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SPEAKING:
Students should be able to sustain a logical dialogue with one
another or with a native speaker for 2-5 minutes or more on general
subjects, and be able to narrate or describe thought in present,
past, and future time. In addition, they should be clearly
understood by a native speaker or be able to convey in general
terms critical thinking skills, such as: use simple argument and
persuasion; give instructions and informal reports; use language
for warning, refusing, complaining, complimenting, agreeing,
disagreeing, advising, and requesting assistance; express feelings
such as humor, happiness, sadness, anger, gratitude, and affection;
use discussion strategies: getting and holding the floor, changing
and returning to the topic, and reaching consensus; pronunciation:
produce most common reduced forms and inflectional endings,
correctly use most intonation patterns and word stress, self-monitor
for pronunciation and oral grammar, and demonstrate an understanding
of register.
LISTENING:
This skill should be further developed at this level so that the
student can understand topics of general interest. The student
should have had sufficent experience with interrogative expressions
to be able to ask for clarifications of statements with ease. The
student should be able to understand most of materials read aloud
at normal speed from such things as newspaper articles, magazine
articles, and letters. Examples of other typical skills are:
understand majority of conversational speech including many common
idioms and phrasal verbs; distinguish between main ideas and
supporting details relating to everyday topics; understand some
abstract topics when presented in a familiar context; understand
descriptions and narrations of factual material and nontechnical
prose; discuss cultural and contemporary issues; understand the use
of register; infer meaning from context; acquire new vocabulary
from context; pronunciation; understand most common reduced forms,
inflectional endings, and stress and intonation patterns in
statements and questions.
READING:
Students should be able to interpret, summarize, and appraise with
some ease newspapers, general articles of non-technical nature, and
short pieces of annotated imaginative prose, verse, and dialogue
with only occasional reference to a dictionary. Students should
also be able to: demonstrate prereading skills such as prediction
previewing, questioning, and anticipation; use thought units rather
than individual lexical units; read technical charts and graphs;
recognize common organizational patterns and signal words in
exposition; begin to read critically, distinguishing fact from
opinion, and recognizing author's purpose, tone, point of view;
demonstrate postreading skills of summarizing, paraphrasing, and
evaluating; write outlines that reflect author's main idea and
supporting arguments; use a Spanish learner's dictionary efficiently;
be able to choose the appropriate definitions; use context to guess
the meaning of unfamiliar words and reduce dependence on dictionary;
demonstrate knowledge of word families, prefixes, suffixes, stems;
begin to recognize rhetorical forms for essays and papers.
WRITING:
This skill is further encouraged from the one/two level. Students
should be able to produce short imaginative pieces to controlled
term paper, and write accurately such things as letters, biographical
sketches, descriptive paragraphs and the like. A native speaker
should have little difficulty in discerning the meaning of the
written piece. Students should also be able to: produce written
communication appropriate to audience and purpose; write a focused
thesis with a controlling idea; support with details and specifics;
organize logically into introduction, body, and conclusion; recognize
and avoid sentence fragments and run-ons; use basic coordination and
subordination in sentences; build cohesion with links between
sentences such as synonyms, pronouns, transitions, and paragraph
transition such as repetition of ideas, introductory adverbs, and
key words; recognize and eliminate irrelevant ideas; paraphrase;
show awareness of the verb aspect system; begin to use sentence
and word variety; view writing as a process that involves thinking,
revising, editing, and evaluation; begin independent and peer
revision; edit spelling and punctuation errors; edit word choice,
sentence structure; write social and formal letters; write accurate,
cohesive summaries; use library resources in written assigments;
incorporate dialogue in composition; begin to use stylistic devices
such as simile, imagery, and metaphor.
MINIMUM MATERIAL TO BE STUDIED
Since the three level is the last third of the presentation of all the
major components of Spanish grammar, particular attention is given
to assuring that the student is thoroughly grounded in all aspects
of the grammatical structures and major idiomatic expressions.
Students are also introduced to all genres in their original form:
prose, verse, and dialogue.
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CONTENT AND TOPICS (Listening & Speaking):
Conversations: taped, telephone, and face to face; One way
communications: directions, narratives, academic lectures,
descriptionsk, radio and television broadcasts, announcements,
instructions; content widens to include additional social and
academic topics: current events, media, politics, cultural and
moral issues, history, health, medicine, general science, economics,
education, leisure; domestic and world issues; life, death, and
afterlife; love and hate; male and female roles; geography,
demography, and technology; humor; literature and the arts; the
world market; drugs and dependency; belief and ideologies; jobs and
professions; law and free will.
(Reading):
Adapted and unadapted text including newspaper accounts, academic
texts, instructions, directions, routine reports, nontechnical
prose; content widens to include numerous topics such as current
events, press, politics, economics, education, leisure, travel,
vacations, cultural and moral issues, history, customs, mores;
literature: short stories, poetry, and drama; domestic and world
issues; life, death, and afterlife; love and hate; male and female
roles; geography, demography, and technology; humor; literature and
the arts; the world market; drugs and dependency; belief and
ideologies; jobs and professions; law and free will.
(Composition/Writing):
Broadens to include: current events; factual and concrete topics
relating to personal interests; expanded use of literary schemes;
domestic and world issues; life, death, and afterlife; love and
hate; male and female roles; geography, demography, and technology;
humor; literature and the arts; the world market; drugs and
dependency; belief and ideologies; jobs and professions; law and
free will.
(Grammar):
Although possibly introduced earlier, the following grammar points
will need review, reinforcement, and expansion: the tense system;
advanced modal auxiliaries; the passive (advanced forms) and passive
constructions; gerunds and infinitives; dependent versus independent
clauses: noun, adverb, adjective, wish, if; adjective clauses; noun
clauses; conditionals using if; using wish. The following points
should be introduced: transitive versus intransitive verbs;
future perfect and future continuous; past madals.
SCOPE:
Scope of what is covered in Spanish 3 is at a significantly
accelerated pace to a course teaching the same materials in a high
school (This third semester course covers in a semester what is
covered in the third year at the high school level). The range of
this class can benefit and challenge students who have completed
as much as three years of high school Spanish.
