CORE CURRICULUM 2017-18 PROPOSAL FORM
Language, Philosophy, and Culture Component Area
Lone Star College
PART I - Course Information
□ CHECK HERE ONLY IF APPLYING FOR THE COMPONENT AREA OPTION A
Course Type
Existing Course Currently in LSC Core Curriculum
Existing Course NOT Currently in LSC Core Curriculum
New Course Proposed for Core Curriculum 2017-18
Course Prefix & Number:
Course Title:
Span 1411
Beginning Spanish I
Course Catalog Description (Copy and paste from online catalog for existing courses):
4 Credits (3 hrs. lec., 2 hrs. lab.) This course includes beginner’s pronunciation, oral practice,
conversation, development of listening comprehension, basic principles of grammar, simple
exercises in composition, easy reading which includes cultural material. Students with prior
language experience must take a placement exam to advance to the next level and receive
credit.
Course Prerequisites:
College Level Readiness in Reading AND Writing
The person designated as the contact must be prepared to facilitate a quick response from the curriculum team when
feedback is shared by the Academic Core Curriculum Committee.
Erich Polack & Stephanie Krueger
Curriculum Team Contact Person (for follow‐up communication purposes):
E-Mail Address:
Phone:
Name of Curriculum Team Facilitator:
[email protected] & [email protected]
281-618-5564
Lisa Hill
COMPLETED CORE FORM AND SYLLABUS SHOULD BE EMAILED TO [email protected]
Please attach sample syllabus for proposed course.
CORE CURRICULUM 2017-18 PROPOSAL FORM
Language, Philosophy, and Culture Component Area
Lone Star College
PART II – General Education Vision Statement
The Lone Star College general education curriculum is designed to empower students with foundational knowledge and transferrable
skills guided and informed by a strong sense of values, ethics, and civic engagement. The general education curriculum prepares
students for academic excellence and careers through progressively higher‐level studies in the areas of critical thinking,
communication, empirical and quantitative skills, teamwork, personal responsibility, and social responsibility.
Embedded in the Lone Star College Core Curriculum is our firm belief that educated members of society must possess a broad base of
experience and general knowledge to balance the narrow focus of degree and vocational requirements. We strive to ensure that our
core curriculum provides many important benefits that exceed those listed above. Students taking the core curriculum interact with a
wide range of cultures, both domestic and international. They develop important individual traits and skills such as empathy and
communication that are critical for their future careers and personal development.
Students hone interpersonal skills and develop critical workplace and academic skills, such as communication, time management,
and leadership that will enhance their ability to collaborate with colleagues, employers, and society.
Lone Star College values civic engagement and encourages students to become informed participants in the civic and social
responsibilities of our local, state, national, and global communities. Participation in our core curriculum creates opportunities and
encourages our students to evaluate their own value systems through the study of the humanities and sciences while recognizing the
diversity of beliefs and values present within our society.
In sum, our graduates learn to become autonomous decision makers through the development of a broad base of knowledge,
skills, personal wellness, and interpersonal competencies.
Please provide a summary of the proposed course and the reasons for proposing that it be included into the
Core Curriculum.
Spanish 1411 provides students with a detailed study of the human cultural experience and allows
them to become informed participants in the social responsibilities of our local, state, national and
global communities by providing them with grammatical structures necessary to narrate and have a
dialogue with Spanish speakers of diverse origins. The course provides the skills necessary to read
and understand texts (i.e. poems, abridged stories, reading passages by various known authors).
The course also facilitates discussion about traditions, customs and values of the Hispanic world and
to compare and contrast them with characteristics of their own culture. Students will apply the
grammatical structures to produce level appropriate spoken Spanish to enable them to be
understood by native speakers of Spanish from diverse origins and to allow them to understand the
cultural mores used by such native speakers.
Robert Lafayette in his book, Teaching Culture: Strategies and Techniques, states that "cultural
knowledge comes from the direct study of culture as well as from literary texts, film and other media;
it is also derived from direct experiences in the target culture". The revised standards for the
American Council on the Teaching of Foreign Languages states that "the central role of world
languages is to educate students to be linguistically and culturally equipped to communicate
successfully in a pluralistic American society and abroad. These standards are equally applicable to
learners of all levels because they provide an inextricable link between communication and culture."
CORE CURRICULUM 2017-18 PROPOSAL FORM
Language, Philosophy, and Culture Component Area
Lone Star College
In one paragraph, describe how the proposed course will support the LSC General Education Vision
Statement.
Beginning Spanish I (Span. 1411) introduces students to level appropriate vocabulary and
grammar through the teaching of interpersonal communication, cultural practices of
conventional gestures, grammatical register (informal versus formal use of <you>), social
kissing and hugging in addition to eye contact and social distance. Students of this level are
encouraged to to evaluate their own value system through the study of language while
recognizing the diversity of beliefs and values present within a global society. Completion of
Beginning Spanish 1 will give students for a broad base of experience and general knowledge
of the language and prepare them for academic excellence in the areas of critical thinking,
communication personal and social responsibility.
If you have previously proposed that this course be included in the core and it was not approved,
please explain why it was not approved and what changes have been made since then (if any). If this
course has never been part of a core curriculum course proposal, explain why it is being proposed now
for the first time.
The course was in the original Core Curriculum prior to 2014. At that time, it was part of the list of
courses that allowed students to receive Multi-cultural credit. It was removed when the Core
Curriculum was changed to accommodate a reduction of credit hours from 80 to 60.
It is being proposed again with a more detailed explanation of what is done across the Lone Star
College System in the Foreign Language classrooms and that culture and grammar are
intertwined so as not to be distinguishable.
In addition, we propose that 3 of the 4 credits be considered in the Core and that 1 credit be part
of the students' electives. This would follow in the same format as Math 2412 (Precalculus) and
Math 2413 (Calculus 1).
CORE CURRICULUM 2017-18 PROPOSAL FORM
Language, Philosophy, and Culture Component Area
Lone Star College
If the proposed course has previously been in the Core but was removed, please explain why it had
been removed and what changes (if any) have been incorporated since its removal.
The course was in the original Core Curriculum prior to 2014. At that time, it was part of the list of
courses that allowed students to receive Multi-cultural credit. It was removed when the Core
Curriculum was changed to accommodate a reduction of credit hours from 80 to 60.
It is being proposed again with a more detailed explanation of what is done across the Lone Star
College System in the Foreign Language classrooms and that culture and grammar are
intertwined so as not to be distinguishable.
In addition, we propose that 3 of the 4 credits be considered in the Core and that 1 credit be part
of the students' electives. This would follow in the same format as Math 2412 (Precalculus) and
Math 2413 (Calculus 1).
Please write here anything additional you wish the committee members and other moderators to
consider.
The Foreign Language Curriculum Team would like the committee members and moderators to
consider that in a beginning level language course, students are immediately expected to model
cultural behaviors (i.e. oral greetings, physical ways people greet each other, and appropriate
distance when communicating) used by their professors that may be different from their own. In
Spanish 1411 students are constantly shown how to interact with a variety of cultures both
domestic (heritage learners) and international (foreign born and raised speakers). Students must
apply their new skills in speaking, reading and writing to show empathy and to communicate with
others for their future careers and personal development. This allows the students to be globally
competitive and to fulfill a need for bilingual and multilingual employees.
In addition, Spanish 1411 is currently considered as part of the core for at least 3 Texas
Community Colleges: Dallas County Community College, Central Texas Community College and
Odessa Community College. The latter was recently granted by the Coordinating Board the
opportunity to revise their core and Spanish 1411 was added.
CORE CURRICULUM 2017-18 PROPOSAL FORM
Language, Philosophy, and Culture Component Area
Lone Star College
PART III – THECB Foundational Component Areas
Core Component Area statements: (All answers must be documented in the example syllabus attached to this proposal.)
1. Describe how the course will focus on how ideas, values, beliefs, and other aspects of culture express and affect
human experience.
Students will learn to appreciate and analyze the values and beliefs of heritage learners of Spanish
and native speakers of Spanish from diverse origins. They will learn to communicate with immigrants
and apply formal and informal register in language to affect their experience in dialogue. They will be
able to compare and contrast (in written and oral formats) the units of measure (example: reading of
numbers, metric system and non-metric system) and discuss traditions in level-appropriate language.
See attached examples and the website (www.bbc.co.uk/languages/spanish/mividaloca.
2. Describe how the course will involve the exploration of ideas that foster aesthetic and intellectual creation in order
to understand the human condition across cultures.
This course will broaden the spectrum of how students view stereotypes. This will foster an understanding of
the human condition across cultures. Students will apply their knowledge of grammar and vocabulary by
using critical thinking, communication and social responsibility to analyze the differences in the different
Spanish spoken by native speakers of diverse origins. They will also explore their own inter-cultural
competency to analyze the differences between their culture and the new cultures presented in the course.
Through level appropriate texts (poems, readings, media) they will examine artistic, historical and political
facets of the countries presented and learn to appreciate the the human condition across cultures.
CORE CURRICULUM 2017-18 PROPOSAL FORM
Language, Philosophy, and Culture Component Area
Lone Star College
PART IV – Aligning Course Outcomes (Student Learning Outcomes) to Component Area Statements
Insert the student learning outcome(s) (e.g., Students completing the course will be able to…) that support the core component area
statements shown on the previous page. Each outcome must be documented in the example syllabus attached to this proposal.
Student Learning Outcome (SLO) 1:
Students completing the course will be able to engage in conversations using level-appropriate
grammatical structures including narrating events that take place in the present and producing
questions and responses on a variety of topics dealing with everyday life.
How does this SLO align with the component area statements?
In order to engage in conversations, students must apply the knowledge of proper register (formal vs.
informal language). This is more than a simple word; it creates a change of register. Grammatically,
this occurs in parts of speech ranging from subject, to verb to pronouns to tone. The ability to
produce questions demonstrates that the student must, through critical thinking, know which register
to use and when to use it in everyday life. Students apply topics from geography, food and cultural
mores in addition to celebratory events and learn to narrate these events. They are able to put into
practices their social behaviors, and discuss holiday celebrations using the ACTFL Analysis of
Culture using the 3 Ps system (Perspectives-Practices-Products). See syllabi attached for specific
examples of topics.
CORE CURRICULUM 2017-18 PROPOSAL FORM
Language, Philosophy, and Culture Component Area
Lone Star College
Student Learning Outcome (SLO) 2:
Students completing the course will be able to understand level-appropriate spoken Spanish.
How does this SLO align with the component area statements?
Students will be provided with opportunities to hear spoken Spanish by native speakers from
various origins including different cultures within the realm of Hispanic culture and apply their
knowledge to respond in the correct register either by writing their responses, conversing with the
instructor or recording themselves. This will hone their interpersonal skills and develop critical
workplace and academic skills while focusing on the cultural norms relevant in the speakers' target
language.
CORE CURRICULUM 2017-18 PROPOSAL FORM
Language, Philosophy, and Culture Component Area
Lone Star College
Student Learning Outcome (SLO) 3:
Students completing the course will be able to write simple sentences and organize them
into paragraphs.
How does this SLO align with the component area statements?
Using critical thinking skills students will apply their knowledge of grammatical concepts and
cultural mores in order to formulate paragraphs in the target language which are culturally
different than paragraphs in English. Languages around the world have different ways of
writing (e.g. circular arguments vs. linear). Students will notice these differences and utilize
them in their writings.
CORE CURRICULUM 2017-18 PROPOSAL FORM
Language, Philosophy, and Culture Component Area
Lone Star College
Student Learning Outcome (SLO) 4:
Students completing the course will be able to read and comprehend level-appropriate texts.
How does this SLO align with the component area statements?
"Texts" in this instance is not a textbook. Level-appropriate texts means poetry, abridged
stories written by famous authors, music lyrics and other forms of media; all from within the
culture of the target language. Students will analyze and identify the cultural differences when
reading or listening to these forms of text. This analysis will better facilitate the understanding
of the values and beliefs held by the speakers of the target language.
CORE CURRICULUM 2017-18 PROPOSAL FORM
Language, Philosophy, and Culture Component Area
Lone Star College
Student Learning Outcome (SLO) 5:
Students completing this course will identify and discuss traditions, customs and values of the
Hispanic world, and compare and contrast them with characteristics of their own culture.
How does this SLO align with the component area statements?
This course focuses on how ideas, values, beliefs and other aspects of culture (traditions and
customs) affect the human experience by having students apply what they learn and compare
and contrast them with characteristics of their own culture.
In learning about traditions and customs, students are able to explore and foster aesthetic and
intellectual creations by reading poetry, listening to music, watching films in the target language
and observing traditions that allow understanding of the human condition across cultures.
CORE CURRICULUM 2017-18 PROPOSAL FORM
Language, Philosophy, and Culture Component Area
Lone Star College
PART V – THECB Core Objectives
Address each of the THECB core objectives required within the component area. Explain how the skill is addressed by the course’s
student learning outcomes, agreed upon instructional strategies, or both. Assessment must include at least one direct measure.
Direct measures are defined as students' demonstrations of learning. Indirect measures are defined as students' perceptions of their
learning or other measures not derived directly from student work. All responses must be documented in the example syllabus
attached to this proposal.
Critical Thinking Skills: to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of
information
How will the skill be addressed by this course? Please specify a course’s student learning outcome and/or agreed upon
instructional strategy that addresses this required core objective.
SLO 1, 2 & 3 specifically deal with critical thinking. Students must be able to create and learn as
well as to inquire, evaluate and synthesize information when conversing with speakers of Spanish
produced by Spanish speakers of diverse origins. Instructors will formulate questions that
students will be required to answer. Instructors will also give sentences that students will
translate and finally, instructors will give students situations that students will need to address by
synthesizing learned information and applying said information.
How does the curriculum team propose to measure students’ achievement of this required competency in this specific
course?
The curriculum team has proposed a rubric to measure the achievement and has asked that all
students record themselves when responding to oral questions. Students will write their
situations on exams. These situations are not formal translations, but rather being able to apply
concepts and vocabulary and use them in cultural situations. In addition, all students have Oral
Presentations that indicate how well they apply their critical thinking and how well they are able to
synthesize their information to produce a measurable artifact. (see attached)
CORE CURRICULUM 2017-18 PROPOSAL FORM Language,
Philosophy, and Culture Component Area
Lone Star College
Communication Skills: to include effective development, interpretation and expression of ideas through written, oral
and visual communication
How will the skill be addressed by this course? Please specify a course’s student learning outcome and/or agreed upon
instructional strategy that addresses this required core objective.
SLO 1, 2, 3, and 4 specifically address the development, interpretation and expression of ideas.
Students must engage in conversations, they must interpret spoken Spanish that they hear
produced by Spanish speakers of diverse origins, and they must be able to write their ideas and
organize them into paragraphs using the grammatical rules applicable in the target language that
differ from their own. Students will also be introduced to short poems written by known authors
found in the textbooks and asked to interpret their meaning through oral expression. Students
will also be shown artwork through other media formats and films in the target language to allow
expression of ideas through visual and oral communication.
How does the curriculum team propose to measure students’ achievement of this required competency in this specific
course?
Written works will be measured by rubrics approved by the curriculum team. (see attached)
CORE CURRICULUM 2017-18 PROPOSAL FORM
Language, Philosophy, and Culture Component Area
Lone Star College
Social Responsibility: to include intercultural competence, knowledge of civic responsibility, and the ability to engage
effectively in regional, national, and global communities
How will the skill be addressed by this course? Please specify a course’s student learning outcome and/or agreed upon
instructional strategy that addresses this required core objective.
Social responsibility is inherently met when students meet with speakers of Spanish and are able
to engage effectively with them and communicate ideas and offer assistance on the job or in daily
activities. Civic responsibility is indicated by having students apply their knowledge to help
customers, clients and fellow citizens navigate stores, banks and the metro system.
How does the curriculum team propose to measure students’ achievement of this required competency in this specific
course?
This is a more complex achievement. The team measures this achievement by discussing
chapters in textbooks used around the Lone Star System to ensure that certain vocabulary and
grammatical structures are introduced so that students can immediately apply them in their
regional and national community. Ultimately, exams are used to measure students' achievement
in this competency. Given that culture is intertwined with grammar, it follow that many of the
sections on exams address this inter-cultural competence.
CORE CURRICULUM 2017-18 PROPOSAL FORM
Language, Philosophy, and Culture Component Area
Lone Star College
Personal Responsibility: to include the ability to connect choices, actions and consequences to ethical decision‐making
How will the skill be addressed by this course? Please specify a course’s student learning outcome and/or agreed upon
instructional strategy that addresses this required core objective.
SLO 1 requires that students engage in conversations using appropriate grammatical structures
and produce questions and responses. In order for students to formulate questions and
responses, they must be responsible and connect the idea of register and tone. They must act
accordingly when speaking with the proper formal or informal register since not doing so may
cause the other party to be offended. Students must also understand how to meet someone in a
physical way (kiss or shake hands) and learn to make ethical choices when translating (proper
language may imply something different in the translation that can lead to gross
misunderstandings). Much of this is addressed in role play activities that are traditionally done in
class. Other methods of assessment include open response questions on exams and homework
where the student explains in writing or orally how he/she would react in a given situation.
How does the curriculum team propose to measure students’ achievement of this required competency in this specific
course?
The curriculum team discusses the use of textbooks that instruct and model the proper behaviors.
Students are then tested on these skills. When they are tested on their written and oral formats,
rubrics approved by the curriculum team are used for the assessment. (see attached).
BEGINNING SPANISH I (FIRST SEMESTER)
SPAN 1411
Fall 2016
INSTRUCTOR: Erich Polack
OFFICE: A221-A
PHONE 281-618-5564 (office)
EMAIL: [email protected]
Office Hours: MW 9:00-12:00 p.m.
TTH 11:00-1:00p.m.
Fri by appointment
PREREQUISITES:
College Level Readiness in Reading AND Writing.

REQUIRED MATERIAL
MySpanishLab Access Code. To buy the Access Code please go to
http://www.pearsonmylabandmastering.com/northamerica/mylanguagelabs/
Make sure you buy access to our book Arriba Comunicación Cultura. 6th Edition. 2015 Release.
Authors: Zayas-Bazán, Bacon and Nibert (Course ID# is provided in this syllabus).This book
has the picture of 2 butterflies on the cover.
This Access Code will give you access to the Ebook, eSAM (workbook exercises), quizzes and
exams.

OPTIONAL MATERIAL: Understanding that some students prefer to study using a
traditional book, below is the information of the book package which includes a paper
copy of the textbook, and Access code for the class.

Arriba!: Comunicación y cultura, Books a la Carte Plus MySpanishLab, 2015 Release,
24MO, 6/E By Zayas-Bazán & Bacon & Nibert © 2012 | ISBN: 9780134225845
IMPORTANT: To register in MySpanishLab you need to have an email
address, an access code, and the course ID#.
If you are taking;
Spanish 1411 section 1101 your Course ID is CRSKLXH‐8035005
COURSE DESCRIPTION:
4 Credits (3 hrs. lec., 2 hrs. lab.) This course includes beginner’s pronunciation, oral practice,
conversation, development of listening comprehension, basic principles of grammar, simple
exercises in composition, easy reading which includes cultural material. Students with prior
language experience must take a placement exam to advance to the next level and receive credit.
COURSE OUTCOMES:
1. Engage in conversations using level-appropriate grammatical structures including narrating
events that take place in the present and producing questions and responses on a variety of
topics dealing with everyday life.
2. Understand level-appropriate spoken Spanish.
3. Write simple sentences and organize them into paragraphs.
4. Read and comprehend level-appropriate texts.
5. Identify and discuss traditions, customs and values of the Hispanic world, and compare and
contrast them with characteristics of their own culture.
ADA STATEMENT
Lone Star College System is dedicated to providing the least restrictive learning environment for
all students. The college system promotes equity in academic access through the implementation
of reasonable accommodations as required by The Vocational Rehabilitation Act of 1973, Title
V, Section 504 and the Americans with Disabilities Act of 1990 (ADA) which will enable
students with disabilities to participate in and benefit from all post-secondary educational
programs and activities.
GRADE COMPONENTS:
1. 40%- Chapter Exams (4 exams)
2. 20%- Comprehensive Final (will include material from the four chapters covered in the
semester)
3. 15%- SAM exercises (Graded upon completion)
4. 15%- Quizzes (at least 10 quizzes)
6. 10%- Oral exams (at least two oral exams)
NO MAKE-UPS ON QUIZZES OR ASSIGNMENTS:
There will be no make-up quizzes or late assignments. A student missing a quiz or not handing in
an assignment on time will automatically have dropped said quiz or assignment.
ASSIGNMENTS



In MySpanishlab, click on COURSE CONTENT and then click on VIEW ALL
CONTENT. You will find a list of chapters. When you open any of the chapters, you
will find the Objectives, E-book link, Tutorial and extra practice activities, Video and
Web links and Oral and grammar practices.
You will also find a link for the Student Activities Manual (SAM) where you will find
the exercises that you need to complete for each of the chapters covered in the class.
To find which exercises are due and when, please refer to the assignments icon in the
home page of the course (D2L). All these exercises are graded upon completion. You
complete all the required exercises with a passing grade (80 or higher) and you can
assume that your grade for them is 100.
.
GRADING POLICY:
Letter grades for the course will be assigned on the following percentage basis:
90 - 100% A
80 - 89% B
70 - 79% C
60 - 69% D
0 - 59% F
ACADEMIC INTEGRITY Academic dishonesty includes plagiarism and other forms of
cheating behavior as described in the College Catalog. Academic dishonesty is unacceptable at
LSC- North Harris and in this course. Students committing acts of academic dishonesty shall be
penalized by the assignment of lowered or failing grades on assignments and/or for the entire
course, depending upon the instructor’s evaluation of the severity of the dishonest act.
NETIQUETTE
Netiquette is using good manners in cyberspace. Since most of the communication over the
net is by way of text, be sure your written words are not offensive to the receiver.
Remember email is a document, and can be read by someone other than the intended
audience. "Flaming" (making personal attacks on a person) is also unacceptable, and will
follow the severe discipline actions, including administrative withdrawal at the instructor's
discretion. Whether you are in a chat room, writing an email or posting to a discussion
area, remember to use proper etiquette in consideration
About this Course The Arriba! Sixth Edition MySpanishlab includes the following resources
for each chapter:
Objectives
Web Resources
In-text Audio
Review
Workbook
Practice Test
Lab Manual
Video Resources
In addition, besides all the culture sections introduced in our textbook and video resources, we
will work with the first six episodes from the series “Mi Vida Loca” and Podcast activities. Links
are below.
http://www.bbc.co.uk/languages/spanish/mividaloca/ http://www.notesinspanish.com/ Spanish 1411. Tentative Course Outline. Fall 2016
Ch.
1
Week 1
1
Week 2
1/20 No hay
clase)
1
Text:
2 clase)- Números
0-100 (10-12) - Calendario – días de la
semana, los meses y las estaciones
(13-16)
Martin Luther King-Monday 1/20(No hay
clase)
3) Segunda parte
Vocabulario (20-23)
En la clase. Expresiones para la clase.
Colors
Subject pronouns and
Present tense of verb
Ser (24-26)
4) Sustantivos(nouns) y artículos (27-29)
Week 3
- Artículos definidos e indifinidos.
Week 4
Adjetive, forms,position ,and agreement. (3032)
Culture: Mi Vida Loca#1
Panoramas (34-38)
Repaso
Week 4
1er test
1
My Spanish lab
(1era clase)
Entrega y lectura del Syllabus
Capítulo 1
Hola ¿qué tal?
Primera parte: Vocabulario (2-7)
Saludos y despedidas
- El alfabeto (8-9)
5) Test Chapter 1
Submit Homework.
Chapter 1
2
Week 5
6) Capítulo 2
¿De dónde eres?
Primera parte.
Vocabulario (42-45)
Quiénes son?
Adjetivos descriptivos y adjetivos de
nacionalidad (42-45)
Describirse a si mismo, a otras personas y
cosas.
7)- Decir la hora
( 46-49)
- Formación de preguntas que requieren
respuestas si o no. Negación
(50-51)
Palabras interrogativas.(52-55)
Culture: Mi Vida Loca #2
2
8) Segunda parte
Vocabulario (58-59)
¿Qué pasa? ¿ Que haces?
¿Que te gusta hacer?
Week 6
Verbos regulares
–ar, -er, –ir
(En el Tiempo Presente)
(62-64)
2
9) The present tense of tener
tener que+ infinitive
(67 -68)
10) Repaso. Ejercicios
Composición escrita
Culture: Mi Vida Loca#3
Panoramas
2
11) Test Chapter 2
3
Capítulo 3
12)¿Qué estudias?
Vocabulario
La vida universitaria en Latinoamérica
Las materias académicas y la vida estudiantil
¿Qué estudias?(76-820
Week 7
Test # 2
Week 8
Submit Homework
Chapter 2
Numbers 101-3.000.000(82-83
13)- Possessive adjectives
(84-860
-Other expressions with tener
(87-88)
Mid- Semester Break
No hay clases
----------------------------
Week 9
-----------------------
-------
Week 10
3
Segunda parte
14)Vocabulario
¿Dónde está la librería?
Los edificios
¿Donde esta?
Give location (al lado, a la derecha, etc)
Adverbios
Otras palabras y expresiones
(92-95
15)- The present tense of verbs; ir and hacer
(96-97)
- The present of estar
(98-100)
Culture: Mi Vida Loca#4
16) Summary of ser and estar.
Week 11
(101-103)
3
Panoramas
Repaso
Taller
(110-111)
Test # 3
3
17)Test Chapter 3
Submit Homework
Chapter 3
4
Week 12
Capítulo 4
18)Primera parte.
Culture: Mi Vida Loca#5
Lectura :Una tamalada
Miembros de la familia
(112- 117)
Present tense of stem changing verbs
e-ie, e-i, o-ue
(118-122)
Week 13
19)Direct objects and the personal a
- Direct object pronouns
(124-127)
Segunda parte.
20)Lectura: Una invitación
Lugares de ocio.
Verbos conocer ….
Culture: Para aceptar una invitación
Rechazar una invitación…
(130-133)
21)Demonstrative adjectives and pronouns.
(134-1350
-------------------------22)- Present tense of poner, salir, and traer
--------------------Week 14
(136-138)
23)Saber and conocer
(139- 142)
Repaso
Week 15
Test # 4
4
24) Test Cap #4
Submit Homework
Chapter 4
25) Mi Vida Loca#6
Capítulo 5
¿Cómo pasas el día?
26)El arreglo personal
Las actividades diarias
Algunas partes del cuerpo.
Artículos de uso personal.
27)Reflexive construcciones
Pronouns and verbs.
Describing your daily routine and habits
Comparisons of equality and inequality
Segunda parte
28)Los quehaceres domésticos
El superlative
El presente progresivo.
29)Final oral interview
Revisión-examen final
Week 16
5
Final Tests Week
Examen Final
Comprehensive
written final
Note: This calendar may be adjusted by the instructor as the course
progresses.
Name_________________________ Class__________________________ Instructor______________________ 1411 - Outcome #1: Engage in conversations using level-appropriate grammatical structures including narrating events that
take place in the present and producing questions and responses on a variety of topics dealing with everyday life.
Example Activity: Students are asked by the instructor 10 personal questions about their pastimes/hobbies Does not meet expectations (1
pt)
Grammar
Inadequate use of basic
language structures.
Uses simple and repetitive
vocabulary.
Vocabulary
Pronunciation /
Comprehensibility
Frequently interferes with
communication/barely
comprehensible.
Fluency
Speech halting with frequent
pauses/few or no complete
thoughts.
Meets expectations
Exceeds expectations
(2 pts)
Emerging use of basic language
structures.
Uses descriptive and varied
vocabulary with some
repetition.
Occasionally interferes with
communication/
(3 pts)
Control of basic language
structures.
Uses descriptive and varied
vocabulary.
mostly comprehensible.
Some hesitation but manages to
continue and complete thoughts.
Does not interfere with
communication/ response
readily comprehensible.
Speech continuous with few
pauses or stumbling.
Students who score 7 out of 12 points are considered to have met expectations for the purpose of the SLO assessment. Name_________________________ Class__________________________ Instructor______________________ 1411- Outcome #3: Write simple sentences and organize them into paragraphs.
Example Activity: Students will write 10 sentences in Spanish about their class schedule.
Does not meet expectations (1
pt)
Grammar / Syntax
Vocabulary
Errors seriously interfere with
comprehension.
Uses simple and repetitive
vocabulary.
Spelling / Accents
Errors seriously interfere with
comprehension.
Organization
Little or no coherence.
Meets expectations
Exceeds expectations
(2 pts)
Errors somewhat interfere with
comprehension.
Uses descriptive and varied
vocabulary with some
repetition.
Errors somewhat interfere with
comprehension.
(3 pts)
Errors minimally interfere with
comprehension.
Uses descriptive and varied
vocabulary.
Minor sequence errors that
maintain coherence.
Logically sequenced and
coherent.
Errors minimally interfere with
comprehension.
Students who score 7 out of 12 points are considered to have met expectations for the purpose of the SLO assessment. Inspired Beginners Podcast 01 – ¡Hola!
Contents
1. Key Vocabulary
2
2. Transcript of the conversation
4
3. Translation of the conversation
6
4. Vocab Building
8
5. Cool Spanish!
9
© Marina Diez and Ben Curtis 2007
1
www.notesinspanish.com
1. Key Vocabulary
Preguntas
Questions
¿De dónde eres?
Where do you come from?
¿Cuántos años tienes?
How old are you?
¿Qué te gusta hacer en tu tiempo libre?
What do you like to do in your free time?
¿En qué trabajas?
What do you do? What’s your job?
¿Qué comida te gusta?
What food do you like?
¿Cuál es tu música favorita?
What’s your favorite music?
¿Tu tienes hermanos?
Have you got any brothers and sisters?
¿Cuál es tu sitio favorito en el mundo?
What’s your favourite place in the whole world?
Gustar / No Gustar
Likes / Dislikes
Me gusta
I like
Me encanta
I really like / love
No me gusta
I don’t like
Me mola
That’s cool
Odio
I hate
Me horroriza
I can’t stand / I’m horrified by
Aficiones
Hobbies
Fotografía (f.)
Photography
Yoga (m.)
Yoga
Montar en bicicleta por el campo
To ride a bicycle in the countryside
Trabajo
Work
Trabajo en casa
I work at home
Procedencia
Roots
Madrileño/a
Someone from Madrid
Familia
Family
Hermano (m.)
Brother
Hermana (f.)
Sister
© Marina Diez and Ben Curtis 2007
2
www.notesinspanish.com
Hermanos
Brothers and Sisters
Sobrino (m.)
Nephew
Sobrina (f.)
Niece
Sobrinos
Nephews and Nieces
Comida
Food
Caldo (m.)
Stock
Marisco (m.)
Seafood
© Marina Diez and Ben Curtis 2007
3
www.notesinspanish.com
2. Transcript of the conversation
PART 1
Marina–Hola Ben ¿Qué tal?
Ben–Muy bien, y tu Marina ¿Cómo estás?
Marina–Yo estoy muy bien. Cuéntame, ¿de dónde eres?
Ben–Yo soy inglés, soy de Inglaterra. Y tú, ¿de dónde eres?
Marina–Yo soy de Madrid.
Ben–¡Ah! De Madrid, una madrileña.
Marina–¡Sí! ¿Y cuántos años tienes?
Ben–Yo tengo 34 (treinta y cuatro) años pero casi 35 (treinta y cinco). Soy muy viejo. ¿Y tú?
Marina–Yo tengo 32 (treinta y dos) y soy muy joven.
Ben–Mejor.
Marina–Y, ¿qué te gusta hacer en tu tiempo libre?
Ben–Bueno, me encanta la fotografía. La fotografía es mi hobby principal. Y tú, ¿tienes algún
hobby?
Marina–A mi me gusta hacer yoga, y me gusta mucho montar en bicicleta por el campo. Y, ¿en
qué trabajas?
Ben–Pues yo soy escritor, trabajo en casa, y tengo una página web sobre España. ¿Y tú?
Marina–Yo también trabajo en casa, y soy profesora de español.
~·~
PART 2
Marina–Y ¿qué comida te gusta?
Ben–Me gusta mucho la comida española, por ejemplo me encanta la tortilla, muy típica aquí.
Marina–Mi comida favorita es el marisco.
Ben–¡Buag!. Me horroriza el marisco ¡Odio el marisco! ¿Y tu? ¿Hay alguna comida que no te
guste?
Marina–Odio el caldo.
Ben–El caldo, el caldo es un tipo de sopa. ¿Verdad?
Marina–Es sopa de pollo, o de carne, o de jamón.
Ben–Mhhh, a mi me encanta.
© Marina Diez and Ben Curtis 2007
4
www.notesinspanish.com
Marina–La odio.
Ben–Y la música ¿cuál es tu música favorita?
Marina–A mi me encanta la música española, me gusta Joaquín Sabina.
Ben–¡Ah! Joaquín Sabina es muy famoso en España.
Marina–Y a ti, ¿qué música te gusta?
Ben–A mi me gusta mucho la música inglesa. Por ejemplo me mola mucho Radiohead, un grupo
muy conocido en Inglaterra y en todo el mundo.
Marina–A mi también me gusta mucho Radiohead. Muy bien y ¿tú tienes hermanos?
Ben–Bueno, tengo tres hermanas. Tres hermanas pequeñas.
Marina–Todas chicas entonces.
Ben–Todas chicas, sí. Yo soy el mayor , el más grande.
Marina–Yo tengo un hermano mayor y una hermana pequeña... y dos sobrinos; un niño y una niña.
Ben–Y una última pregunta ¿cuál es tu sitio favorito en el mundo?
Marina–Mi sitio favorito es el campo, especialmente me gustan las montañas. ¿Y a ti?
Ben–Las montañas me gustan, sí. Pero yo prefiero el mar ¡me encanta la playa! Las playas en
España son muy bonitas.
~·~
© Marina Diez and Ben Curtis 2007
5
www.notesinspanish.com
3. Translation of the conversation
PART 1
Marina–Hi Ben, how are you?
Ben–Fine thanks, Marina, and you?
Marina–Very well. Tell me, where do you come from?
Ben–I’m English, from England. And you? Where are you from?
Marina–I’m from Madrid.
Ben–Ah! From Madrid, you’re a madrileña.
Marina–Yes! And how old are you?
Ben–I’m 34, nearly 35. I’m very old. And you?
Marina–I’m 32 and I’m very young!
Ben–Better.
Marina–And what do you like doing in your free time?
Ben–Well, I love photography. Photography is my main hobby. How about you, have you got any
hobbies?
Marina–I like doing yoga, and I really like riding my bicycle in the countryside. And what do you do?
Ben–Well, I’m a writer, I work at home, and I have a web page about Spain, and you?
Marina–I also work at home, and I’m a Spanish teacher.
~·~
PART 2
Marina–And what food do you like?
Ben–I love Spanish food, for example I love tortilla, it’s very typical here.
Marina–My favourite food is seafood.
Ben–Urhhh!. I can’t stand seafood. I hate seafood! And you? Is there any food you don’t like?
Marina–I hate stock.
Ben–Stock… stock is a kind of soup, isn’t it?
Marina–It’s chicken, meat or ham soup.
Ben–Mmmmm, I love it.
Marina–I hate it.
Ben–And what about music, what is you favourite music?
© Marina Diez and Ben Curtis 2007
6
www.notesinspanish.com
Marina–I love Spanish music, I like Joaquín Sabina.
Ben–Ah! Joaquín Sabina is very famous in Spain.
Marina–And you, what music do you like?
Ben–I really like English music. For example, I think Radiohead are really cool, a group that’s really
well known in England and the rest of the world.
Marina–I really like Radiohead as well. Great, and have you got any brothers or sisters?
Ben–Well, I’ve got three little sisters.
Marina–All girls then!
Ben–yes, all girls. I’m the oldest, the biggest.
Marina–I’ve got an older brother and a younger sister... and a nephew and a niece; a boy and a
girl.
Ben–And one last question, what is your favourite place in the whole world?
Marina–My favourite place in the countryside, I especially like the mountains, how about you?
Ben–Yes, I like mountains. But I prefer the sea. I love the beach! The beaches in Spain are very
beautiful.
© Marina Diez and Ben Curtis 2007
7
www.notesinspanish.com
4. Vocab Building
Can you add to these lists?
Hobbies
Hobbies
La fotografía (f.)
Photography
El Yoga (m.)
Yoga
Montar en bici
To cycle
Pasear por el campo
To walk in the countryside
Patinar
To skate
Cocinar
To cook
Leer
To read
Navegar por internet
To surf the net
Jugar al tenis
To play tennis
Viajar
To travel
Comida
Food
Caldo (m.)
Stock
Marisco (m.)
Seafood
Carne (f.)
Meat
Pollo (m.)
Chicken
Verduras (f.)
Vegetables
Pescado (m.)
Fish
© Marina Diez and Ben Curtis 2007
8
www.notesinspanish.com
5. Cool Spanish!
Fed up with always answering ‘Muy bien’ when someone asks how you are in Spanish? Well, next
time someone says ‘¿Qué tal?’ or ‘¿Comó estas?’, here are some more interesting, and very
Spanish-sounding answers:
Genial - Great
Fenomenal - Fantastic
Pues, bastante bien – Well, pretty good
Así Así - Not great
Fatal - Terrible
© Marina Diez and Ben Curtis 2007
9
www.notesinspanish.com
Mi vida loca: Prueba Episodios 1 y 2 Nombre_____________________________ Fecha__________ Match the following vocabulary terms (5 Pts Each): 1. No entiendo _________ 9. La calle _________ e. The street 2. ¿Algo más? _________ 10. La puerta_________ f.
3. Un regalo_________ 11. ¿Qué quieres? ________ g. The door 4. Quien _________ 12. Ultimo, ultima _________ h. You’re welcome 5. De nada _________ a. Also i.
Who 6. También _________ b. The afternoon snack j.
Last 7. La merienda_________ c. A present k. Anything else? 8. El piso _________ d. What would you like? l.
I don’t understand The flat Mi vida loca: Prueba Episodios 1 y 2 Nombre_______________________________ Fecha_____________
Match the following vocabulary terms (5 Pts Each): 1. No entiendo _________ 9. La calle _________ e. The street 2. ¿Algo más? _________ 10. La puerta_________ f.
3. Un regalo_________ 11. ¿Qué quieres? ________ g. The door 4. Quien _________ 12. Ultimo, ultima _________ h. You’re welcome 5. De nada _________ a. Also i.
Who 6. También _________ b. The afternoon snack j.
Last 7. La merienda_________ c. A present k. Anything else? 8. El piso _________ d. What would you like? l.
I don’t understand The flat 13. Write your street and house number as if you were in Spain (8 Pts each) : __________________________________________________________________________________________ 14. Translate into Spanish “You’re Teresa’s friend, aren’t you?, No, I’m not Teresa’s friend” ___________________________________________________________________________________________ Answer in English: 15. What does “un” and “una” mean? What is the difference between the two? Use an example for each: ___________________________________________________________________________________________
___________________________________________________________________________________________ 16. What did Merche order at the restaurant? _________________________________________________________ 17. How did Merche leave at the end of episode 2?_____________________________________________________ 13. 1Write your street and house number as if you were in Spain (8 Pts each) : __________________________________________________________________________________________ 14. Translate into Spanish “You’re Teresa’s friend, aren’t you?, No, I’m not Teresa’s friend” ___________________________________________________________________________________________ Answer in English: 15. What does “un” and “una” mean? What is the difference between the two? Use an example for each: ___________________________________________________________________________________________
___________________________________________________________________________________________ 16. What did Merche order at the restaurant? _________________________________________________________ 17. How did Merche leave at the end of episode 2?_____________________________________________________ Mividaloca:PruebaEpisodios3y4 Nombre______________________________________
Matchthefollowingvocabularyterms(5ptseach):
1. Todorecto_________
11. para_________
f.
2. Aladerecha_________
12. Laiglesia_________
g. Thechurch
3. Alaizquierda_________
13. Elperiodista________
h. Thelastname
14. elapellido_________
i.
Welsh
5. Cercade_________
15. Unsencillo________
j.
For(aperson,apurpose)
6. Lasalida_________
a. Asingleticket(one‐way)
k. Closeto
7. Unviaje_________
b. Rightaway
l.
8. galés_________
c. Ontheright
m. Thejournalist
9. tomar_________
d. Theexit
n. Tohave(adrink)
10. enseguida_________
e. Thebill
o. Ajourney
4. Lacuenta_________
Straightahead
Ontheleft
Mividaloca:PruebaEpisodios3y4 Nombre______________________________________
Matchthefollowingvocabularyterms(5ptseach):
1. Todorecto_________
11. para_________
f.
2. Aladerecha_________
12. Laiglesia_________
g. Thechurch
3. Alaizquierda_________
13. Elperiodista________
h. Thelastname
14. elapellido_________
i.
Welsh
5. Cercade_________
15. Unsencillo________
j.
For(aperson,apurpose)
6. Lasalida_________
a. Asingleticket(one‐way)
k. Closeto
7. Unviaje_________
b. Rightaway
l.
8. galés_________
c. Ontheright
m. Thejournalist
9. tomar_________
d. Theexit
n. Tohave(adrink)
10. enseguida_________
e. Thebill
o. Ajourney
4. Lacuenta_________
Straightahead
Ontheleft
16. Fillinthearticle“El”or“La”_______metro_______calle_________mapa_________billete_________cuenta
17. Whatisdifferencebetween“lacuenta”and“una
19. Towheredidyouaskfordirections?
cuenta”____________________________________________________
____________________________________________________________
___________________________________________________________
________________________________________________________
18. Circlethesyllablethatisstressedinthefollowing
20. Howdoesepisode4end?
words:SENCILLOMADRIDDERECHA
____________________________________________________________
APELLIDOPERIODISTA
____________________________________________________________
____________________________________________________________
16. Fillinthearticle“El”or“La”_______metro_______calle_________mapa_________billete_________cuenta
17. Whatisdifferencebetween“lacuenta”and“una
19. Towheredidyouaskfordirections?
cuenta”____________________________________________________
____________________________________________________________
___________________________________________________________
________________________________________________________
18. Circlethesyllablethatisstressedinthefollowing
20. Howdoesepisode4end?
words:SENCILLOMADRIDDERECHA
____________________________________________________________
APELLIDOPERIODISTA
____________________________________________________________
________________________________________________________
Mividaloca:PruebaEpisodios5y6 Nombre______________________________________
Matchthefollowingvocabularyterms:
8. Elanillo_________
e. Asmallportion(atabar)
2. Unaración_________
9. Unospendientes_________
f.
3. Unasaceitunas_________
10. Unapulsera_________
g. Anoctopus
4. Unpulpo_________
a. Attheback(attheend)
h. Someearrings
5. Unbrindis_________
b. Afullportion(atabar)
i.
Someolives
6. Alfondo_________
c. Abracelet
j.
Atoast
7. Lallave_________
d. Thekey
1. Unatapa_________
Thering
Mividaloca:PruebaEpisodios5y6 Nombre______________________________________
Matchthefollowingvocabularyterms:
8. Elanillo_________
e. Asmallportion(atabar)
2. Unaración_________
9. Unospendientes_________
f.
3. Unasaceitunas_________
10. Unapulsera_________
g. Anoctopus
4. Unpulpo_________
a. Attheback(attheend)
h. Someearrings
5. Unbrindis_________
b. Afullportion(atabar)
i.
Someolives
6. Alfondo_________
c. Abracelet
j.
Atoast
7. Lallave_________
d. Thekey
1. Unatapa_________
Thering
11. Giventheexample“Ahousewine=Unvinodelacasa”Translatetheseexamples:
a.
Themetrostation________________________________
b.Teresa’sfriend__________________________________________
12. Howwouldyouwritewrite8.50€eurosinSpanish?_____________________________________________________________________
AnswerinEnglishorSpanish:
13. Whatfoodsanddrinksdidyou,Merche,andJorgeorder?(Nameatleast3items):
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
14. WhatwasstolenfromMerche?______________________________________________________________________________________________.
15. WhatdidyoubuyMercheandhowmuchwasit?
________________________________________________________________________________________________________________________________
11. Giventheexample“Ahousewine=Unvinodelacasa”Translatetheseexamples:
a.
Themetrostation________________________________
b.Teresa’sfriend__________________________________________
12. Howwouldyouwrite8.50€eurosinSpanish?____________________________________________________________________________
AnswerinEnglishorSpanish:
13. Whatfoodsanddrinksdidyou,Merche,andJorgeorder?(Nameatleast3items):
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
14. WhatwasstolenfromMerche?______________________________________________________________________________________________.
15. WhatdidyoubuyMercheandhowmuchwasit?
________________________________________________________________________________________________________________________________
Mividaloca:PruebaEpisodios7y8
Nombre_____________________________________
Matchthefollowingvocabularyterms:
1. Elandén_________
5. unbillete_________
d. 92
2. El(la)siguiente_________
a. thenextone
e. free
3. libre_________
b. aticket
4. noventaydos_________ c. theplatform
TranslateintoEnglish:
6.Elmuseoestáabiertodemiércolesadomingo._____________________________________________________________________
7.Quierounbilletedeidaporfavor._____________________________________________________________________________________
8.Elautobússalealasdosymediayllegaalas5ymedia._____________________________________________________________
Mividaloca:PruebaEpisodios7y8
Nombre_____________________________________
Matchthefollowingvocabularyterms:
1. Elandén_________
5. unbillete_________
i.
92
2. El(la)siguiente_________
f.
j.
free
3. libre_________
g. aticket
4. noventaydos_________ h. theplatform
thenextone
TranslateintoEnglish:
6.Elmuseoestáabiertodemiércolesadomingo._____________________________________________________________________
7.Quierounbilletedeidaporfavor._____________________________________________________________________________________
8.Elautobússalealasdosymediayllegaalas5ymedia._____________________________________________________________
TranslateintoSpanish:
1. Anappleforme._____________________________________________________________________________________________________
2.
AtickettoMadrid._____________________________________________________________________________________________________
3.
I’mgoingtoBarcelona.______________________________________________________________________________________________
4.
I’dlikeinformationonshops._________________________________________________________________________________________
Eng.orSpan:
5.
WhatisthenameofthetownwhereyouaremeetingMerche?______________________deRioseco
6.
Whatdoyouneedtobringforher?_________________________________________________________________________________
7.
Howareyoutraveling?Bycar,airplane,train,bus,walking,magiccarpet?______________________________________
TranslateintoSpanish:
1. Anappleforme._____________________________________________________________________________________________________
2.
AtickettoMadrid._____________________________________________________________________________________________________
3.
I’mgoingtoBarcelona.______________________________________________________________________________________________
4.
I’dlikeinformationonshops._________________________________________________________________________________________
Eng.orSpan:
5.
WhatisthenameofthetownwhereyouaremeetingMerche?_________________________deRioseco
6.
Whatdoyouneedtobringforher?_________________________________________________________________________________
7.
Howareyoutraveling?Bycar,airplane,train,bus,walking,magiccarpet?______________________________________