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By the end of the course, a Spanish 2S student will demonstrate by means
of a comprehensive exam the ability to read & write in Spanish.
READING STANDARD: Student will be able to read paragraphs from a variety
of disciplines with some ease and understand and judge selections from
topics of general interest, with only occasional reference to a
dictionary.
WRITING STANDARD: Student will be able to apply standard grammar
principles, active Spanish vocabulary, and over-all critical thinking
skills of the language to produce short compositions & descriptive
paragraphs consisting of biographical sketches, job interviews, and the
like.
COURSE CONTENT: At a minimum, content will give particular attention to
increasing vocabulary and expression in order to provide material for
communication. Written assignments will provide opportunities for a
student to understand, apply, analyze, synthesize, and evaluate cultural
themes that can be discussed in class: history, culture traditions and
literature. Of major concern will be the presentation of the
basic grammatical aspects of the language and the enhancement of student's
linguistic and cultural awareness. SPECIFIC GRAMMATICAL POINTS TO BE
COVERED THOROUGHLY IN SPANISH 2S: Be able to identify, contrast and use
the following: standard pronunciation, standard spelling & accentuation,
nouns & pronouns, articles & adjectives, prepositions, regular & high
frequency irregular verbs, commands, present & past subjunctive verb
forms, indicative verb forms, varied uses of infinitives, and
diminutives.
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SCOPE:
Scope of what is covered in Spanish 2S 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 4
semesters at the high school level.). This range also corresponds
to completing our college level representative text.
CONTENT (Listening and Speaking):
Social situations such as greetings, introductions, invitations,
and appointments; polite formulaic expressions; everyday topics
such as: personal informaton, 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, 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 content;
personal, biographical information; restaurant, foods 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; urban and rural life;
elementary literary schemes such as poetry, drama, and short story;
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 recognize and use: various clause
markers; various conditionals: present and future possible,
present and post unreal; passive: present, past, present perfect,
gerunds and infinitives; reflexive pronouns; modal auxiliaries;
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; contrasting of moods, the subjunctive and the
indicative.
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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 25-50 minutes practicing and memorizing vocabulary and
phrases.
5. written required short essay illustrating control of
linguistical and cultural principles.
In preparation for 50 minute 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.).
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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 and can be adapted to accommodate the needs of
Spanish-speaking students.)
Recommend: a standard Spanish to Spanish
dictionary