Salem State University
Spanish 101‐02 (2135)
Dr. Jon AskeFall 2011 Elementary Spanish I MWF 12:30‐1:20, SB207B
This syllabus is a legal contract between the professor and the students in the class. It is imperative that the student carefully read it and follow everything in it. Everything in this document is important.
Basic Course Information
• Instructor: Dr. Jon Aske
• Office: Sullivan Bldg. 203B1; phone: 978‐542‐4358
• E‐mail: [email protected] (usually the best way to get a hold of me)
• Office hours: W, F 11:00AM‐12:30PM; M, W, F: 1:30‐2:30PM, Tue & Th: 12:15‐1:45pm (or by appointment)
• Instant Messaging/Virtual office hours (Blackboard IM a.k.a. Wimba Pronto): JonAske
• Language Lab (LRC): Meier Hall 205, 978‐542‐4638, http://www.lrc.salemstate.edu
• Anda site: http://myspanishlab.com ‐ Code for this section: CRSCD78‐632968
Course Description
An introductory course in Spanish. Beginning skills are developed in the areas of listening, speaking, reading, writing and culture. Three hours of class work per week, supplemented by one hour of assigned work in the Language Resource Center. To determine proper placement, see the guidelines in the catalog or on Department web site.
Course Goals
• To get started on the road to elementary communicative competence in the Spanish language, in both understanding (listening and reading) and production (speaking and writing), in order to interact with others meaningfully and for real‐life purposes in a Spanish‐speaking context.
• To start acquiring a basic awareness of the diverse countries of the Spanish‐speaking world, their peoples, cultures, histories, linguistic variation, social institutions, and to begin to achieve a basic level of intercultural sensitivity (see diversity statement below).
• To cover chapters Preliminary through 6 of the textbook Anda! Elemental (6 is a review chapter)
Course Objectives
• To interact orally through both directed dialogue and open‐ended speech in a variety of real‐life contexts related to chapter material, such as introductions, sharing basic personal information, identifying and describing family members, talking about school and student life, etc.
• To learn and practice Spanish grammatical structures and idiomatic expressions needed to function at an elementary level and to reinforce book material through class exercises
• To complete audio and video lab activities to strengthen listening and reading comprehension and writing skills
• To discuss information about the different cultures on the Spanish‐speaking world, as presented in the book and from outside sources, particularly from the local community, and to integrate it in the communicative context
Textbook
• ¡Anda! Curso elemental, Special Package for Salem State University. By Audrey L. Heining‐Boynton & Glynis S.
Cowell. Prentice Hall. 2009. Sold only at the SSU Bookstore.
• This textbook is used in both semesters of elementary Spanish: SPN 101 and SPN 102. It comes with a 24 month access code for the myspanishlab.com site, where you will have to go to do mandatory classwork preparatory and other homework that is an integral part of the course.
• The SSU bookstore version is a custom bound, low‐priced ($125) edition for SSU. If you obtain the textbook elsewhere you may have to pay more to purchase the required access code separately. The SSU bookstore will not buy back this custom bound version since the access code is not transferable.
Placement guidelines
All students who have studied Spanish before in High School or elsewhere must take the language placement test (http://www.lrc.salemstate.edu/placement) and report the results to the instructor by the second day of class.
The Foreign Languages Department's rule‐of‐thumb guidelines on the matter of placement are as follows:
• Students who have completed two years of high school or equivalent foreign language study with a GPA of B or better usually go into 102.
• Students who have completed three years with a GPA of B or better go into 201.
• Students who have completed four or more years can go into 202 or higher.
• Heritage speakers of the language in question, that is, speakers who learned the language in a non‐academic setting, such as the home, cannot receive credit for 101‐102 and, typically 201.
• The Department Chairperson may make exceptions to these guidelines. Talk to the instructor first.
Remember that fulfillment of the foreign language requirement for students in Bachelor of Arts programs consists in demonstrating competency at the advanced intermediate level (SPN 202, 212, 220, or 222) or above. Students who do not start from zero do NOT have to take 4 courses to satisfy the requirement (see the University Catalog for details on satisfying the Foreign Language Requirement).
Evaluation
Students’ grades are drawn from three criteria, related to the course objectives above:
♦ Online Student Activities Manual: Pre‐class and post‐class activities at myspanishlab.com (see below) 40% of the grade (see below for instructions)
♦ Tests: 3 tests (P‐1, 2‐3, 4‐6) 40% of the grade
♦ Attendance, preparation, active class participation, and attitude (see below):
20% of the grade (a low grade here can significantly affect your final grade)
♦ Grading Scale:
A: 93‐100, A‐: 90‐93; B+: 87‐90, B: 83‐87, B‐: 80‐83; C+: 77‐80, C: 73‐77; C‐: 70‐73; D+: 67‐70; D: 63‐67; D‐: 60‐63; F:
0‐60. All missing work = 0, something you want to avoid at all costs.
♦ Progress Reports:
After every test you will receive a progress report by email to your SSU email address. If you prefer to receive them at a different address, set up your SSU email to forward mail to your other address. If you have any questions about your reports, please do not hesitate to talk to me.
Attendance, preparation, and participation
Come to class, come prepared, and participate in class: This is a highly participatory class. Coming to class is very important. But coming to class is not enough: you must come prepared for the day’s lesson and participate in class.
Preparing for class and doing the homework every day is the best way to succeed in this class (and to learn Spanish, of course). You should spend at least 30 minutes a day, every day⎯ or about one hour total between classes⎯preparing for class. This is in addition to the time you spend completing the Student Activities Manual (see below). Cramming the day before the test does not work equally well. Before coming to class you must prepare the material that will be covered in class that day: study the vocabulary and the grammar, do the readings, and prepare the textbook exercises that will be gone over in class. Online activities have deadlines which must be met.
It is very hard to catch up in a language class once you've fallen behind, since everything new you learn builds on everything else that has come before. Also, things move very fast in this class. Remember that one semester of Spanish in college is typically equivalent to 2 years in High School.
The classroom is not where you are exposed to material from the book for the first time. Classroom time is to
• Clarify questions you may have about the material which you have already prepared before class
• Do activities to practice the material (activities) with the rest of the class
Missed classes, exams, or assignments: Absences, late arrivals, early departures⎯just like participation and attitude⎯will all be taken into account for your participation grade. At most three “free” absences will be
automatically excused without consequences for your grade. If you must miss a class, this is no excuse for missing the assignments for that day too. Missed assignments or exams that have not been cleared with me beforehand will receive an F grade. Make‐ups and late assignments may be allowed on a case‐by‐case basis.
Student Activities Manual (SAM)
This class makes use of an online activities manual (myspanishlab.com). This site has a variety of activities for you to do, including multiple choice, short fill‐in‐the‐blank, and open‐ended questions. Some activities are machine graded and you will be given instant feedback so you know what you did wrong. For these you will have 5 attempts to get the answer right with feedback and hints being given along the way. Most activities require you to write answers but some are oral teacher‐graded activities. Some activities, such as those introducing new vocabulary, are meant to prepare you for class and will have a deadline that is before the relevant class. Other activities are meant for you to practice what has been covered in class and will typically have a deadline that is before the next day of class.
You will be given detailed instructions in class for registering at myspanislab.com. In order to register you will need the access code that came with your textbook when you purchased it from the SSU bookstore and your section’s code, which is CRSCD78‐632968. Help is available from the web site, the publisher, your instructor (email me right away if you have a question, do not wait until the second day of class), and the attendants at the language lab.
When you log in to myspanishlab.com every day you will see in the calendar what activities are due by 11:50pm on that day, as well as on following days. You will also see any announcements I will share with the class or with you there.
You are required to complete all the activities at myspanish.com that your instructor has assigned and you must complete them by the due date and time. These activities are an integral part of this course and they are worth as much as all the tests combined. If you miss a homework assignment your grade will significantly suffer. If you miss enough activities, you may very well fail the class, no matter how well you do on the tests. Any missed assignments and late assignments that are not cleared by me will receive a zero grade. You can check your SAM grades at the site.
You are strongly encouraged to go to the Language Laboratory in MH 205 in order to do your online activities at myspanishlab.com. The language lab has all the equipment you need, including high quality headphones and
microphones, as well as lab attendants who can help you when you run into difficulties, especially at the beginning. The Language Laboratory will also have free Spanish tutors after the second or third week of classes.
Blackboard Instant Messaging (IM) & virtual office hours
Blackboard IM (formerly known as Wimba Pronto) is an instant messaging tool provided by the publishers of Anda and which can be obtained at myspanishlab.com. The Blackboard IM client enables course users to “chat”, via text message or voice, with the instructor and with other users enrolled in the same section of the course. Blackboard IM also allows the instructor to hold Virtual Office Hours, with advanced features such as waiting lists, and to hold discussions with more than one student at a time, among other things.
In order to use Blackboard IM you have to create an IM account, which is independent from your myspanishlab.com account. For more information, in myspanishlab.com go to “Communicate” and follow the instructions there.
The Blackboard IM client software is installed on all language lab computers. You can also download it to your personal computer from myspanishlab.com in order to have access to your instructor and to other members of the class.
Spanish tutors
The Language Resource Center (Language Laboratory), in cooperation with the Spanish Major program and the Learning Center provides a very useful service of free Spanish tutors. If you have questions about the material, or about the homework, you can see a tutor. You should make an appointment online for a meeting
(www.lrc.salemstate.edu/tutors) with one of the available tutors.
Students whose grade falls below a B‐ should seriously consider meeting with a tutor for an hour a week. When you see a tutor you will get a pink voucher and turn it in with your test on the day of the test. You will receive extra credit in the
⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯ Other Important Information ⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯
The main language of the class is Spanish: In the classroom you are expected to use Spanish. This may seem
overwhelming, but the only way to learn a language is by using it and we only spend 150 minutes a week in class, which may be your only chance to use it. Let us not waste that valuable time. Don’t worry about making mistakes. A positive attitude is most important.
Get in touch with me if you run into difficulties: If for any reason you fall behind or feel overwhelmed or have any problem with the class at any time during the semester, please do not hesitate to contact me right away. Don’t wait until it’s too late. Catching up is very hard in a language class. You are very strongly encouraged to come to see me during my office hours whenever you have something to communicate to me, such as anything that may be affecting your performance, difficulties understanding the material, or anything else. I can only help you if you communicate with me early, before something reaches crisis proportions. You are also encouraged to communicate with me through email or instant messaging for day‐to‐day questions.
Cell phone policy: During class students’ cell phones must be turned off or muted and put away.
⎯⎯⎯⎯⎯⎯⎯⎯ Why learn Spanish or any other foreign language ⎯⎯⎯⎯⎯⎯⎯⎯
We live in a country and a world that are very diverse and that are rapidly becoming globalized, that is, worldwide in scope. To be a successful citizen of such a world, and to succeed in its interconnected job markets, it is a must to be aware and respectful of differences, as well as to be capable of adapting and relating to people of different backgrounds and to new situations with flexibility and open‐mindedness.
Indeed, flexibility and adaptability to new situations are some of the characteristics that employers of the 21st century are looking for, in addition to the ability to think creatively and critically and to constantly learn on the go to meet new and changing challenges.
College is not so much a place where you learn a body of knowledge or skills, but rather a place where you learn to relate to the world, a diverse and ever‐changing world. In the current marketplace it is common to change jobs and to have to learn new skills constantly. Thus adaptability and flexibility are extremely important.
Learning a language is one way to open your world to other cultures and peoples. The ability to relate to peoples and cultures in a language different than yours will give you a new vision and will afford you opportunities to grow. But it is up to you to take advantage of these opportunities, from day one. And this will require effort and coming out of your cocoon, which is how you will open your mind and make it more flexible. Seek opportunities to communicate in Spanish, travel to countries where it is spoken, and use it with people in your community.
⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯ Critical Emergency Policy ⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯
In the event of a University declared critical emergency, Salem State University reserves the right to alter this course plan. Students should refer to www.salemstate.edu for further information and updates. The course attendance policy stays in effect until there is a University declared critical emergency. In the event of an emergency, please refer to the alternative educational plans for this course which will be available at the myspanishlab.com site and sent by email.
Students should review plans and gather all required materials before an emergency is declared.
⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯ Equal Access Statement ⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯
“Salem State University is committed to providing equal access to the educational experience for all students in compliance with Section 504 of The Rehabilitation Act and The Americans with Disabilities Act and to providing all reasonable academic accommodations, aids and adjustments. Any student who has a documented disability requiring an accommodation, aid or adjustment should speak with the instructor immediately. Students with Disabilities who have not previously done so should provide documentation to and schedule an appointment with the Office for Students with Disabilities and obtain appropriate services.”
⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯ Academic Integrity Statement ⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯
“Salem State University assumes that all students come to the University with serious educational intent and expects them to be mature, responsible individuals who will exhibit high standards of honesty and personal conduct in their academic life. All members of the Salem State University academic community have a responsibility to insure that scholastic honesty and academic integrity are safeguarded and maintained. Cheating and plagiarism are unfair, demoralizing, and demeaning to all of us. Cheating, plagiarism, and collusion in dishonest activities are serious acts which erode the University’s educational role and cheapen and diminish the learning experience not only for the perpetrators, but also for the entire community. It is expected that Salem State University students will understand and subscribe to the ideal of academic integrity and that they will be willing to bear individual responsibility for their work.
Materials (written or otherwise) submitted to fulfill academic requirements must represent a student’s own efforts.”
(From the Salem State University Catalog; consult this section of the Catalog for further details on Academic Integrity Regulations: http://catalog.salemstate.edu). The use translation software or websites is dishonest, will be considered cheating, and will be dealt with accordingly.
⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯ Schedule ⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯
• This schedule may be modified, as needed: Changes will be announced in class and at the myspanishlab.com.
• The activities listed on the right‐hand column are all Student Activities Manual (SAM) activities dealing with the topic for that day. Not all of these activities will always be assigned. Go to the Spanish Lab calendar for details
• All SAM activities are due by 8AM on the day they are due (BEFORE CLASS). Activities that are late will be rejected unless there is a very good reason for their being late. Talk to me (ASAP) if you have any problems.
Objective Textbook: Study BEFORE CLASS SAM
Septiembre
W – 7 P Meeting and greeting others Preliminar A: Para empezar, Saludos, despedidas y presentaciones, pp. 4–6
A‐1 — A‐3
F – 9 P
Making introductions Saying expressions of courtesy Responding to classroom instructions Learning the Spanish alphabet Identifying cognates and false cognates
Cómo se saluda la gente, p. 7
Expresiones útiles para la clase, pp. 8–9 El alfabeto, pp. 9–10
Los cognados, p. 10
A‐4 — A‐5 A‐6 — A‐8 A‐9 — A‐12 A‐13 — A‐16
M – 12 P
Talking about yourself and others using subject pronouns
Describing nationalities
Los pronombres personales, p. 11
¿Tú o usted?, p. 12 El verbo ser, pp. 13–14
Los adjetivos de nacionalidad, pp. 14–15
A‐17 — A‐18 A‐19 — A‐22 A‐23 — A‐26 A‐27 — A‐28
W – 14 P
Saying numbers 0–30 Telling time
Los números de 0 a 30, p. 16 El mundo hispano, pp. 16–17
¿Quién habla español? pp. 17 La hora, pp. 18–20
A‐29 — A‐32 A‐33 A‐34 — A‐36
F – 16 P
Telling days, months, and seasons Describing weather conditions Talking about what you like and dislike
Los días, los meses y las estaciones, pp. 20–22 El tiempo, pp. 23–24
Gustar, pp. 25–26
A‐37 — A‐43 A‐44 — A‐46 A‐47 — A‐49
M – 19 1
Identifying family members
Talking about family using ser and tener Pluralizing singular words
Capítulo 1: ¿Quiénes somos? La familia, pp. 32–33 Los nombres en el mundo hispano, p. 34
El verbo tener, pp. 35–36 El singular y el plural, p. 37
1‐1 — 1‐7 1‐8 — 1‐9 1‐10 — 1‐13 1‐14 — 1‐16
W – 21 1
Identifying nouns as masculine and feminine
Saying the and a/an/some in Spanish
El masculino y el femenino, pp. 38–39 Los artículos definidos e indefinidos, pp. 39‐40
1‐17 — 1‐18 1‐19 — 1‐22
F – 23 1 Describing family and possessions Describing yourself and others
Gente, pp. 41–42
Los adjetivos posesivos, pp. 42–43
1‐23 — 1‐25 1‐26 — 1‐29
M – 26 1
Counting numbers 31–100 Performing simple math problems Writing a short poem in Spanish
Los adjetivos descriptivos, pp. 44–47 El español, lengua diversa, p. 48 Los números 31–100, pp. 48–49 Escucha, p. 50
Escribe, p. 51
1‐30 — 1‐35 1‐36 — 1‐37 1‐38 — 1‐41 1‐42 — 1‐44 1‐45 — 1‐46
W – 28 1
Discussing some facts about the US Recognizing cognates in reading Review for Preliminar A and Ch. 1 exam
Les presento mi país: Estados Unidos, pp. 52–53 Ambiciones siniestras: Episodio 1, pp. 54–56
1‐47 — 1‐48 1‐49 — 1‐54
F – 30 Exam: Preliminar A and Chapter 1
Octubre
M – 3 2
Talking about school and student life Discussing stereotypes
Talking about the classroom
Capítulo 2: La vida universitaria
Las materias y las especialidades, pp. 62–65 Los estereotipos, p. 65
La sala de clase, pp. 66–68
2‐1 — 2‐7 2‐8 2‐9 — 2‐11
W – 5 2
Learning how to conjugate verbs in the present indicative
Learning how to make questions and interrogative words
Presente indicativo de verbos regulares, pp. 68‐71 La formación de preguntas y las palabras
interrogativas, pp. 71–73
2‐12 — 2‐15
2‐16 — 2‐19
F – 7 2
Learning numbers 100–1,000 Describing student life Introducing the verb estar
Los números 100–1.000, pp. 74–75 En la universidad, pp. 76–78 El verbo estar, pp. 78–80
2‐20 — 2‐22 2‐23 — 2‐26 2‐27 — 2‐30
M – 10 ‐ Día de la Hispanidad (Columbus Day)
W – 12 2
Expressing feelings and emotions Saying what students like or dislike to do Talking about sports and pastimes
Emociones y estados, pp. 81–82 El verbos gustar, pp. 82–83
Los deportes y los pasatiempos, pp. 83–84 Los deportes en el mundo hispano, pp. 85–86
2‐31 — 2‐33 2‐34 — 2‐37 2‐38 — 2‐42 2‐43
F – 14 2
Learning to listen for the gist Learning to write short personal
descriptions Learning about Mexico Learning how to skim a story
Escucha, p. 87 Escribe, p. 88
Les presento mi país: México, pp. 90–91 Ambiciones siniestra: Episodio 2, pp. 92–94
2‐44 — 2‐47 2‐48 — 2‐49 2‐50 — 2‐51 2‐52 — 2‐59
M – 17 3 Describing your house Capítulo 3: Nuestra casa La casa, pp. 100‐103
3‐1 — 3‐9 W – 19 3 Learning the forms of the irregular yo verbs
and other irregular verbs
Algunos verbos irregulares, pp. 104–108 3‐10 — 3‐15
F – 21 3
Describing some of the types of homes in Spain
Describing furniture and items in the houses
Talking about household chores
¿Dónde viven los españoles?, p. 108
Los muebles y otros objetos de la casa, pp. 109–
111
Los quehaceres de la casa, pp. 112–113
3‐16
3‐17 — 3‐21 3‐22 — 3‐24
M – 24 3
Describing the changing role of Hispanic women and their impact in society Describing colors
Las mujeres del mundo hispano, p. 114 Los colores, pp. 115–116
3‐25 — 3‐26 3‐27 — 3‐29
W – 26 3 Learning the expressions with tener Unas expresiones con tener, pp. 117–120 3‐30 — 3‐32
F – 28 3
Learning to count, quote prices, and give population figures using numbers 1,000–100,000,000
Learning to describe places using hay
Los números 1.000–100.000.000, pp. 120–122 Hay, pp. 122–123
3‐33 — 3‐37 3‐38 — 3‐41
M – 31 3
Learning to scan a passage for specific information
Creating a flyer Learning about Spain
Learning the strategies of scanning Review for Chapters 2‐3 exam
Escucha, p. 124 Escribe, p. 125
Les presento mi país: España, pp. 126–127 Ambiciones siniestras: Episodio 3, pp. 128–130
3‐42 — 3‐43 3‐44 — 3‐45 3‐36 — 3‐49 3‐50 — 3‐54
Noviembre
W – 2 Exam, Chapters 2 & 3
F – 4 4
Describing places
Discussing what you know, and stating what you have to do
Capítulo 4: Nuestra comunidad Los lugares, pp. 136–139
Actividades cotidianas: Las compras y el paseo, p.
139
4‐1 — 4‐8 4‐9 — 4‐10
M – 7 4
Knowing the differences between saber and conocer
Talking about things to do
Saber y conocer, pp. 140–141
¿Qué tienen que hacer?, p. 142
4‐11 — 4‐13 4‐14 — 4‐16
W – 9 4 Learning stem‐changing verbs Los verbos con cambio de raíz, pp. 144–146 4‐17 — 4‐25
F – 11 4 Día de los veteranos
M – 14 4
Stating where people are going with the verb ir
Talking about things that will happen using the construction ir + a + infinitive
El verbo ir, pp. 147–149 Ir + a + infinitivo, pp. 149–150
4‐26 — 4‐28 4‐29 — 4‐31
W – 16 4 Talking about volunteer work and volunteer services
Trabajos y servicios voluntarios, pp. 151–153 La conciencia social, p. 153
4‐32 — 4‐34 4‐35 — 4‐37
F – 18 4
Learning to use affirmative and negative expressions
Review of ser and estar
Las expresiones afirmativas y negativas, pp. 154–
156
Un repaso de ser y estar, pp. 156–159 Escucha, p. 159
Escribe, p. 160
4‐38 — 4‐39
4‐40 — 4‐43 4‐44 4‐45 — 4‐46
M – 21 4
Learning about Honduras, Guatemala, and El Salvador
Learning to skim and scan for meaning
Les presento mi país: Honduras, Guatemala y El Salvador, pp. 161–163
Ambiciones siniestras: Episodio 4, pp. 164–166
4‐47 — 4‐53
4‐54 — 4‐56
W – 23 ⎯ THANKSGIVING RECESS
F – 25 ⎯ THANKSGIVING RECESS
M – 28 5
Discussing different types of music Learning demonstrative adjectives
Capítulo 5: ¡A divertirse! La música y el cine El mundo de la música, pp. 172–175 Los adjetivos demostrativos, pp. 176–177
5‐1 — 5‐13 5‐14 — 5‐16
W – 30 5
Learning demonstrative pronouns Talking about Hispanic music in the US Learning how things are done using
adverbs
Los pronombres demostrativos, pp. 178–179 La música latina en los Estados Unidos, p. 179 Los adverbios, pp. 180–181
5‐17 — 5‐18 5‐19 — 5‐21 5‐22 — 5‐24
Diciembre
F – 2 5 Learning present progressive El presente progresivo, pp. 182–184 5‐25 — 5‐27
M – 5 5
Sharing information about favorite movies and television programs
Learning ordinal numbers
Learning the expression hay que + infinitive
El mundo del cine, pp. 185–187
La influencia hispana en el cine norteamericano, p.
187
Los números ordinales, pp. 188–189 Hay que + infinitivo, pp. 189–190
5‐28 — 5‐30 5‐31 — 5‐32
5‐33 — 5‐35 5‐36 — 5‐37
W – 7 5
Learning the direct object pronouns Learning to anticipate content when
listening
Learn to write a brief movie review Learning about Nicaragua, Costa Rica, and
Panamá
Review for Chapter 5 exam
Los pronombres de complemento directo y la “a”
personal, pp. 190–193 Escucha, p. 193
Escribe, p. 194
Les presento mi país: Nicaragua, Costa Rica y Panamá, pp. 195–197
Ambiciones siniestras: Episodio 5, pp. 198–200
5‐38 — 5‐40
5‐41 — 5‐43 5‐44 5‐45 — 5‐46
5‐47 — 5‐50
F – 9 6
Learning strategies for reviewing grammar, vocabulary, and culture
Describing your family and other families Talking about the university
Reviewing numbers 0–1,000
Talking about what you like to do (me gusta…) and need to do (hay que …) Describing your ideal house
Describing a week’s schedule Describing expressions with tener Describing what you know
Reviewing numbers 1,000– 100,000,000
Capítulo 6: ¡Sí, lo sé!
Organizing Your Review, pp. 206–207
Review Preliminar A, Chapters 1 & 2, pp. 207–208 6‐1 Nuestras familias; 6‐2 ¿Cómo eres?; 6‐3 Una
gira
Review Chapter 3, pp. 209–210
6‐4 Mi casa favorita; 6‐5 Mi horario personal 6‐6 Quiero saber; 6‐7 ¿Qué tienen?
Review Chapter 4, pp. 211–213
6‐8 Lo conocemos y lo sabemos; 6‐9 Un cuento divertido; 6‐10 Mi comunidad ideal; 6‐11 Querida familia; 6‐12 Mi tiempo libre
6‐1 — 6‐10
6‐11 — 6‐16
M – 12 6
Sharing information about what will take place in the future
Discussing service opportunities in your community
Discussing music and movies
Talking about Hispanic influences in the United States
Compare and contrast the Hispanic countries learned about
Review Chapter 5, p. 213
6‐13 El concierto del siglo; 6‐14 ¡Bienvenido, estrella!
Un poco de todo, pp. 214–220
6‐15 Ganaste la lotería!; 6‐16 Busco ayuda…; 6‐17 Mi horario para la semana; 6‐18 Mis planes para el verano; 6‐19 Para la comunidad; 6‐20 Mi comunidad; 6‐21 El juego de la narración; 6‐
22 ¿Me quiere?; 6‐23 Su versión; 6‐24 Tu propia película; 6‐25 ¡A jugar!; 6‐26 Los hispanos en los Estados Unidos; 6‐27 Aspectos interesantes; 6‐28 Un agente de viajes; 6‐29 Mi país favorito; 6‐30 Compáralo
6‐17 — 6‐26
6‐27 — 6‐29
Tu – 20 11:00am‐1:00pm – Examen P‐5 ¡Felices fiestas!
