SRJC Course Outlines

5/25/2024 12:39:52 AMSPAN 1 Course Outline as of Fall 1981

New Course (First Version)

Discipline and Nbr:  SPAN 1Title:  ELEMENTARY SPAN-I  
Full Title:  Elementary Spanish-Part I
Last Reviewed:11/25/2019

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum4.00Lecture Scheduled4.0017.5 max.Lecture Scheduled70.00
Minimum4.00Lab Scheduled05 min.Lab Scheduled0
 Contact DHR2.00 Contact DHR35.00
 Contact Total6.00 Contact Total105.00
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  140.00Total Student Learning Hours: 245.00 

Title 5 Category:  AA Degree Applicable
Grading:  Grade or P/NP
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 

Catalog Description:
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Elementary listening, speaking, reading and writing in Spanish. Introduction to Spanish and Spanish-American culture.


Recommended Preparation:
Completion of ENGL 100B or ENGL 100. Not recommended for students with 2 years of high school Spanish with at least a B average or equivalent within the past 3 years.

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
Elementary listening, speaking, reading and writing in Spanish. Introduction to Spanish and Spanish-American culture.
(Grade or P/NP)

Recommended:Completion of ENGL 100B or ENGL 100. Not recommended for students with 2 years of high school Spanish with at least a B average or equivalent within the past 3 years.
Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP


Associate Degree:Effective:Fall 1981
CSU GE:Transfer Area Effective:Inactive:
 C2HumanitiesFall 1990
IGETC:Transfer Area Effective:Inactive:
 6ALanguage Other Than EnglishFall 1981
CSU Transfer:TransferableEffective:Fall 1981Inactive:
UC Transfer:TransferableEffective:Fall 1981Inactive:
 CID Descriptor: SPAN 100 Elementary Spanish I  SRJC Equivalent Course(s): SPAN1

Certificate/Major Applicable: Not Certificate/Major Applicable


Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
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 The student should memorize, express, translate, relate, construct,
 and value both active and passive abilities with such vocabulary as
 greetings, the alphabet, school related items and activities, the
 family members, clothes, days, months, weather, clock times,
 numbers 1-1,000,000, basic foods, colors, and cognates.
 Student should be able to recognize and understand basic classroom
 instructions and simple declarative sentences which host the
 vocabulary listed above, and which are limited in their verbal
 usages to the present tense. Short, coherent paragraphs or anecdotes
 using high frequency or cognate vocabulary, or brief stories should
 be presented at deliberate speed and with clear (but not distortedly
 so) pronunciation.
 Student should be able to answer, identify, and interpret simple,
 direct yes/no and content questions in a simple way, but will
 show less skill in formulating such questions. Student may have
 difficulty producing compound sentences or sentences which require
 subordination, but should be able to express such practical items
 as where he/she lives, how old he/she is, his/her name, the date,
 his/her date of birth, and describe, say a family member or a
 familiar place. In other words, students ability to speak will be
 to a large degree a function of the questions asked of him/her.
 Student can answer questions on readings.
 Student should be able to read with full comprehension short
 passages which deal with everyday topics or dialogues concerning
 daily life. Items selected for reading could be heavy laden with
 cognates and not involve heavily subordinated or lengthy sentences.
 Literary passages or readings in which the element of personal
 style are involved should not be used. Readings which are heavily
 culture laden should also be avoided. Depending upon their difficulty
 newspaper items or editorials might be used. Readings should
 confine themselves essentially to the present indicative tense.
 Of all the skills, this one will probably end up being the least
 well developed. Student should be able to write, with minimum
 errors in spelling and accentuation, whatever he is able to say.
 Brief declarative paragraphs may also be within the grasp of the
 student, as long as they are confined to the present tense, deal
 with a highly familiar topic, use only the vocabulary the student
 controls actively, and do not involve subordination. Student might
 practice such writing by attempting short letters or descriptions of
 persons, places, or things.
 Student should have been grounded in the basics of Spanish
 pronunciation, in letter/sound correspondences, but will be lacking
 in the "fine tuning" of pronunciation which will come only with
 more study, exposure, and practice. Student will realize that some
 sounds of Spanish, e.g. do not exist in English, and that other,
 e.g., are somewhat differently pronounced in Spanish and English.
 Student will understand that "El elefante es un animal," comes
 out of the native's mouth as, /e-le-le-fan-te-su-na-ni-mal/.
 Pronunciation will not be stressed to the point to which it "cows"
 the student into thinking that he pronounces badly and is,
 therefore, afraid to say anything. Student will always be
 understandable to a native, but may still have an irritating
 "gringo" accent much of the time. Student will stress words
 correctly the majority of the time.
 Students should control the following grammatical items in a more
 or less active fashion;
 1.  Gender and number of adjectives and nouns, and correct position
     of adjectives.
 2.  Subject pronouns.
 3.  Present tense of all verbs (reg., irreg., and rad.).
 4.  Yes/no and content question form.
 5.  Ser vs. Estar (in its entirety).
 6.  Contradictions.
 7.  Telling time.
 8.  Weather expression.
 9.  Se as an indef. subject.
10.  Tener idioms, ir a inf.
11.  Present progressive.
12.  Possessive and demoms. adjs.
13.  Prepositional obj. pronoun.
14.  Comparisons of equality and inequity.
15.  Affirmative words and their negative counterparts.
16.  The personal "a".
17.  Direct object pronouns
        a. actively with a simple conjugated verb.
        b. passively with dependent infinitives and -ndo.
18.  Saber/Conocer contrast.

Topics and Scope
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 Scope of what is covered in FL 1 (Spanish 1) is at a significantly
 accelerated pace to a course teaching the same materials as in
 high school (This course covers in a semester what is covered in
 two semesters at the high school level). This range also corresponds
 to about half of our college level representative text.
 CONTENT (Speaking and Listening):
 Self-identification, personal information; nationalities, occupations;
 basic classroom objects, structures and classes; colors; numbers
 1-1,000,000; money denominations, buying; clothing, shopping;
 telling time; calendar, dates, holidays, celebrations, seasons,
 weather; family members; simple greetings, emotions, and body
 language; house, home, and society; food and drink; travel,
 transportation; health, body; job search, alphabet; cognates;
 pronunciation; interrogatives.
 CONTENT (Reading):
 Introductory material on general topics such as:  basic classroom
 objects; colors; numbers 1-100; telling time; clothing; dates and
 money denominations; weather and seasons; family members; self
 identification; simple greetings and courtesy expressions; personal
 and place names, street signs, office and shop designations; simple
 labels; simple geographical information; travel and registration
 forms; adapted readings (1000 word vocabulary level); unadapted
 readings of an appropriate nature, such as bus or movie schedules;
 dialogues; job search; alphabet; cognates; pronunciation;
 CONTENT (Composition):
 House and home; basic classroom objects; colors; numbers; clothing;
 names; family members; dates; nationality and biography; weather
 and seasons; money; parts of the body; holidays and celebrations;
 customs; feelings and emotions; cross-cultural communication;
 job search; alphabet; cognates; pronunciation; interrogatives.
 CONTENT (grammar):
 Students will be expected to recognize and use:  various simple
 tenses of the most frequent regular and irregular verbs:  present,
 future, progressive, and verb compliment; various types of questions
 (yes/no and why), long and short answers, and simple commands;
 pronouns: personal, indefinite, possessive, direct, indirect;
 simple subordinators and coordinators; auxiliaries BE/DO and their
 negatives; simple modals; nouns:  common, proper, count, non-count,
 singular, plural, gender, and gerunds; direct and indirect objects;
 negation; simple clause markers and noun clauses; articles;
 indefinite and possessive determiners; demonstratives; frequency
 adverbs and time expressions; prepositions of time and place;
 contractions; has to, needs to, wants to; comparatives.

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  In preparation for 50 minute lecture class, student is expected
 to have:
     1. intensively studied from 5-10 pages from class text.
     2. completed from 5-10 pages from workbook, and prepared 5-10
        pages of written tasks from class text, and reviewed 5-20
        pages of class text for projected exams.
     3. listened and completed 30-50 minutes of language lab
     4. spent 25-50 minutes practicing and memorizing vocabulary and
 In preparation for lecture class, student is recommended to have:
     1. worked 10-15 minutes cooperatively with a fellow Spanish
        student or a Spanish speaking friend.
     2. worked 10-50 minutes with a Spanish tutor or other Spanish
        language specialist.
     3. listened or viewed 10-50 minutes of Spanish language media
        (videos, radio, T.V., slides, magazines, newspapers,
         dictionaries, etc.)

Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.Writing
30 - 70%
Written homework, Reading reports, Lab reports, Essay exams, IN CLASS DICTATIONS & OTHERS
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
0 - 0%
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
20 - 30%
Class performances, Performance exams
Exams: All forms of formal testing, other than skill performance exams.Exams
10 - 30%
Multiple choice, True/false, Matching items, Completion
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
0 - 10%

Representative Textbooks and Materials:
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DICHO Y HECHO, Dawson & Dawson, 4th ed., John Wiley & Sons, 1993.
DICHO Y HECHO LAB MANUAL/WORKBOOK, Dawson & Dawson, 4th ed.,
        John Wiley & Sons, 1993.
 These are college level texts where material covered is about
 twice as much as High School.
 Recomm:  Spanish-English Dictionary.

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