Senate

UNIVERSITY STUDIES COURSE APPROVAL

 

Department or Program: Foreign Languages

Course Number: 102 Number of Credits: 04

Course Title: Elementary Spanish II

Catalog Description: Continuation of 101. Prerequisite : 101 or equivalent. Offered yearly.

This is an existing course that has previously been approved by A2C2: Yes

Send 10 copies to: Kelly Herold

This is a new course proposal: no (If this is a new course proposal, the WSU Curriculum Approval Form must also be completed as in the process prescribed by WSU Regulation 3-4.)

Department Contact Person for this course: Monica Revak, 124 Minn�

 

This course fulfills four credits of the Arts and Sciences Core Requirement in the Humanities area of the University Studies Program.

 

Email: mrevak@winona.edu

 

A2C2 requires 55 copies of new course proposals.

Addendum:

This paragraph will be added to the course description in the WSU UG Catalog for 2002-2004:

 

As the student learns the language he/she becomes acquainted with the way Spanish people experience and perceive their world. Through the language, the student is introduced to the customs, the arts, and the culture of Spain/Latin America and the rest of the Spanish-speaking world.

 

 

 

 

 

 

 

 

 

COURSE OUTLINE

Course: Spanish 102, Elementary Spanish II, 4 S.H.

 

Instructor: M�nica Revak, M.A., M.S., Foreign Languages Department

124 Minne (507) 457-5664

Textbooks:C�mo se dice….? 6th edition Jarvis, Lebredo, Mena-Ayll�n, 1998. Workbook and laboratory manual.

 

Description: Introductory Spanish for students with little or no prior Spanish training.

 

Material to

Be covered: Chapters 10 through 18

Tests: One after each chapter, a cumulative midterm, and a comprehensive final examination.

 

Course Objectives: Aural Comprehension: It emphasizes the use of language for oral communication. The ability to perceive all Spanish sounds and being able to distinguish them from one another.

Speaking: The ability to pronounce all the Spanish sounds with sufficient accuracy and being able to engage in simple conversation with native speakers of Spanish

Reading: The ability to understand simple Spanish prose on non-technical topics.

Writing: The ability to create in Spanish a short paragraph on the topics presented in the text.

Culture: To gain elementary knowledge of important aspects of the culture in Spanish-speaking countries.

 

Learning Activities

and Expectations: Aural Comprehension: To respond correctly in Spanish to the instructor’s questions, using complete sentences. Regular language laboratory work after each chapter.

Speaking: Daily oral participation in classroom conversation in Spanish. The students are expected to respond correctly to the oral exercises done in class. To present in front of the class memorized dialogues for each chapter. Errors in pronunciation or usage are corrected each class period.

Reading: Understanding of dialogues in Spanish, reading passages and passages and exercises will be tested by discussion, and asking true and false and content questions.

Writing: Daily homework is assigned and must be done in writing. The tests will require evidence of the ability to write perfect Spanish.

Culture: Reading about the different cultural notes in each chapter. Bringing and reading news from Spanish-speaking countries, and learning all their names and capitals. Watching videos about different cultural aspects.

 

 

102 Elementary Spanish II

Chapter Communication Grammatical Structure Let’s see how much you learned Hispanic View
10

 

 

A,B,C

Leisure

Activities

 

 

A,B

Formation of Adverbs

The imperfect

The preterit contrasted with the imperfect

Verbs that change meaning in the imperfect

Verbs that change meaning in the preterit A

Vocabulary review

Interview situations

To write

In real life

Let’s read

A,B,C

Central America

 

B,C

11

 

A,B,C

Daily occurrences, running errands

A,B

Hace…meaning ago

The subjunctive mood

The subjunctive with verbs of volition

The subjunctive with verbs of emotions A

Vocabulary review

Interview situations

To write

In real life

The way we are

A,B,C

12

 

A,B,C

Asking for directions, postal services

A,B

The Ud. And Uds. Commands

The relative pronouns que and quien

The Subjunctive to express doubt, disbelief, and denial

Constructions with se A

Vocabulary review

Interview situations

To write

In real life

Let’s read

A,B,C

The Caribbean

B,C

13

 

 

A,B,C

Apartment rental

Parts of a house

A,B

The familiar commands (t?)

�Qu�? and �cu�l? used with ser. The subjunctive to express indefiniteness and nonexistence

A

Vocabulary review

Interview situations

To write

In real life

Let’s read

The way we are A,B,C

14

 

A,B,C

Grocery shopping, weekend activities

A,B

The subjunctive or idicative after certain conjunctions

Uses of sino and pero

First person plural commands

A

Vocabulary review

Interview situations

To write

In real life

Let’s read A,B,C

South America (I)

B,C

15

A,B,C

Clothing, shopping

A,B

The past participle

The present perfect

The past perfect

A

Vocabulary review

Interview Situations

To write

In real life

The way we are A,B,C

16

A,B,C

College activities, careers

A,B

The future

The conditional

The future perfect and the conditional perfect

A

Vocabulary review

Interview situations

To write

In real life

Let’s read A,B,C

South America (II)

B,C

17

 

A,B,C

Medical Care

A,B

Reciprocal reflexives

The imperfect subjunctive

Special use of some prepositions

A

Vocabulary review

Interview situations

To write

In real life

The way we are A,B,C

18

 

A,B,C

Automobiles, road emergencies

A,B

The present perfect subjunctive

The pluperfect subjunctive

If clauses

A

Review vocabulary

Interview situations

To write

In real life

Let’s read A,B,C

The Hispanic minority in USA

B,C

 

University Studies Requirements

a. Identify and understand specific elements and assumptions of a particular humanities discipline:

The students will learn the terminology and methodology of language acquisition and grammatical analysis through lectures, exams, classroom practice, their own written dialogues, and listening to tapes. They will also become aware of the different aspects involved in the learning of a language through their own analysis done while learning a foreign language.

 

b. Understand how historical context, cultural values, and gender influence perceptions and interpretations:

The students will learn about the Hispanic history, socio-economic situation, culture, gender perception and interpretation through videos, class discussions, the news, and dialogues. The Hispanic worldview is different than their own, so it is important for the students to be educated about it.

c. Understand the role of critical analysis (e.g. aesthetic, historical, literary, philosophical,

rhetorical) in interpreting and evaluation expressions of human experience.

It is very important that the students of this class learn to respect other human experiences that differ from their own. They will be acquiring new skills in understanding and speaking Spanish. And these skills will help them to expand not only the knowledge of the language but also to learn, and respect, a different perspective of seeing the world.

Test Make-up Policy: Only in special circumstances may a student make arrangements to make-up a test. The student who for some important reason cannot be present the day of the test needs to contact the instructor as soon as possible to make an appointment to take the test.

Attendance: Students are required to come to class every time the class is scheduled. Class participation and language laboratory work are required.