Home  Informacion sobre esta clase:    CATALOG DESCRIPTION: A proficiency-oriented course designed to provide a functional elementary foundation in the basic skills of speaking, listening, reading and writing in Spanish along with integrated study of Spanish culture. PURPOSE: The purpose of these courses is to provide the student with a basic understanding of elementary Spanish grammar, as well as conversational, basic reading and writing skills, with an introduction to both Continental and Latin American cultures. These elementary courses take their goals from the Standards for Foreign Language Learning in the 21st Century, also known as the 5 Cs, which focuses on: 1. Communicating in Spanish 2. Gaining knowledge and understanding of cultures of the Hispanic world 3. Connecting with other disciplines and acquiring new information 4. Developing awareness of similarities and differences among language and cultures in the world. 5. Using Spanish to participate in communities at home and around the world Instructor: Carmen Guerrero Office: WMB 313 Telephone: 614 8670    Email: cguerrero@leeuniversity.edu Office hours: TR 2-3:50 AM or by appointment EMFL Website: http://artsandsciences.leeuniversity.edu/emfl/default.asp

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Home UNIVERSITY MISSION STATEMENT                                              Lee University is a Christian institution which offers liberal arts and professional education on both the baccalaureate and master’s levels.  It seeks to provide education that integrates biblical truth as revealed in the Holy Scriptures with truth discovered through the study of arts and sciences and in the practice of various professions.  A personal commitment to Jesus Christ as Savior is the controlling perspective from which the educational enterprise is carried out.  The foundational purpose of all educational programs is to develop within the students’ knowledge, appreciation, understanding, ability and skills which will prepare them for responsible Christian living in a complex world.   ................................................................................................

Home OBJECTIVES OF COURSE:  A.  General Learning Objectives. This course seeks to: Provide the students with an opportunity to express correctly using basic Spanish vocabulary.                                                                    Increase the students' ability to participate in conversation using correct pronunciation and syntax. Develop the students' aural & oral proficiency through guided conversation in the language café. Provide the students with an opportunity to read aloud sentences as well as paragraphs. Develop the students' listening skills through interaction with texts and authentic materials. Introduce the students to the aspects of Spanish culture from Spain throughout Latin America. SPECIFIC BEHAVIORAL OBJECTIVES: Succeeding in this course is our main goal. Therefore, our students will be involved in a variety of activities and assignments, including but not limited to actions such as the following: Integrate faith and communicative skills in the making of projects and tasks, in class. Demonstrate knowledge of correct pronunciation of Spanish words on an elementary level. Engage in simple conversation using correct pronunciation and syntax. Demonstrate comprehension of elementary Spanish through guided conversation with native speakers. Give oral reports based on elementary vocabulary. Describe a situation or a photograph with some detail based on simple vocabulary.  Demonstrate an ability to read aloud sentences in a coherent manner. Demonstrate an ability to read a Spanish elementary text with obvious signs of context comprehension. Take elementary dictation in Spanish. Interpret authentic materials in the target language, on an elementary level. Demonstrate a knowledge and understanding of some aspects of Spanish culture.

TOPICS TO BE COVERED                                                                                                                                                     Home All communicative areas (pronunciation, vocabulary, grammar, writing and reading) are spread through the Sol y Viento textbook (see calendar). However, the main points are: PRONUNCIATION. Practice correct pronunciation of letters, words, sentences and paragraphs.  Some of the exercises will be based on the reading materials. VOCABULARY.  Greetings, the classroom, school subjects,  numbers 1-100, days of the week, time- telling, interrogative words; months, weather and seasons; clothing, colors, shopping, the family, physical   traits, dining, pastimes, holidays, buildings and dwelling places GRAMMAR SPAN 111 Lección preliminar: Ser/estar; Articles, gender and number; Lección 1: Regular –ar verbs; Verb + infinitive; Unstressed possessive adjectives; Present tense of regular –er and –ir verbs; Ir + a + infinitive; Adjective placement and agreement. Lección 2: Verbs that end in –go; More on estar + location; quedar + location; e→ie, o→ue, e→i Stem-changing verbs; Demonstrative adjectives and pronouns; More on ser and estar. Lección 3: Saber and conocer; Verbs that end in –zco; Direct object pronouns; Comparisons of equality and inequality; Indefinite and negative words; Ser vs. estar with adjectives; Indirect object pronouns and gustar    Lección 4: Preterite tense of regular –ar, -er and –ir verbs; irregular preterite forms; e→i, o→u Preterite stem changes; Double-object pronouns; Introduction to por vs. para. SPAN 112 Lección 5: Verbs like gustar, Reflexive Constructions, Imperfect Vs Preterit; Lección 6: Formal and Informal Commands, Present Perfect Tense, Superlatives; Lección 7: Hacer in Expressions of Time, Subjunctive; Lección 8: Present Progressive, Conditional, Imperfect Subjunctive; Lección 9: Future Tense, Subjunctive vs. Indicative. READING. Cultural notes provided in each chapter and assigned selections from authentic materials.

Home MATERIALES DE CLASE      TEXBOOK AND COURSE MATERIALS: Vanpattern et all. Sol y Viento. Beginning Spanish. New York: Mc Graw Hill, 2005 Vanpattern et all. Sol y Viento. Manual de actividades. V1 & 2. New York: Mc Graw Hill, 2005 A quality English/Spanish dictionary, such as Collins, Larousse, U. Chicago, etc. A printed copy of this syllabus, and the Grading criteria sheets (if applicable).   .........................................................................................

Home   INSTRUCTIONAL PROCEDURES Throughout the semester there will be some procedures to promote the communicative exchange, such as lectures, Video/audio/computer exercises, presentations, as well as written and oral exercises. Some of them` are mentioned below: Integrate faith and communicative skills in the making of projects and tasks in class. Teacher presentation of materials Collaborative learning activities Class discussions of readings/authentic materials Oral-proficiency oriented activities (elementary dialogues, interviews, recitation)  Written and oral exercises ................................................................................................

LA CALIFICACIÓN.........               ...........         ................Home... ...............................................................................................................................................................................  La nota final se determina basándose en este esquema:     A = 100-90                C = 76-70     B+ = 89-87                D+ = 69-67     B = 86-80                  D = 66-60     C+ = 79-77                F = 59-0       La nota final incluye los siguientes componentes:  A.   Evaluation Activities and percentage SPAN 111: 1.    Class participation (preparation and attendance) 10% 2.    Tests (3): 15% 3.    Writing Activities (4): 20% 4.    Final Exam: 15% 5.    Workbook & Lab Manual: 10%    6.    Oral activities (Oral exams, Language: Café): 30% B.   Evaluation Activities and percentage SPAN 112: 1.    Class participation (preparation and attendance) 10% 2.    Tests (3): 15% 3.    Writing Activities (4): 20% 4.    Final Exam: 15% 5.    Workbook & Lab Manual: 10%    6.    Oral activities (Oral exams, Language: Café): 30%

RESPONSIBILITIES OF STUDENTS:            Home Read constantly the syllabus online to prepare each class ahead of time. Use Spanish in the classroom. Cooperate during group and pair activities. Be willing to participate actively in class. Show respect and good attitude toward classmates, instructor and class activities. Bring the necessary materials for this class (textbook, dictionary, assignments, among others). Show their own abilities in the target language

 

Home Class Participation and Preparation (10%) Participation in class involves a number of variables, including but not limited to: 1.    Your use of Spanish in the classroom 2.    Your willingness to participate actively in all class activities 3.    Your cooperation during group and pair work 4.    Your respect and attitude toward the class and your peers 5.    Your daily preparation for each class. 6.    Your instructor may assign written homework that will be collected and graded; these assignments form part of your participation grade. 7.    Your instructor reserves the right to administer pop quizzes on grammar, vocabulary etc. in order to assess students’ preparation. These grades also form part of your participation grade. 8.    The use of cell phones, pagers, iPods or mp3 players and all other electronic equipment during class is prohibited as they interrupt the class concentration and work. All equipment must be turned off in the classroom. Any evidence of cell phones (use, ringing, buzzing, etc.) and similar equipment use will result in an automatic zero in participation for that day. Using a cell phone during a composition or test will result in a zero on that assignment. 9.    Participation grades will be assessed approximately every two weeks for a total of eight (8) grades throughout the semester, and you may ask your instructor for your participation grades at any time. Refer to your course packet of grading materials for the specific rubric used to assess your participation.

Home Attendance policy                                                                     Learning a second language requires the exposure of the target language as well as the communicative exchange of ideas and opinions with your classmates and instructor. Therefore, attendance is essential in this course. For that reason, attendance is required and will be taken at the beginning of the day, and after each break.  However, it is understood that periodically things happen that could prevent your attendance.  Thus, you will be allowed 3 unexcused or excused absences (3 hours, not days) throughout this summer period; beginning with the fourth absence; 25 points will be deducted from your final grade for each absence if you are not able to document the absence with written proof of a valid excuse within 10 days of the absence. The written documentation of the excused absence should include the name of the student, the section of the course, the dates of the absence and the reason for the absence. If you are absent the day of a test, spoken activity or composition, you will receive a 0 on that assignment. Three late arrivals and/or early departures of 10+ minutes will count as absences. Make sure to get the name and phone number of a classmate, as you are responsible for finding out about any changes in the syllabus or any additional assignments announced while you were absent. Assignments are due on the day indicated, regardless of whether or not you are in class that day. If you miss class, arrange for your assignment to get to your instructor’s box before your scheduled class time.

Home  Evaluation despcription (30%)                         Tests (15%) There will be 3 in-class written tests (see Calendar for specific dates), one upon concluding every lesson. The goal of the tests is to assess your ability to assimilate what you have learned about Spanish grammar, vocabulary, language, and culture in each unit. You are also expected to critically respond to and analyze the topics covered in class and in the texts. Tests will consist of listening, reading and writing sections in which your overall knowledge of the course material is evaluated. Writing Activities (20%). You will write (4) Writing activities of about 150 words each one based on topics selected by the instructor. The first draft of each composition will be written in class, upon completion of Lessons 1A, 2A, 3A, 4A, 5A, 6A, 7A, 8A, & 9A (see dates indicated in the Calendar), and the rewrite/final version will be written at home.  The first version will account for 70% of the total composition grade. Your instructor will make comments and mark errors (with the symbols indicated in the “Correction Code”). You will then revise the composition and turn in the second version along with the first version for the final grade on the date specified by your instructor; this revision will be graded for the remaining 30% of the composition grade. All compositions must be double-spaced, whether written by hand or typed. All second drafts must be typed. Final exam (15%) will be comprehensive and cumulative in nature and will be administered after Lesson 4B and 9B according to the day specified in this class calendar. It is your responsibility to ensure that you will be present for your final exam; if you are absent those class hours, you will receive a 0 on the exam. There are no make-up final exams. Workbook and Lab Manual (10%). You are responsible for completing in class, all the activities in the workbook and the Lab Manual for each chapter you cover in the textbook. In section XI (Calendar) you have the due date for these assignments. Your grade is based on completion rather than accuracy. Oral Activities (30%). Your spoken language component consists of two parts: two oral interviews (mid-term and final), and the Language Café visits.   For the midterm and final interview you will converse with a fellow classmate.  General topics won’t be provided prior to these oral exams. You must study your grammar and vocabulary to help you prepare. It is convenient that you meet several times with your oral exam partner to practice, to get familiar with each other, and to get some feedback from him/her about your pronunciation/grammar/etc.  Grades will be assigned according to the oral exam grading criteria. The students have an opportunity to speak with a native speaker in the Language café. They are expected to visit the Language every day.

Home Midterm Oral exam Role Plays 1.  Ask and answer about your technology preferences, Try to convince each other of the advantages of a device you love, but your partner hates 2.  You are two experts who are having a dialogue about what reasons make a relationship successful, at the same time you discuss the problems that may affect or damage a good relationship 3.  Tell each other a unique childhood experience you had. Ask follow up questions to get more information and to show your interest 4.  Talk about your childhood. Compare the activities you used to do when you were a child and ask and answer each other to find out more details. Ask your partner the reasons he/she preferred a specific game, or activity 5.  One of you knows everything about computers, and is selling one now. The other one does not have a computer and wants to know about this computer (features, price, etc) to make the decision of buying it or not. 6.  Have a conversation about your daily routine.  Try to find out common things between the routine of you two 7.  Have a conversation about your interests on types of webpage. Ask each other questions to find out in detail why your partner prefers or hates a specific type of webpage 8.  Challenge each other by asking and answering questions about world geography 9.  One of you is at WMB and needs to go to HUM Hall. You ask for directions. The other one gives directions to help this person 10.  One of you is very sick and goes to the Health Center to see one of the doctors and explain to her/him what s/he feels like 11.  One of you is very sick and goes to the Health Center to see one of the doctors and explain to her/him what s/he feels like 12.  You are at Vest Building and you need to go to a piano room in the Music Building.  Ask for directions. The other one gives directions to help this person 13.  Find out about the places in the States/the world your partner have visited so far. Find out which one he/she liked the most. Ask some more questions to know the reason of this preference. ..............................................................................................................................................................................

 















































 

Home FINAL ORAL EXAM ROLE PLAYS

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Home ACADEMIC  INTEGRITY   Academic Integrity: Academic honesty and integrity are fundamental values of the University community. An academic honesty offense is defined as the act of lying, cheating, or stealing academic information so that one gains academic advantage. Any individual who becomes aware of a violation of the Academic Integrity is bound by honor to take corrective action. Violations of the Academic Honesty Guidelines include but are not limited to: Cheating. The improper taking or tendering of any information or material that shall be used to determine academic credit. Taking of information includes copying graded homework assignments from another student; working with another individual(s) on graded assignments or homework; looking or attempting to look at notes, a text, or another student's paper during an exam. Plagiarism. The attempt to represent the work of another as the product of one's own thought, whether the other's work is oral or written (including electronic), published or unpublished. Plagiarism includes, but is not limited to, quoting oral or written materials without citation on written materials or in oral presentations; submitting work produced by an on-line translation service or the translation feature of an on-line dictionary as your own. Misrepresentation. Any act or omission with intent to deceive a teacher for academic advantage. Misrepresentation includes lying to a teacher to increase your grade; lying or misrepresenting facts when confronted with an allegation of academic honesty. ................................................................................................................................................................................................