C
SPAN 400: SPANISH
CONVERSATION:
ISSUES AND VALUES OF THE SPANISH SPEAKING WORLD
ATENCION:
La previa preparación y entrega online de los ejercicios asignados para
esta clase es absolutamente
indispensable.
Enero 12 | 17 | 19 |
24 | 26 | 31 | Febrero 2
| 7 | 9
| 14 |
16 | 21 | 23 |
28|
Marzo
1 | 13 | 15 | 20 | 22 | 27
| 29
Abril | 3 | 5 | 10 | 12 | 17 |
19 |
24
Convocation:
Febrero 12 al 15.
Spring Break: Marzo 5 al 9.
Easter Holiday: Abril 9.
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Fechas |
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| semana 1 |
Lección 1: ¿Realidad o fantasía? |
| Jueves 12 enero
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Semana 2 |
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Semana 3 |
Lección 2: Una cuestión de personalidad top |
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Jueves 26
enero |
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Semana 4 |
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| Martes
31 enero |
Artículo: “Las cuatro fórmulas científicas de la felicidad” . |
| Jueves 2
febrero |
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Semana 5 |
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Semana 6 |
Lección 3: Prohibido pensar top |
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Convocation |
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Jueves 16 febrero |
Opinión: “Pocholo es virtual” (p77). Preparación: Sobre la autora, Vocabulario, Completar, Hechos y Opinión (p75). Análisis: Comprensión, Ampliación (p78-79). Cuento: Cine Prado (p81). Preparación: Sobre la autora, Vocabulario, Contestar (p80). Análisis: Comprensión, Analizar (p84). Encuentro, Fama (p85) |
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Semana 7 |
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| Lección 4: Poder, quiero más poder top | |
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Martes 28 febrero |
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Martes 13 marzo  |
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| Jueves 15 marzo |
Maratón conversacional (40 minutos). Tertulia (20 minutos): La globalización. |
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Semana 10 |
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Martes 20 marzo |
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Jueves 22 marzo |
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Semana 11 |
Lección 5: Por amor al arte top |
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Martes 27 marzo |
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Jueves 29 marzo |
Tira Cómica: ¡Alerta roja! (p143) |
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Semana 12 |
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Maratón conversacional (40 minutos). Tertulia (20 minutos): Los misterios del amor. |
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Semana 13 |
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Experiencias: “Navidad de una rica y famosa” (p157). Preparación: Sobre la autora, Vocabulario, Opiniones (p156). Análisis: Comprensión, Interpretar, Los regalos (p159) Un festejo memorable, Así vivimos (p160). Gramática: Oraciones condicionales son si (p154). Práctica: Siempre una condición, Si fueras (p155) |
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Semana 14 |
Lección 6: Modos de vivir top |
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Semana 15 |
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Martes 24 abril |
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Nuestro examen final tendrá lugar en Vest 103 el viernes 27 de abril de 3:15 a 5:15 |
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CLASS INFORMATION
This class meets TR , Vest 103, 2:35-3:50
Instructor: Carmen Guerrero
Office: Vest 202B
Telephone: 614 8670
Email: cguerrero@leeuniversity.edu
Instructor's website: http://plaza.ufl.edu/ascg70
Office hours: MWF 11-11:50 AM & 1:00 – 1:50 PMTR 4:0-4:50. or by appointment
Class Website
ENMFL Website
This class meets on TR at 2:35-3:50. Vest 103
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- TEXBOOK AND COURSE MATERIALS.
- Blanco
José. Revista. Comunicación sin barreras. 3rd ed.
- A
- A Spanish-Spanish
dictionary.
- A synonym-Antonym
dictionary
- A printed copy of this syllabus.
II. UNIVERSITY MISSION STATEMENT:
III. CATALOG DESCRIPTION:
This
course invites students to explore current issues, and the values they
express,
in the Hispanic world. It is designed to
acquaint students with such topics in-depth, beyond what is done in
lower-level
courses. In addition to the cultural
content, this course seeks to develop and strengthen ACTFL advanced
speaking
skills and transition students to ACTFL superior-level speaking
proficiency
through guided discussion of topics related to issues and values in the
Spanish
speaking world. Integral to the course
is the development of learners’ ability to state and defend opinions,
as well
as to hypothesize about topics discussed.
This course may be repeated once for credit, provided the content
is different.
IV. PREREQUISITES: SPAN 310 or higher.
V. PURPOSE:
This course is intended to continue
the development of sustaining advanced and superior level of oral
proficiency (ACTFL Proficiency
Guidelines-1999),
while focusing on content derived from a study of issues and values in
the
Hispanic culture. SPAN 400 is intended
to offer students an opportunity to explore new and more complex ways
to
communicate while developing an awareness and appreciation of
Hispanic/Latino
cultures. This advanced course takes 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. Continue 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
VI. OBJECTIVES OF COURSE: top
A. General Learning Objectives. This course seeks to:
A. General Learning Objectives. This course seeks to:
- Develop
control of ACTFL advanced-level functions, while beginning the
development of
speaking proficiency a the ACTFL superior-level functions, including
the
ability to explain their opinions on a number of topics such as social
or value
issues, providing arguments to support their positions, and ability to
hypothesize on related topics.
- Teach
and strengthen students’ use of communicative strategies, such as
turn-taking
and separating main ideas from supporting information through the use
of
syntactic and lexical devices.
- Enhance listening proficiency, and participatory (passive/active) elements that characterize native Spanish conversation at advanced and superior levels.
- Improve students’ ability to express themselves in writing, paraphrasing, summarizing, as well as advanced- and superior-level analysis and synthesis.
- Demonstrate analytical, critical thinking, decision-making, and problem-solving skills when using Spanish communicative skills in different contexts and topics.
- Demonstrate comprehension of Spanish spoken at normal speed on a variety of selected topics in various formats.
- Integrate faith and learning in the completion of the different projects and class tasks through the connection among the different cultures and class materials used in the course.
- Show reading comprehension of cultural and literary material.
- Improve
Spanish oral proficiency to meet needs as well as creative expression.
B. 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:
SPECIFIC BEHAVIORAL OBJECTIVES: Succeeding in this course is our main goal. Therefore, our students will be involved in a variety of assignments, including but not limited to actions such as the following:
- Communicate effectively in Spanish with advanced level accuracy, though minimally at the superior level.
- Participate interactively in conversations on a variety of topics related to issues and values in the Spanish-speaking world.
- Discuss interest in and explain complex matters in detail, providing lengthier (minimally paragraph-length) and coherent narrations.
- Construct
and develop hypotheses to explore alternative possibilities.
- Use communicative strategies effectively such as pause fillers, stalling devices, and different rates of speech, as well as successful circumlocution in a variety of oral tasks with varied audiences.
- Participate fully and effectively in informal and some formal settings and situations ranging from concrete in nature to abstract.
- Demonstrate
comprehension of main ideas and details of discourse on a variety of
topics,
description and narration in different time frames, including
interviews, short
lectures, news items, and reports at normal speed.
All
communicative areas (pronunciation, vocabulary, grammar, writing and
reading)
are spread through the Revista. Conversación sin barreras
textbook (see
calendar and materials). However, the main general/grammar points are:
- ¿Realidad o fantasía?
- Una cuestión de personalidad.
- Prohibido pensar
- Poder, quiero más poder.
- Por amor al arte
- Modos de vivir.
- Verbal Tenses of Indicative Mode: Preterit, Imperfect, Pluperfect Tenses.
- Subjunctive Mode.
- Uses of ser, estar.
- Conditional Mode
- Prepositions.
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:
A. Integrate faith and
communicative skills in the making of
projects/tasks in class.
B. Teacher presentation
of materials
C. Collaborative learning
activities
D. Class discussions of
readings/authentic materials/movies
E. Oral
proficiency-oriented student dialogues, interviews,
debates, skits, role playing, informal and formal discussion, prepared
presentations, and other activities with
teacher involvement often limited to conversation starter, monitoring,
or
evaluation.
F. Written and oral
exercises
G. Conversational
marathons
H. Debates
I. Tertulias
VI. RESPONSIBILITIES OF STUDENTS: top
A. Read constantly the
syllabus to prepare
each class ahead of time and submit the online as well as the class
assignments.
B. Use Spanish in the
classroom.
C. Cooperate during group
and pair activities.
D. Be willing to actively
participate in class.
E. Show respect and good
attitude toward classmates,
instructor and class activities.
F. Bring the necessary
materials for this class (textbook,
dictionary, assignments).
G. Use and show your OWN abilities in the
language and present your own
thoughts in everything presented to this class.
VII. EVALUATION top
You final grade will be the result of the evaluation of these activities
Conversational Marathons (6) = 24%
Voiced Boards and responses (6 and 2) 13%
Final Exam = 15%
Online Vista Supersite homework and class preparation = 13%
Tertulia (1) = 10%
Phone Calls (5) 10%
1. Class Participation (15%) Participation in class involves a number of variables, including but not limited to:
- Your use of Spanish in the classroom.
- Your willingness to participate actively in all class activities.
- Your cooperation during group and pair work.
- Your respect and attitude toward the class and your peers.
- Your daily preparation for each class.
- Your instructor may assign written homework that will be collected and graded; these assignments form part of your participation grade.
- 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.
- 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.
- 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.
2. Phone Calls (10%). You will call
your instructor and your classmates a total of 5 different times.
During this
phone call Spanish use is mandatory and you have to promote the
conversation
with questions, comments, and any other type of logical communicative
resources
that come to your mind. You are not allow to read notes/book. Silence
is not an
option. A minimum of 3 minutes is
required for each phone call.
4. Final
exam (15%) will be comprehensive
and cumulative in nature and
will be administered during Final Exam Week according to the
5. Online Homework and
Preparation (13%). You are
responsible for completing all the homework assigned in this course. In
section
XI (Calendar) you have the due date for these assignments, and a
selection per
chapter of the exercises you are to complete and submit. Your grade is
based on
accuracy. You will have to submit your exercises online before class.
6. Conversational Marathons (24%). Each student will have a
series of conversations during the oral marathons based on the
role-plays presented to the class. There is no make up for the
marathons.
Missing class on this day will
automatically translate into a grade of zero for the student.
7. Tertulias
(10%). This is a group activity in which students gather together
in
front
of the class to discuss a particular topic. They will present,
exchange,
comment other's ideas, ask and answer questions about the different
points of
view and finally ask/answer questions from the audience. (See Calendar
for
specific dates).
8. Voiced Boards and
Responses (13%)
Voice boards are audio-enabled discussions that allow
students to post text as well as recorded messages. With voice boards,
students
in a course can communicate asynchronously. This advanced conversation
class
will use voice board’s features to have an open forum discussion, to
practice
pronunciation and improve oral and listening skills, and to conduct
oral
testing for this class.
A: 94-100% A-: 90-93% B+: 87-89% B: 84-86% B- : 80-83% C: 70-79%
C: 74-76% C- : 70-73% D: 60-69% D: 64-66% D- : 60-63% F: 0-59%
VIII. Attendance policy:
1. Learning a second language requires the exposure of the target 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 on a daily basis. However, it is understood that periodically things happen that could prevent your attendance. Thus, you will be allowed 3 unexcused absences throughout the semester; beginning with the fourth absence, 5 percentage point will be deducted from your participation grade if you are not able to document the absence with written proof of a valid excuse within 5 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.
2. If you are absent the day of a test, quiz, spoken activity or composition, you will receive a 0 on that assignment.
3. Three late arrivals and/or early departures of 10+ minutes will count as absences.
4 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.
5. 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.
IX. STUDENTS WITH DISABILITIES: Lee University is committed to the provision of reasonable accommodations for students with disabilities as defined in Section 504 of the Rehabilitation Act of 1973. Students who think they may qualify for these accommodations should notify their instructor immediately. Special services are provided through the Academic Support Program.
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X. 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 Honor Code 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.
It this Second Language Class it is important and necessary not only to present your thoughts, but also your own abilities in the language. Avoid using any type of unauthorized help. Please refer to the Student Catalogue for more information about these issues.
READING LIST
Dictionaries
Medina,
José T. Los americanismos del diccionario de laReal Academia
Española.
Santiago de Chile: Balcells, 1927.
Diccionario
de sinónimos y antónimos de la lengua española: Manual básico.
Galimberti, Jarman B, Roy
Russell, Nicholas Rollin, and Carol S.
Carvajal. The
Smith,
Colin, and Diarmuid Bradley. Collins Spanish-English, English-Spanish
Dictionary: Unabridged.
Bibliografical sources top
Lynch, John, and John
Lynch. The Hispanic World in Crisis and Change, 1598-1700. A
History of
Martin-Márquez, Susan. Feminist
Discourse and Spanish Cinema: Sight Unseen. Oxford Hispanic studies. Oxford: Oxford University
Press, 1999.
Murillo,
Rodríguez C. Ensayos Sobre Desarrollo: El Desarrollo Como
Afirmación De
Las Personas. Heredia, Costa Rica: Centro Internacional en
Política
Económica para el Desarrollo Sostenible, 1995.
Steigenga,
Timothy J, and Edward L. Cleary. Conversion
of a Continent: Contemporary Religious
Change in
Stock, Ann M. Framing
Latin American Cinema: Contemporary Critical Perspectives.
Online
Sources
http://www.hispanicprwire.com/news.php?l=es&id=2799
http://euarquitectura.blogspot.com/
http://www.elpais.com/articulo/portada/Cien/artistas/cine/hispanoamericano/
http://revista3e.vhlcentral.com/home/
http://revista3e.vhlcentral.com/home/dictionary.php
http://www.vistasonline.com/media/shockwave/GrammarTerms.htm