SRJC Course Outlines

5/29/2024 4:33:38 AMSPAN 2S Course Outline as of Summer 2011

Inactive Course

Discipline and Nbr:  SPAN 2STitle:  ELEMENTARY SPAN-2  
Full Title:  Elementary Spanish
Last Reviewed:10/19/1998

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum4.00Lecture Scheduled4.0017.5 max.Lecture Scheduled70.00
Minimum4.00Lab Scheduled017.5 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:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 

Catalog Description:
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Spanish for Spanish-speaking student.  The purpose of the class is to bring native speakers' reading and writing abilities and culture awareness up to standard. Basic Spanish grammar, written essays with literature components & structure are reviewed & evaluated.


Recommended Preparation:
Completion of ENGL 100 or ESL 100. Recommended for students with native or native-like speaking skills and an interest in Humanities.

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
Spanish for Spanish speaking student. Basic Spanish grammar, written essays & structure reviewed & evaluated.
(Grade or P/NP)

Recommended:Completion of ENGL 100 or ESL 100. Recommended for students with native or native-like speaking skills and an interest in Humanities.
Limits on Enrollment:
Transfer Credit:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP


Associate Degree:Effective:Inactive:
CSU GE:Transfer Area Effective:Inactive:
 C2HumanitiesFall 1998Summer 2011
IGETC:Transfer Area Effective:Inactive:
 6ALanguage Other Than EnglishFall 1981Summer 2011
CSU Transfer:Effective:Inactive:
UC Transfer:Effective:Inactive:

Certificate/Major Applicable: Major Applicable Course


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

Topics and Scope
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 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.
 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
 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.
 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

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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
     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.).

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%
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
20 - 40%
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
0 - 10%

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 and can be adapted to accommodate the needs of
Spanish-speaking students.)
Recommend: a standard Spanish to Spanish

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