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Northern Arizona University

SPA 201 Syllabus Spring 2008

2:45-4:45 Monday and Wednesday

4 Credits

Instructor: Curtis Kleinman

Office and phone: 928-776-2290Email: curtis.kleinman@yc.edu

Office and office hours: Bldg. 3 room 231 Mon. & Wed. 9-12, Thurs. 10:30-1:30

Classroom: Bldg. 3 room 216

Required Materials:

1. Knorre, Dorwick, Perz-Girons, Glass, and Villareal. Puntos en breve, 2nd ed.

2. Quia/Puntos en breve On-line workbook/lab manual (www.books.quia.com)

Important Links:

1. Online work book/lab manual: www.books.quia.com2. On-line Spanish-English/English-Spanish dictionary: www.wordreference.com

2. YC Blackboard log in screen:https://blackboard.yc.edu/webapps/login/

3. Puntos en breve website: http://highered.mcgraw-

hill.com/sites/0073123862/student_view0/

4. Instructors site for supplemental Tegrity Lessons:

http://curtiskleinmanspanish.wetpaint.com/page/Supplementary+Lessons

5. Puntos de partida (Puntos en breve) video website:

http://wlcmedia.csumb.edu/Spanish/Puntos_de_partida7/Videos/

6. YC Learning Center (Spanish tutoring available):http://www2.yc.edu/content/learningcenters/default.htm

6. Spanish placement test info: http://www.yc.edu/content/testingservices/foreignlang.htm

7. Languages CLEP testing info: http://www.yc.edu/content/testingservices/clep.htm

8. Due dates for adding/dropping and withdrawing (also note links in right hand menu bar for

additional info/calendar): http://www2.yc.edu/content/registration/registration/drop.htm

9. Setting up your On-line Work book/ Lab Manual Tegrity tutorial:

http://europa.yc.edu/Tegrity/cklein02/cklein02_Sandbox/Setting%20up%20the%20On-

line%20WB%20and%20LMfaf5275f-69e7-4b1c-ae32-1f22dff53f7e/default.htm

Course Description:

Spanish 201 is an entry-level Spanish course designed to provide the student with the majority of

the communication tools necessary for understanding and being understood in Spanish. The

course assumes prior knowledge or experience with Spanish at the 101 and 102 levels. This

course aims to develop all four language skills: listening, speaking, reading and writing. The goal

of the course is to help students develop the ability to communicate in Spanish, while at the same

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time introducing them to the Hispanic culture. A strong emphasis is placed on using the language

in practical situations, while also helping students grasp the basics of Spanish grammatical rules,

word order, and word formation.

Please keep in mind that Spanish classes are designed to present the basic tools necessary for

learning Spanish. To be successful in the achievement of the course goals, students shouldactively participate in all in-class learning experiences (e.g., by participating in class discussions,

being productive in group work, etc.) and they should also take advantage of outside of class

learning opportunities (e.g., listening to music in Spanish, seeing movies in Spanish, etc.).

Students do not automatically become fluent/proficient in Spanish by completing the

introductory Spanish course set. Language acquisition must also occur outside of the classroom.

Students hoping to become proficient in Spanish are strongly encouraged to participate in study

abroad programs or in an immersion program. Please contact your instructor for more

information on such programs.

Course Goals:

The following describes the types of tasks that you should be able to accomplish upon

completion of this course with a passing grade.

1. Understand the main idea and most of the supporting details of spoken Spanish intended

for beginning college students regarding topics related to their daily lives and current

affairs.

2. Initiate and respond verbally to basic communicative tasks and social situations with

sufficient accuracy in pronunciation and grammar so as to be understood by persons

accustomed to interacting with non-native speakers of Spanish.

3. Read edited written material (e.g., articles, novelettes, short stories, etc.) on topics related

to everyday uses of the Spanish language and the Hispanic culture with an understanding

of the main idea and of the supporting details.

4. Write coherent compositions of several paragraphs on familiar topics with sufficient

accuracy in grammar, spelling, punctuation, and vocabulary so as to be understood by

persons accustomed to interacting with non-native speakers of Spanish.

5. Understand significant cultural traits of the Spanish-speaking world (customs, lifestyles,

attitudes, geography, famous people, etc.) so as to be able to function appropriately in a

variety of typical social situations.

Course Content:

1. Descriptions of objects, places, people, and events on topics of a subjective nature (e.g.,

technology, politics, personal relationships, the environment)

2. Preterit tense

3. Imperfect tense

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4. Subjunctive versus indicative mood in noun, adjectival, and adverbial clauses

5. Commands

6. Future tense

7. Present subjunctive

8. Present perfect indicative

9. Present perfect subjunctive10. The writing process in Spanish

11. Description of cultural norms, values, beliefs, and regional variations of areas where Spanish

is spoken/used.

Learning Outcomes:

Upon successful completion of this course, the learner will be able to:

1. Describe objects, places, and people with a moderate amount of creativity and improvisation

on topics of a subjective nature (e.g., technology, politics, personal relationships, the

environment).2. Narrate a series of events with a moderate amount of elaboration.

3. Maintain (i.e., to initiate, respond, and contribute to) simple face-to-face conversations with

some spontaneity.

4. Hypothesize about the future (e.g., I will be there.) and express contingent events (e.g., When

she finishes the exam, we can leave.).

5. Express situations of volition and doubt with some elaboration (e.g., My sister wants me to

move to Tucson., I doubt that you can cook tamales., Leave!).

6. Emotionally react to facts with some elaboration (e.g., It's sad that your brother is sick.).

7. Employ the writing process (e.g., organizing thought, composing, revising, proofreading) in

Spanish.

8. Describe cultural norms, values, beliefs, and regional variations of areas where Spanish is

spoken/used.

Expectations

Foreign language classes are focused on helping each student gain fluency in the target language.

New theories in language acquisition emphasize communicative interactions in the target

language between peers and the instructor in order to obtain this fluency with greatest efficacy.

I therefore expect each student to be using Spanish as frequently as possible in class,

eventually obtaining the goal ofonly using Spanish in class.

I expect you to arrive to class on time.

I expect all assignments to be turned in on time; late assignments without having

communicated with me prior to the due date will not be accepted.

I expect you to have all cell phones turned off during class time.

I expect you to be able to download all assignments from our Blackboard shell, and I

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expect you to not come to class unprepared due to technological problems.

I expect you to check our Blackboard shell daily for new announcements and other

communications from me.

I have included my YC email address and office phone above for emergencies, but under

normal circumstances I expect you to communicate with me using Blackboard email.

(Usually the least effective way to get in touch with me is by phone). I expect you to consider your participation grade carefully and the factors that contribute

to it. (See Participation Evaluation below.)

Conversation Partners

People learn languages best when they receive linguistic input from a multiplicity of sources.

Therefore, we will frequently be changing conversation partners, to give each student the

opportunity to negotiate meanings in Spanish with different members of the class, and by so

doing, be exposed to different sources of inputfacilitating learning.

SIC Days

From time to time we will have SIC days (Speak In Castillano [another word for Spanish, used

in some countries]). This means that no English will be used in class (by the instructor or

students). These immersion experiences are great opportunities to make marked advances in

your language proficiency. Exceptional performance by individual students during SIC days will

be rewarded (e.g. exemptions from homework assignments or even quizzes).

Course Requirements:Homework: The bulk of the homework in this class will consist of the on-line workbook and lab

manual pages. All of the workbook and lab manual on-line activities are required for each

chapter of your Puntos en breve book, unless I notify you otherwise. These activities must be

completed by midnight of the day they are due. The workbook and lab manual activities will

correspond to the lectures and discussion given in class, so use these activities weekly (usually

after a class meeting) to review and practice what we have covered as a class. In addition,

throughout the course of the semester I may also assign additional homework assignments. Due

dates for these assignments will vary and will be announced in class. These assignments are

designed to help you reach your ultimate goal: being able to communicate in Spanish. You mustcomplete all assignments on time and come to class prepared to actively use the vocabulary and

structures you are studying. You should plan on 1 1/2 to 2 hours of out of class preparation for

every hour spent in class.

Compositions: I will determine the topic of each essay, and this topic will not be disclosed until

the day of the composition. All of the compositions will be written in class unless otherwise

specified. Your three compositions in Spanish will be graded on content, vocabulary, and the

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appropriate use of learned grammar. I may give you the option of rewriting your composition

based on my comments and input. A composition rubric explaining assessment procedures and

stipulations will be provided at a later date.

Web page: Throughout the semester you will construct entries in Spanish within a personal web

page that you create (no My Space or Facebook). You will write in Spanish to create theseentries based on the following guidelines (a-d):

a) La casa perfecta: Give information about your dream home. What color would you like

it to be? Where would you like it to be located (cul barrio?)? Who would you like to

be your vecinos? What would you like it to look like, both inside and out? (Includepictures). What special features would you like it to have? How many floors. Give a

detailed written description of the house in Spanish with pictures where necessary. Dont

forget to use the Quiero que construction with the subjunctive when appropriate:

Quiero que la casa sea grande y quiero que mi casa tenga una piscina grande, etc. Thisentry is related to chapter 12 ofPuntos de partida.

b) El arte: Talk about art that you enjoy: la escultura, la pera, el drama, la pintura, el baile,la msica. Choose one piece of art (painting, sculpture, song, play, etc.) and one artist(painter, sculptor, singer, actor, etc.) and describe them in Spanish. Tell why you enjoy

the specific piece of art that you chose. Tell what emotions the piece evokes in you. Also

give some history on the artist. Where was the artist born? Why do you enjoy him/her asan artist? What made you realize that you enjoyed this artist? Give details and be

specific. Include photos/music/videos wherever appropriate. This entry is related to

chapter 13 ofPuntos de partida.

c) Mis viajes y hazaas: Almost in the form of a diary, travel log or weblog, give a

description of some of the exciting places that you have visited and the exciting thingsthat you have done. If you havent done anything exciting or visited anywhere exciting

yet, make things up, and say that you have already done them. Includephotos/video/audio where appropriate. Remember to use the Spanish perfect forms:

(e.g., Yo he viajado a Australia. Yo he saltado de un avin, etc.). This entry is related tochapter 14 ofPuntos de partida.

d) Mi vida futura: How do you imagine your future? What job will you have? Where will

you be living? What will your familial status be? Will you be married, have children,pets, etc.? How will you get to work? What will have changed in the world? Who will

be your friends? Give a description of what you will do on a typical day, or in other

words, give a description of what your daily routine will be like. Give a detaileddescription of your life in general as you imagine it in the future. Remember to use the

Spanish future tense (e.g. Mi familia y yo viviremos cerca de George Clooney etc.).

This entry is related to chapter 16 ofPuntos de partida.

You should work on this web page and these entries throughout the semester. Entries in rough

draft form will be collected at the end of each chapter throughout the semester (see course plan).These entries should be typed and double spaced but need not include the photos and other realia

that the final draft will contain. I will help you edit these rough draft entries in order to ensure

that the final draft is in perfect form. However, only the final draft will be awarded points that

count toward your grade.

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You may have designed a web page/blog before in other classes, if you do not have experience indesigning web pages, you can get a good start by using sites that offer personal website design

and templates for free such as:

http://www.tripod.lycos.com/

http://www.easysite.com

http://www.blogspot.comhttp://wordpress.com/signup/

If you have any difficulty with the technological aspect of this assignment, please contact meduring office hours or via email and I will be happy to help you set up your webpage.

Participation: As this is a class focused on helping you learn to speak Spanish effectively, asignificant portion of your grade will be based around your participation in class activities

focused on obtaining this goal. As stated in the attendance policy your grade will suffer a great

deal if you choose not to participate by frequently missing class. However, when you are in class

you should always keep your participation grade in mind and actively use Spanish to participatein small group and whole class activities as well as arrive on-time for class and be prepared for

class by reading the required material and bringing the necessary course tools to be successful onany given day. These may include but are not limited to: your book, note taking materials, andany assignments that may be due. For more details see Participation Evalutation below.

Quizzes: You will be required to take three quizzes in class throughout the semester. Study and

memorize the vocabulary list located on the last few pages of each chapter. Key grammar

points may also appear. Your instructor will detail the specific format and content for each quiz.

For quiz dates see the course plan.

Exams:

a) In class exams: There will be two regular in class tests this semester, all of which willinclude listening comprehension, grammar, vocabulary, reading comprehension, and

composition. Remember all exams are cumulative. Information you learn through spaced

repetition stays with you longer than information you cram. Daily study periods of shorter

duration are more productive than marathon study sessions just before an exam.

b) Final exam: The final exam in this course will be comprehensive, testing you on all of the

chapters studied this semester. Details in terms of content will be provided at the appropriate

time.

c) Comprehensive listening exam: Because the development of your ability to understand

spoken Spanish is one of our primary goals and because it is essential for success in subsequentcourses, you will complete an exam that assesses your ability to understand the main ideas and

supporting details in spoken discourse. This exam will be given near the end of the semester. In

this sense, the exam will be comprehensive, requiring you to remain acquainted with the

vocabulary and structures studied throughout the semester.

d) Oral assessment: A major assessment of your speaking abilities will be conducted at the end

of the semester, providing you with an opportunity to demonstrate your abilities to communicate

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about every-day topics and situations in Spanish. This assessment may be conducted as an

interview between you and the instructor, as role-plays performed between you and a classmate,

or as a short presentation about the topics covered during the semester or cultural aspects of

Spanish-speaking countries.

The Final Grade:

Participation (5%), homework (5%): 10%

Compositions: 10%

Quizzes: 10%

Web page: 7%

Exams: 25%

Final exam: 20%

Listening exam: 8%

Oral assessment: 10%

Your grade for this course will be based on the following: 90-100 = A; 80-89 = B; 70-79 = C; 60-

69 = D; below 60 = F

Attendance

(1)You may miss four class meetings without penalty (you will receive no penalty other than the

fact that you may miss class-work which counts toward your final grade [class-work cannot be

made up]. Absences may also cause you to miss important information regarding upcoming

assignments/due dates, etc. I am not responsible to inform you of any items that you missed due

to absence; you must take the initiative and contact me or one of your classmates). (2)After five

absences your grade will be lowered one letter; ten absences will lower your grade two letters and

so on. (3)In addition, being absent from class does not dismiss you from any assigned due dates.

For example, if an assignment is due on Tuesday and you feel sick Tuesday morning causing you

to miss class, I still expect your assignment to be dropped off in my office (bldg. 3 rm. 231) by

you or a messenger sent by you any time on Tuesday (I accept assignments all day on the day that

they are due). (4)Regardless of circumstance, I expect you to email me prior to class if you are

planning to be absent on a given day. Just as stiff penalties are provided for absences, extra credit

will be awarded for perfect attendance in the form of three percentage points added to your

overall grade at the end of the semester.

Withdrawal procedures

The deadline to withdraw from semester length classes at YC is November 1st for the fall

semester and April 1st for the Spring semester. For a more detailed description of these

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procedures and to view a withdrawal calendar please see number eight in the Important Links

section above, or clickhere.

Academic integrity

Dictionaries, verb conjugators, and other supplemental study materials, including on-line

materials, can be invaluable resources and often I will provide you with links to these. However,turning in work completed by an on-line translator is laughingly easy to spot and will not be

tolerated. If I discover that you have cheated in this manner you will automatically be given a

failing grade for the semester. Cheating is unfair to your classmates, your instructor and to

yourself. Cheating is also prohibited by the College and such behavior is grounds for dismissal

from Yavapai College as provided by the student code of conduct.

Student code of conduct

Yavapai College is committed to providing a safe and effective learning and working

environment for its students and employees. Students are expected to treat fellow students andinstructors with respect and to act with integrity during all collegiate interactions. Please read

the student code of conduct for a more detailed description of expected behavior while

attending classes here at the College.

Disability support services

Yavapai College strives to accommodate students who can provide proof of a documented

disability. If you feel that these supplemental services may apply to you, it is your responsibility

to meet with a representative from the YC Disability Resources/ADA Office and then to inform

your instructor in writing of the accommodations to which you are entitled. Please see the YCADA homepage or call, 928-776-2079 to arrange a meeting with an ADA Coordinator.

Problems

Students having specific problems should see their instructor during office hours or ask for an

appointment. If you have a more pressing concern, you may talk with the Liberal Arts Division

Dean, Mark Shelley (mark.shelley@yc.edu). Keep in mind that Spanish tutoring is available

through the Learning Center.

Course Plan, SPA 201 Chapter 12-16Puntos en breve

Semana Content,Assignments and Assessment1: Aug. 25-29 Repaso, captulos AT-11

Repaso, captulos AT-11

2: Sept. 1-5 Da del trabajador, no hay clase

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Da del trabajador, no hay clase

Captulo 12 Vocab (la calidad de la vida), Gramtica:

mandatos informales pg. 266

3: Sept. 8-12 Captulo 12 ms vocab, Gramtica: mandatos

informales pg. 266, intro a la introduccin al

subjuntivo pg. 270Captulo 12 Gramtica: Introduccin al subjuntivo pg.

270

4: Sept. 15-19 Captulo 12 Gramtica: Subjuntivo para influenciar

pg. 276, cultura pg. 263, 275, Quiz 1

Due: WB/LM activities by 11:59pm; one rough web

page entry (in class)

Captulo 13 Vocab (el arte y la cultura, nmeros

ordinales, gustos), Gramtica: el uso del subjuntivo

con emociones pg. 288

5: Sept. 22-26 Captulo 13 Gramtica: el uso del subjuntivo conOjal pg. 291, Composicin 1

Cap. 13 Gramtica: el uso del subjuntivo con duda y

negacin pg. 293, verbos con preposiciones pg. 2966: Sept. 29-Oct. 3 Captulo 13 Repaso subjuntivo (emociones/duda y

negacin), cultura pg. 286, 292; Examen 1Due: WB/LM activities by 11:59pm; one rough web

page entry (in class)

Captulo 14 Vocab (La naturaleza y el medio

ambiente), Gramtica:participios pasados como

adjetivos pg. 306 y la voz pasiva (de los apuntes delinstructor)

7: Oct. 6-10 Captulo 14 Gramtica: El perfecto del indicativo pg.

310, Composicin 2

Captulo 14 Gramtica: El perfecto del subjuntivo pg.

310, el pluscuamperfecto (haba) pg. 314, el pasado

del subjuntivo (de los apuntes del instructor)8: Oct. 13-17 Captulo 14, Gramtica: Ms sobre el pasado del

subjuntivo, introduccin a if then statements y el

condicional (de los apuntes del instructor), Quiz 2

Due: WB/LM activities by 11:59pm; one rough webpage entry (in class)

Captulo 15 Vocab (Las relaciones sentimentales y

Etapas de la vida) Gramtica: El subjuntivo despus

de antecedentes inexistentes o indefinidos pg. 323

(Hay alguien que tenga . . .?)9: Oct. 20-24 Captulo 15 Gramtica: El subjuntivo despus de

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conjunciones de contingencia y propsito (para que, amenos que etc.) pg. 327

Captulo 15 Gramtica: Para qu versus por qu y

para que versus porque pg. 330, trminos de cariocon el subjuntivo pg. 322 , Repaso para examen 2

10: Oct. 27-31 Captulo 15 Ms Repaso y Examen 2Due: WB/LM activities by 11:59pm; one rough web

page entry (in class)

Captulo 16 Vocab (Profesiones y oficios, El mundodel trabajo, Una cuestin de dinero) Gramtica: el

futuro pg. 34011: Nov. 3-7 Captulo 16 Gramtica: El futuro pg. 340, el futuro

para hacer conjeturas pg. 344, introduccin al

subjuntivo en conjunciones de tiempo (Voy a decirte

cuando llegues etc.) pg. 346

Captulo 16 Gramtica: Ms del subjuntivo en

conjunciones de tiempo (en cuanto, antes de que, con

tal de que etc.)12: Nov. 10-14 Repaso global del subjuntivo, Composicin 3

Captulo 16 Repaso del captulo 16 vocab y

gramtica, Quiz 3

Due: WB/LM activities by 11:59pm; one rough web

page entry (in class)13: Nov. 17-21 Repaso para examen auditivo/Repaso para exmenes

orales

Examen auditivo/Empezar a repasar para exmenes

orales14: Nov. 24-28 Repaso para examen final

No hay clase, da de accin de

gracias

No hay clase, da de accin de gracias

15: Dec. 1-5 Exmenes orales

Exmenes orales

16: Dec. 8-12 Examen final

Examen final

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Participation Evaluation

A maximum of 20 points can be earned for the last few weeks of class in your participation grade

(which falls into your homework/participation category, which equates to 10% of your overall

grade). There are three categories in which you will evaluate your participation: Use of Spanish;

Interaction, Group Work; Interaction, Whole Class Work; and Tardiness. The chart below represents

the points that may be earned in each of the different categories, please circle the one that best applies

to you and total your points below.

Points

USE OF SPANISH

5 I use only Spanish.

4 I use mostly Spanish.

2 I use half Spanish, or I am quiet often.

0 I use more English than Spanish.

INTERACTION: GROUP WORK

5 I am always engaged and I take a leadership role.

4 I am usually engaged and contribute as muchas as others.

2 I am interested but I contribute more passively than actively.

0 I sometimes distract others and I do not contribute as much as others.

INTERACTION: WHOLE CLASS WORK

5 I volunteer often and listen to the professor and others carefully.

4 I volunteer occasionally and generally listen to the professor and others.

2 I do not usually volunteer but I am interested.

0 I do not volunteer and at times I do other things during class time.

TARDINESS

5 I am always on time for class.

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4 I am usually on time for class.

2 I am sometimes on time for class.

0 I am very rarely or never on time for class.

/20 TOTAL

I, (print your name) _______________, have read and understand the Spanish 102 syllabus and

will abide by the stipulations presented therein.

Signed: ______________________________________________ Date: _________________

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