SRJC Course Outlines

5/28/2024 12:06:43 AMSPAN 3 Course Outline as of Fall 1981

New Course (First Version)

Discipline and Nbr:  SPAN 3Title:  INTERMED SPAN-1  
Full Title:  Intermediate Spanish-Part 1
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 DHR1.00 Contact DHR17.50
 Contact Total5.00 Contact Total87.50
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  140.00Total Student Learning Hours: 227.50 

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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Review of first-year linguistic and cultural information.  Speaking, reading, and writing.  Discussion and essays.

Three years of high school Spanish or Span 2 or Span 2S.

Recommended Preparation:
Completion of ENGL 100 or ESL 100 (including parallel course in a native language other then English).

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
Review of first-year linguistic and cultural information.  Speaking, reading, and writing.  Discussion and essays
(Grade or P/NP)

Prerequisites:Three years of high school Spanish or Span 2 or Span 2S.
Recommended:Completion of ENGL 100 or ESL 100 (including parallel course in a native language other then English).
Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP


Associate Degree:Effective:Fall 1981
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:
 CID Descriptor: SPAN 200 Intermediate Spanish I SRJC Equivalent Course(s): SPAN3

Certificate/Major Applicable: Not Certificate/Major Applicable


Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
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 Students should be able to sustain a logical dialogue with one
 another or with a native speaker for 2-5 minutes or more on general
 subjects, and be able to narrate or describe thought in present,
 past, and future time. In addition, they should be clearly
 understood by a native speaker or be able to convey in general
 terms critical thinking skills, such as:  use simple argument and
 persuasion; give instructions and informal reports; use language
 for warning, refusing, complaining, complimenting, agreeing,
 disagreeing, advising, and requesting assistance; express feelings
 such as humor, happiness, sadness, anger, gratitude, and affection;
 use discussion strategies:  getting and holding the floor, changing
 and returning to the topic, and reaching consensus; pronunciation:
 produce most common reduced forms and inflectional endings,
 correctly use most intonation patterns and word stress, self-monitor
 for pronunciation and oral grammar, and demonstrate an understanding
 of register.
 This skill should be further developed at this level so that the
 student can understand topics of general interest. The student
 should have had sufficent experience with interrogative expressions
 to be able to ask for clarifications of statements with ease. The
 student should be able to understand most of materials read aloud
 at normal speed from such things as newspaper articles, magazine
 articles, and letters. Examples of other typical skills are:
 understand majority of conversational speech including many common
 idioms and phrasal verbs; distinguish between main ideas and
 supporting details relating to everyday topics; understand some
 abstract topics when presented in a familiar context; understand
 descriptions and narrations of factual material and nontechnical
 prose; discuss cultural and contemporary issues; understand the use
 of register; infer meaning from context; acquire new vocabulary
 from context; pronunciation; understand most common reduced forms,
 inflectional endings, and stress and intonation patterns in
 statements and questions.
 Students should be able to interpret, summarize, and appraise with
 some ease newspapers, general articles of non-technical nature, and
 short pieces of annotated imaginative prose, verse, and dialogue
 with only occasional reference to a dictionary. Students should
 also be able to:  demonstrate prereading skills such as prediction
 previewing, questioning, and anticipation; use thought units rather
 than individual lexical units; read technical charts and graphs;
 recognize common organizational patterns and signal words in
 exposition; begin to read critically, distinguishing fact from
 opinion, and recognizing author's purpose, tone, point of view;
 demonstrate postreading skills of summarizing, paraphrasing, and
 evaluating; write outlines that reflect author's main idea and
 supporting arguments; use a Spanish learner's dictionary efficiently;
 be able to choose the appropriate definitions; use context to guess
 the meaning of unfamiliar words and reduce dependence on dictionary;
 demonstrate knowledge of word families, prefixes, suffixes, stems;
 begin to recognize rhetorical forms for essays and papers.
 This skill is further encouraged from the one/two level. Students
 should be able to produce short imaginative pieces to controlled
 term paper, and write accurately such things as letters, biographical
 sketches, descriptive paragraphs and the like. A native speaker
 should have little difficulty in discerning the meaning of the
 written piece. Students should also be able to:  produce written
 communication appropriate to audience and purpose; write a focused
 thesis with a controlling idea; support with details and specifics;
 organize logically into introduction, body, and conclusion; recognize
 and avoid sentence fragments and run-ons; use basic coordination and
 subordination in sentences; build cohesion with links between
 sentences such as synonyms, pronouns, transitions, and paragraph
 transition such as repetition of ideas, introductory adverbs, and
 key words; recognize and eliminate irrelevant ideas; paraphrase;
 show awareness of the verb aspect system; begin to use sentence
 and word variety; view writing as a process that involves thinking,
 revising, editing, and evaluation; begin independent and peer
 revision; edit spelling and punctuation errors; edit word choice,
 sentence structure; write social and formal letters; write accurate,
 cohesive summaries; use library resources in written assigments;
 incorporate dialogue in composition; begin to use stylistic devices
 such as simile, imagery, and metaphor.
 Since the three level is the last third of the presentation of all the
 major components of Spanish grammar, particular attention is given
 to assuring that the student is thoroughly grounded in all aspects
 of the grammatical structures and major idiomatic expressions.
 Students are also introduced to all genres in their original form:
 prose, verse, and dialogue.

Topics and Scope
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  CONTENT AND TOPICS (Listening & Speaking):
 Conversations:  taped, telephone, and face to face; One way
 communications:  directions, narratives, academic lectures,
 descriptionsk, radio and television broadcasts, announcements,
 instructions; content widens to include additional social and
 academic topics:  current events, media, politics, cultural and
 moral issues, history, health, medicine, general science, economics,
 education, leisure; domestic and world issues; life, death, and
 afterlife; love and hate; male and female roles; geography,
 demography, and technology; humor; literature and the arts; the
 world market; drugs and dependency; belief and ideologies; jobs and
 professions; law and free will.
 Adapted and unadapted text including newspaper accounts, academic
 texts, instructions, directions, routine reports, nontechnical
 prose; content widens to include numerous topics such as current
 events, press, politics, economics, education, leisure, travel,
 vacations, cultural and moral issues, history, customs, mores;
 literature:  short stories, poetry, and drama; domestic and world
 issues; life, death, and afterlife; love and hate; male and female
 roles; geography, demography, and technology; humor; literature and
 the arts; the world market; drugs and dependency; belief and
 ideologies; jobs and professions; law and free will.
 Broadens to include:  current events; factual and concrete topics
 relating to personal interests; expanded use of literary schemes;
 domestic and world issues; life, death, and afterlife; love and
 hate; male and female roles; geography, demography, and technology;
 humor; literature and the arts; the world market; drugs and
 dependency; belief and ideologies; jobs and professions; law and
 free will.
 Although possibly introduced earlier, the following grammar points
 will need review, reinforcement, and expansion:  the tense system;
 advanced modal auxiliaries; the passive (advanced forms) and passive
 constructions; gerunds and infinitives; dependent versus independent
 clauses:  noun, adverb, adjective, wish, if; adjective clauses; noun
 clauses; conditionals using if; using wish. The following points
 should be introduced:  transitive versus intransitive verbs;
 future perfect and future continuous; past madals.
 Scope of what is covered in Spanish 3 is at a significantly
 accelerated pace to a course teaching the same materials in a high
 school (This third semester course covers in a semester what is
 covered in the third year at the high school level). The range of
 this class can benefit and challenge students who have completed
 as much as three years of high school Spanish.

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  In preparation for the lecture class, students are expected to
     1. studied, prepared, and reviewed 10-20 pages from class text.
     2. completed 10-20 pages from required readings.
     3. listened to and reacted to about 30-50 minutes of language
        lab material.
     4. spent 15-50 minutes practicing and memorizing vocabulary,
        phrases, and cultural material.
     5. prepared 1-5 pages of assigned essay or term paper.
 In preparation for the lecture class, students are recommended to
     1. worked 10-50 minutes cooperatively with a fellow Spanish
        student or another Spanish-speaking person.
     2. worked as a Spanish tutor for the SRJC Tutorial Service or
        to work with a community Spanish-speaking agency.
     3. listen to or view 10-50 minutes of Spanish media other than
        that provided by the SRJC language lab.
     4. established a pattern of reading Spanish language newspapers,
        magazines, and books as available at the SRJC Library, or
        within the Santa Rosa Community.

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
40 - 75%
Written homework, Reading reports, Lab reports, Essay exams, Term papers
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
15 - 30%
Class performances, Performance exams
Exams: All forms of formal testing, other than skill performance exams.Exams
5 - 30%
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%

Representative Textbooks and Materials:
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         3rd ed., McGraw-Hill, 1992.
 Recommended:  Spanish-English Dictionary.
               Spanish Dictionary.

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