SPAN 2005 Syllabus
Advanced Spanish Language ( I)
Spring 2016
Course and Contact Information:
Course: SPAN 2006 (several sections and CRNs) - RGSSL
Meeting time: several
Location: several
Coordinator:
Alicia Suarez Touzon
PHILLIPS HALL 513 G
Email: [email protected]
General Information
This course fulfills General Education requirements -G-PAC- as follows: Humanities and Perspective (Crosscultural).
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
Tuesday, January 19th at 5 pm.
Prerequisites
Intermediate Spanish II (SPAN 1004), Intensive Intermediate (SPAN 1034), or appropriate GWU Spanish Placement.
Description
This course is the first part of a two-semester sequence (SPAN 2005 and SPAN 2006) that constitutes third year,
Advanced Spanish instruction in language and cultures. The course is based on the premise that linguistic
competence and cultural knowledge are equally necessary in order to advance in your acquisition of the
language. Thus, it aims to increase your overall Spanish language proficiency as well as your cross-cultural
competence and awareness, i.e. your ability to critically understand, reflect on, and analyze political, social,
and cultural events and manifestations of Spanish speaking societies, and to relate them to your own society
and culture.
Spanish is the main communication tool and authentic materials (audiovisual and written) are used. During class
time, active and constant communication among students is expected. Continuous and autonomous work out of
the classroom is essential, in order to consolidate the knowledge and linguistic skills developed during class
time. We use multimedia materials to facilitate and enhance language learning, and a number of computerbased assignments.
Required materials
● Textbook: Puntos de encuentro: a cross-cultural approach to Advanced Spanish, Revised Edition.
Cognella Publishers (2014)
● Workbook: Puntos de encuentro. Cognella Publishers (2014)
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● Website: www.puntosdeencuentro.com
● Laptop computer with camera, headset with headphones, and microphone.
Learning goals
GOAL 1. Demonstrate advanced linguistic proficiency in Spanish: i.e. your ability to communicate as a
capable interlocutor with native speakers in Spanish. This includes presentational, interpretive, and
interactional modes of speaking; as well as presentational and interpretive written communicative ability.
GOAL 2. Demonstrate knowledge and understanding of Spanish-speaking societies: peoples, histories,
traditions, literary, cultural, and artistic manifestations -within their historical framework and context-.
GOAL 3. Develop analytical, critical, collaborative, and interpretive thinking skills.
GOAL 4. Demonstrate cross-cultural competence (awareness) of some of the practices, products, and
perspectives of the Spanish cultures studied, and the ability to reflect critically on these differences.
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All of the above goals can be accomplished through continuous engagement (during whole-class discussions,
group collaborative tasks and debates, online blog, and homework assignments) with historical, political,
social, and cultural topics. It involves understanding authentic written and spoken texts (documentary,
news, literature, music), and also reflecting on, analyzing, and evaluating specific issues. You will justify
your viewpoints by formulating clear and valid arguments both in written and spoken form. Many of the
activities involve cross-cultural comparisons on areas such as pre-Columbian civilizations, independence,
democracy, human rights, nationalism, or political systems. You will also examine and reflect on several
cultural products (art, literature, music, cinema).
GOAL 1: Linguistic skills at the end of
Interpersonal communication
SPAN 2005
SPAN 2006
Advanced Low
Advanced Mid
- I can express myself in
conversations about familiar topics
that go beyond my everyday life,
and also some social and academic
topics.
- I can express myself in
conversations on concrete social,
academic and professional topics,
and some complex issues.
- I can talk in an organized way and
with some detail about events and
experiences in various time frames.
- I can describe people, places, and
things in an organized way and with
some detail.
- I can talk in detail and in an
organized way about events and
experiences in various time frames.
- I can share my point of view and
support it during discussions on
some complex issues.
- I can share my point of view on
some complex issues.
Presentational speaking
Presentational writing
- I can deliver an organized
presentation appropriate to my
audience on some concrete social
and academic topics.
I can deliver a well-organized and
detailed presentation on concrete
social and academic topics and
some complex issues
- I can present information about
events and experiences in various
time frames.
- I can present detailed information
about events and experiences in
various time frames
- I can write on general interest,
academic, and professional topics.
- I can write extensively, with detail
and significant precision on a
variety of topics incusing complex
issues.
- I can write organized paragraphs
about events and experiences in
various time frames.
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Interpretive reading/listening
- I can understand the main idea
and most supporting details on a
variety of topics of personal and
general interest.
- I can follow stories and
descriptions of considerable length
and in various time frames.
- I can understand narrative,
informational, and descriptive texts
even on unfamiliar topics.
- I can easily follow narrative,
informational, and descriptive texts
even on unfamiliar topics.
- I can understand what I read on
most topics that deal with special
interests and abstract concepts.
- I can understand extended
arguments and different points of
view.
Pedagogical approach
CONTENT-BASED LANGUAGE LEARNING AND GRAMMAR INSTRUCTION IN SPAN 2005-2006-2056
Content-based language learning (combining language with content learning objectives) is an effective
approach to classroom, academic foreign language learning through which you don't just learn about the
language, but rather you learn the language. Grammar is not an “add-on” to lessons: it is aligned with
relevant cultural, political, social, and historical content related to the Spanish-speaking countries.
Research provides ample evidence for the benefits of making grammar rules explicit to adult language
learners. However, we will not approach grammar in the traditional way. All language happens in a
context, so you will not work with isolated grammar structures, but rather with texts.
Explicit grammar instruction starts with you: you need to study the grammar explanations in your textbook,
self-assess your understanding of these explanations, and apply this explicit knowledge -by doing the
assigned online exercises-. There are days when the class will focus on grammar understanding and
grammar use is context, and your instructor will clarify/explain further anything that you did not
understand after your independent study of grammar. Then the class will move on to tasks that will
require you to process both grammar and content at higher levels, for example comparing or synthesizing
information, or distinguishing opinions from facts. While doing these tasks, you will try to actively use
the grammar you are studying; your professor will correct your mistakes, and this productive process will
move you a little bit closer to acquiring the Spanish grammar. The key?: language use, in and out of the
classroom.
Remember that learning a rule explicitly does not 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 by clarifying/explaining how grammar works. However,
we can only facilitate conditions for the second type of knowledge (your ultimate goal). You need to be an
active user of the language: experiment, take risks, and make errors (an inevitable part of language
learning). 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
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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 in order to obtain permission for an extension.
In terms of exams and tests, 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, and it constitutes 4% of your final
grade. In order to monitor attendance I will hand out an attendance sheet at the beginning of each class. There
are 40 days of class in the semester. For every class you attend, you will receive 0.10 points. However, for every
class you miss, you will loose 0.5 points. You can miss class when circumstances arise that prevent you from
doing so, 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.
If you need to miss a class for a religious holiday, you need to let me know within the first week of class. Last
minute religious holiday requests cannot be honored.
Lateness, unexcused absences, excessive absences
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 final grade. Attention!:
accumulating 6 non-documented absences constitutes a failing grade for this class.
D. Final grade
1.
2.
3.
4.
5.
6.
7.
8.
9.
Attendance (1 grade) 4%
In-class participation (2 grades) 6%
Homework (2 grades) 8%
Blogs (2 grades) 15%
Oral tasks (3 grades) 10%
Written tests (3 grades) 15%
Oral exam (midterm) 12%
Oral exam (final) 15%
Writing exam 15%
57% of your final grade is based on
demonstrated language
proficiency (oral and written)
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
In-class participation includes the degree to which you have prepared before-class assignments; arriving to class
prepared to comment on, and react to, the assignments; your involvement and active participation in
collaborative work during class; and your efforts to communicate in Spanish (to convey abstract and
complex ideas).
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.
2. HOMEWORK
Homework for this class is meaningful: it is integral to next day’s class, and it ensures much-needed contact
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with the language outside of class. It also prepares you to meet midterm and final proficiency goals (writing
and speaking).
For this reason, it is assigned daily and posted in the course Blackboard site (under PREPARACIÓN). Homework
includes the Students Activities Manual (SAM), exercises from your textbook, and other additional assignments.
You are expected to do this homework before class, and turn it in at the end of class when required. No late
work is accepted. If you are going to miss a class you must send your work that day.
Assessment: you will receive 2 grades for homework during the semester. For each grade, you will start with
100 points. You will get points deducted as follows:
SAM (online) exercises
- not completed by due date/time: -10
- incomplete: -5
Other homework
- not completed by due date/time: -10
- incomplete (or not typed): -5
- below standards (see below): -5
NOTE: you are allowed to miss ONE homework without penalty.
STANDARDS FOR WRITTEN HOMEWORK
Homework is given full credit only if
- ‘typos’ are corrected (writing has been revised),
- answers are written as paragraphs (connecting sentences),
- there is a moderate amount of agreement mistakes (subject-verb, article-noun, noun-adjective),
- spelling is adequate, accents are included when typed
- basic orthographic conventions are followed (write "ñ", not "n"; NO commas before "y"; ¿?, ¡!, etc.),
- answers are not copied straight from the text; they combine the text and your own words.
3. BLOGS
You will write two entries for your online blog. For each entry you will (a) summarize a newspaper article
written in Spanish, and (b) identify an issue worth discussing, and provide your own analysis and evaluation –
critical approach-. Because the blogs will be published, your entries need to be carefully edited written work.
Before posting your blog entry, you will turn in a first version in order to obtain feedback. After you work on a
second version, you will post it, and it will be available for your classmates to read and write their comments.
Assessment: You will receive two blog grades based on a series of established criteria (see rubric). You will only
receive a grade if you submit both first and second version of your blog entry.
4. ORAL TASKS
You will need to record three online responses about specific topics/issues explored in the classroom. These
will help you develop oral proficiency of the presentational and interpretive type, by focusing on grammar,
vocabulary, and contents that the class has recently studied. These tasks are also designed so you can
explore the assigned topic/issue through a cross-cultural perspective (cultural comparisons between
Spanish-speaking countries, or between one or more Spanish-speaking countries and your own).
Assessment: Your oral tasks will be graded based on a series of established criteria (see rubric).
5. WRITTEN TESTS
There will be three p r o fic ie n c y - based tests to assess your progress in listening, reading, and writing. To
be successful, it is essential that you complete listening and reading work on a daily basis, and that you
work diligently with the SAM activities.
6. ORAL EXAMS
To evaluate your progress towards advanced Spanish oral proficiency you will take two computer-based,
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individual oral exams, one in the middle of the semester, (Midterm Exam), and one at the end (Final
Exam). Achievement of the expected language proficiency for these exams can be accomplished through
active participation in the many oral/listening activities and tasks scheduled throughout the semester.
Assessment: Your oral exams will be graded based on a series of established criteria (see rubric).
LANGUAGE PROGRAM POLICIES REGARDING ORAL EXAMS
You can take this exam ONLY in the official day, and ONLY during the time assigned to you. If you are unable to take the
exam, you will need to provide your instructor, at least 4 days prior to the exam’s date, with official documentation
showing the circumstances that prevent you from doing so. Upon approval by the course Coordinator, you will be able
to take a make-up exam within one week.
Pledge of Honesty
When taking the Oral exams you abide by the GWU Academic Integrity Code, as you do when taking written exams.
-Your access to Voicethread on the day of the Midterm and Final exams is limited to the time when you take the exam.
In other words, you cannot access Voicethread until you are in the classroom, and are instructed to do so.
- Students who access Voicethread before their assigned exam time will be in violation of the GWU Academic Integrity
Code. Access to each course’s Voicethread is traceable.
- Students who reveal the content of these exams to other students of the same level will also be in violation of the
GWU Academic Integrity Code.
- Students who record questions twice will also be in violation of the GWU Academic Integrity Code.
- All students taking oral exams need to record their name and the Pledge of Honesty at the beginning of the exam.
STUDENT'S RESPONSIBILITIES
You are responsible for
1. bringing a laptop and headsets that YOU have already used successfully with Voicethread (you cannot bring a
computer that you have never used for a similar task); or communicating to your instructor, at least 3 days before the
exam, that you do not have a suitable laptop for this exam. Your instructor will help you secure one.
2. being on time. The door will be closed five minutes after your scheduled time. NO exceptions. If you are late, you
will need to take another exam at a later day.
NOTE: If you have technical difficulties during the exam, you will need to leave the room as quietly as possible. You will
have to take another exam at a later day. However, if your difficulties result from your non-compliance with 1 or 2
above, you will receive a 0 score.
7. FINAL WRITING EXAM
On the day of the final exam you will have 90 minutes to write an additional blog entry. You will receive a
brief article as a basis for an argumentative entry similar to the ones you have created before. The date of
the Final Exam may not be changed.
Assessment: This writing exam will be evaluated based on a series of established criteria (see rubric).
E. University policy on religious holidays
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. 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
202-994- 8250 in Rome Hall, Suite 102, to establish eligibility and to coordinate reasonable accommodations.
For additional information please refer to: http://gwired.gwu.edu/dss/
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UNIVERSITY COUNSELING CENTER (UCC) 202-994-5300
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
G. Emergency preparedness information
Building/Room#: Several
EMERGENCY NUMBERS
Foggy Bottom (GWPD)202-994-6111
Mount Vernon (GWPD)202-242-6111
NON-EMERGENCY NUMBERS
Foggy Bottom (GWPD) 202-994-6110
Mount Vernon (GWPD) 202-242-6110
Fire
* Pull the fire alarm
* Leave the building immediately using the closest emergency exit, closing doors behind you
* Call GWPD (202-994-6111) or 911 when safe to do so
* Assemble in a designated area
* Re-enter the building only when instructed by emergency officials
• Do not assume an alarm is false
• USE STAIRS, do not use elevators
• If unable to exit the building, go to the nearest exit stairwell or safe area of refuge and call GWPD (202994-6111) or 911 to report your location
• If trained, use a fire extinguisher if the fire is small and contained and the room is not fill with smoke
Two emergency exits are located:
Primary meeting area (near): several
Secondary meeting area (far): several
Severe Weather
Thunderstorms are the most common type of severe weather in the Washington, DC metropolitan area. However,
winter storms, extreme hot/cold temperatures, flooding, tornadoes and hurricanes can occur. Check
CampusAdvisories.gwu.edu for up-to-date weather advisories and information.
Shelter-in-place for severe weather events:
* Seek shelter indoors in a low part of the building
* Move to a windowless interior room away from hazardous materials
* Take cover under a sturdy object or against an interior wall
* Monitor Campus Advisories and local media
* Wait for the all clear before leaving your safe space
Violence/Active Shooter
If an active shooter is in your vicinity, call GWPD (202-994-6111) or 911 when it is safe to do so and provide
information, including the location and number of shooter(s), description of shooter(s), weapons used and
number of potential victims.
Evacuate: If there is an accessible escape path, attempt to evacuate the premises
• Have an escape route and plan in mind; leave your belongings behind; follow instructions of police
officers
Hide Out: If evacuation is not possible, find a place to hide where the active shooter is less likely to find you
• Hide in an area out of the shooter’s view; provide protection; lock the doors; block entry to your hiding
place; silence your phone; wait for law enforcement
Take Action: As a last resort and only when your life is in imminent danger, attempt to disrupt and/or
incapacitate the shooter by:
• Acting as aggressively as possible against him/her; yelling; throwing items and improvising weapons; and
commit to your actions
Emergency Communications
CampusAdvisories.gwu.edu is the university’s primary website used for communicating emergency preparedness
and incident-related information (including class cancellations) to the GW community.
GW Alert is a notification system that sends emergency alerts to email addresses and mobile devices. Students,
faculty and staff are requested to maintain current contact information and campus location information by
logging into the GWeb Information System (banweb.gwu.edu). In emergency situations, alerts may also appear at
the top of university webpages.
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Course Schedule
NOTE: SAM assignments are due two hours before class. Assignments in color are due dates on major
assignments/tests.
CODES
LIBRO = your textbook Puntos de Encuentro
Bb = Blackboard course site
SAM = Student Activities Manual
PE = Para entregar en clase (hand in in class)
PR = Venir a clase preparado para responder
DÍA
TAREA
ENERO
Getting started:
1. Review course components, standards and
martes 11
objectives
PARA EL INSTRUCTOR
UNIDAD 1: Enfoque 1
Hacer 1-3 y RL
2. Read and sign Academic Integrity (Bb >
Academic Integrity
1. LIBRO: Hacer ej. 1-1 y 1-7 PR
jueves 13
(Atención: no hacer Interpretación)
UNIDAD 1: Enfoque 1
1-6 y RL
2. LIBRO: Estudiar vocabulario del Enfoque 1
(pág. 4) en Quizlet
3. Bb: Hacer SAM Módulos vocab.1, 2, 3
viernes 14
1. LIBRO: Estudiar gramática 1-1 (pp. 50-53)
2. Bb: Hacer SAM 1, 2, 3
UNIDAD 1: Enfoque 2
1-12 (Y RL)
3. LIBRO: Hacer 1-8 PR
1. LIBRO: Estudiar gramática 1-2
martes 19
2. Bb: Hacer SAM 4
3. LIBRO: Hacer ej. 1-11 PE
jueves 21
4.
LIBRO: Estudiar vocabulario del Enfoque 2
(pág. 16) en Quizlet
5.
Bb: Hacer SAM Módulos vocab.1, 2, 3
1. LIBRO: Hacer ej. 1-12 (Atención: solo
video p. 17) PR
UNIDAD 1: Enfoque 2
1-12 y RL
UNIDAD 1: Enfoque 2
1-16
2. LIBRO: Hacer ej. 1-15 (Atención: no hacer
Interpretación) PR
3. LIBRO: Estudiar gramática 1-3 (pág. 55-56)
4. Bb: Hacer SAM: 5, 6
viernes 22
1. LIBRO: Hacer ej. 1-18 Parte I (Atención:
no hacer Interpretación) PR
2. Bb: Hacer SAM: 1, 2, 3
UNIDAD 1: Enfoque 2
1- 18 Inter.
1-17
1. LIBRO: Hacer ej. 1-19 PR
martes 26
UNIDAD 1: Enfoque 2
2. Bb: Hacer SAM (Enfoque 1): 4, 7
3. Lectura Unidad 1 (en documento) PE
jueves 28
1-19 Inter
1. LIBRO: Hacer ej. 1-21 (incluido
UNIDAD 1: Enfoque 3
1-22 y RL
1-23 y RL
Interpretación) PR
2. Estudiar vocabulario del Enfoque 3 (pág. 30)
en Quizlet
3. Bb: Hacer SAM Módulos vocab.1, 2, 3
viernes 29
1. LIBRO: Estudiar gramática 1-4 (p.56-57)
UNIDAD 1: Enfoque 3
1-24
2. Bb: Hacer SAM 8, 6
3. LIBRO: Hacer ej. 1-24 (NO hacer
Interpretación) PR
FEBRERO
1. LIBRO: Hacer 1-25 (incluido Interpretación)
martes 2
UNIDAD 1: Enfoque 3
1-27
PE
2. Bb: Hacer SAM 1, 2, 3, 4, 5
Día adicional para la Unidad 1
jueves 4
1. TAREA ORAL 1
viernes 5
TEST 1
martes 9
UNIDAD 1: Enfoque 3
Revisar lo pertinente según la
necesidad de vuestros
estudiantes
1. Película: Libertador ver Parte I y hacer
tarea)
PE
Ver película Parte II
2. Repasar expresiones de acuerdo y
desacuerdo (p. 47)
Película: Libertador (hacer tarea) PR
Ver película Parte III
Película: Libertador (hacer tarea) PR
Ver película Parte IV
jueves 11
viernes 12
martes 16
1. ESCRITURA: estudiar lista de conectores p.
46
2. Puntuación y ortografía (p. 158). Hacer
práctica PR
jueves 18
1. LIBRO: Hacer ej. 1-26 y 2-1 (pp. 61 -62) (NO
hacer Interpretación) PE
ESCRITURA argumentativa:
La tesis y las ideas de apoyo
(p.158), conclusión (p.101)
Trabajar con la rúbrica,
revisar estándares, grupos
UNIDAD 2: Enfoque 1
2-1 Interpret.
2. LIBRO: Estudiar vocabulario del Enfoque 1
(pág. 63): hacer Quizlet
3. Bb: Hacer SAM, Mód. vocab.1, 2, 3
viernes 19
1. LIBRO: Hacer ej. 2-2 y 2-3 (NO hacer RLs ni
UNIDAD 2: Enfoque 1
Interpret.) PR
2-2, 2-3 (RLs, Interpret)
2. BLOG #1: Grupo A
Ir a Bb>Blogs y leer sobre el proceso de
trabajo con el blog.
Enviar primera versión
martes 23
UNIDAD 2: Enfoque 1
2-4 Interpret., 2-5
Devolver el blog al grupo A
1. LIBRO: Estudiar gramática 2-1 (p.106-107)
2. Bb: Hacer SAM 1, 3
3. LIBRO: Hacer ej. 2-4 (p. 65 y RL p. 66) (NO
hacer Interpretación) PR
jueves 25
1. Grupo A publica y presenta blogs
2. LIBRO: Hacer ej. 2-6 PR
3. Bb: Hacer SAM 2, 5
PE
UNIDAD 2: Enfoque 1
2-6 Interpret.
Canción en youtube + website +
Int. p. 70
4. BLOG #1: Grupo B
Ir a Bb>Blogs y leer sobre el proceso de
trabajo con el blog.
Enviar primera versión
2. LIBRO: Hacer ej. 2-9 (toda la p. 72) PR
viernes 26
3. Bb: Hacer SAM 4
4. Tarea Oral 2
MARZO
martes 1
1. LIBRO: Estudiar vocabulario del Enfoque 3
(pág. 88): hacer Quizlet
UNIDAD 2: Enfoque 3
2. Bb: SAM, Mód. vocab. 1, 2, 3
2-20 (Interpret.), 2-21 (y
RL) Poner nota de
3. LIBRO: Hacer ej. 2-19 y 2-20 (NO hacer
participación I
Interpret.) PE
jueves 3
UNIDAD 2: Enfoque 1
2-7 si hay tiempo
2-9 Interpret.
1.
LIBRO: Hacer ej. 2-22
(incluido RL ) PR
2.
Bb: SAM 1, 3
Devolver el blog al Grupo
B
UNIDAD 2: Enfoque 3
2-22 Int. + repaso RL
Intro concepto de memoria
histórica
BLOG #1: Grupo C
Ir a Bb>Blogs y leer sobre el proceso de
trabajo con el blog. Enviar primera
versión.
viernes 4
1. LIBRO: Hacer ej. 2-23 (incl. RL p. 91) PR
2. LIBRO: Estudiar gramática 2-4 (p.110-111)
3. Bb: SAM 9, 10
martes 8
1. LIBRO: Hacer ej. 2-25 (NO hacer Interpret)
y 2-27 (solo p. 94) PR
UNIDAD 2: Enfoque 3
2-23 Repaso RL + Int. + video y
preguntas
2-24 video y preguntas + Int.
Devolver blogs al grupo C
2-25 Int.
2-27 – video Guernica + Int.
jueves 10
EXAMEN ORAL MIDTERM
1. LECTURA (doc. adjunto)
viernes 11
PE
2. Bb: SAM 4, 8
martes 22
DEBATE
jueves 24
TEST 2
Trabajar el proceso de la
lectura
Argumentar en contra (p. 104)
Debate
viernes 25
CÉSAR CHÁVEZ
WEEK
martes 29
CÉSAR CHÁVEZ
WEEK
jueves 31
1. LIBRO: Estudiar vocabulario del Enfoque 1
(pág. 116) en Quizlet
2. Bb: Hacer SAM, Enfoque 1, vocab. 1, 2, 4
UNIDAD 3: Enfoque 1
3-1
3-2 incl. RL
3. LIBRO: Hacer 3-1 y 3-2 PR
ABRIL
viernes 1
1. LIBRO: Estudiar gramática 3-1 (p.161-166)
2. Bb: Hacer SAM 1, 2, 3, 4
3. LIBRO: Hacer 3-4 PR
UNIDAD 3: Enfoque 1
3-4 Interpret.
3-5
4. Hacer ej. pág. 160 PE
5. BLOG #2: Grupo A
Enviar primera versión y entregar copia en
papel al profesor
martes 5
1. LIBRO: Hacer 3-6 y 3-8 PR
2. LIBRO: Leer recursos para debatir (pág. 159)
y hacer Práctica
3.Bb: Hacer SAM 5, 6
UNIDAD 3: Enfoque 1
3-6 y 3-8 Interpret
Debate
UNIDAD 3: Enfoque 2
jueves 7
viernes 8
1. Tarea Oral 3
2. LIBRO: Hacer 3-10 PE
3. Prácticas mapas interactivos
1. LIBRO: Estudiar vocabulario del Enfoque 2
(pág. 131): hacer Quizlet
Devolver el blog al Grupo A
UNIDAD 3: Enfoque 2
3-11 (RL) e Interpret
2. Bb: Hacer SAM, Móds. vocab.1, 2, 3
3. LIBRO: Hacer ej. 3-12 PE
4. BLOG #2: Grupo B
Enviar primera versión y entregar
1. LIBRO: Estudiar Gramática 3-2 (p. 166-167)
UNIDAD 3: Enfoque 2
martes 12
2. Bb: Hacer SAM 4, 5
3. LIBRO: Hacer ej. 3-16 PR
3-11 Interpret.
3-16
Publica y presenta el blog al
Grupo A
1. LIBRO: Estudiar Gramática 3-3 (p. 167)
jueves 14
2. Bb: Hacer SAM 7, 8
3. LIBRO: Hacer ej. 3-15 y 3-18 PE
4. BLOG #2: Grupo C
Enviar primera versión y entregar copia en papel
viernes 15
martes 19
TEST 3
1. LIBRO: Hacer 3-25 PR
2. Bb: Hacer SAM 1, 2, 3, 6
UNIDAD 3: Enfoque 2
3-15 y 3-18
Grupos B y C comentan 2 blogs
del grupo A
Devolver blog al grupo B
UNIDAD 3: Enfoque 3
Devolver Blog al grupo C
Publica y presenta el grupo B
Grupos A y C comentan 2 blogs
del grupo B
Presenta el grupo C
jueves 21
DEBATE
viernes 22
EXAMEN FINAL ORAL
martes 26
(make up day)
EXAMEN FINAL DE ESCRITURA EN CLASE (70
min.)
Grupos A y B comentan 2 blogs
del grupo C