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JOHN CABOT UNIVERSITY

COURSE CODE: "SPAN 102"
COURSE NAME: "Introductory Spanish II"
SEMESTER & YEAR: Fall 2018
SYLLABUS

INSTRUCTOR: Rossana Marchiaro
EMAIL: [email protected]
HOURS: TTH 5:00-6:50 PM
TOTAL NO. OF CONTACT HOURS: 60
CREDITS: 3
PREREQUISITES: Prerequisite: Placement or SPAN 101
OFFICE HOURS: Monday and Wednesday from 2.00 pm to 3.00 pm or by appointment

COURSE DESCRIPTION:
A continuation of SPAN101. This course aims at developing and reinforcing the language skills  acquired in Introductory Spanish I, while placing special emphasis on oral communication.
SUMMARY OF COURSE CONTENT:

Students will learn how to use verbally and in writing simple but effective structures using present, future and past tenses. They will also extend their vocabulary related to every day situations.

Grammar: Past simple regular and irregular; pronominal verbs; past continuous; conditional tense; imperative; direct object pronouns.

Group discussions, role play and conversation in the classrom, all help to improve oral communication, vocabulary knowledge and sentence structure.

LEARNING OUTCOMES:

Upon completing this course, students will posses the following abilities:

a) Listening

Understand messages aired by the media ; concise telephone conversations asking for information and related answers; short dialogues between native speakers; public presentations with visual aids on familiar topics.

b) Speaking

Converse face to face in everyday situations (at the restaurant, tourist office, train station, airport); speak about activities: work, study and leisure-time; describe past experiences.

c) Reading comprehension

Understand simple personal letters and e-mails; short notices; brief instructions related to study, work or the home environment.

d) Writing

Write short texts as notes, messages and advertisements, personal letters explaining past experience, e-mails to friends giving thanks, inviting them, accepting or rejecting an invitation. 

TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberComments
Uso de la gramatica espanola nivel elementalFrancisca CastroEdelsa9788477117100  
Aula Internacional 2Corpas-Garmendia-SorianoDifusion9788415640103  
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
2 testsDesigned to evaluate the student's knowledge of the grammar, vocabulary covered, their reading and listening comprehension and written ability.20%
Midterm ExamDesigned to evaluate the student's knowledge of the grammar and vocabulary covered up to this point, their reading and listening comprehension and written ability.20%
2 Oral PresentationStudents will be examined singularly and in pairs. The type of tests will be: conversation between two students, monologues, role playing. Conversations, monologues and role playing will be elicited by visual stimuli, texts, or questions from the instructor.20%
Final ExamReading comprehension: Students will have to answer in writing several questions that test their comprehension of what they have read. Writing ability: Students will have to answer writing questions and produce written texts of increasing length, formality and complexity on topics of every day life. Listening comprehension: Students will have to answer in writing an increasing number of questions that test their comprehension of what they have heard. Oral Proficency: conversation between two students, monologues, role playing30%
Attendance, Participation, and HomeworkStudents are expected to come prepared to class and participate in all activities. Active participation is crucial, since the learning process requires considerable practice10%

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.

-ATTENDANCE REQUIREMENTS:
Students are supposed to come prepared to class and participate in all activities. Active participation is crucial, since the learning process requires considerable practice. Regular attendance is an essential component of class participation. Students are allowed three (3) unjustified absences. The final grade will be lowered by 2 points for each additional absence. Make sure your travel plans do not interfere with the class schedule.
ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.

SCHEDULE

WEEK 1

Tasks: Talking about feelings and learning difficulties, cognitive skills and personal experiences.

Grammar: verbs noto que / me resulta difícil / A mí me parece (I realize that, I notice that, it was hard for me, it seems to me). Giving advice: verbs intentar and procurar (try to, seek to)

Vocabulary related to education and learning process. 

 

WEEK 2

Tasks: Writing a biography

Grammar: past simple regular and irregular. Prepositions: desde, durante, hasta

 

WEEK 3

Tasks: Expresing preferences, likes and dislikes. Making comparisons

Grammar: Pronominal verbs: gustar, encantar. Comparative adjectives

Vocabulary: rooms and furniture in a house


Test 1



WEEK 4

Tasks: Making and responding to polite offers and requests. Offering to do things

Grammar: Past continuous. Conditional tense



WEEK 5

Tasks: Expressing preferences and desires. Making suggestions, accepting or rejecting them. Talking about plans and arrangements. Talking about dates and times

Grammar: Te apetece/te va bien (do you want, if that suits you). Verbs quedar (meeting friends) and quedarse (to stay). Adverbs and expressions of frequency

Vocabulary related to the entertainment industry: leisure spaces and activities, types of TV programs and films

Oral presentations

WEEK 6

Tasks: Talking about eating habits. Recipes

Grammar: Grammar: Se impersonal (english passive form). Direct object pronouns. Ser/estar

Vocabulary: Food and drink


WEEK 7

Midterm review and Midterm exam


WEEKS 8-9

Tasks: Talking about experiences. Describing people

Grammar: past simple regular and irregular/present perfect. Pronominal verbs: caer bien o mal, llevarse bien o mal. I would like to know if  (me gustaría saber si)

Vocabulary: personality adjectives

 

WEEKS 10-11

Tasks: Talking about our health status and feelings. Warnings and advice

Grammar: Tienes que/Hay que (to have to, to must). Imperative.

Vocabulary: Health and medicine. Parts of the body. Sickness and accidents. Feelings

 

WEEK 12

Tasks: Talking about past habits.

Grammar: past continuous. Yet, just, already. Time expressions


Test 2


WEEK 13

Task: Talking about past experience.

Grammar: past simple regular and irregular/present perfect/past continuous. Sequence adverbs. Estaba+gerund / estuve+gerund


WEEK 14

Oral presentation

Final Review

Final Exam