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|Discipline and Nbr:
Conversation for Beginners - Part 2
|Units||Course Hours per Week|| ||Nbr of Weeks||Course Hours Total
|Maximum||3.00||Lecture Scheduled||3.00||17.5 max.||Lecture Scheduled||52.50
|Minimum||3.00||Lab Scheduled||0||6 min.||Lab Scheduled||0
| ||Contact DHR||1.00|| ||Contact DHR||17.50
| ||Contact Total||4.00|| ||Contact Total||70.00
| ||Non-contact DHR||0|| ||Non-contact DHR Total||0
Title 5 Category:
AA Degree Applicable
Grade or P/NP
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
| ||Total Out of Class Hours: 105.00||Total Student Learning Hours: 175.00||
A high-beginning/low intermediate oral communication course designed to improve those listening and speaking skills needed for cross-cultural understanding in social, academic, and work-related situations. Not open to native speakers of Spanish. Not open to students with two years of high school Spanish or one year of college Spanish with "A" or "B" grade within the past three years.
Completion of SPAN 1 or SPAN 50A with a grade of 'C' or better.
Eligibility for ENGL 100 or ESL 100
Limits on Enrollment:
Schedule of Classes Information
High- begining/low intermediate oral communication course designed to improve those listening & speaking skills needed for cross-cultural understanding in social, academic & work-related situations.
(Grade or P/NP)
Prerequisites:Completion of SPAN 1 or SPAN 50A with a grade of 'C' or better.
Recommended:Eligibility for ENGL 100 or ESL 100
Limits on Enrollment:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
Both Certificate and Major Applicable
Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
|CSU GE:||Transfer Area|| ||Effective:||Inactive:
|IGETC:||Transfer Area|| ||Effective:||Inactive:
|CSU Transfer:||Transferable||Effective:||Fall 1981||Inactive:||
Recognize greetings, introductions, invitations; understand simple
statements, questions and answers, and face to face conversations
in standard dialect; with authentic material such as radio and TV
broadcasts, conversations, instructions, can get the gist, main
ideas, and relevant details; answer basic comprehension questions
on a lecture or film and take rudimentary notes; take part in
class discussions and debates; understand common reduced forms;
recognize common idioms and phrases; begin to infer meaning from
context; detect mood, attitude, urgency in speech.
Create utterances not limited to very familiar or memorized
material; express agreement, disagreement; invite, suggest, refuse,
accept; begin to make use of conversational strategies, such as
asking for clarification, repetition, making small talk, initiating
a topic, understanding body language, and gestures, interrupting
politely; handle simple survival situations in banking, shopping,
transportation; give a formal presentation; deal with common
pronunciation errors; recognize and produce grammatical inflections;
make many sound-spelling connections.
Topics and Scope
Content and topics will vary somewhat, but will reflect beginning
communicative skills required to function in cross-cultural,
academic, social, and job-related situations.
Social situations such as greetings, introductions, invitations,
and appointments polite formulaic expressions; everyday topics such
as: transportation, custom agents and travel; telephone
conversations, directions, instructions and correspondence, leisure,
hobbies, customs, sports, money matters, bank, health, shopping,
numbers (ordinal and cardinal), urban and rural life, cars and
maintenance, office equipment and use, social and civil
responsibilities; tragedies common to men; immigration.
Personal, biographical information; numbers 1 - 1000; restaurants
and food; asking and giving directions; leisure, hobbies, and
customs; transportation; telephone conversations; lodging; money
matters; health; post office; shopping; social situations:
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 all; immigraton.
Listen for the gist; listen with visuals; graphic fill-ins;
selective listening; comprehensions check; dictation and variations;
clue searching; physical response; note taking; story building;
prelistening activities; paraphrase.
Personalized questions, completions; sentence building; dialogue
and story adaptation; create a story with visuals; chain stories;
explain a process; interviews, surveys, and polls conversations
cards; group consensus, problem solving; story telling; role
playing; simple debates; information gap; give definitions and
descriptions; ask relevant questions.
Assignments and activities will include individual, pair, and
small group work, such as role-plays, interviews, problem-solving
activities, dialogues, and skits. Students will perform functional
assignments in the community, such as requesting information over
Methods of Evaluation/Basis of Grade.
Representative Textbooks and Materials:
|Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.||Writing
15 - 25%
|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%
|Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.||Skill Demonstrations
30 - 35%
|Exams: All forms of formal testing, other than skill performance exams.||Exams
30 - 35%
|Multiple choice, True/false, Matching items, Completion||
|Other: Includes any assessment tools that do not logically fit into the above categories.||Other Category
15 - 25%
|Completion of semester's language lab hours||
?COMO SE DICE . . .?, Jarvis et al, Heath current edition
A Spanish-English Dictionary.