Course Description

SPAN 2312 Intermediate Spanish II

SPANISH 2312, Intermediate Spanish II, further develops proficiency in listening comprehension, speaking, reading and writing, building upon the skills acquired in Beginning Spanish.

Prerequisites

Successful completion of Spanish 2311. Spanish 2312 cannot be taken simultaneously with Spanish 2311.

Course Goals (includes core competencies, incorporation of SCANS, etc.)

These descriptions reflect what most students will be able to do by the end of the course. The terms given in parentheses are descriptive terms of proficiency in foreign language, based on a classification developed by the American Council on the Teaching of Foreign Languages.

Listening Comprehension (Intermediate -High)

Follow longer stretches of discourse on a number of topics, with some awareness of different time frames. Will generally understand the main ideas and some details.

Speaking (Intermediate-Mid)

Speak using short sentences about uncomplicated topics of personal interest. Speech may show frequent long pauses. There may be interference from the student's native language. Can generally be understood by native speakers used to the speaking of non-natives.

Reading (Intermediate-High)

Read and comprehend longer passages dealing with topics of personal interest. Can get main ideas and information from more difficult authentic texts, but may not grasp some details. May need to reread materials and have help with very difficult passages to be able to understand.

Writing (Intermediate-Mid)

Write longer paragraphs about general topics. Can write letters, summaries, narratives and descriptions using more than one time frame. Can support opinions. Writing tends to be fragmented. Can generally be understood by native speakers used to the writing of non-natives.

Cultural Awareness

1. Be able to identify regions of the world and name countries where Spanish is spoken.
2. Demonstrate knowledge of a few facts about Spanish - speaking countries or regions.
3. Show understanding of Spanish art and literary works.
4. Show some understanding of issues in intercultural communication and cultural misunderstanding.
5. Acquire and demonstrate cultural awareness and understanding of Spanish - speaking countries and peoples.

Core Curriculum
Spanish 1411 fulfills the six basic intellectual competencies of the Core Curriculum.

READING: Reading material at the college level means having the ability of analyze and interpret a variety of printed materials, books, articles, and documents.

WRITING: Writing at the college level means having the ability to produce clear correct, and coherent prose adapted to purpose, occasion, and audience. In addition to knowing correct grammar, spelling, and punctuation, students should also become familiar with the writing process, including how to discover a topic, how to develop and organize it, and how to phrase it effectively for their audience. These abilities are acquired through practice and reflection.

SPEAKING: Effective speaking is the ability to communicate orally in clear, coherent, and persuasive language appropriate to purpose, occasion, and audience.

LISTENING: Listening at the college level means the ability to analyze and interpret various forms of spoken communication.

CRITICAL THINKING: Critical thinking embraces methods for applying both qualitative and quantitative skills analytically and creatively to subject matter in order to evaluate arguments and to construct alternatives strategies. Problem solving is one of the applications of critical thinking used to address an identified task.

COMPUTER LITERACY: Computer literacy at the college level means having the ability to use computer based technology in communicating, solving problems, and acquiring information. Core-educated students should have an understanding of the limits, problems, and possibilities associated with the use of the technology and should have the tools necessary to evaluate and learn new technologies ad they become available. (Houston Community College System 2000-2001 Catalog, 35)

Instructor Information

Textbook Information

Textbook: Aventura al mundo hispánico Grana, Vergara, Hnat, Hillar, 1998 Mc Graw Hill

Lab Requirements (if any)

No lab is required.

Students with Disabilities

Students who require reasonable accommodations for disabilities are encouraged to report to the disability counselor to make necessary arrangements. Faculty are only authorized to provide accommodations requested by the Disability Support Services Office.

Academic Honesty

Students are expected to do their own work, unless an assignment is made specifically as a group assignment. Plagiarism (handing in another person's work as your own),  or cheating will result in a grade of F for the assignment, quiz, or test in question. For a second offense, the student may receive a grade of F for the course.

Attendance and Withdrawal Policies

Attendance is essential. In accordance with HCCS official policy, a student may be dropped after missing more than two weeks of class (6 hours).

Grading Policy

Course Requirements for example: Testing, Projects, Assignments, Portfolios, Service Learning, Internships, etc.

Class Participation
Quizzes and homework
Major tests
Class project
Final exam

Make-up policy

Students are responsible for material covered during their absences. It is the responsibility of the student to consult with the instructor for make-up assignments.

Course Content

The course will focus on reading, discussing and writing about short stories, essays, and any literary material that the instructor chooses. Grammar will only be briefly reviewed.

Course Calendar with Due Dates for Assignments and Testing

The plan below indicates the approximate pace of the course. There may be some adjustments during the semester. Specific daily assignments will be made by the instructor. Most students will need to spend an average of 6 hours per week to keep up with the course.

CLASS SESSION LESSON (Tentative schedule)
 

PLAN DE LECTURAS
 

Other Student Information (clubs, tutoring, web resources, student services, etc.)

Please turn off pagers and cell phones before class.

There is free tutoring for students takins Spanish 2312. Please see the department office for a schedule.

FE DE ERRATAS
 

p. viii, l. 1: comedia

p. 1. l. 3: guatemaltecos, Acento

p. 4, l. 3: (1865)

p. 5, l. 2 al, las gracias

p. 7, l. 60 Contra tu consejo, tuve la debilidad (que de tal calificaste) de

p. 15, l. 4 (Antonio Azorin)

p. 17, l. 39 habia

p. 40, l. 193 mi

p. 48, l. 37 como para

p. 52, l 20 si nada; l. 28:  del orden establecido

p. 54, l. 9 playa

p. 56, l. 3 gobierno; l. 14:  El

p. 58, l. 52 él

p. 60, l. 147 llegará

p. 71, l. 1 Nació, combinó el estudio; l. 9:  varios

p. 95, l. 3 trasladó; l. 6:  Bestiario; l. 9:  Continuidad

p. 100, l. 1 geografia

p. 101, l. 13 Son

p. 104, l. 8 las jacarandas

p. 110, l. 8 tiempo; l. 9:  indio; l. 11:  detestables

p. 118, l. 2 en

STUDY GUIDE FOR 2312 Semester:

El curso Español 2312 requiere que el estudiante pueda hablar y escribir acerca de las historias y cuentos que se van a estudiar durante el semestre.  Para ello es necesario que el estudiante lea y estudie las historias asignadas y además aplique las orientaciones siguientes:

1. Los personajes más importantes.
   1.   ¿Quiénes son?  Descríbalos. (Dos o más características).
      
      
2. La escena (Tiempo, lugar).  ¿Dónde tiene lugar la escena?  Descríba.
   
   
3. El argumento (plot)
   1. ¿De qué se trata la novela o cuento?  ¿esta historia?
   2. Haga un resumen de las ideas o asuntos más importantes de la obra.
   3. ¿Cuál es el tono de la historia?  (triste, sarcástico, etc...)
   4. ¿Hay acción?  ¿mucha?  ¿poca?  etc...
      
      
4. La conclusión o desenlace.  ¿Cómo termina la historia?  Explique brevemente.
   
   
5. El mensaje o tema  ¿Cuál es el mensaje del autor?
   
   
6. Describa la escena o parte que le gustó más o que considera más interesante.
   
   
7. Familiarícese con estos términos: el argumento

• el desenlace
• los personajes
• la escena
• el tema
• el punto culminante
• el desarrollo
• los símbolos
• el mensaje
• la conclusión