4/25/2024 9:19:02 AM	SPAN 2 Course Outline as of Fall 1981	New Course (First Version)
CATALOG INFORMATION
Discipline and Nbr:  SPAN 2	Title:  ELEMENTARY SPAN-II
Full Title:  Elementary Spanish-Part II
Last Reviewed:11/25/2019

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	4.00	Lecture Scheduled	4.00		17.5 max.	Lecture Scheduled	70.00
Minimum	4.00	Lab Scheduled	0		6 min.	Lab Scheduled	0
		Contact DHR	2.00			Contact DHR	35.00
		Contact Total	6.00			Contact Total	105.00
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  140.00

Total Student Learning Hours: 245.00

Title 5 Category:  AA Degree Applicable
Grading:  Grade or P/NP
Repeatability:  05 - May Be Taken for a Total of 4 Units
Also Listed As: 
Formerly: 

Catalog Description:

Continuation of Spanish 1.  Listening, speaking, reading and writing in Spanish.  Introduction to Spanish and Spanish-American culture. Not recommended to students with three years of high school Spanish with at least "B" average or equivalent within past three years.

Prerequisites/Corequisites:
Two years of high school Spanish or Span 1.

Recommended Preparation:
Completion of ENGL 100B or ENGL 100.

Limits on Enrollment:

Schedule of Classes Information
Description:

Continuation of Spanish 1.  Listening, speaking, reading and writing in Spanish.  Introduction to Spanish and Spanish-American culture.

(Grade or P/NP)
Prerequisites:Two years of high school Spanish or Span 1.
Recommended:Completion of ENGL 100B or ENGL 100.
Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:05 - May Be Taken for a Total of 4 Units

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:		Effective:	Fall 1981	Inactive:
Area:	E	Humanities
CSU GE:	Transfer Area			Effective:	Inactive:
	C2	Humanities		Fall 1990
IGETC:	Transfer Area			Effective:	Inactive:
	3B	Humanities		Fall 1981
	6A	Language Other Than English
CSU Transfer:	Transferable	Effective:	Fall 1981	Inactive:
UC Transfer:	Transferable	Effective:	Fall 1981	Inactive:
C-ID:
CID Descriptor: SPAN 110	Elementary Spanish II	SRJC Equivalent Course(s): SPAN2 OR SPAN40

Certificate/Major Applicable: Not Certificate/Major Applicable

COURSE CONTENT

Outcomes and Objectives:
At the conclusion of this course, the student should be able to:

  SPEAKING:

 Students should be able to sustain a logical dialogue with one

 another or with a native speaker for 1 to 3 minutes or more on

 topics dealing with the most practical aspects of everyday experience.

 In addition, they should achieve a clear pronunciation, proper

 intonation, and correct grammatical perspective so they may be

 able to summarize in general terms the meaning they wish to convey.

 LISTENING:

 The student should develop this skill so he can understand, apply,

 analyze, synthesize, and evaluate what is said to him, as well as

 the assignments, and most of the materials read aloud at normal

 speed (such as newspaper articles, magazine features, letters, etc.)

 READING:

 Students should be able to read with some ease and understand and

 judge selections from topics of general interest, with only

 occasional reference to a dictionary.

 WRITING:

 The students should be encouraged to apply their active Spanish

 vocabulary and over-all critical thinking skills of the language

 to produce short compositions and descriptive paragraphs consisting

 of biographical sketches, travel accounts, job interviews, and

 the like.

 MINIMUM MATERIALS TO BE STUDIED:

 Particular attention is given to increase the acquistion of

 vocabulary in order to provide material for communication. Idiomatic

 expressions of cultural traits of Spanish speaking countries shall

 be presented and discussed in order to enhance the student's

 linguistic and cultural awareness. Of major concern is the

 presentation of the basic grammatical aspects of the language

 through the active usage and assimilation of structural patterns

 in situations as similar to normal speaking situations as possible.

 SPECIFIC GRAMMATICAL POINTS TO BE COVERED THOROUGHLY IN SPANISH 2:

 1.  direct/indirect object pronouns.

 2.  commands.

 3.  present subjunctive.

 4.  preterite of regular verbs.

 5.  preterite of high frequency irregular vervbs.

 6.  preterite of stem changing verbs.

 7.  imperfect of regular and irregular verbs.

 8.  preterite vs. imperfect.

 9.  infinitive as a verb complement.

 10. reflexive pronouns.

 11. reflexive for unplanned occurrences.

 12. reciprocal action pronouns.

 13. adjectives - superlative vs. comparative.

 14. ordinal adjectives.

 15. nominalization of adjective.

 16. nominalization; lo plus adjective.

 17. diminutives.

 18. use and omission of the definite article.

 19. prepositions; para vs. por.

Topics and Scope

  SCOPE:

 Scope of what is covered in Spanish 2 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 four

 semesters at the high school level). This range also corresponds t

 completing our college level representative text.

 CONTENT (Listening):

 Social situations such as greetings, introductions, invitations,

 and appointments polite formulaic expressions; everyday topics such

 as:  personal information, restaurants and foods, lodging,

 transportation, custom agents and travel, telephone conversations,

 directions, instructions, correspondence, leisure, hobbies,

 customs, sports, money matters, bank, health, shopping, numbers

 (ordinal and cardinal), boys and girls, urban and rural life, cars

 and maintenance, office equipment and use, social and civil

 responsibilities, tragedies common to men, immigration.

 (Speaking):

 Personal, biographical information; numbers (computational),

 restaurants and foods; asking and giving directions; leisure,

 hobbies, and customs; transportation; telephone conversations;

 lodging; money matters; health; post office; shopping; social

 situations such as invitations, greetings, introductions,

 appointments, polite formulaic expressions, urban and rural life,

 cars and maintenance, office equipment and use, social and civil

 responsibilities, tragedies common to men, and immigration.

 (Reading):

 Authentic text such as school schedules and timetables; TV and

 radio program schedules; bank, travel, and postal forms; menus,

 messages, and memos; simple letters and post cards; ads and labels;

 simple instructions; newspaper headlines; maps; tables of contents.

 Personal, biographical information; restaurant, food, and lodging;

 asking and giving directions; activities and hobbies; transportation;

 post office and customs; numbers 1-1000+; shopping and making

 purchases; invitations; adapted readings; occasional unadapted

 readings of academic relevance or on cross-cultural and current

 issues; money and health matters; short stories and poetry; urban

 and rural life; cars and maintenance; office equipment and use;

 social and civil responsibilities; tragedies common to men; and

 immigration.

 (Composition)

 Broadens to include:  personal biographical information; activities

 and hobbies; preferences; daily routine; travel and transportation;

 school and work experience; everyday events; elementary literary

 schemes such as poetry, drama, and short story; urban and rural

 life; cars and maintenance; office equipment and use; social and

 civil responsibilities; tragedies common to men; and immigration.

 (Grammar)

 In addition to reviewing and expanding on Beginning Grammar points,

 students will be expected to recoginize and use:  various clause

 markers; various conditionals:  present and future possible,

 present and past unreal; passive:  present, past, present perfect;

 gerunds and infinitives; reflexive pronouns; modal auxiliaries;

 present perfect, present perfect continuous, past perfect;

 adverbials:  frequency, time, manner, place, cause, and sequence;

 quantifiers; so...that; too and enough; indirect and direct objects;

 quoted speech, reported speech; two-work verbs:  separable and

 non-separable; noun clauses; adjective clauses; reflexive and

 relative pronouns; formal and informal commands; past participle

 used as an adjective; contrasting of moods, the subjunctive, and

 the indicative.

Assignments:

  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 or 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 material.

     4. spent 25-30 minutes practicing and memorizing vocabulary and

        phrases.

     5. written required short essay illustrating control of

        linguistical and cultural principles.

 In preparation for lecture class, students are 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, TV, slides, magazines, newspapers,

         dictionaries, etc.)

     4. kept a private journal in Spanish.

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
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 0 - 0%
None
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 - 20%
Multiple choice, True/false, Matching items, Completion
Other: Includes any assessment tools that do not logically fit into the above categories.		Other Category 1 - 10%
COMPLETION OF SEMESTER'S LANGUAGE LAB HOURS.

Representative Textbooks and Materials:

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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