Spanish Language Program
The George Washington University
SPAN 1003 Syllabus
Intermediate Spanish I
Spring 2015
Instructor:
[Type your name here]
Phone: [Type your phone number here]
Office:
[Type your office location here]
E-mail: [Type your e-mail address here]
Office Hours: [Type your office hours here]
General Information
Carefully review the Course Guidelines, Learning Goals, and Weekly Syllabus. Please let me know if you have any
questions regarding the goals of this course, its contents, and the ways in which you will be evaluated. Once you
have read these documents, please sign the GWU Academic Integrity Statement during the first week of class.
IMPORTANT! Please note that the window for adding to a Spanish language class is small. Registration will close
Thursday, January 22nd at 5 pm.
Prerequisites
Elementary Spanish II (SPAN 1002) at GWU, or appropriate GWU Spanish Placement.
Description
This course is the first part of a two-semester sequence (SPAN 1003 and SPAN 1004) that constitutes second year,
Intermediate Spanish instruction in language and cultures. In this course, Spanish is the main communication tool,
and authentic or semi-authentic materials (audiovisual and written) are used. We use a task-based approach to
language acquisition; during class time, this means active and constant communication among students. An
essential aspect of this course is continuous and autonomous work out of the classroom, in order to consolidate the
knowledge and linguistic skills developed during class time. Instructional technology is an integral part of this
course: we use multimedia materials to facilitate and enhance language learning, and a number of computerbased assignments. In addition to Blackboard, you will use MySpanishLab, and Voicethread to record you speech.
Required materials
Ÿ Textbook: GENTE, Intermediate Spanish at The George Washington University, by de la Fuente, Martín, and
Sans. Including Student Activities Manual. Prentice Hall, 2012.
Ÿ MySpanishLab access card (if you took SPAN 1001, 1002, or 1003 last semester, you can use the same card).
Ÿ Laptop, headset with headphones and microphone.
Goals
The two main goals of the Intermediate sequence are (1) acquiring intermediate functional and communicative
proficiency in Spanish –oral and written-, and (2) acquiring cultural literacy and cross-cultural awareness. The
course will facilitate these goals by (a) allowing you to develop communication processes in the classroom –
providing you with opportunities to speak and write Spanish in a variety of contexts–, (b) exposing you to the
necessary contents for communication (grammar and vocabulary) in and out of the classroom –independent work–,
and (c) exposing you to relevant cultural content (media and printed form).
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Spanish Language Program
The George Washington University
Learning outcomes
On successful course completion, you will be able to
A.
demonstrate a low-mid intermediate S p a n i s h proficiency in speaking and writing:
1.
2.
3.
4.
5.
6.
7.
B.
Handle successfully uncomplicated communicative tasks in social situations and exchanges with
predictable topics by creating with the language. These situations include talking about self and
others, daily activities, interests and personal preferences, language learning, social needs,
agreement and disagreement, verbal courtesy, shopping, entertainment, technology, and school.
Formulate questions to obtain information to satisfy personal and social needs (such as services,
opinions, likes and dislikes), and respond to questions or requests for information.
Describe people and things in detail.
Provide information in sentences and strings of discrete sentences, linking ideas, keeping time
consistent, and using communicative strategies, such as circumlocution.
Pause, reformulate, and self-correct, as you search for adequate vocabulary and appropriate
language forms to express yourself.
Write descriptions, summaries, and narrations about personal preferences, common events,
experiences, opinions and impressions, as well as more abstract topics (cultural content).
Write an essay (500 words) using basic punctuation and capitalization conventions, paragraph
level discourse, and basic cohesive devices.
demonstrate cultural and intercultural competence and awareness of topics like
1.
2.
3.
4.
5.
6.
bilingualism, and Paraguay as a bilingual country
indigenous languages
pre-Columbian civilizations in Central America
World Heritage sites of the Spanish-speaking world
Spain and some of its cities and cultural offer
technology and innovation: Uruguay and the Plan Ceibal
Pedagogical Approach
Understanding task-based language learning
Task-based language learning (TBL) is an effective approach to classroom foreign language learning. The
traditional view of learning which rests on the principle that repetition helps to ‘automate’ responses, and that
practice makes perfect, has now been largely discredited. Research in Classroom Second Language Acquisition
shows that language learning does NOT happen in an additive fashion, with bits of language being learned one
after another. It also tells us that frequent exposure to, and frequent use of the foreign language are necessary
conditions to learn it. Have you ever thought of why is it that there are so many ‘remedial’ beginners of Spanish? It
is not because they are not "good at languages", but because those two conditions were not being met sufficiently
well in their former Spanish classrooms. They learned ‘bits and pieces’ (grammar rules and words); they learned
about the language, but they did not learn the language.
Pair and group tasks promote language-learning conditions by allowing you many opportunities for language use
while maintaining a grammar focus. During tasks, you will need to use Spanish to communicate for a purpose,
activate and use whatever language you already have, and improve upon that language. In class, your instructor is
a facilitator, an organizer, and a helper. S/he sets up optimal conditions for you to learn Spanish, but you need to
be an active user of the language, and take an active part in the learning process. Language learning means
getting involved, experimenting, taking risks, and making errors (a necessary part of language learning). Students
who experience task-based instruction can cope with natural spontaneous speech much more easily, tackle quite
tough reading texts in an appropriate way, and become far more independent learners.
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Spanish Language Program
The George Washington University
Grammar instruction in SPAN 1003
The Spanish Language Program does not approach grammar in the traditional way (working with isolated linguistic
structures where meaning is ignored). Rather, we approach grammar instruction emphasizing a form-meaning
connection, i.e. we expose you to grammar within contexts and through communicative tasks. There is
overwhelming empirical evidence in favor of such as approach.
Research provides ample evidence for the benefits of making grammar rules explicit to adult language learners.
For this reason, you need to study the grammar explanations in your textbook, self-assess your understanding, and
apply this explicit knowledge by doing the assigned online exercises. There are two days in each lesson cycle when
the class will focus on grammar understanding and grammar use in context. Your instructor will clarify/explain
further what you did not understand after your independent work; then the class will focus on tasks where you will
process and use the target grammar in context.
Remember: learning a rule explicitly does never immediately translate into correct use: you will need to
transform that explicit knowledge into acquired knowledge.
Explicit knowledge: "I know the imperfect and preterit tenses; I know the rules that determine when to use one or
the other tense in Spanish"
Acquired knowledge: "I can use the imperfect and preterit tenses fairly well when I narrate a story"
We can help you with the first type of knowledge. However, we can only facilitate the best conditions for the
second type (your ultimate goal) in and out of the classroom. We cannot learn the language for you.
Course Policies and Guidelines
A. Academic Integrity
The Spanish Language Program supports the GWU Code of Academic Integrity. It states:
“Academic dishonesty is defined as cheating of any kind, including misrepresenting one's own work, taking credit
for the work of others without crediting them and without appropriate authorization, and the fabrication of
information.” (Art II, sect.1) https://studentconduct.gwu.edu/code-academic-integrity
In order to attend this course, you will need to strictly adhere to the Code. You will also need to read, e-sign
(Blackboard), and abide by the Spanish Language Program's Policy on Academic Integrity.
B. Late work and make-up exams
You will receive 0 credit for late work unless you present compelling documentation of an emergency, be it
medical or otherwise. Internships, student activities, or personal obligations are not valid excuses. You must
contact the professor via e-mail prior to a deadline to obtain permission for an extension.
The general rule is the following: NO MAKE-UP EXAMS ARE GIVEN. In order to obtain permission to take a make-up
exam, you need to present compelling documentation justifying this need. Family events such as weddings,
vacations, etc. are not compelling reasons.
C. Attendance
Due to the nature of a language acquisition class, attendance is mandatory. You can miss class when
circumstances arise that prevent you from attending class, such as hospitalizations, doctor’s appointments, severe
illnesses, funerals, away-games for athletes, religious observances, etc. To have your absences considered
excused, you must provide, within three days after you come back to class, written official documentation. You
will have no opportunity to get any absences excused at the end of the semester.
Lateness, unexcused absences, excessive absences
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Spanish Language Program
The George Washington University
You are permitted one unexcused absence. It is also essential to be on time; every four times that you are late
will constitute one unexcused absence. Unexcused absences, as well as being late to class, will negatively impact
your in-class participation grade and, therefore, your final grade (see class participation and attendance grade
below). Attention!: accumulating 6 undocumented absences constitutes a failing grade for this class.
D. Final grade
1.
2.
3.
4.
5.
6.
7.
8.
9.
In-class participation/attendance (2 grades) 8%
Homework (4 grades) 10% (MySpanishLab: 3%; all other: 7%)
Written tasks (2 grades) 10%
Presentation (1 grade) 5%
Oral tasks (2 grades) 10%
Written tests (3 grades) 15%
Oral exam (midterm) 12%
42% of your final grade is based
Oral exam (final) 15%
on demonstrated language
proficiency (oral and written)
Final writing exam 15%
Grading scale
A= 94-100
B=84-86.9
C=74-76.9
D=64-66.9
A-=90-93.9
B-=80-83.9
C-=70-73.9
D-=60-63.9
B+= 87-89.9
C+=77-79.9
D+=67-69.9
F= 0-59.9
1. IN-CLASS PARTICIPATION / ATTENDANCE
In-class participation includes the degree to which you have prepared before-class assignments, your involvement
and active participation in collaborative pair and group work during class, your efforts to communicate in Spanish,
and your attendance to class.
Assessment: You will receive two grades: one in the middle of the semester, and one at the end of the semester,
based on a series of established criteria. Active class participation will constitute 50% of each grade; attendance
the other 50%. Please review the grading criteria for assessment of in-class participation (posted in Bb).
2. HOMEWORK
This is required independent work. It is assigned daily and posted in the course Blackboard site. Homework
includes online work in MySpanishLab (MSL) and Blackboard –machine-graded–, as well as other assignments that
you will need to hand in –instructor-graded–. It is your responsibility to complete your homework before class, to
keep up with all assignments, and to check Blackboard and your e-mail. No late work is accepted. If you are going
to miss a class you must send your work that day. DO NOT leave assignments for the last minute: technical
problems are not a valid excuse for late work.
Please note that the three written tests will be closely related to this homework. Daily, conscientious work is
needed in order to obtain good scores in the written tests, and to internalize the grammar.
All daily homework needs be done in the order assigned, and always after you study the assigned grammar
contents. For grammar study, please develop an effective work habit that includes: (1) study the assigned
grammar contents, and do the self-assessment exercises to make sure you understand the grammar (write, or mark
down what you do NOT understand); and (2) do MySpanishLab homework. Reflect on your mistakes, and if needed,
do it a second time (take notes if you don't understand why some of your responses were not correct, and ask in
class). ALL machine-graded exercises (Bb and MySpanishLab) are due ONE HOUR before class.
Instructor-graded homework will be assigned full credit only if
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Spanish Language Program
The George Washington University
-
it is done in its entirety;
it is typed (when specified), including accents;
orthographic conventions are present (“ñ", no commas before "y"; ¿?, ¡!, accents, etc.);
answers are written as paragraphs (connecting sentences);
there is a moderate amount (for the level) of agreement errors (subject-verb, article-noun, noun-adjective);
spelling is adequate and typos are corrected (writing is visually revised for typos);
answers are not copied straight from the text; they combine the text and your own words.
Assessment: you will receive 4 grades for MSL homework during the semester, one for each lesson. You will also
receive 4 grades for ALL other homework, as follows: for each lesson, you will start with 100 points. You will get
points deducted as follows: not available: -10; incomplete: -5; below standards (see above): -5. At the end of
the lesson you will receive a score that will reflect these deductions, if any.
3. WRITING TASKS
These are two individual assignments (400 and 450 words, respectively) that need to be carefully edited written
work. You will turn in a first version to the instructor in order to obtain feedback. After this, you will work on a
second –revised- version.
Assessment: The tasks will be graded based on several features of your work, including grammatical accuracy, but
by no means limited to it (see rubric).
4. ORAL PRESENTATION
The ability to build speaking proficiency of the presentational type in Spanish is a goal of this course. You will
prepare one oral presentation directly linked to your first writing task, and expanded to include a cross-cultural
component.
Assessment: Your presentation will be graded based on a series of established criteria (see rubric).
5. ORAL TASKS
You will need to record two online tasks where you will respond about specific classroom topics/issues. These will
also help you develop oral proficiency, by focusing on grammar, vocabulary, and contents that the class has
recently studied.
Assessment: Oral tasks will be graded based on a series of established criteria (see rubric).
6. WRITTEN TESTS
These three tests will evaluate two types of knowledge: linguistic knowledge (the grammar and vocabulary studied
in each lesson), and reading/listening comprehension. To be successful in the linguistic part of these tests, it is
essential that you complete your homework on a daily basis: “cramming” the night before is of very limited use.
7. ORAL EXAMS
To evaluate your progress towards intermediate Spanish oral proficiency, you will take two computer-based oral
exams, one in the middle of the semester (Midterm Exam), and one at the end (Final Exam). Achievement of the
expected language proficiency can only be accomplished through active participation in the many oral/listening
activities and tasks scheduled throughout the semester.
Assessment: Oral exams will be graded based on a series of established criteria (see rubric).
8. FINAL WRITING EXAM
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Spanish Language Program
The George Washington University
This exam evaluates your progress towards intermediate Spanish proficiency in listening, reading, and writing at
the end of the semester. Achievement of the expected language proficiency can only be accomplished through
active participation in the video/reading and writing activities and tasks scheduled throughout the semester.
E. University policy on religious holidays
1. Students should notify faculty during the first week of the semester of their intention to be absent from class on
their day(s) of religious observance.
2. Faculty should extend to these students the courtesy of absence without penalty on such occasions, including
permission to make up examinations.
F. Support for students out of the classroom
DISABILITY SUPPORT SERVICES (DSS)
Any student who may need an accommodation based on the potential impact of a disability should talk privately to
the professor immediately to discuss specific needs, and contact the Disability Support Services office at 202-9948250, Rome Hall, Suite 102 to establish eligibility and to coordinate reasonable accommodations. For additional
information please refer to: http://gwired.gwu.edu/dss/
UNIVERSITY COUNSELING CENTER (UCC)
The University Counseling Center (UCC) offers 24/7 assistance and referral to address students' personal, social,
career, and study skills problems. Services for students include: crisis and emergency mental health consultations,
confidential assessment, counseling services (individual and small group), and referrals
http://gwired.gwu.edu/counsel/CounselingServices/AcademicSupportServices
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Spanish Language Program
The George Washington University
Course Schedule
NOTE: Assignments are due one hour before class. Assignments in red are due dates on major assignments or tests.
Día
Tarea
martes
Getting started:
A. Enroll in MySpanishLab. Course code XXXX
B. Review course components, standards and objectives
C. Read and sign Academic Integrity (Bb > Academic Integrity)
1/13
jueves
1/15
Área
1. LIBRO: leer vocabulario Lección 13 (pág. 232)
Escuchar y leer al mismo tiempo
Repetir palabras y concentrarse en la pronunciación
2. MSL (MySpanishLab)
Hacer ejercicios asignados (autoevaluación = self-
Vocabulario
El aprendizaje de lenguas
Paraguay
assessment): 13-1, 13-3, 13-5, 13-7
3. LIBRO: hacer ej. 13-1, 13-2 y 13-3 (pág. 218-219)
Para entregar (hand-in in class)
viernes
1/16
1. LIBRO: estudiar gramática Lec. 13
Punto 1: verbos como gustar (pág.233)
Punto 2: el presente perfecto (pág.233)
Punto 3: el participio pasado (pág.234)
2. Autoevaluación de gramática 13(A)
Para comprobar tu comprensión de la gramática
Gramática en contexto I
3. MSL (MySpanishLab)
Hacer ejercicios asignados: 13-10, Extra Pract. formación.
pres. perfecto, Extra Pract. formación Past Part.; Extra
Pract. Irregular Past participle.
4. SAM: hacer ej. 13-14
Ejercicios SAM = al final del libro (white pages, pp. 268)
Entregar (hand-in) páginas perforadas
martes
1/20
1. LIBRO: estudiar gramática Lec. 13
Punto 4: Uso del Pretérito vs. Presente Perfecto (pág.234)
Punto 5: Usos del gerundio (pág.235)
2. Autoevaluación de gramática 13(B)
3. MSL (MySpanishLab)
Gramática en contexto II
Hacer ejercicios asignados: 13-19, 13-20, 13-22, 13-26,
13-29
4. SAM: hacer ej. 13-15 (audio)
Ejercicios SAM = al final del libro (white pages, pp. 269)
Entregar (hand-in) páginas perforadas
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Spanish Language Program
The George Washington University
Día
Tarea
jueves
1. MSL: Hacer ej. 13-21, 13-24, 13-27, 13-28
1/22
2. Video cultural Paraguay y comprensión (autoevaluación)
Área
Historia y economía
Mira el video y comprueba tu comprensión
Actividades de interacción
3. LIBRO: leer Estrategias (pág. 224)
4. SAM: hacer ej. 13-30 (audio) y 13-32 (audio)
Ejercicios SAM = al final del libro (pp. 276)
Entregar (hand-in) páginas perforadas
viernes
1/23
1. LIBRO: hacer Preparación y Paso 1 (pág. 226)
Leer texto y completar cuestionario.
Venir preparado a clase
2. VIDEO: El idioma español y el bilingüismo
Tarea colaborativa
Comparaciones culturales
Imprime el material y hacer la Parte I
Para entregar
3. MSL: Hacer ej. 13-9 y Practice Test 13
martes
1/27
1. LIBRO: leer Estrategias para leer y Lectura (pág. 228-229)
Hacer ej. 13-19, 13-21 y 13-22
Para entregar
Lectura y escritura
2. LIBRO: leer Estrategias para escribir (pág. 230) y hacer
ejercicio adjunto
Para entregar
jueves
1/29
1. SAM: hacer lectura, ej. 13-33 (p. 277-278)
Entregar (hand-in) páginas perforadas
2. VIDEO: Enseñanza de lenguas indígenas en Ecuador
Comparaciones culturales
Imprimir el material y hacer la tarea
Para entregar
viernes
Test (Lec. 13)
1/30
martes
2/3
1. Productos Culturales
Leer cuento y responder preguntas de Comprensión
Lectura: texto literario
Para entregar
jueves
2/5
1. LIBRO: leer vocabulario Lección 14 (pág. 250)
Escuchar y leer al mismo tiempo
Vocabulario
Repetir palabras y concentrarse en la pronunciación
La personalidad
2. MSL: Hacer ej. 14-1, 14-2, 14-3, 14-6
3. LIBRO: hacer ej. 14-1, 14-3, 14-6 (pág. 238-239)
Honduras
Para entregar
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Spanish Language Program
The George Washington University
Día
Tarea
viernes
1. LIBRO: estudiar gramática Lec. 14
2/6
Área
Punto 1: verbos como gustar (pág.251)
Punto 2: el Futuro (pág.252)
Gramática en contexto I
2. Autoevaluación de gramática 14(A)
3. MSL: Hacer ej. Extra Pract.“gustar”, 14-13, 14-14, 14-15, 14-18
4. SAM: hacer ej. 14-5 (audio), 14-8 (audio), 14-11. Escribir respuestas
Entregar páginas perforadas
martes
2/10
1. LIBRO: estudiar gramática Lec. 14
Punto 3: el Condicional (pág.252)
Punto 4: preguntas directas e indirectas (pág.253)
Gramática en contexto II
2. Autoevaluación de gramática 14(B)
3. MSL: Hacer ej. 14-20, 14-23, 14-26, 14-27, 14-33, 14-37
jueves
2/12
1. MSL: Hacer ej. Extra Pract. Irregular future, Extra Pract. Irregular
Conditional, 14-25, Extra Pract. Questions with interrog. words
2. SAM: hacer ej. 14-35 (audio)
Actividades de interacción
Entregar páginas perforadas
3. LIBRO: leer Estrategias (pág. 242)
4. SAM: hacer ej. 14-39 (audio), 14-40 (audio), 14-41 (audio)
Entregar páginas perforadas
viernes
2/13
1. SAM: Hacer ej. 14-31, 14-32
Entregar páginas perforadas
2. LIBRO: hacer Preparación (solamente el primer audio) (pág. 244)
Venir preparado a clase
3. VIDEO: El pintor hondureño Julio Vizquerra
Tarea colaborativa
Comparaciones culturales
Imprimir el material y hacer la Parte “En casa”
Para entregar
4. Tarea oral #1
martes
2/17
1. LIBRO: leer Estrategias para leer y Lectura (pág. 246-247)
Hacer ej. 14-17, 14-18, 14-19 y 14-20
Para entregar
2. LIBRO: hacer ej. 14-23
Venir preparado a clase
Lectura
Comparaciones culturales
3. VIDEO: Honduras: naturaleza y pasado
Imprimir el material y hacer la Parte “En casa”
Para entregar
4. MSL: Hacer Practice Test 14
jueves
2/19
1. SAM: hacer lectura, ej. 14-42 (p. 302)
Entregar páginas perforadas
2. LIBRO: estudiar Estrategias para escribir (pág. 248)
Escritura
3. SAM: hacer ej. 14-44 y 14-45 (pág. 305)
Entregar páginas perforadas
4. Taller de escritura 1 (la composición): imprimir documento (control
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The George Washington University
sheet)
Día
Tarea
viernes
Test (Lec. 14)
Área
2/20
martes
2/24
1. Productos Culturales
Leer poesías y responder preguntas de Comprensión
Textos literarios
Para entregar
2. Tarea de escritura #1
Grupo A entregar primera versión vía SafeAssign
jueves
Examen oral midterm
2/26
viernes
2/27
1. LIBRO: leer vocabulario Lección 15 (pág. 268)
Escuchar y leer al mismo tiempo
Repetir palabras y concentrarse en la pronunciación
2. MSL: Hacer ej. 15-2, 15-3, 15-5, 15-8, Extra Pract. Voc. Gente
que se divierte
3. LIBRO: hacer ej. 15-1, 15-2 (audio), 15-3 (pág. 254-255)
Vocabulario
El entretenimiento
España
Para entregar
4. Tarea de escritura #1
Grupo B entregar primera versión vía SafeAssign
martes
3/3
1. LIBRO: estudiar gramática Lec. 15
Punto 4: hablar de entretenimiento (pág.270)
Punto 5: planificar actividades (pág.271)
Gramática en contexto I
2. Autoevaluación de gramática 15(B)
3. MSL: Hacer ej. 15-18, 15-23, 15-27
4. SAM: hacer ej. 15-20 (Audio), 15-25
Entregar páginas perforadas
jueves
3/5
1. LIBRO: Estudiar gramática Lec. 15
Punto 1: el Presente de subjuntivo (pág. 269)
Punto 2: Uso del Pres. de subj: expresar la opinión (p. 270)
Punto 3: Uso del Pres. de subj: expresar duda/probabilidad
2. Autoevaluación de gramática 15 A
Gramática en contexto II
3. MSL: Hacer ej.15-10; Extra Pract. Reg Pres. Subj.; Extra Pract. Irreg.
Pres subj; Extra Pract. Spelling changes Pres. subj.
4. SAM: hacer ej. 15-16
Entregar páginas perforadas
viernes
3/6
1. SAM: hacer ej. 15-12 y 15-14
Entregar páginas perforadas
2. LIBRO: leer Estrategias (pág. 260)
Actividades de interacción
3. SAM: hacer ej. 15-28 (Audio), 15-29 (Audio)
Entregar páginas perforadas
4. Presentación oral: X y X
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Spanish Language Program
The George Washington University
Día
Tarea
Area
martes
FELIZ SPRING BREAK
3/10
jueves
FELIZ SPRING BREAK
3/12
viernes
FELIZ SPRING BREAK
3/13
martes
3/17
1. LIBRO: hacer Preparación (pág. 262-263). Completar el cuadro
con el Plan de fin de semana en Madrid. Escuchar audio
Venir preparado a clase
2. VIDEO: Madrid: entretenimiento
Tarea colaborativa
Comparaciones culturales
Imprimir el material y responder a preguntas “En casa”
Para entregar
3. Tarea de escritura #1
Grupo A entregar versión Final
4. Presentación oral: X y X
jueves
1. MSL: Hacer ej.15-14; Extra Pract verbs doubt and denial
3/19
2. LIBRO: leer Estrategias para leer y Lectura (pág. 264-265)
Hacer ej. 15-19, 15-20 y 15-21
Lectura
Para entregar
Comparaciones culturales
3. LIBRO: hacer ej. 15-24
Venir preparado a clase
4. VIDEO: Granada y Salamanca
Imprimir el material y preguntas de comprensión
Para entregar
viernes
3/20
1. SAM: hacer lectura, ej. 15-32 (p. 323)
Entregar páginas perforadas
2. LIBRO: estudiar Estrategias para escribir y Más allá de la frase
(pág.266)
3. SAM: hacer ej. 15-34 (pág. 326)
Escritura
Entregar páginas perforadas
4. Tarea de escritura #1
Grupo B entregar versión Final
5. Presentación oral: X y X
martes
1. Presentación oral: X y X, X y X
3/24
2. Taller de escritura 2: imprimir documento (control sheet)
jueves
Test (Lec. 15)
3/26
viernes
1. Presentación oral: X y X, X y X, X y X
3/27
2. Tarea de escritura #2
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The George Washington University
Grupo A entregar primera versión vía SafeAssign
Día
Tarea
martes
1. Película (I)
Area
3/31
jueves
1. Película (II)
4/2
2. Tarea oral #2
viernes
1. Película (III)
4/3
2. Tarea de escritura #2
Grupo B entregar primera versión vía SafeAssign
martes
4/7
1. LIBRO: leer vocabulario Lección 16 (pág. 286)
Escuchar y leer al mismo tiempo
Repetir palabras y concentrarse en la pronunciación
2. MSL: Hacer ej. 16-1, 16-2, 16-3, 16-5, 16-6, 16-7
3. LIBRO: hacer ej. 16-1, 16-2, 16-6
Para entregar
Vocabulario
Ciencia y tecnología
Uruguay
4. Tarea de escritura #2
Grupo A entregar versión final
jueves
4/9
1. LIBRO: estudiar gramática Lec. 16
Punto 1: describir objetos (pág.287)
Punto 2: revision se impersonal (pág.288)
Gramática en contexto I
Punto 3: revisión pronombres OD y OI (pág.288-289)
2. Autoevaluación de gramática 16(A)
3. MSL: Hacer ej. 16-17, 16-19, 16-22
4. SAM: hacer ej. 16-14 (audio), 16-15 (audio), 16-18
Entregar páginas perforadas
viernes
4/10
1. LIBRO: estudiar gramática Lec. 16
Punto 4: subj. en frases relativas (pág.289)
Gramática en contexto II
Punto 5: frases relativas con preposiciones (pág.289)
2. Autoevaluación de gramática 16(B)
3. MSL: Hacer ej. 16-26, 16-27, 16-30
martes
1. MSL: Hacer ej. 16-28
4/14
2. SAM: hacer ej. 16-21, 16-24
Entregar páginas perforadas
Actividades de interacción
3. LIBRO: leer Estrategias (pág. 278)
4. SAM: hacer ej. 16-33 (audio) y 16-34
Entregar páginas perforadas
jueves
1. MSL: Hacer ej. Extra Act impersonal se, relative clauses
4/16
1. LIBRO: hacer Preparación y Paso 1 (pág. 280)
Venir preparado a clase
2. VIDEO: El Plan Ceibal de Uruguay
Tarea colaborativa
Comparaciones culturales
Imprimir el material y responder preguntas de comprensión
Para entregar
3. Tarea de escritura #2
Page 12
Spanish Language Program
The George Washington University
Grupo B entregar versión final
Día
Tarea
viernes
1. LIBRO: leer Estrategias para leer y Lectura (pág. 282-283)
4/17
Plan de clase
Hacer ej. 16-19, 16-20 y 16-21
Para entregar
2. LIBRO: hacer ej. 16-24 y 16-25
Venir preparado a clase
Lectura
Comparaciones culturales
3. VIDEO: Mario Molina
Imprimir el material y preguntas de comprensión
Para entregar
martes
4/21
1. SAM: hacer lectura, ej. 16-35 (pág. 342)
Entregar páginas perforadas
2. LIBRO: estudiar Estrategias para escribir y Más allá de la frase
Escritura
Comparaciones culturales
(pág. 284)
3. SAM: hacer ej. 16-37 y 16-38 (pág. 344)
Entregar páginas perforadas
jueves
Examen oral final
4/23
viernes
4/24
LIBRO: leer Estrategias para leer: The journalistic text (news) (pág. 282)
Hacer ej. 16-23 (pág. 284)
Para entregar
martes
MAKE-UP DAY. No hay clase
4/28
Examen escrito final (70 minutos): día asignado por la universidad
Page 13