SPAN 2312 Intermediate Spanish II - Online

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SPAN 2312 –Intermediate Spanish II - Online

Textbook: Punto y aparte; Punto y aparte Online Manual Authors: Foerster

Publisher: McGraw-Hill Publishing Company

Edition: 4th

Course Description:

This course is a continuation of SPAN 2311. It provides additional development of language skills in listening, speaking, reading, and writing. Short literary selections are introduced in a context of Hispanic culture and civilization.

This course fulfills the Language, Philosophy, and Culture foundational component area, or the Additional Language, Philosophy, and Culture component area option of the core, and addresses the following required objectives: Critical Thinking, Communication, Social Responsibility, and Personal Responsibility.

Prerequisites

SPAN 2311, placement exam, or departmental approval Learning Outcomes:

1 Summarize authentic spoken discourse produced by Spanish speakers of diverse origins. (Critical Thinking Skills, Communication Skills, and Social Responsibility) 2 Produce Spanish comprehensible to native speakers using complex grammatical structures to communicate analytical and interpretive information in both impromptu and prepared speech. (Critical Thinking Skills, Communication Skills, and Social

Responsibility)

3 Demonstrate increasing comprehension of authentic written texts in a variety of genres. (Critical Thinking Skills, Communication Skills, and Social Responsibility) 4 Write evaluations and critiques at a high intermediate level using complex

grammatical structures. Demonstrate ability to formulate cohesive paragraphs and essays. (Critical Thinking Skills, Communication Skills, Social Responsibility, and Personal Responsibility)

5 Interpret cultural practices and products of the Spanish speaking world drawing on authentic materials including literature and the visual arts. (Critical Thinking Skills, Communication Skills, Social Responsibility, and Personal Responsibility)

Objectives:

Critical Thinking Skills: SPAN 2312 includes the skills of creative thinking, innovation, inquiry and analysis, evaluation and synthesis of information by teaching students to analyze,

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interpret, comprehend, and produce spoken and written linguistic communication including both verbal and non-verbal cues at a high intermediate level. Students read and comprehend assigned texts and literary pieces, interpret artistic works, write essays to question author's or

artist's purpose, summarize main ideas and themes, and logically consider alternative conclusions.

Communication: The Intermediate Spanish II courses include effective development,

interpretation, and expression of ideas through written, oral and visual communication. Students must demonstrate the ability to communicate orally and in writing with native language speakers and logically analyze significant points of view. Since current trends in language pedagogy include video presentation as well as web and audio blogs, this additionally includes interpretation and production of culturally specific non-verbal communication.

This course will assist and evaluate the abilities students need to effectively communicate their ideas by providing modeling of good communication and providing opportunity for the students to present oral and written compositions.

Personal Responsibility: Due to the inherent differences between the culture of the target language and that of the native language, students are shown to evaluate their own ability to connect choices, actions and consequences to ethical decision-making as well as identify why someone from a different culture may make different decisions based on their distinct beliefs and values.

Students articulate their own ethical values and identify the origin of their values. Students have an awareness and understanding of the choices they make and why they make them. Students are able to reference factors that influence their decisions.

Students recognize ethical issues in the social context of problems. Students are able to make connections between their standards of behavior and the world that surrounds them. Their decision-making reflects awareness of issues beyond their immediate environment and show evidence that they are able to make such connections.

Students analyze alternative ethical perspectives and predict the ramifications of those

perspectives to a situation. Students demonstrate that they are able to see more than one approach or perspective to a situation and can think systematically about possible consequences stemming from actions based on these perspectives.

Social Responsibility: The Intermediate Spanish II courses increase a student’s intercultural competence, knowledge of civic responsibility and ability to engage effectively in regional, national, and global communities by methodically evaluating implications and consequences of actions taken related to the specific countries of the target language. Students gather evidence from reliable sources in order to write essays demonstrating their knowledge of the target

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languages’ regional and national issues as well as overall global issues thereby gaining a greater awareness of their own civic responsibility.

Students identify social and/or aesthetic issues and analyze them in light of a variety of cultural perspectives.

Students identify and critique the broader impact (regional, national, and global) of their social, political, aesthetic, or economic issue.

Students identify and appraise the impact of prejudices on attitudes and behaviors. Teamwork:

This course utilizes cooperative learning in order to develop teamwork. This includes, but it is not limited to discussions, reciprocal teaching, writing, problem solving, etc.

The student's final course grade will be determined by his/her performance in the following:

Homework from the Textbook, Online Workbook 20%

Exams 40%

Final Exam/Oral Interview 30%/10%

In accordance with the San Antonio College grading standard, final course grades will be assigned on the basis of the following scale:

100 - 90 = A 89 - 80 = B 79 - 70 = C 69 - 60 = D Below 60 = F

Quia homework assignments

Capítulo preliminar: Para empezar 9/15/2013 Texto:

P-‐1-‐1, 2, 3, 4, 5; P-‐2-‐1, 2, 3, 4, 5, 6, 7 Manual: Práctica escrita

PEO-‐22A, B, C; PEO-‐23A, B,C; PEO-‐24A, B, C, D, E; PEO-‐25A, B, C; PEO-‐26A, C; PEO-‐27A, B, C, D; PEO-‐28A, B, C; PEO-‐29

Capítulo 1

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PE1-‐1A, B, C, D, E, F; PE1-‐1H; PE1-‐21A; PE1-‐22A, B, C, D; PE1-‐23B; PE1-‐24D, E; PE1-‐25 Capítulo 2

Manual: Práctica escrita 10/07/2013

PE2-‐1A, B, C, D, F; PE2-‐21A; PE2-‐22A, C, E, G, H; PE2-‐23A, C, E, F; PE2-‐24A, B TEXTBOOK READING ASSIGNMENTS

CAPÍTULOS 1, 2

p. 20 Los Sanferminesp. p. 21 Santiago de Compostela p. 21 La Tomatinap.

p. 22 ¿Somos tan sensibles?

p. 26 El period azul de Pablo Picassop. p. 29 Barcelona, Sevilla

p. 30 Toledo, Bilbaop. 32 Antoni Gaudíp. 34 La música española p.p. 36, 37, 39 Salvador DalíCapítulo 2p. 50 Nota Cultural p. 55 Las hermanas Miabalp. 58 La Habana, Cuba

p. 59 San Pedro de Macorís, República Dominicana

p. 59 El Viejo San Juan, Puerto Ricop. 60 Mérida, Venezuelap. 62 Nick Quijano p. 63 La música caribeñap. 65 Nota Históricap.p. 67, 68, 69 Benito Zambrano Habana Blues Watch in YouTube

Capítulo 3

PE3-‐1A, B, D, E; PE3-‐21A; PE3-‐22A, B, E; PE3-‐23A, B, C; PE3-‐24A, B, F; PE3-‐25A, B; PE3-‐4B TEXTBOOK READING ASSIGNMENTS

CAPÍTULO 3

p. 80 ¡México lindo. México fascinante. México sorprendente! Zitácuaro, La Barranco del Cobre, La Laguna Catemaco

p. 83 Los piropos p. 85 Las estudiantinas p. 88 El callejón del beso

p. 90 Una pareja famosa y ¿Qué vieron el uno el otro? p. 91. Lugares fascinantes: México

p. 92 México D. F. y Yucatán p. 93. Oaxaca

p. 94 El mapa de México p. 95 Un artista hispano p. 96 La música Mexicana p. 98 Lectura y Nota Histórica p. 99 Una historia de amor pp. 100, 101, 102 Peregrina Capítulo 4

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PE-‐41A, F, PE4-‐21A; PE4-‐22A; PE4-‐23A; PE4-‐24A, B; PE4-‐25A, E; PE4-‐26A, B; PE4-‐4A; PE4-‐7 TEXTBOOK READING ASSIGNMENTS

CAPÍTULO 4

• p. 108 Read for vocabulary practice

• pp. 110, 111 Study vocabulary

• p. 113 Punta del Este, Viña del Mar, Buenos Aires

• p. 114 Nota Cultural: ¿Quiénes son los más fiesteros?

• p. 118 B. El mae: un ritual de la amistad, Paso 1

• pp. 121-123

• p. 125 Una artista hispana

• p. 127 La música uruguaya

• p. 129 Lectura: La siguiente lectura…..

• pp. 130-134 Chile

Capítulo 5:

PE5-‐1A, B, C, F; PE5-‐21A, B; PE5-‐23A, B, E; PE5-‐24A, B TEXTBOOK READING ASSIGNMENTS

CAPÍTULO 5

p. 154 Cuzco y Machu Picchu, Perú p. 154 Cartagena, Colombia P. 154 Las Islas Galápagos, Ecuador p. 154 La Paz, Bolivia

p. 156 Un artista hispano: gonzalo endara Crow p. 157 La música andina

p. 159 José Cardona López p. 160 El candidato

SPAN 2312 Intermediate Spanish II - Online