Letters: Langu - California State University, East Bay

Letters: Langu - California State University, East Bay

Letters:
Langu~
1. What is the theme you propose for your group of courses? In what ways do you think this
theme speaks to issues important to our freshman population?l
Three-quarter sequence of Language, Culture and Literature Study
The study of language is inherently interdisciplinary. We provide an enriching
and diverse course of study in world languages; we teach languages, culture, and literature
as inherently related aspects of the intricate phenomenon of human communication. Students "will
demonstrate through oral and written works how foundational works in the humanities illuminate
enduring human concerns and the intellectual and cultural traditions within which these concerns
arise, including both classical and contemporary artists and theorists" (Learning Outcomes for
Lower-Division Courses in General Education).
The foreign language courses have content-based lessons that include fine art, music,
literature and social studies intertwined into the language curriculum. Students learning a foreign
language benefit from the study of the culture, literature, and the art of the people(s) who speak the
target language being studied. We carefully select significant artistic and literary readings (and
visual presentations: videos, films, slides) that allow students to "critically reflect on the formation
of human goals and values, and [...] articulate an understanding of the creativity reflected in
works of the humanities that influenced the formation of those values" (Learning Outcomes for
Lower Division Courses in General Education).
By means of oral and written work--grammatical exercises, oral presentations, written
composition and homework, reading materials, including literary texts-we teach the analytical
examination of ideas through several methods. In addition, through the written work (grammatical
exercises, written composition and homework) we help freshmen students to improve their writing
abilities and grammatical notions. Modern Languages provides a significant amount of remedial
teaching to our freshmen.
The study of world languages, culture and literature provides valuable experience for our
students and a potential advantage in career development and future employment in today's
globalized economy (global market, international consortia, interacting in different capacities
across national cultural and linguistic borders). To be an effective professional in most fields­
lawyer, scientist, teacher, doctor, businessman, translator, nurse--knowledge of other language(s)
is essential in today's international workplace.
Some of the freshmen speak languages other than English at home; however, many of them
are unable to write them (second or third generation bilingual speakers). These students need to
expand their knowledge of vocabulary, grammar and culture in general and to learn the formal
aspects of that particular language. Expanding their knowledge about a heritage language gives
them a competitive advantage in today's world.
A significant "benefit of language study is an expanded understanding of diverse, culturally
rooted attitudes and behaviors" (MLA). Students at CSUEB can greatly benefit by learning about
other culture(s) as they study a new language. This experience expands their personal horizon and
teaches them tolerance and respect for others in their community, country and beyond.
I Average age 18; our most highly diverse class of students; mostly urban, approximately 25% of whom are not
native speakers of English and more than 50% of whom will take developmental math and/or composition in their
first year.
2. List the courses (prefix, number, title, units)
MLL 1101 : Elementary French I
MLL 1102: Elementary French II
MLL 1103: Elementary French III
(4 units)
(4 units)
(4 units)
MLL 2101: Intermediate French I
MLL 2102: Intermediate French II
MLL 2103 : Intermediate French III
(4 units)
(4 units)
(4 units)
MLL 1401 : Elementary Spanish I
MLL 1402: Elementary Spanish II
MLL 1403: Elementary Spanish III
(4 units)
(4 units)
(4 units)
MLL 2401: Intermediate Spanish I
MLL 2402: Intermediate Spanish II
MLL 2403: Intermediate Spanish III
(4 units)
(4 units)
(4 units)
MLL 1601: Elementary Chinese I
MLL 1602: Elementary Chinese II
MLL 1603 : Elementary Chinese III
(4 units)
(4 units)
(4 units)
MLL 2601: Intermediate Chinese I
MLL 2602: Intermediate Chinese II
MLL 2603: Intermediate Chinese III
(4 units)
(4 units)
(4 units)
MLL 1651: Elementary Filipino I
MLL 1652: Elementary Filipino II
MLL 1653 : Elementary Filipino III
(4 units)
(4 units)
(4 units)
MLL 2651: Intermediate FiJi pino I
MLL 2652: Intermediate Filipino II
MLL 2653: Intermediate Filipino III
(4 units)
(4 units)
(4 units)
MLL 1801: Elementary Japanese I
MLL 1802: Elementary Japanese II
MLL 1803: Elementary Japanese III
(4 units)
(4 units)
(4 units)
MLL 2801 : Intermediate Japanese I
MLL 2802: Intermediate Japanese II
MLL 2803: Intermediate Japanese III
(4 units)
(4 units)
(4 units)
MLL 1901: Elementary Sign Language I
MLL 1902: Elementary Sign Language II
MLL 1903: Elementary Sign Language III
(4 units)
(4 units)
(4 units)
MLL 2901: Intermediate Sign Language I
MLL 2902: Intermediate Sign Language II
MLL 2903: Intermediate Sign Language III
(4 units)
(4 units)
(4 units)
2
3. Explain how the theme will be used to integrate course content in each course. (Describe the
contribution of each discipline's perspective on the theme that will help create a coherent
learning experience for the students).
Language reflects culture; students learning a particular language will gain insights
about many cultural aspects linked to the study of the particular societies who speak the
target language. Our courses focus on the acquisition of language: speaking, reading, and
writing with strong emphasis on the appreciation of the culture. All foreign language
courses have content-based lessons that include fine art, music, literature and social studies
intertwined into the language curriculum. In addition, all courses taught in Modern
Languages and Literatures examine significant written and/or oral texts of the creative
intellect and aim to teach our students a critical examination of ideas through the use of
varied approaches and methods.
4. Explain how each course in the proposed learning community will support student learning of
each of the lower division general education area learning outcomes and General Education
requirements (passed by Academic Senate February 17,2004). Please use the GE course
application forms to address this question. (If the course has already been approved for GE
credit, and the current application form was used, please attach a copy. If the course has not yet
been approved for GE credit, the use of the application form will permit review for GE credit,
even if the cluster application is not selected.
(http://www.csuhayvvard.edu/ge/subcommitte/gc/icarningoutcomes.htm). Please note: for mixed
area learning communities, courses must meet learning outcomes in each area covered by the
learning community. For example, a learning community with a course in humanities, one in
social science, and one in science must demonstrate that the learning outcomes in humanities,
social science, and science are met by the relevant courses.
Since all our courses deal with languages and culture, it is part of our strategy to
ask our students to provide oral and written work reflecting how "foundational works in
our courses illuminate enduring human concerns and the intellectual and cultural
traditions within which these concerns arise"(SLOs). There is a component of reading in
all our courses which strengthens the students understanding of the "interaction among
historical and cultural contexts, individual works, and the development of humanities over
time (SLOs)." We provide ours students with literary excerpts, poetry, videotapes,
readings on art and culture, slide presentations, and music. Students must provide
feedback-oral and written-that will demonstrate their ability to engage in critical
thinking and the evaluation of human concerns. Through analysis of creative works and
cultural activities in class and outside the classroom (presentation of scholars, visits to
museums, films, and varied cultural activities), our students will "reflect on the formation
of human goals and values" and will gain an understanding of the "creativity reflected in
works of the humanities that influenced the formation of those values (SLOs)."
5. Attach course outlines for the three courses. Each course outline should indicate how the
theme would be used in the course and any student activities that cross all three courses. (For
example, will there be common reading(s) in the three courses? Will there be common
assignments, or assignments on which students work the entire year? Will students keep a
cluster portfolio? Etc.
See attached course syllabi.
3
Approved by Departm
vtLL
Department
rfaate/2 /1/
Dean!Associate Dean 2
Signatures of three faculty members: Ideally, the person who will teach the courses will
participate in the cluster planning. We acknowledge, however, the difficulties of staffing
departments face and understand that the person who plans the new cluster may not be the person
who teaches the cluster course. In these cases, we expect the faculty member who plans the
cluster will provide a thorough orientation to the expectations and methods developed for the
learning community to the actual instructor.
We each agree, if selected, to meet on the following three days for an end-of-Spring or
summe~~~z:nterod~urriCUlum and pedagogy : ;: :'; ;~t~gration
g ture
Date
s;ibr1=7 2 While College approval for application of courses to meet GE requirements is not required , College approval
assures support for departmental participation.
4
MLL 1401: Elementary Spanish I Section 02: MWF 9:20-10:30am Section 03: MWF 10:40-11:50am
Professor: Iliana Holbrook
Office Hours: MWF 12:00-1:10 pm and by
appointment
Office Location: UM 2595
Telephone: 510-885-3211
E-mail: [email protected]
Texts: Plazas, 2nd Edition by Robert
Hershberger et al.
Plazas Workbook / Laboratory Manual
Recommended: Spanish-English dictionary
COURSE REQUIREMENTS
1. Regular and prompt attendance. (More than three unexcused absences will
affect final grade significantly).
2. Careful study of grammatical and cultural readings in Plazas and active class
participation.
3. Careful completion of written assignments (grammatical exercises, written
compositions); oral presentations; reading materials: handouts and literary
texts.
4. Lab attendance required, minimum of one hour per week (audio tapes and
videos).
5. Five Exams: There will be four partial exams plus one com prehensive final
exam. No make-up exams will be given, but students may drop one partial
exam.
Requirements apply to all students; please do not ask for exemptions.
COURSE GOALS
This course will review the five basic language skills: listening, comprehension, reading,
writing and communication. Careful preparation of work assignments--grammatical
exercises, written compositions, oral presentations, reading materials, and class
participation-- will improve the student's oral and written skills.
The course strongly emphasizes cultural' aspects of the Hispanic world.The videos, the
readings in the cultural segments: "Encuentros" and the literary texts presented have a
rich cultural component and will examine significant artistic expressions of the creative
intellect: Fine Arts and Letters (including the integration of evaluative and descriptive
aspects of the history, theory, aesthetics, and criticism of different works, forms, styles, and
schools of art). These materials will expand the student's view of many aspects of the
societies where Spanish is spoken. The major goals are: (a) to teach the critical examination
of ideas and theories through the use of historical, linguistic, literary, philosophical, and
artistic manifestations and (b) to encourage understanding of enduring human concerns
and the intellectual and cuUural traditions within which they arise.
IMPORTANT NOTE: A Student cannot receive GE credit if he/she chooses
to complete the course as credit-by-exam.
1
The course will lead to the four Student Learning Outcomes (SLOs) listed below:
1. Students will demonstrate through oral and written works how foundational works
in the humanities illuminate enduring human concerns and the intellectual and
cultural traditions within which these concerns arise, including both classical and
contemporary artists and theorists.
2. Students will demonstrate a developing understanding of how historical and
cultural contexts, individual works, and the development of humanities over time,
interact.
3. Through oral and written works, students will demonstrate their ability to critically
employ concepts, theories, and methods of analysis used in the humanities to
interpret and evaluate enduring human concerns.
4. Students wi1l critically reflect on the formation of human goals and values, and will
articulate an understanding of the creativity reflected in works of the humanities
that influenced the formation of those values.
GRADING
Your final rade will be assi ned as follows based on overall avera e:
90-100% = A
80-89% = B
70-79% = C
60-69% = D
~ 59% = F
In order to promote more accurate grading, a plus (+) or minus (-) will be added to each corresponding grade when applicable. There is also a CRINC option available by request. GRADE BREAKDOWN
Exams (3 out of 4)
Com positions
Class attendance, participation and written assignments: text and
workbook
Final Exam
30%
25%
25%
20%
There will be four chapter exams (students will be able drop one chapter exam). The
student is responsible for keeping up with the WorkbooklLaboratory manual; the
workbook will be turned in on the day of each of the scheduled exams. The grammatical
structures covered in class will correspond to the exercises in the workbook (these should
be done the day after grammatical structures are presented in class). Late assignments will
receive partial credit only.
2
SCHEDULE 2
4
6
9
11
13
16
ABRIL Introduccion al curso. El alfabeto, p.20. Vocabulario: saludos y despedidas, pp.4-5 .
Estructura I: ser, pp.l 0-11. Video: The Buried Mirror by Carlos Fuentes:
Iberian, Indian and African elements in the Hispanic Culture (20 min).
Encuentro cultural: ;,Tu 0 usted? p.9. Asi se dice: hay and numbers, p.12.
Vocabulario: palabras interrogativas, p.14. Estructura II, p.16. Encuentro cultural:
El mundo hisp_an~, pp.17-19.
Capitulo uno. Vocabulario pp.24-26. Encuentro cultural: El espanol en los
Estados Unidos, p.28. Estructura I , ~p . 29 .
I Repaso y vocabulario, pp.31-33.
.1 Estructura II, present tense of regular -ar verbs, p.35.
I Review of -ar verbs. Expressing personal likes and dislikes: me gusta + infinitive,
p.38.
II Asi se dice. TelJing time and the days of the week : la hora y los dias de la semana,
p.39. Encuentro cultural: EI sistema de 24 horas, p.41.
Examen del capitulo 1 & turn in workbook for capitulo 1.
I Capitulo 2. Vocabulario: La familia, pp.50-51. Indicating ownership and
I possession with de and possessive adjectives, p.53 . Estructura 1: ser p.57.
Describing people and things: agreement with descriptive adjectives, pp.59-60.
Encuentro cultural: La familia hispana, p.62. Vocabulario: las nacionalidades,
p.63. "My name is not FranciscolMi nombre no es Francisco" by Chicano
I poet Francisco X. Alarcon.
Video: Mexican artist, Frida Kahlo (30 min). Estructura II : Present tense of -er
and -ir verbs, p.65 . Actividad en clase: i,Como es el arte de Frida Kahlo?
Review of -er and -ir verbs. Common uses of the verb tener, p.67. Counting to
100: los -!1umeros, p.69. ComoosicionJ: Frida Kahlo.
Examen del capitulo 2 & turn in workbook for capitulo 2. MAYO Capitulo 3. Vocabulario p.78. Encuentro cultural: Los deportes en el mundo
hispano , p.81. Estructura I: gustar + infmitive and gustar + nouns , p.82.
Presentacion cultural: Video: El dia de los muertos en Oaxaca (The Day ofthe
Dead in Oaxaca) 15 min.
Vocabulario: los lugares , p.84. Estructura II: expressing plans with ir: ir a + destination, and ir a + infinitive, p.86. Encuentro cultural: EI cafe en Colombia yen el mundo, p.89. Estructura III: Verbs with irregular yo forms, p.90. Expressing knowledge and familiarity: saber, conocer, and the personal a, p.92.
Talking about months, seasons, and the weather,_p.94.
CULTURA : Plazas, Revista No. 1: Octavio Paz, Mexican author, breve
fragmento de "El perfil del mexicano" de Ellaberinto de la Soledad and
Fernando Botero, Colombian artist, pp.102-105. Video: Fernando Botero
(15min).
I Examen del capitulo 3 & turn in workbook for capitulo 3. Composicion ll:
I Fernando Botero
I
18
20
23
I
I
25
27
30
2
4
7
9
11
14
3
16
18
21
23
25
28
30
1
4
6
8
Capitulo 4. Vocabulario: La casa, p.108. Encuentro cultural: Gaudi y su obra,
p.lI2. Video, Spanish Architect: Antonio Gaudi (15 min). Estructura I: present
I tense of stem-changing verbs, p.113. Composicion n
I Expressing physical conditions, desires, and obligations with tener, p. 116.
Vocabulario: los quehaceres domesticos, p. U 8. Encuentro cultural: Viviendas en
Latinoamerica y Espana, p.120
Estructura II: Expressing preferences and giving advice: affirmative to commands,
p.12I . Actividad en clase.
Estructura III : Talking about location, emotional and physical states, and actions
in progress: the verb estar, pp.122-125.
Examen del capitulo 4 & turn in workbook for capitulo 4.
Eva Peron (documental, 30 minutos) y actividad en cJase.
Composicion Ill: Eva Peron. Capitulo 5. Vocabulario: EI cuerpo humano,
pp.140-141. Encuentro cultural: Bolivia y la salud , p.143 . Estructura I: routine
activities : reflexive pronouns and present tense of reflexive verbs, pp.144-145 .
JUNIO
Review of reflexive pronouns and present tense of reflexive verbs. Vocabulario:
La salud, pp.149-l50. Estructura II: describing people, things, and conditions: ser
vs. estar,_p.I52.
Encuentro cultural: Tradicion de hierbas: yerba mate en Paraguay y las hojas
de coca en los Andes, p.155. Estructura III: pointing out people and things:
demonstrative adjectives and pronouns, p.156. "Cultivo una rosa blanca" de
Jose Marti (Cuban poet).
Film: Bolivia by Adrian Caetano (Spanish with English subtitles, 70 minutes).
Repaso para el examen final y actividad en c1ase. ComDosicion IV: Bolivia
EXAMEN FINAL 1401-02: Wednesday, June 13th, 9-10:50am
1401-03: Monday, June 11th, 11-12:50 pm 4
MLL 1402 Section 01: Elementary Spanish II Professor: Iliana Holbrook
e-mail: [email protected]
Office Hours: MWF 12:00-1:10 pm and by
appointment
Office: MB 2595
Telephone: 510-885-3211
M\VF
1:20-2:30pm
Classroom:
Texts: Plazas, 2nd Edition by Robert
Hershberger et al.
Plazas Workbook / Laboratory Manual
Recommended: Spanish-English dictionary
COURSE REQUIREMENTS
1. Regular and prompt attendance. (More than three unexcused absences will
affect final grade significantly).
2. Careful study of grammatical and cultural readings in Plazas and active class
participation.
3. Careful completion of written assignments (grammatical exercises, written
compositions); oral presentations; reading materials: handouts and literary
texts.
4. Lab attendance required, minimum of one hour per week (audio tapes and
videos).
5. Four exams: There will be 3 partial exams (No make-up exams will be given).
6. Final exam on scheduled date.
Requirements apply to all students; please do not ask for exemptions.
COURSE GOALS
This course will review the five basic language skills: listening, comprehension, reading,
writing and communication. Careful preparation of work assignments (grammatical
exercises, written compositions, oral presentation, reading materials, and class
participation will improve the student's oral and written skills.
The course strongly emphasizes cultural aspects of the Hispanic world. The videos, the
readings in the cultural segments: "Encuentros" and the literary texts presented have a
rich cultural component and will examine significant artistic expressions of the creative
intellect: Fine Arts and Letters (including the integration of evaluative and descriptive
aspects of the history, theory, aesthetics, and criticism of different works, forms, styles, and
schools of art). These materials will expand the student's view of many aspects of the
societies where Spanish is spoken. The major goals are: (a) to teach the critical examination
of ideas and theories through the use of historical, linguistic, literary, philosophical, and
artistic manifestations and (b) to encourage understanding of enduring human concerns
and the intellectual and cultural traditions within which they arise.
IMPORTANT NOTE: A Student cannot receive GE credit if he/she chooses to
complete the course as credit-by-exam.
1
The course will lead to the four Student Learning Outcomes (SLOs) listed below:
1. Students will demonstrate through oral and written works how foundational works
in the humanities illuminate enduring human concerns and the intellectual and
cultural traditions within which these concerns arise, including both classical and
contemporary artists and theorists.
2. Students will demonstrate a developing understanding of how historical and
cultural contexts, individual works, and the development of humanities over time,
interact.
3. Through oral and written works, students will demonstrate their ability to critically
employ concepts, theories, and methods of analysis used in the humanities to
interpret and evaluate enduring human concerns.
4. Students will critically reflect on the formation of human goals and values, and will
articulate an understanding of the creativity reflected in works of the humanities
that influenced the formation of those values.
GRADING Your final rade will be assi ned as follows based on overall avera e: 90-100% = A
80-89% = B
70-79% = C
60-69% = D
< 59% = F
In order to promote more accurate grading, a plus (+) or minus (-) will be added to each corresponding grade when applicable. There is also a CR/NC option available by request. GRADE BREAKDOWN Exams (2 out of 3)
Com positions
Class attendance, participation and written assignments: text and
workbook
Final Exam
30%
25%
25%
20%
There will be 3 exams (students will be able drop one exam). The student is responsible for
keeping up with the WorkbooklLaboratory manual; the workbook will have to be turned
in on the day of the scheduled exams. The grammatical structures covered in class will
correspond to the exercises in the workbook (these should be done the day after
grammatical structures are presented in class). Late assignments will receive partial credit
only.
2
SCHEDULE ,
2
4
6
9
11
13
16
18
20
23
25
ABRIL Introducci6n al curso. Capitulo seis, vocabulario: la com ida pp. 168-169 Estructura I: Making com/2.arisons: com12.aratives and sUJ2erlatives pp. 172-175.
Video: Venezuela (3 minutos).
Encuentro cultural: La comida tipica venezolana p.171 y vocabulario:el restaurante
p.177. Estructura H: Describinf!. oas(events pp. 180-182 Video: Hugo Chavez (30 minutos) y actividad en clase
Estructura HI: Verbs with stem changes in the past pp. 184-188 Pablo Neruda:
"Oda al tomate" y video: Pablo Neruda, Chile's Nobel Prize for Literature (15
minutos).
Comoosici6n I: Hugo Chavez. Repaso de estructuras II y III. Plazas:
Curamericas p. 194. Spanish Drama: La casa de Bernarda Alba p.195 y video:
fr~gmento de La casa de Bernarda Alba de Federico Garcia Lorca (12 minutosl
Examen I (capitulo seis y entrega del cuaderno de trabajo pp. 91-100, 104-106,
297-301).
Capitulo siete: De compras: Argentina. Vocabulario: la ropa pp. 198-199 Making
eml2.hatic statements: stressed J20ssessive adiectives and 12ronouns, pp.202-203.
Video: Argentina (3 minutos).
Estructura I, irregular verbs in the preterite pp.204-206 y vocabulario pp. 207­
208. Encuentro cultural: El tango argentino, p. 210.
Video: La historia del tango (15 minutos).
Estructura II: Simplifring expressions: direct ob1ect pronouns pp. 211-213 Y
actividad en clase. Composici6n ll: Argentina. "Milonga de Juan Flores" by
Jorge Luis BorgesJ~oet from Argentinal.
Estructura III: Describing ongoing and habitual actions in the past: the im12er(gct
tensepp.214-215.
27 Repaso de gramatica y vocabulario, actividad en grupo.
30 Examen II (entrega del cuaderno de trabajo pp. 107-115,122-124,303-308). MAYO 2 Capitulo ocho: Fiestas y vacaciones: Guatemala y El Salvador. Vocabulario
pp. 226-228. Encuentro cultural: Chile p. 230 y Guatemala (Video: 3 minutos).
As! se dice: interrogative words pp. 231-232 Y estructura 1: The J2reterite vs. the
imoerfJ;ct pp. 233-235.
Video Rigoberta Menchu, Guatemala's Nobel Prize for Peace (30 minutos) y
actividad en clase
7 Composici6n ITI: Rigoberta MeDcbu
Vocabulario: la playa y el campo pp. 237-238. Y encuentro cultural: Arzobispo
Oscar Arnulfo Romero _po 239
9 Estructura II: affirmative and nef!.ative exoressions pp. 240~242 Y actividad en clase.
14 As! se dice: Talking about J2eriods of... time since an event tookJ2lace-- hace and hace
q,ue pp. 244- 245.
16 Examen In (entrega del cuademo de trabajo pp. 143-151,158-160,317-319,321­
4
3
1
322.
18 Capitulo nueve: De viaje por el Caribe-- La Republica Dominicana, Cuba y
I Puerto Rico. Vocabulario pp. 256-258. Estructura I, indirect obiect pronouns pp.
261-263.
21 Repaso de estructura I, indirect object pronouns, pp. 261-263 Y encuentro cultural:
Cuba.. . p. 265. Video sobre Cuba (cuatro minutos). "Balada de los dos abuelos"
by Cuban poet Nicolas Guillen y "Mujer negra" by Cuban poet Nancy Morejon
23 CULTURA: Wilfredo Lam: Contemporary Cuban Artist (slide presentation)
y Buena Vista Social Club, Traditional Cuban Music (20 min).
25 Estructura II : double obiect pronouns pp. 266-267
Vocabulario: EI hotel p. 268-269 Y As! se dice pp. 270-271. Composicion IV: El
arte y la musica de Cuba.
28 Encuentro cultural, Puerto Rico: Estado Libre Asociado p. 273 . Estructura III,
Giving directions and expressing desires: fgrmal and negative tll commands pp.
274-276
30 Capitulo diez: Honduras y Nicaragua, vocabulario: las relaciones sentimentales p.
290-292 y estructura 1: the Dresent Derfect tense pp.295-297
JUNIO
8
Asi se dice: Describing reciprocal actions : reciprocal constructions with se, nos and
os pp. 298-299.
Encuentro cultural: Las bodas en eI mundo hispano p.301 y Asi se dice Adverbs and
adverbial eXDressions p. 302-303
Estructura II: Us ing the Spanish eguivalents Q( wb.Q, whom, that and which: relative
vronouns DO. 305-307. ComDosicion V: La clase de espaiioI.
Repaso para el examen final
11
Examen final: El examen sent el 11 de junio :2:00-3:50pm
1
4
6
...
4
MLL Professor: lliana Holbrook
E-mail: [email protected]
MWF
10:40-11 :50am
Office Hours: MWF 2:30-4:00pm and by
appointment
Office: MB2595
Telephone: 510-885-3211
Text: Plazas, 2nd Edition by Robert
Hershberger et al.
Plazas Workbook / Laboratory Manual
Recommended: Spanish-English
dictionary
COURSE REQUIREMENTS 1.
2.
3.
4.
5.
6.
Regular and prompt attendance. (More than three unexcused absences will
affect final grade significantly).
Careful study of grammatical and cultural readings in Plazas and active class
pa rticipation.
Careful completion of written assignments (grammatical exercises, written
compositions); oral presentations; reading materials: handouts and literary
texts.
Lab work required, minimum of one hour ~er week (audio tapes and videos).
Four exams: There will be 4 partial exams JNo make-up exams will be given).
Final exam on scheduled date.
Requirements apply to all students; please do not ask for exemptions.
COURSE GOALS
This course will review the five basic language skills: listening, comprehension,
reading, writing and communication. Careful preparation of work assignments
(grammatical exercises, written compositions, oral presentations, reading materials,
and class participation will improve the student's oral and written skills.
The course strongly emphasizes cultural aspects of the Hispanic world. The videos,
the readings in the cultural segments: "Encuentros" and the literary texts presented
have a rich cultural component and will examine significant artistic expressions of
the creative intellect: Fine Arts and Letters (including the integration of evaluative
and descriptive aspects of the history, theory, aesthetics, and criticism of different
works, forms, styles, and schools of art). These materials will expand the student's
view of many aspects of the societies where Spanish is spoken. The major goals are:
(a) to teach the critical examination of ideas and theories through the use of
historical, linguistic, literary, philosophical, and artistic manifestations and (b) to
encourage understanding of enduring human concerns and the intellectual and
cultural traditions within which they arise.
IMPORTANT NOTE: A Student cannot receive GE credit if he/she chooses
to complete the course as credit-by-exam.
1
The course wiJIlead to the four Student Learning Outcomes (SLOs) listed below:
1. Students will demonstrate through oral and written works how foundational
works in the humanities illuminate enduring human concerns and the
intellectual and cultural traditions within which these concerns arise,
including both classical and contemporary artists and theorists.
2. Students wiD demonstrate a developing understanding of how historical and
cultural contexts, individual works, and the development of humanities over
time, interact.
3. Through oral and written works, students wiU demonstrate their ability to
critically employ concepts, theories, and methods of analysis used in the
humanities to interpret and evaluate enduring human concerns.
4. Students will critically reflect on the formation of human goals and values,
and will articulate an understanding of the creativity reflected in works of
the humanities that influenced the formation of those values.
GRADING
Your final rade will be assi ned as follows based on overall avera e:
90-100% = A
80-89% = B
70-79% = C
60-69% = D ~ 59% = F
In order to promote more accurate grading, a plus (+) or minus (-) will be added to each corresponding grade when applicable. There is also a CRINC option available by request. GRADE BREAKDOWN Exams (3 out of 4)
Compositions
Class attendance, participation and written assignments: text and
workbook
Final Exam
30%
25%
25%
20%
There will be 4 exams (students will be able drop one exam). The student is
responsible for keeping up with the WorkbookiLaboratory manual; the workbook
will have to be turned in on the day of the scheduled exams. The grammatical
structures covered in class will correspond to the exercises in the workbook (these
should be done the day after grammatical structures are presented in class). Late
assignments will receive partial credit only.
2
Programa MLL 1403
abril 2
Introducci6n al curso. Repaso: Capitulos 5-10. 4
Capitulo 11: EI mundo del trabajo: Panama, 316, 325, 331 HW IJ-1 iA quien vas a llamar?, 317 Video: Music from Panama: Ruben Blades y actividad en clase
6
Por and para, 32l. EI canal de Panama, 320 HW 1 1-6 iPor 0 para?, 323 9
Composicion I: Panama Expressing sUbjectivity and uncertainty : the sUbjunctive mood, 330 HW 11-17 Consejos para Javier, 330. Protocolo en los negocios en el mundo hispanohablante, 329 11 Expressing desires and intentions: the present sUbjunctive with statements of volition,334 HW J 1-22 iQue quiere mijefe?, 338 Turn in Workbook Chapter 11 13 Examen Capitulo 11 16 Capitulo 12: EI medio ambiente: Costa Rica, 348, 356, 364 HW 12-1 Asociaciones, 349 18 Expressing emotion and opinions: subjunctive following verbs of emotion, impersonal expressions, and ojala, 353 HW 12-0jala que en Costa Rica, 354. Costa Rica: puros ingredientes naturales, 352. Composicion II: Costa Rica
20 Expressing doubts, uncertainty, and hypothesizing; the subjunctive with verbs, expressions of uncertainty, and adjective clauses, 360 HW 12-23 La ciudad ideal, 363. Costa Rica: Estaci6n bio16gica. La Selva, 359 23 Los animales y el refugio natural, 364 HW 12-27 Ricardo, el guardaparques, 365 25 Repaso HW 12-28 Yo estoy pensando en un animal, 365 Turn in Workbook Manual Chapter 12 27 Examen Capitulo 12 30 Capitulo 13: EI mundo del espectaculo: Peru y Ecuador, 380, 388 HW J 3-1 Peliculas y programas, 381 "Yuntas" de Cesar Vallejo (Peruvian poet) 2
Talking about anticipated actions: subjunctive with purpose and time clauses, 385 HW 13-7 Otra escena de "iNo puedo mas' ", 386. La cinematografia en Latinoamerica, 384 4
Se for unplanned occurrences (No fault se), 392 HW 13-21 iA mf nunca', 393. Oswaldo Guayasam{n, 391 mayo 3
Video, Social realism in the art ofthe Ecuadorian painter: Oswllido Guayasamin
(20 min).
7
Com posicion III: Oswaldo Guayasamin
Describing completed actions and resulting conditions: use of the past participle
as adjective, 394. HW 13-25 Las preguntas del maestro, 395
9
Repaso: HW 13-26 Accidentes memorables e inventados, 395
Turn in Workbook Chapter 13
11
Examen Capitulo 13
14
Capitulo 14: La vida pUblica: Chile, 404, 413
HW 14- 4 Oraciones, 405
Chilean poets: Pablo Neruda: "Alturas de Macchu Picchu" (selecci6n breve)
y Gabriela Mistrall: "Meciendo"
16
Talking about future events: the future tense, 408
HW 14-10 Cinco predicciones, 411. EI gobiemo de Chile, 408
Composicion IV: Pablo Neruda
Expressing conjecture or probability: the conditional, 417
HW 14-23 Mas promesas, 419. La libertad de prensa, 416
Last Day to W,i tbdraw Without Enrollment Svcs. Approval
18
21
Making references to the present: the present perfect subjunctive, 421
HW 14- 28 En otras palabras, 422
23
Repaso y HW 14-31 Los eventos polfticos en
Turn in Workbook Chapter 14
25
Examen Capitulo 14
28
Memorial Day
30
Capitulo 15: Los avances tecnologicos: Uruguay, 432, 440
HW 15-3 i,Para que se usa?, 433
Artistas sudamericanos: Fernando de Szyszlo (Lima,Peru), Roberto Malta
(Santiago, Chile) y Pedro Figari (Montevideo, Uruguay)454
1
Making statements in the past: Past (imperfect) subjunctive, 436
(u
vida, 423
junio
HW 15-7 Recuerdos de mijuventud, 438. Las telecomunicaciones en
Uruguay, 435
Eduardo Galeano, Urguayan author: "Cuba duele" y "Entre
Venezuela y Nadalandia"
4
Talking about hypothetical situations: if clauses, 444
HW 15-17 El Internet en casa, 445. Equipos en la palma de la mano, 443
Composicion V: tema libre
6
Repaso: HW 15-19 ;,Un mundo ideal?, 445
Turn in Workbook Chapter 10
8
Repaso
11
Examen final (11:00-12:50)
4
MllllOl-l
Fall 2010
M.W.F.: 9:20-10:30
Room: RO 0131
monique.manopou][email protected]
Dr. Monique Manopoulos
Office: MB 2007
Phone: 885­
Office Hours:
M.W-F: 10:45-11:45» and by appointment
Grading:
Assignments
Tests (2)
A
A­
B
c+
c­
D
25%
50%
93%-100%
90%-92%
83%-87%
78%-79%
70%-72%
60-67%
Final
25%
B+
88%-89%
80%-82%
73%-77%
68%-69%
0%-59%
B-­
C
D+
F
Textbook:
Horizons 4'h Edition, Manley, Joan H., et aI., Heinle&Heinle/Thompson Learning,
Policies:
Homework will be assigned and completed online. NO late homework will be
accepted. If a student is absent the day homework is assigned, it her/his responsibility to
check the assignment due date online. Make-up tests will be allowed for an excused
absence.
00
Class rules: Cell phones must be turned off, no food or drinks, chewing gum is
allowed but no smacking (of gum).
00
Class Attendance:
No more than 3 absences excused and un-excused, can be allowed without penalty. For
each absence beyond this, 2 points will be deducted from the student's FINAL
AVERAGE. Being more than 15mn late will be equivalent to one absence. Leaving the
room during class is highly discouraged, except under special circumstances. If so,
please inform me in advance.
Accessibility Accommodations: This University abides by the Americans with
Disabilities Act and Section 504 of the Rehabilitation Act of 1973, which stipulates that
no student shall be denied the benefits of an education "solely by reason of a handicap."
If you have a documented disability that may impact your work in this class and for
which you may require accommodations, please see the instructor as soon as possible to
arrange accommodations. In order to receive accommodations, you must be registered
with and provide documentation of your disability to: Student Disability Resource
Center (510) 885-3621
Goals and Learning Outcome:
This course is designed to use French grammar, vocabulary, art and literature as a basis
for classroom discussion and for instruction in language proficiencies in listening,
speaking, reading, and writing in various contexts and situations. The emphasis is on an
in-depth introduction to important aspects of French/Francophone life, language and
culture.
It will definitely allow students to expand their knowledge and understanding of
FrenchlFrancophone culture: history, literature, art, and present-day society.
By doing so, students will learn how to be citizens of the world by acquiring the
necessary skills for lifelong learning within ever-changing cultural world contexts.
The intensive practice of activities that constantly challenge students'intellectual abilities,
learning methods, thought processes, value systems, and cultural contexts will contribute
to educate a group of human beings who will be ready to adapt to challenging cultural
contexts thoughout their lives and thus to participate in and contribute to an ever­
changing democratic world.
EMPLOI DU TEMPS Mercredi 22 septembre:
Presentation
YeRdredi 24 septembre: Ch preliminaire. Salutations. Pp.6-9 LURdi 27 septembre: Ch preliminaire. Les chiffres de 0 a 30. Pp.1O-11 Mercredi 29 septembre: Ch preliminaire: Un autoportrait. Pp.14-15 YeRdredi ler octobre: Ch preliminaire. Lesjours de la semaine. Pp12-13 LURdi 4 octobre: Ch preliminaire. En cours. Pp.20-22 L' heure.Pp.16-19
Mercredi 6 octobre: Ch.preliminaire. L' alphabet. Pp.22-23. La Francophonie. Pp.4-S
Vendredi 8 octobre:
Ch 1. C' estill estlDescription physique. Pp.32-35
Lundi 11 octobre:
Ch.1. Les personnalites. Pp.38-39
Poeme: Le Cancre de Jacques Prevert
Mercredi 13 octobre: Ch 1. EtrelDescription. Pp.40-41 Vendredi 15 octobre: REVISION
Lundi 18 octobre:
TEST 1
Mercredi 20 octobre: Ch 1. Les questions. PP.42-43 Vendredi 22 octobre: Ch 1. Il y a/Articles indefinis. Pp.44-47 Lundi 25 octobre: Ch 1. C'estlIl estlPlace de l'adjectif. pp.48-49 Mercredi 27 octobrei
Ch 1. Les cours/L'article defini. Pp. SO-53
Lecture et Composition p. 56-57
Vendredi 29 octobre: Ch 2. Aimer/Passe-temps. Pp.68-69 Lundi ler novembre:
Ch 2. Jouer alde/ Aimer + infinitif. Pp.70-73
Mercredi 3 novembre:
Ch 2. Le week-endiVerbes en -er. pp.74-79
Vendredi 5 novembre:
REVISION
Lundi 8 novembre:
TEST 2
Mercredi 10 novembre:
Ch 2 Verbes comme preferer et commencer, etc ... Pp.80-81
Vendredi 12 novembre:
Ch 2. Les mots interrogatifs. Pp.84-85
Lundi 15 novembre:
Ch 2 L'Inversion. Pp. 86-87
Mercredi 17 novembre:
Ch 2. Au cafe. Pp.88-89
Vendredi 19 novembre:
Ch 2. Les chiffres de 30 a 100/Reprise Pp.90-93
Selections musicales francophones. Pp. 102-103
Lundi 22 novembre:
Ch 3. Le logement. Pp.108-109
Mercredi 24 novembre:
Ch 3. Les chiffres au-dessus de cent et les ordinaux. pp.llO.111
JEU: Le Loto
Vendredi 26 novembre: CONGE Lundi 29 novembre: Ch 3. J'ai/Je n'ai pas. Pp.114-117 Le monde francophone: Le Canada et Ie Quebec, culture et art. Mercredi ler decembre: Revision Vendredi 3 decembre: REPASFRANCOPHONE EXAMEN TERMINAL:
w..L 1102-1
Winter 2011
M.W.F.: 9:20-10:30
R00119
Dr. Monique Manopoulos
Office MB 2597
Phone: 885-4738
monique.manopoul [email protected]
Wee Hours:
M-W-F: 1O:45-12:00}> and by appointment
Grading.·
Homework
Attendance
20%
5%
A
A­
93%-100%
90%-92%
83%-87%
78%-79%
70%-72%
60-67%
B
c+
c­
D
Tests (2)
Final
B+
B­
C
D+
F
50%
25%
88%-89%
80%-82%
73%-77%
68%-69%
0%-59%
Textbooks:
Horizons iLrn bundle, Manley, Joan H., et ai., Heinle&Heinlerrhompson Learning, 4th Ed.
Horizons (with Audio CD), 4th + iLrn™ Heinle Learning Center 3-Semester Printed Access Card. ISBN­
10: 1-4282-2837-3IISBN-13: 978-1-4282-2837-5
Or
iLrn component only: ISBN-lO: 1-4282-3071-8IISBN-13: 978-1-4282-3071-2
(good for18 months)
Policies:
00
Homework will be assigned online and will have to be completed by the due date.
Class rules: Cell phones must be turned off, no food or drinks, chewing gum is allowed
but no smacking (of gum)
00
Class A ",-Mance.'
No more than 6 absences, excused and un-excused, can be allowed without penalty. For each
absence beyond this, 2 points wiU be deducted from the student's FINAL AVERAGE.
Being more than 15mn late will be equivalent to one absence. Leaving the room during
class is highly discouraged, except under special circumstances. If so, please inform
me in advance.
Accessibility Accommodations: This University abides by the Americans with Disabilities Act
and Section 504 of the Rehabilitation Act of 1973, which stipulates that no student shall be
denied the benefits of an education "solely by reason of a handicap." If you have a documented
disability that may impact your work in this class and for which you may require
accommodations, please see the instructor as soon as possible to arrange accommodations. In
order to receive accommodations, you must be registered with and provide documentation of
your disability to: Student Disability Resource Center (510) 885-3621
Goals and Learning Outcome:
This course is designed to use French grammar, vocabulary, art and literature as a basis for classroom discussion and for instruction in language proficiencies in listening, speaking, reading, and writing in various contexts and situations. The emphasis is on an in-depth introduction to important aspects of French/Francophone life, language and culture. It will definitely allow students to expand their knowledge and understanding of French/Francophone culture: history, literature, art, and present-day society. By doing so, students will learn how to be citizens of the world by acquiring the necessary skills for lifelong learning within ever-changing cultural world contexts. The intensive practice of activities that constantly challenge students'intellectual abilities, learning methods, thought processes, value systems, and cultural contexts will contribute to educate a group of human beings who will be ready to adapt to challenging cultural contexts thoughout their lives and thus to participate in and contribute to an ever-changing democratic world. EMPLOI DU TEMPS
Lundi 3 janvier:
IntroductionIReview
Mercredi 5 janvier: Ch.3. J'ai/Je n'ai pas. Pp.114-117 Vendredi 7 janvier: Ch. 3. Les adjectifs possessifs. Pp.122-125 Lundi 10 janvier: Ch.3. Quelques prepositions de lieu. Pp.118-119 Les meubles et couleurs. Pp.120-121
Mercredi 12 janvier:
Ch.3. Adresse et telephone. pp.126-127
Ch 3. Quel, etc ... Pp.128-129
Vendredi 14 janvier:
Ch.4. Ma famille. Pp.142-143
La Francophonie en Louisiane. Pp.170-171
Lecture et composition. Poeme: Coeur des Cajuns. Pp.168-169
LUNDI 17 JANVIER: PAS DE COURS
Mercredi 19 janvier:
Ch.4. Expressions avec avoir. Pp.146-7
Yendredi 21 janvier:
Ch.4. Le verbe alleriLe pronom Y. Pp.150-151
Lundi 24 janvier:
Ch.4. Le pronom ON et l'Imperatif. Pp.152-153
Mercredi 26 janvier:
Ch.4. Le futur immediat. Pp.156-159
Vendredi 28 janvier:
Ch4. Les moyens de transport. Pp.160-161
Ch.4. Les verbes prendre et venir. Pp.162-163
Lundi 30 janvier:
Ch 5. Les vetements. Pp.200-201
Mercredi 2 fevrier:
Ch 5. Les pronoms d'objet direct. Pp. 174-175
Vendredi 4 fevrier;
REVISION
Lundi 7 fevrier:
TEST 1
Mercredi 9 fevrier:
Ch 5. Le temps et les projets. pp.194-195
Vendredi 11 fevrier:
Ch 5. Expressions avec "faire". pp.180-193
Lundi 14 fevrier:
Ch 5. Le passe compose avec "avoir". Pp.184-191
Mercredi 16 fevrier:
Ch.5. Le passe compose avec "erre". pp.192-197
Le Monde francophone. Les artistes fran~ais et francophones europeens.
Vendredi 18 fevrier: REVISION Lundi 21 fevrier: TEST 2
Mercredi 23 fevrier:
Ch 6. VouIoir - Pouvoir - Devoir. Pp.208-211 Yendredi 25 fevrier: Ch 6. L'imparfait. Pp.214-215 Lundi 28 fevrier: Ch 6. Sortir - partir - dormir. Pp.215-217 Mercredi 2 mars: Ch 6. L'imparfait et Ie passe-compose. Pp.220-221 Vendredi 4 mars: Ch 6. Raconter Ie passe/Reprise. Pp.230-233 Lundi 7 mars: Raconter une histoire
Le monde francophone. Le cinema .pp.250-2511 Selections musicales. pp.256-257
Mercredi 9 mars:
REVISION
Yendredi 11 mars:
RepasFTancophone
MLL1103
Spring 2011
MWF: 9:20-10:30
Room: A&E 0294
Dr. Monique Manopoulos
Office: MB2597
Phone: 885-4738
[email protected]
Qffice Hours,'
M.W-F: 10:45-11:45am> and by appointment
Textbook.'
Horizons iLrn bundle, Manley, Joan H., et aI., Heinle&Heinle/Thompson Learning, 4th
Ed. Horizons (with Audio CD), 4th + iLm™ Heinle Leaming Center 3-Semester Printed Access
Card. ISBN-lO: 1-4282-2837-3/ISBN-J3: 978-1-4282-2837-5
Grading.'
Homework
Attendance
20%
5%
A
A­
93%-100%
90%-92%
83%-87%
78%-79%
70%-72%
60-67%
B
c+
c­
D
Tests (2)
Final
B+
B­
C
D+
F
50%
25%
88%-89%
80%-82%
73%-77%
68%-69%
0%-59%
Policies:
00
Homework will be assigned online and will have to be completed by the due date.
Class rules: Cell phones must be turned off, no food or drinks, chewing gum is
allowed but no smacking (of gum)
00
Class Attendance:
No more than 4 absences, excused and un-excused, can be allowed without penalty. For
each absence beyond this, 2 points will be deducted from the student's FINAL
AVERAGE.
Being more than 15mn late will be equivalent to one absence. Leaving the room during
class is highly discouraged, except under special circumstances. If so, please inform me
in advance.
Accessibility Accommodations: This University abides by the Americans with
Disabilities Act and Section .504 of the Rehabilitation Act of 1973, which stipulates that
no student shall be denied the benefits of an education "solely by reason of a handicap."
If you have a documented disability that may impact your work in this class and for
which you may require accommodations, please see the instructor as soon as possible to
arrange accommodations. In order to receive accommodations, you must be registered
with and provide documentation of your disability to: Student Disability Resource
Center (510) 885-3621
Goals and Learning Outcome:
This course is designed to use French grammar, vocabulary, art and literature as a basis
for classroom discussion and for instruction in language proficiencies in listening,
speaking, reading, and writing in various contexts and situations. The emphasis is on an
in-depth introduction to important aspects of French/Francophone life, language and
culture.
It will definitely allow students to expand their knowledge and understanding of
FrenchlFrancophone culture: history, literature, art, and present-day society.
By doing so, students will learn how to be citizens of the world by acquiring the
necessary skills for lifelong learning within ever-changing cultural world contexts.
The intensive practice of activities that constantly challenge students'intellectual abilities,
learning methods, thought processes, value systems, and cultural contexts will contribute
to educate a group of human beings who will be ready to adapt to challenging cultural
contexts thoughout their lives and thus to participate in and contribute to an ever­
changing democratic world.
EMPLOI DU TEMPS
Lundi 28 mars:
IntroductionlRevision
Mercredi 30 mars: Ch 7. Les verbes pronominaux au present. Pp.262-267 Vendredi ler avril: Ch 7. Les verbes reciproques et pronominaux au futur immediat. Pp.270-273 Lundi 4 avril: Ch 7. Les activites d'hier. Pp.278-281 Mercredi 6 avril: Court metrage: La Revolution des crabes Yendredi 8 avril: Ch 7. Les verbes pronominaux al'imparfait. Pp.282-283
Ch 7. Les verbes en -reo Pp.276-277
Lundi 11 avril:
Ch 7. Les pronoms relatifs: qui-que-dont. Pp.286-287
Mercredi 13 avril:
Ch 8. Au restaurant 304-309
La France et sa Diversite
Yendredi 15 avril: Ch 8. Le parti tif. Pp.310-311 Lundi 18 avril: Ch 8. Les courses. Pp.314-317 Mercredi 20 avril:
Ch 8. Les expressions de quantite. Pp.318-319
Yendredi 22 avril;
Ch 8. L'usage des articles. Pp.320-321
Ch 8. Les repas. Pp.322-323 / Choisir. Pp.326-327
Lundi 25 avril:
Ch 8. Le pronom EN et Ie verbe boire. Pp.324-325
Mercredi 27 avril:
Ch 8. Le conditionnel. Pp. 330-333
Les Artistes antillais
Vendredi 29 avril:
REVISION
Lundi 2 mai:
TEST 1
Mercredi 4 mai:
Ch.9. Les verbes dire, lire et ecrire. Pp.358-359
Ch 9. Les pronoms d'objet indirect. Pp.360-3611366-367
Vendredi 6 mai:
Ch.9. Les vacances/Le futur. Pp.350-353
Lundi 9 mai:
Ch 9. Savoir et connaure. Pp.364-365
Mercredi 11 mai:
Ch 9. Les expressions geographiques. Pp.368-371
Le monde francophone et artistes de l'Ouest africain
Vendredi 13 mai:
REVIEW Lundi 16 rnai: TEST 2 Mercredi 18 rnai: TEST 2 Vendredi 20 rnai: Ch 10. Le logement. Pp.386-387 Artistes de l'orient francophone. Lundi 24 rnai: Ch 10. Le subjonctif present. Pp.388­
Mereredi 26 rnai: Ch 10. Le corps. Pp.392-393 Vendredi 28 rnai: Ch.l0. Le Subjonctif present. Pp.394-405 Lundi 30 rnai: NO CLASS. MEMORIAL DAY Mercredi 2 juin: REVISION Vendredi 4 juin: REPASFRANCOPHONE