SRJC Course Outlines

10/22/2020 2:19:50 AMSPAN 2 Course Outline as of Fall 1981

New Course (First Version)
CATALOG INFORMATION

Discipline and Nbr:  SPAN 2Title:  ELEMENTARY SPAN-II  
Full Title:  Elementary Spanish-Part II
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 Scheduled06 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:  05 - May Be Taken for a Total of 4 Units
Also Listed As: 
Formerly: 

Catalog Description:
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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: Untitled document
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:
 C2HumanitiesFall 1990
 
IGETC:Transfer Area Effective:Inactive:
 3BHumanitiesFall 1981
 6ALanguage Other Than English  
 
CSU Transfer:TransferableEffective:Fall 1981Inactive:
 
UC Transfer:TransferableEffective:Fall 1981Inactive:
 
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:
Upon completion of the course, students will be able to:
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  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
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  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:
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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 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:
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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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