1 Department of Foreign Languages The University of Toledo Spanish 1110 Elementary Spanish I Fall 2017 (8/28-10/17) (Accelerated Section: Monday through Thursday) Classes meeting time: _MTWR 2:30-4:20_____ Classroom: _FH 2260____ Instructor: Laurie Puszczewicz Course code for iLrn: Office: Field House 2500L Phone: (419) 530--2631 Office hours: e-mail: ¡Bienvenidos! Welcome to Spanish 1110! Your studies of Spanish allow you to learn about a new culture, and will enhance your studies in other academic fields and your future job prospects. COURSE DESCRIPTION AND OBJECTIVES The first year Spanish program is designed to develop some basic Spanish proficiency as well as to appreciate and understand the cultures of Spanish speaking countries. This course is based on the integration of learning outcomes across Interpersonal, Interpretive, and Presentational Modes of Communication. You will accomplish real-world communicative tasks in culturally appropriate ways as you gain familiarity with products, practices, and perspectives of the Spanish culture(s). You will learn grammar, vocabulary, and structures to enable you to meet functional performance goals at the elementary level and to build a foundation for continued language learning. During this course, you will generally perform in the Novice range, although a few abilities may emerge in the Intermediate range. By the end of this semester, you should also be able to understand and communicate on the following topics: you and the other students in the classroom setting, family and favorite activities, plans and preferences, activities, daily life and holidays, classes, health and interesting information about Hispanic culture. Based on the Ohio State Learning Outcomes of first-semester Spanish course, you can reasonably expect to be able to function in Spanish as described below at the end of this semester. (Learning outcomes with an asterisk are essential.) Interpersonal Communication: 1*. Students engage in very simple exchanges in culturally appropriate ways on very familiar topics using contextualized words, phrases, a few common idiomatic expressions, and simple sentences in highly practiced situations. a. Functional ability includes: listing, naming, and identifying; stating what people, places, and things are like with a few details; and asking and answering highly predictable, formulaic questions. b. Students may use culturally appropriate gestures and formulaic expressions in highly practiced applications and may show awareness of the most obvious cultural differences or prohibitions.
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Instructor: Laurie Puszczewicz Course code for iLrn:
Office: Field House 2500L
Phone: (419) 530--2631
Office hours:
e-mail:
¡Bienvenidos! Welcome to Spanish 1110! Your studies of Spanish allow you to learn about a new
culture, and will enhance your studies in other academic fields and your future job prospects.
COURSE DESCRIPTION AND OBJECTIVES
The first year Spanish program is designed to develop some basic Spanish proficiency as well as to
appreciate and understand the cultures of Spanish speaking countries. This course is based on the
integration of learning outcomes across Interpersonal, Interpretive, and Presentational Modes of
Communication. You will accomplish real-world communicative tasks in culturally appropriate ways as
you gain familiarity with products, practices, and perspectives of the Spanish culture(s). You will learn
grammar, vocabulary, and structures to enable you to meet functional performance goals at the
elementary level and to build a foundation for continued language learning. During this course, you will
generally perform in the Novice range, although a few abilities may emerge in the Intermediate range.
By the end of this semester, you should also be able to understand and communicate on the following
topics: you and the other students in the classroom setting, family and favorite activities, plans and
preferences, activities, daily life and holidays, classes, health and interesting information about Hispanic
culture. Based on the Ohio State Learning Outcomes of first-semester Spanish course, you can
reasonably expect to be able to function in Spanish as described below at the end of this semester. (Learning outcomes with an asterisk are essential.)
Interpersonal Communication:
1*. Students engage in very simple exchanges in culturally appropriate ways on very familiar topics
using contextualized words, phrases, a few common idiomatic expressions, and simple sentences in
highly practiced situations.
a. Functional ability includes:
listing, naming, and identifying;
stating what people, places, and things are like with a few details; and
asking and answering highly predictable, formulaic questions.
b. Students may use culturally appropriate gestures and formulaic expressions in highly practiced
applications and may show awareness of the most obvious cultural differences or prohibitions.
SPAN 1110 Fall 2017
MTWR – 8wks 2
2. Students are also working towards exchanging information about familiar topics, sometimes supported by
highly practiced language, and handling short, social interactions in culturally appropriate ways in everyday
situations by asking and answering basic questions.
Interpretive Listening/Viewing:
1*. Students can demonstrate understanding of the main idea, as well as a few details, cognates, and
idiomatic and formulaic expressions, in a variety of oral texts and media.
a. Students can use key words and phrases to demonstrate understanding of very simple oral
texts and media on very familiar topics, with or without visual support.
b. Students begin to use context cues for basic comprehension.
c. Students use their own cultural background to derive meaning from texts. 2. Students are also working towards demonstrating understanding of the main idea and some details in a
variety of oral texts and media on familiar topics.
Interpretive Reading:
1. By the end of the first beginning foreign language course, students can demonstrate understanding of
the main idea, as well as a few details and idiomatic expressions, in simple, short, and highly predictable
texts on very familiar topics, with or without visual support.
a. Students can recognize and identify all the letters and diacritical marks in an alphabetic
writing system.
b. Students begin to use context cues for basic comprehension.
c. Students use their own cultural background to derive meaning from texts.
2. Students are also working towards demonstrating understanding of the main idea and some details and
idiomatic expressions on familiar topics in a variety of texts.
Presentational Speaking:
1*. Students can make very simple presentations about themselves and some other very familiar topics
using a variety of highly practiced words, phrases, sentences, and expressions.
a. Functional ability includes:
introducing, telling, and listing;
expressing likes and dislikes; and
stating what people, places, and things are like with a few details.
b. Students may use highly practiced, culturally appropriate gestures and formulaic expressions
during their presentations.
2. Students are also working towards making simple presentations on familiar topics using phrases and
sentences that they have practiced.
Presentational Writing:
1*. Students can write basic information on very familiar topics using highly practiced words, phrases,
and simple sentences.
a. Functional ability includes:
giving information, listing;
expressing simple likes and dislikes; and
stating what people, places, and things are like with a few details.
SPAN 1110 Fall 2017
MTWR – 8wks 3
b. Students may use highly practiced, culturally appropriate idiomatic expressions and basic writing
conventions. 2. Students are also working towards writing short messages and notes on familiar topics using phrases and
sentences.
INSTRUCTIONAL STRATEGIES
The primary focus of this class is to develop your ability to understand spoken and written Spanish and
to increase your skill in expressing yourself in simple situations. You can expect to be able to
communicate with speakers of Spanish even though you make mistakes. This class will use reading and
writing activities to enhance your grasp of vocabulary and to provide you with opportunities to express
yourself in Spanish. Class time will be devoted almost exclusively to activities that allow you to practice
your skills of understanding and interacting in Spanish. Class time will not be spent doing only grammar
drills, translating, or listening to lengthy explanations of grammar.
REQUIRED TEXTBOOK AND MATERIALS
(1) Conectados, 1st ed, 2016, by Marinelli and Fajardo, Cengage Learning. (ISBN-
13: 9781111350840)
(2) iLrn for Conectados (including online workbook &textbook), URL: http://ilrn.heinle.com/
To purchase online access, visit: http://hlc.quia.com/books/bookstore.html
(3) Headphones for audio activities online. Be sure to bring the headphones to the Foreign
Language Learning Center every time you plan to work on the iLrn.
Note: If you have learned Spanish before, you need to take the Spanish placement test at the Testing
Center (FH1080). Thus, you can be placed in a course which is more appropriate for your level of
proficiency in the four-series Elementary and Intermediate Spanish Program.
CLASSROOM PROCEDURES
Missed Class Policy
Attendance is mandatory. You cannot learn Spanish unless you are in class. For most of you, the class
hour is your only contact with Spanish. If you do not need to attend this class to learn Spanish and to
pass the exams, you belong in a more advanced Spanish class. Particularly, in this eight-week
accelerated session, you cannot afford to miss even one class meeting.
Students are expected to attend every class meeting at UT. Only in specific, unavoidable situations does
the University excuse absences from class: 1) personal emergencies, including, but not limited to, illness
of the student or of a dependent of the student [as defined by the Board of Trustees’ Policy on Family
and Medical Leave], or death of a member of the immediate family; 2) religious observances that
prevent the student from attending class; 3) participation in University-sponsored activities, approved by
the appropriate University authority, such as intercollegiate athletic competitions, activities approved by
academic units, including artistic performances, R.O.T.C. functions, academic field trips, and special
events connected with coursework; 4) government-required activities, such as military assignments, jury
duty, or court appearances; and 5) any other absence that the professor approves.
We recognize that things can happen that prevent you from attending class. Consequently, each student
is allowed one unexcused absences; any more than one is considered excessive. The absence is not a