Prerequisite: SPN 111 4 credits

Transcripción

SPN 112
Fall 2013 - COURSE SYLLABUS
SECTION: ___________ CLASS TIME: ______________________
CLASS LOCATION: _______________
INSTRUCTOR: _______________________________________ E-MAIL: ______________________
OFFICE HOURS: _____________________ OFFICE LOCATION: __________________________
Course Description
SPN 112: ElementarySpanish II An introduction to spoken and written Spanish, stressing pronunciation,
speaking,comprehension, reading, and writing. Language laboratory supplements class work. Intended for students with a
High School Regents score of 75 - 84. All entering students who have not taken the Regents exam should take a placement
exam to evaluate their proficiency. Please see https://llrc.stonybrook.edu/placement-exams for more information.
Prerequisite: SPN 111
4 credits
Course Learning Objectives:
SPN 112 is the second semester of a beginning level course. Upon completion, students will be able to engage in each of the
following language skill areas: listening, speaking, reading and writing, using most of the verb tenses and modes of the
Spanish language. In particular, students will be able to decipher and establish the temporal relations between events, and
to reference a series of individuals or items by detailed description of their attributes or actions. Students will understand
texts in a variety of topics and begin to understand and follow movie and video clips in the target language. By the end of
the course, students will be able to acquire the following proficiencies:
•
Listening
-‐
Students will be able to engage authentic materials as they are presented in news media and other
-‐
standardized contexts such as public instruction and announcements.
Obtain comprehension of prompts used inside or outside the classroom and in everyday activities where
personal interaction with Spanish speakers occurs.
•
•
Speaking
-‐
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The student will develop narrative capabilities using the preterit, the imperfect and the present perfect.
Be able to express opinions and influence a third party using the subjunctive.
-‐
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Express emotions and speak of personal health.
Advise and give commands on a variety of topics.
Reading
-‐
Develop the ability to read magazine or online articles, and short narrative text.
-‐
•
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Comprehend simple informative texts on varied topics: history, politics, medicine and art.
Writing
-‐
Draft texts of approximately 125 words on a variety of topics, both creative and informative.
-‐
Culture
-‐
Compose informal correspondence.
Become aware of the nuances of the diverse Hispanic and Latino populations through the study of history,
geography, politics, art, customs, religious observances and culinary practices of Spain and Latin America.
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COURSE REQUIREMENT
TEXT: Elizabeth E. Guzmán, Paloma E Lapuerta, and Judith E. Liskin-Gasparro, UNIDOS Classroom Manual. First edition.
Pearson.
v
The ISBN for the Classroom Manual + MySpanishLab access is 0205954545
MySpanishLab is mandatory. Students must have access to My Spanish Lab by the first week of classes, otherwise the
student will not be able to complete the assignment portion of the course and 25% will be deducted from the final grade.
SPN 112 Course is
Ø Took
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IMPORTANT
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ONLY offered for those students who meet the following criteria:
the Regents exam in High School and scored between 75- 84
the AVANT Placement test and scored more than 74
SPN 111 Course or a similar level course.
REMARKS:
This course is not for students who took the Regents exam in High School and scored more than 85
This course is only for non-native speakers of Spanish.
Students registered in this course have not taken and are not taking Spanish courses at the 200, 300
or 400 level.
METHODOLOGY OF THE COURSE: This course adopts an interactive approach and is designed according to the “flip”
teaching model where students are expected to learn outside of the classroom –working with MySpanishLab on a daily basis –
in order to apply what they have learned in the communicative classroom.
Ø
The student obligation is to come to class prepared to apply the material they have learned through MySpanishLab.
The student, thus, is responsible for reading and studying the topic(s) that will be covered in the class session.
Since the material builds on itself, students cannot just skip an assignment of MySpanishLab and assume they can
catch-up in the classroom.
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Optimal participation involves using adequate Spanish for the level of the class you are taking (not only with the instructor,
but also with classmates), voluntary participation in class activities, cooperation in group work and respect for classmates,
the instructor and the course.
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Behavior that is not conducive to a productive learning environment will not be tolerated and disciplinary action at the
appropriate administrative level will be sought accordingly.
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ATTENDANCE TO CLASS IS MANDATORY!
CLASS ATTENDANCE: Attendance to class is mandatory, and it will be taken at the beginning of every class and lab
period. Since this is a 4-credit course. each hour counts as one absence. As such, if a student is absent on the day when
class and lab sessions are held and he or she misses both sessions the student will have accrued two absences. Likewise, if a
student is present in class and absent for lab or vice-versa, he or she will have accrued one absence for that day.
Courses with a class schedule that meets three days per week:
For more than 4 absences B —> B-; for more than 8 absences B —> C+ ; for more than 12 absences B -> C
Courses with a class schedule that meets two days per week:
For more than 2 absences B —> B-; for more than 4 absences B —> C+ ; for more than 6 absences B -> C
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Courses with a class schedule that meets three days per week:
For more than 16 absences the student will not receive credit for the course, and the grade will result in an F.
Courses with a class schedule that meets two days per week:
For more than 8 absences the student will not receive credit for the course, and the grade will result in an F.
Arriving to class more than 10 minutes late or departing from class more than 10 minutes early will count towards a missed
class. Every 3 tardies or early departures count as one absence.
NUMERICAL EVALUATION:
6%
Active Class Participation ((The participation grade will be given twice during the semester, once in
the week of the Mid term and again in the last week of classes).
3 quizzes (20% of the 1st quiz is based on an interview to test the students’ Spanish-speaking
Proficiency)
Homework (MySpanishLab: Late homework will not be accepted)
Midterm exam (It will be divided into two parts: a written part 80 points and an oral part worth 20
Points)
Final exam (It will be divided into two parts: a written part 80 points and an oral part with 20 points)
18%
25%
24%
27%
Date of final exam: ________________________
SUNY at Stony Brook Grade System:
A = 94-100
B = 84-86
C = 74-76
A- = 90-93
B- = 80-83
C- = 70-73
B+ = 87-89
C+ = 77-79
D+ = 66-69
D = 60-65
F = 0-59
General Remarks:
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There will be no make-ups for quizzes or exams, unless you have a written medical reason or other documented
excuse. The documentation must be turned in on the first day of your return to class; otherwise they will not
be valid.
Be advised: It is not allowed to have an Incomplete Grade in this course.
If you have a C- or less please see the Instructor during office hours. If you need to graduate DO NOT WAIT
until the last day of class to seek help.
Oral evaluations: There will be two oral presentations. One will be given during the midterm week (this will count as
part of the midterm exam) and the second oral presentation during the final weeks of the semester (this will count
as part of the final exam). It will be conducted in Spanish and cannot be read. The purpose of the oral presentation
is NOT to memorize or read from a prepared script, but rather to engage in a fluid and spontaneous
conversation. Your instructor will provide further details about the content and coordination of partners when it is
appropriate.
§
No reading and no copy of the script or notes are permitted during the presentation. Remember: Reading a text is
absolutely NOT ACCEPTED. Points will be deducted if it becomes evident that the dialogue has been memorized.
Students are NOT allowed to refer to any notes during the presentation.
CLASSROOM PROTOCOL: Each student is expected to exhibit classroom behavior that is conducive not disruptive to the learning
environment. The following guidelines must be observed at all times:
§
Participate when appropriate
§
Do not leave the classroom during instruction without first informing me
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Do not leave the class before the end of class
§
Do not pack before the end of class
§
Be respectful to the instructor and the other students
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Do not work on other classes’ homework in class
§
Do not chat with other students during class
§
TURN OFF ALL CELL PHONES BEFORE ENTERING THE CLASSROOM.
* If at any time you feel that you need any kind of help, please come to my office immediately.
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SPANISH TUTORIAL and WRITING CENTER:
The Spanish Tutorial and Writing Center “En español” provides free, individual help with Spanish grammar to students
enrolled in language, grammar and literature courses. You are encouraged to go there for help: The Center is located at the
Melville Library, room N3065, and will be open as follows:
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Monday, Tuesday and Thursday: 11:00 a.m. - 4:00 p.m.
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Wednesday: 11:00- 1:00 & 2:00 - 4:00 pm
CAFÉ LATINO
The department will hold a weekly conversation workshop Wednesdays from 4 to 5 pm, starting the third week of classes.
This is an informal group where you will have a chance to practice Spanish in a relaxed setting. Feel free to stop by for the
full hour or as long as you can.
UNIVERSITY POLITICES AND PROCEDURES:
DISABILITY SUPPORT SERVICES (DSS) STATEMENT
If you have a physical, psychological, medical, or learning disability that may impact your course work, please contact Disability Support
Services (631) 632-6748 or http://studentaffairs.stonybrook.edu/dss/. They will determine with you what accommodations are necessary and
appropriate. All information and documentation is confidential.
Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support
Services. For procedures and information go to the following website: http://www.stonybrook.edu/ehs/fire/disabilities/asp.
ACADEMIC INTEGRITY STATEMENT (as approved by the undergrad council):
Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's
work as your own is always wrong. Faculty are required to report any suspected instance of academic dishonesty to the Academic Judiciary. For
more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary
website at http://www.stonybrook.edu/uaa/academicjudiciary/
CRITICAL INCIDENT MANAGEMENT (as approved by the undergrad council):
Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office
of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, and/or
inhibits students' ability to learn.
As stated in the University Student Conduct Code, "No student shall obstruct or disrupt any educational, research, administrative, social or
recreational activity of the University; nor shall any student create a nuisance to members or guests of the University community" (Article IIA, 8,
p. 8, in the Code). Students involved in such conduct are subject to disciplinary action. Disruptive behavior is that which persistently or grossly
interferes with academic or administrative activities. Such behavior actively inhibits students' ability to learn, instructors' ability to teach, or the
regular operation of the campus. Occasionally, disruptive behavior may even threaten or endanger the physical or psychological health, safety, or
welfare of others.
Stony Brook University expects students to maintain standards of personal integrity that are in harmony with the educational goals of the
institution; to observe national, state, and local laws and University regulations; and to respect the rights, privileges, and property of other
people.. While the University is a place where the free exchange of ideas and concepts allows for debate and disagreement, all classroom
behavior and discourse should reflect the values of respect and civility. Both students and the course instructors share the responsibility to
maintain an appropriate learning environment that reflects these values. Students have both the right to learn and the responsibility to participate
in and respect the learning process.
The Department of Hispanic Languages and Literature will report any cases of academic dishonesty to the Academic Judiciary Committee.
This will result in the grade of “Q” on the student’s transcript, which cannot be removed until the student takes and passes a seminar on
“Academic Dishonesty”. Academic dishonesty includes plagiarism (copying someone else’s ideas/words without citing them), cheating-during
exams, quizzes, copying homework, and all other types.
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SPN 112 Otoño 2013
PROGRAMA DE TRABAJO
SEMANAS
Agosto 26
CAPITULOS
EXÅMENES / Tareas
Introduction to the course
Objectives and expectations
Capítulo 7
Septiembre 4
Capítulo 7
Septiembre 9
Continuación Capítulo 7
Septiembre 16
Capítulo 8
Septiembre 23
Septiembre 30
Capítulo 9
Octubre 7
Octubre 14
MID TERM
QUIZ #1( Capítulo 7 )
QUIZ #2 ( Capítulo 8)
Planeación Exámenes Orales/Individuales.
(Capítulo 7 al Capítulo 9)
Octubre 21
Capítulo 10
Octubre 28
Noviembre 4
Capítulo 11
Noviembre 11
Noviembre 18
Capítulo 12
QUIZ # 3 (Capítulos 10 y 11)
Noviembre 25
Inicio de Evaluación Oral
Por parejas
Diciembre 2 y 9
Revisión
* Examen Final: DIA y HORA ____________________
*Make sure you don’t have a conflict with this exam period. There will be NO MAKE UPS
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SPN 112 CURSO OTOñO 2013 PROGRAMA DE TRABAJO OBJETIVOS
Primer día de clases: Agosto 26 o Agosto 27 Bienvenidos a Unidos PRACTICA COMUNICATIVA EN CLASE
*Introduction to the course *Objectives and expectations *Introductions and presentations *Learn expressions used in greetings and leave-‐taking Cultura Interactiva: Personas que hablan español LEARNING OUTCOMES
Understand class objectives Introduce yourself Learn more about the Spanish-‐speaking world Introduce yourself APRENDA Y APLIQUE Online preparation. See your Assignment Calendar in MySpanishLab for your next CLASS!! Capítulo 7 Cultura Interactiva: Argentina, Uruguay y Chile
Práctica comunicativa: : GRAMATICA EN CONTEXTO 1.
Talking about the past: Preterit tense of regular verbs (review see Cap. 6) Learning Module: VOCABULARIO EN CONTEXTO
1. Los deportes
2. El tiempo y las estaciones
3. ¿Qué pasó ayer?
OBJETIVOS
Semana de Agosto 28 -‐Agosto 30 *Connect new information
about key industries in
Argentina, Uruguay and
Chile to what you already
know
*Learn new vocabulary
related to sports, physical
activities and weather
conditions
* Learn new vocabulary
related to sports and weather
conditions
LEARNING OUTCOMES PRACTICA COMUNICATIVA EN CLASE
CAPITULO 7 Apertura del Capítulo
Cultura Interactiva: Argentina, Uruguay y
Chile
Compare the ranching and fishing industries in
Argentina, Uruguay and Chile with those in your
own country
Práctica comunicativa: VOCABULARIO EN Talk about sports and the weather
CONTEXTO
1.
2.
3.
Los deportes
El tiempo y las estaciones
¿Qué pasó ayer?
Talk about sports and weather conditions
Talk about past events
APRENDA Y APLIQUE Online preparation. See your Assignment Calendar in MySpanishLab Capítulo 7 Cultura Interactiva: Argentina, Uruguay y Chile
Learning Module: GRAMATICA EN CONTEXTO 1.
Talking about the past: Preterit of reflexive verbs 2.
Talking about the past: Preterit of –er and –ir verbs whose stem ends in a vowel 3.
Talking about the past: Preterit of stem-changing –ir verbs OBJETIVOS
Semana del 4 de Septiembre *Connect new information
PRACTICA COMUNICATIVA EN CLASE
Continuación CAPITULO 7 Cultura Interactiva: Argentina, Uruguay y
Chile
LEARNING OUTCOMES Compare the ranching and fishing industries in
Argentina, Uruguay and Chile with those in your
own country
6
know
Learn the preterit forms of –
er and –ir verbs whose stem
ends in a vowel
* Learn the preterit forms of
stem-changing –ir verbs
Práctica comunicativa: GRAMATICA EN CONTEXTO
1. Talking about the past: Preterit of
reflexive verbs
–er and –ir verbs whose stem ends in
a vowel
stem-changing –ir verbs
Talk about events in the past
Emphasize and clarify information
APRENDA Y APLIQUE Online preparation. See your Assignment Calendar in MySpanishLab Continuación Capítulo 7 Cultura Interactiva: Argentina, Uruguay y Chile
Learning Module: GRAMATICA EN CONTEXTO 1. Emphasizing or clarifying information: Pronouns after prepositions
2. Talking about the past: Some irregular preterits
Unidos Skills Section: Lee y Escribe
Learning Module: Enfoque cultural
OBJETIVOS
Semana del 9 de Septiembre Continuación Capítulo 7 Talk about events in the past
Differentiate facts from opinion
*Use pronouns mi and ti after
prepositions
*Learn some irregular
preterit forms
*Predict and guess content
*Use supporting details
1. Emphasizing or clarifying
information: Pronouns after
prepositions
2. Talking about the past: Some
irregular preterits
*Connect new information
know Unidos Skills Section: Escucha y Habla
Práctica comunicativa: Enfoque cultural
Focus on key information to report what was
said
Predict and guess content
Use supporting details
Compare the ranching and fishing industries in
Argentina, Uruguay and Chile with those of your
own country
APRENDA Y APLIQUE Online preparation. See your Assignment Calendar in MySpanishLab Capítulo 8 Cultura Interactiva: México.
Learning Module: VOCABULARIO EN CONTEXTO
1. Las fiestas y las tradiciones.
2. Otras celebraciones.
3. Las invitaciones.
Learning Module: GRAMATICA EN CONTEXTO
1. Expressing ongoing actions and describing in the past: The imperfect.
A ESTUDIAR y PREPARARSE (to be ready) QUIZ #1 DIA: _____________(TBA for your instructor)
OBJETIVOS
Semana del 16 de Septiembre * Connect new information
about Mexico to what you
LEARNING OUTCOMES CAPITULO 8 Talk about a Mexican celebration
Cultura Interactiva: México.
Práctica comunicativa: VOCABULARIO EN CONTEXTO
Discuss situations and celebrations
Talk about celebrations and situations
7
already know
Learn new vocabulary related
to holidays, traditions and
celebrations
Learn new vocabulary related
to celebrations and
invitations
1.
2.
3.
Las fiestas y las tradiciones.
Otras celebraciones.
Las inivitaciones.
1. Expressing ongoing actions and
describing in the pasts: The
imperfect.
Describe conditions and express ongoing
actions in the past
Learn the forms of the
imperfect and its use APRENDA Y APLIQUE Online preparation. See your Assignment Calendar in MySpanishLab Continuación Capítulo 8 Learning Module: GRAMATICA EN CONTEXTO
1. Narrating in the past: The preterit and the imperfect.
2. Comparing people and things: Comparisons of inequality.
3. Comparing people and things: Comparisons of equality.
4. Comparing people and things: The superlative.
OBJETIVOS
Continuación CAPITULO 8 *Make inferences
1. Narrating in the past: The preterit
and the imperfect.
2. Comparing people and things:
Comparisons of inequality.
3. Comparing people and things:
Comparisons of equality.
4. Comparing people and things: The
superlative
*Select and sequence details
to write effective narratives
Unidos Skills Section: Escucha y Habla
between the imperfect and
the preterit
*Learn to use comparative
expressions
*Learn to use comparative
and superlative expressions
about Mexico to what you
already know LEARNING OUTCOMES PRACTICA COMUNICATIVA EN CLASE
Semana del 23 de Septiembre * Learn to distinguish
Tell stories about past events
Compare people and things
Compare people and things
Draw conclusions based on what you know.
Conduct and interview
Make inferences
Select and sequence details to write effective
narratives
Talk about a Mexican celebration
APRENDA Y APLIQUE Online preparation. See your Assignment Calendar in MySpanishLab Capítulo 9 Cultura Interactiva: Guatemala.
Learning Module: : VOCABULARIO EN CONTEXTO
1. El trabajo.
2. Los oficios y las profesiones.
3. Buscando trabajo.
1. Avoiding repetition: Review of direct and indirect object pronouns.
A ESTUDIAR y PREPARARSE QUIZ #2 DIA: _____________(TBA for your instructor) 8
OBJETIVOS
Semana del 30 de Septiembre CAPITULO 9 * Connect new information
Apertura del Capítulo
Cultura Interactiva: Guatemala.
about history and work in
Guatemala with what you
already know
1.
2.
3.
*Learn new vocabulary related
to the workplace and
professions
Learn new vocabulary related to
employment
LEARNING OUTCOMES Compare demographic and economic
changes in Guatemala and in the United
States
Talk about careers and employment Talk about careers and employment
El trabajo.
Los oficios y las profesiones.
Buscando trabajo.
1. Avoiding repetition: Review of
direct and indirect object pronouns.
Avoid repetition
Avoid repetition
Learn to use pronouns for direct
and indirect objects APRENDA Y APLIQUE Online preparation. See your Assignment Calendar in MySpanishLab Continuación CAPITULO 9 Learning Module: GRAMATICA EN CONTEXTO
1. Talking about the past: More on the imperfect and the preterit.
2. Giving instructions or suggestions: Formal commands.
Semana del 7 de Octubre *Learn to distinguish the
meaning of verbs like conocer,
poder and querer in the preterit
and the imperfect.
*Learn to form commands to
give instructions to a group and
to a person you address as usted Continuación CAPITULO 9 Práctica comunicativa: GRAMATICA EN CONTEXTO
1. Talking about the past: More on
the imperfect and the preterit.
2. Giving instructions or suggestions:
Formal commands
*Organize textual information
into categories
about history and work in
Guatemala to what you already
know Describe past events in more detail
Give instructions and suggestions
Use contextual guessing
Gather information strategically to express a
decision
Organize textual information into categories
Focus on purpose, content and audience
Compare demographic and economic
changes in Guatemala and in the United
States APRENDA Y APLIQUE Online preparation. See your Assignment Calendar in MySpanishLab (Week of October 21) Capítulo 10 Cultura Interactiva: Ecuador.
1. Los productos y las recetas.
2. En el supermercado.
3. La mesa.
1. Stating impersonal information: Se + verb constructions
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SEMANA DE OCTUBRE 14 : MID TERM EXAM
OBJETIVOS
* Connect new information
about the cultural and
geographic diversity of Ecuador
and its impact on food
production to what you already
know
CAPITULO 10 Chapter opener
Present information, concepts and ideas
about food and public health in Ecuador and
other Latin American countries
Cultura Interactiva: Ecuador.
Talk about ingredients, recipes and meals
Talk about ingredients, recipes and meals.
1.
2.
3.
*Learn new vocabulary to
discuss food and food related
activities
to meals
Semana del 21 de Octubre Los productos y las recetas.
En el supermercado.
La mesa.
State impersonal information
Práctica comunicativa: GRAMATICA EN CONTEXTO 1. Stating impersonal information: Se
+ verb constructions.
*Learn to use se + verb
APRENDA Y APLIQUE Online preparation. See your Assignment Calendar in MySpanishLab Continuación CAPITULO 10 Learning Module: : GRAMATICA EN CONTEXTO
1. Talking about the recent past: Present perfect and participles used as adjectives.
2. Giving instructions in informal settings: Informal commands.
3. Talking about the future: The future tense.
OBJETIVOS
Semana del 28 de Octubre Continuación CAPITULO 10 *Learn to use the present
perfect
*Learn to use commands
* Learn to form the future
*Learn new words by analyzing
their connections with known
words
LEARNING OUTCOMES Práctica comunicativa: : GRAMATICA EN CONTEXTO
1.
2.
*Summarize information
about the cultural and
geographic diversity of Ecuador
and its impact on food
production to what you already
know Avoiding repetition: Talking about
the recent past: Present perfect and
participles used as adjectives.
Talking about the past: Giving
commands in informal settings:
Informal commands Talking about
the future: The future tense.
Talk about the recent past
Give instructions in informal settings
Talk about the future
Record relevant detail
Give and defend reasons for a decision
Learn new words by analyzing their
connections to known words
Summarize information
Present information, concepts and ideas
about food and public health in Ecuador and
other Latin American countries 10
APRENDA Y APLIQUE Online preparation. See your Assignment Calendar in MySpanishLab CAPITULO 11 Cultura Interactiva: Cuba, República Dominicana y Puerto Rico.
1. Médicos, farmacias y hospitales.
2. Las partes del cuerpo.
3. La salud.
Learning Module: : GRAMATICA EN CONTEXTO
1. Expressing expectations and hopes: Introduction to the present subjunctive
OBJETIVOS
CAPITULO 11 * Connect information about
Apertura del Capítulo
Cuba, the Dominican Republic
and Puerto Rico to what you
already know
Cultura Interactiva:
Cuba, República Dominicana y Puerto Rico.
to health medical care and the
body
to health
*Learn forms and some
functions of the present
subjunctive
Semana del 4 de Noviembre Present information about music and dance
traditions in Cuba, the Dominican Republic
and Puerto Rico
1. Médicos, farmacias y hospitales.
2.
Las partes del cuerpo
3. La salud.
Práctica comunicativa: GRAMATICA EN CONTEXTO 1. Expressing expectations and hopes:
Introduction to the present
subjunctive.
Discuss health and medical treatments
Discuss health and medical treatments
Express expectations and hopes
APRENDA Y APLIQUE Online preparation. See your Assignment Calendar in MySpanishLab Continuación CAPITULO 11 Learning Module. GRAMATICA EN CONTEXTO:
1. Expressing emotions, opinions, and attitudes: The subjunctive with expressions of emotion.
2. Expressing goals, purposes, and means: Uses of por and para.
Unidos Skills Section: Lee and Escribe
OBJETIVOS
Semana del 11 de Noviembre * Learn forms and some
functions of the present
subjunctive
* Learn to distinguish between
por and para
*Focus on relevant information
*Persuade through suggestions
and advice
*Connect information about
LEARNING OUTCOMES Continuación CAPITULO 11 Práctica comunicativa: : GRAMATICA EN CONTEXTO
1.
2.
Describe emotions, opinions, and wishes
Expressing emotions, opinions, and
attitudes: The subjunctive with
expressions of emotion.
Expressing goals, purposes, and
means: Uses of por and para .
Unidos Skills Section:Escucha and Habla
Unidos Skills Section:Lee and Escribe
Express goals, purposes, and means
Listen for the main idea
Select appropriate phrases to offer opinions
Focus on relevant information
Persuade through suggestions and advice
11
Cuba, the Dominican Republic
and Puerto Rico to what you
already know Práctica comunicativa:Enfoque cultural
Present information about music and dance
traditions in Cuba, the Dominican Republic
and Puerto Rico APRENDA Y APLIQUE Online preparation. See your Assignment Calendar in MySpanishLab CAPITULO 12 Cultura Interactiva: Panamá y Costa Rica.
1. Los medios de transporte.
2. El alojamiento y las reservaciones.
3. Viajando en coche.
Learning Module: GRAMATICA EN CONTEXTO 1.
Expressing possession: Possessive pronouns
A ESTUDIAR y PREPARARSE QUIZ #3 DIA: _____________(TBA for your instructor)
OBJETIVOS
Semana del 18 de Noviembre *Connect new information
about Panama and Costa to
what you already know
CAPITULO 12 Apertura del Capítulo
Cultura Interactiva: Panamá y Costa Rica.
*Learn to use possessive
pronouns
Talk about the social and economic impact of
the Panama Canal
1.
2.
3.
to travel and transportation
to travel and transportation
Los medios de transporte.
El alojamiento y las reservaciones
Viajando en coche.
Talk about travel arrangements and
preferences Práctica comunicativa: GRAMATICA EN CONTEXTO
1. Expressing possession: Possessive
pronouns.
Talk about travel arrangements and
preferences
Express possession and clarify what belongs
to you and what belongs to others
APRENDA Y APLIQUE Online preparation. See your Assignment Calendar in MySpanishLab Continuación CAPITULO 12 Learning Module: GRAMATICA EN CONTEXTO 1.
2.
3.
Expressing affirmation and negation: Affirmative and negative expressions. Expressing doubt and uncertaintly: Subjunctive with expressions of doubt. Talking about the past: Review of the preterit and the imperfect. Unidos Skills Section: Lee and Escribe
Learning Module:Enfoque cultural
OBJETIVOS
Semana del 25 de Noviembre y Diciembre 2 * Learn affirmative and negative
expressions
*Learn to use the subjunctive to
express doubt
*Learn to talk about past events
using the preterit and the
imperfect
*Focus on logical relationships
*Use facts to support a point of
view
Continuación CAPITULO 12 LEARNING OUTCOMES Práctica comunicativa: : GRAMATICA EN CONTEXTO
1. Expressing doubt and uncertainty:
Subjunctive with expressions of doubt.
2. Talking about the past: Review of the
preterit and the imperfect.
Express affirmation and negation
Express doubt and uncertainty
Talk about past travel experiences
Use background knowledge to support
comprehension
Engage and maintain the interest of your
listeners
Focus on logical relationships
12
Use facts to present a point of view
*Connect new information about
Panama and Costa Rica to what
you already know
Talk about the social and economic impact
of the Panama Canal
Ø EXAMEN FINAL: Día______________ (TBA for your instructor )Final Examination Schedule. http://www.stonybrook.edu/registrar/Fall2013Exams/1138%20Fall%202013%20final%20exams%20r
ev.pdf Ø Make sure you don’t have a conflict with this exam period. There will be NO MAKE UPS 13

Prerequisite: SPN 111 4 credits

Transcripción

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