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VOCABULARY:
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.
COMPREHENSION:
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.
SPEAKING:
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.
READING:
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.
WRITING:
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.
PRONUNCIATION:
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.
GRAMMAR:
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.
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SCOPE:
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;
interrogatives.
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.