FALL 2014
Clayton State University, School of Arts and Sciences
Elementary Spanish I (SPAN 1001)
CRN 80200, section 1
M/W/F 9 – 9:50 am (Room U262)
Instructor: Dr. Dennis Miller, Jr.
Office: Arts and Sciences, Room G105F
Email: [email protected]
Office hours: M/W: 12 – 2 pm; T: 4 – 5 pm (online); F: 5 – 6 pm.
*********Clayton State University’s Center for Academic Success: It is strongly
recommended that you take advantage of CSU’s free services offered in the Center for
Academic Success, located in Edgewater Hall- Suite 276. For more information, please
visit: http://www.clayton.edu/cas
******** Clayton State University’s Counseling and Psychological Services:
http://www.clayton.edu/counseling
**********Individuals with disabilities who need to request accommodations should contact
the Disability Services Coordinator, Student Center 255, 678-466-5445,
[email protected].
Required text:
Philip R. Donley, et al. Vistas: Introducción a la la lengua española, 4th ed. (Boston: Vista
Higher Learning, 2012.) Student textbook ISBN: 978-1-60576-881-6.
WEBSAM (On-line Student Activities Manual: http: vistas.vhlcentral.com)
“All students are required to have a copy of the textbook for this class. If you do not have
your textbook in class after the second week of class, you will receive a ZERO for your
class participation grade for each day that you come to class without it.”
Highly recommended texts and apps: La Rousse. The American Heritage LaRousse Spanish
Dictionary; English/Spanish, Español/Inglés.
Kendris, C. Dictionary of 501 Spanish Verbs Fully Conjugated in All Tenses Alphabetically
Arranged.
Rubin, Jan, and Irene Thompson. How to be a More Successful Language Learner.
Schmitt, Conrad. Schaum’s Outlines: Spanish Grammar.
Spinelli, Emily. English Grammar for Students of Spanish. (Olivia Hill, any edition or year).
Apps: dictionary.com; dropbox; google translate.
Welcome to SPAN 1001! In this course you develop the four basic language skills of speaking,
listening, reading, and writing. You will use these skills to expand your knowledge of the cultures
of the Spanish-speaking peoples of the world. Moreover, the emphasis of this course is on spoken
and written communication. This is the first part of a two-semester Elementary Spanish course
sequence.
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Catalog Description: Introduction to listening, speaking, reading and writing in
Spanish and to the culture of Spanish-speaking regions. Open to native speakers of
Spanish only by permission of the Department of Humanities. Otherwise, native speakers
must withdraw from this course.
Computer Requirement: Each CSU student is required to have ready access throughout
the semester to a notebook computer that meets faculty-approved hardware and software
requirements for the student's academic program. For further information on CSU's
Official Notebook Computer Policy, please go to
http://www.clayton.edu/hub/itpchoice/notebookcomputerpolicy.
GeorgiaVIEW Desire2Learn (Online Classroom):
On-line activity will take place in Desire2Learn, the virtual classroom for the course. You
can gain access to Desire2Learn by signing on to the SWAN portal and selecting
“GaVIEW” on the top right side. If you experience any difficulties in Desire2Learn,
please email or call THE HUB at [email protected] or (678) 466-HELP.
Course Objectives:
By the end of the semester you will be able to communicate using basic Spanish for:
- greeting people and exchanging some polite questions and answers, exchanging phone numbers,
talking about days and dates, etc;
- using simple vocabulary related to the classroom;
- talking about family;
- discussing typical activities related to traveling in a foreign country, including making hotel
reservations, travel arrangements, getting around;
- talking about hobbies and sports.
The Department of Humanities’ Goal:
The exchange of ideas is the basis of all societies. Each culture has its own form of expressing
thoughts. Communication is the act or process of transmitting information about ideas, attitudes,
emotions, or objective behavior through a common system of signs, symbols, or conduct.
According to the Communicative Approach, the emphasis on communication ensures that second
language learners will be able to exchange their thoughts in a way that is comprehensible to the
educated native speaker. Our emphasis on written communication is because we believe that a
strong lexical and syntactical foundation is the basis for all communication exchange at a level
expected from students at the higher education level. Therefore our expectation is that upon
completion of the exit courses of their foreign language sequence, students will be able to
produce short, comprehensible written pieces of increasing complexity based on the course and
content presented at each level. It is our goal that each student will be at the 70th percentile or
above in the areas of language (syntax) and vocabulary (lexicon) on a written composition.
Program Learning Outcomes:
General education outcomes:
The following link provides the Clayton State University Core Curriculum outcomes (see
Area C in particular):
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http://www.clayton.edu/Portals/5/core_curriculum_outcomes_clayton.pdf
Specific Student Learning Outcomes for SPAN 1001:
In the target language, by the end of the semester the learner will be able to:
- recognize verb conjugations in the present tense;
- recall basic sentence structures;
- reproduce endings for most commonly used irregular verbs in the present;
- distinguish various forms of regular verbs in a sentence;
- give examples of specific structures of a given sentence (noun, verb, adj, etc.)
- produce and understand simple ideas in writing and orally in Spanish at the novice level about a
variety of situations and contexts in the present tense on topics ranging from: university life, the
family, and hobbies;
- compare/contrast his/her values with those of Spanish speakers, specifically to those in Spain,
Ecuador, and Mexico, as well as the various Hispanic groups in the United States;
- question cultural assumptions about one’s own culture as well as Hispanic cultures;
- point-out main ideas in simple real-world texts (newspapers, magazines, commercials, etc.);
- compare structure of typical family in the U.S. to the family in Spanish-speaking America;
- list methods of transportation common in certain Spanish-speaking countries;
- use technology and other resources in the target language to practice language skills, research,
discuss, collaborate and build communities with other second language learners as well as
heritage speakers at a level appropriate for first-semester learners.
Class Format: SPANISH 1001 meets three hours a week. The format of this class is based on the
premise that the best way to learn another language is through repeated, meaningful exposure to
the language as well as for opportunities to interact with others. For this reason, class time will be
dedicated to communicating in Spanish using structures and vocabulary that you have practiced
by doing your homework prior to class. Please note that this is a university setting. As a result,
formal, academic Spanish is most appropriate in this particular context.
Course Policies
General Policy: Students must abide by policies in the Clayton State University Student
Handbook, and the Basic Undergraduate Student Responsibilities.
University Attendance Policy: In order to meet the course goals and objectives, you must attend
and actively participate in class. Participation is an important component of your final grade. You
are expected to participate consistently and audibly in all class activities. Students who do so with
good grace and visible commitment will receive high grades for participation. Please note
Clayton State’s official policy regarding attendance:
“Students are expected to attend and participate in every class meeting. Instructors establish specific
policies relating to absences in their courses and communicate these policies to the students through the
course syllabi. Individual instructors, based upon the nature of the course, determine what effect excused
and unexcused absences have in determining grades and upon students’ ability to remain enrolled in their
courses. The university reserves the right to determine that excessive absences, whether justified or not, are
sufficient cause for institutional withdrawals or failing grades.”
You will be allowed a total of five (5) unexcused absences. Starting with the 6th absence,
you will lose 3 percentage points from your final grade for each additional unexcused
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absence. Note that habitually arriving late and/or leaving early will result in a lowering of
your final grade. Each day your instructor will make a mark in his grade book regarding
your participation and will assign you a daily grade. If you miss a class, no participation
points can be awarded for that day. There is NO make-up for participation points. Daily
participation will be graded according to the following scale:
SUPERIOR: (2 points) Used Spanish consistently in class with professor and peers; was
listening attentively when others spoke; showed respect and displayed a positive attitude toward
professor, peers, and subject; actively participated in all activities; came to class prepared.
AVERAGE: (1 point) Used Spanish sufficiently in class with professor and peers; got somewhat
distracted, not always listened attentively when others spoke; showed some respect and an
agreeable attitude; showed some interest in class activities and discussions, passively participated
in activities speaking when called upon; came to class somewhat prepared.
UNSATISFACTORY: (0 points) Poor/rude/uncooperative attitude; did not pay active attention
during class (i.e., sleeping, reading newspaper, talking about unrelated subjects, surfing online,
Facebook, twittering, etc.); unprepared for class by either doing work assigned or did not bring
the proper materials for class; used English, did not respond when called upon; inconsiderate of
others (interrupts class, cell phone, etc.); absent.
Assessment of Student Learning:
Exams (4, 100 pts each), Group Quizzes, Composition (25 pts), Homework (20 pts each lesson),
Oral Exam (50 pts), and Websam: 80%
Active Participation/Attendance: 10%
Final Exam: 10%
TOTAL: 100%
Grading Scale:
A
100-90%
B
89-80%
C
79-70%
D
F
69-60%
59-0%
Exams: Students will have the opportunity to demonstrate their ability and progress in the
language on each exam. The skills areas of listening, reading, and writing will be tested on each
exam along with grammar. The exam begins at the start of class time.
Quizzes: Quizzes will be given on a regular basis. They may or may not be announced. The
format of each quiz may vary. The information on the quizzes will range from prior information
in the course to information from the homework due that day. You will be excused from missing
one group quiz; if you miss more than that, regardless of the excuse, you will receive a 0 (zero).
The quizzes are generally only worth 10 – 15 points. There are NO make-ups for quizzes if you
arrive late and the quiz has already been given.
Make-ups: No makeup exams are permitted unless your professor has approved the makeup and
the student can provide a verifiable documented excuse for the absence. Missed assignments are
to be made up as soon as possible. Make-up tests will not be the same tests taken by the class;
they will be more difficult in an effort to dissuade students from missing exams. Class work/
participation cannot be made up. If a makeup exam is granted, each student is allowed ONLY
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ONE makeup. If any other exams are missed, the student will receive a 0 (zero), regardless of the
excuse.
Homework/Class Preparation and Participation/Assignments: You are responsible for all
material covered in class on days that you are absent. It is also your responsibility to be aware
of changes made regarding the syllabus. Having missed the previous class is not an excuse to
come to class unprepared.
Most grammar is studied before and outside of class so you come to class prepared to practice
it. Written practice activities are to be completed before the class meets on a separate sheet of
paper in case the professor collects it. These assignments are to be prepared for the day that
they appear on the syllabus, prior to coming to class. Each lesson’s homework assignments, all
indicated on the syllabus, will be handed in the date of the corresponding exam. Each chapter’s
homework will be worth 20 pts; homework points (5) will be deducted if the homework is
handed in after the date of the exam.
Final Exam: The final exam, worth 10% of your final grade, will be comprehensive.
ALL students, regardless of their average, MUST take the final exam. No exceptions! If
you do not take the final exam, you will receive a ZERO (0). The final exam will be taken during
the final exam period, in the classroom, closed books and notes. The usage of any electronic
device is prohibited.
OTHER IMPORTANT INFORMATION:
Mid-term Progress Report: The mid-term grade in this course, which will be issued on
October 7, reflects approximately 30% of the entire course grade. Based on this grade,
students may choose to withdraw from the course and receive a grade of "W." Students
pursuing this option must fill out an official withdrawal form, available in the Office of
the Registrar, or withdraw on-line using the Swan by mid-term, which occurs on October
7. Instructions for withdrawing are provided at this link.
The last day to withdraw without academic accountability is Friday, October 10, 2014.
Academic Dishonesty: Any type of activity that is considered dishonest by reasonable standards
may constitute academic misconduct. The most common forms of academic misconduct are
cheating and plagiarism. All instances of academic dishonesty will result in a grade of zero for
the work involved. All instances of academic dishonesty will be reported to the Office of Student
Life/Judicial Affairs. Judicial procedures are described in the Student Resource Handbook
(Procedures for Adjudicating Alleged Academic Conduct Infractions beginning on page 16).
Disruption of the Learning Environment: Behavior which disrupts the teaching–learning
process during class activities will not be tolerated. While a variety of behaviors can be
disruptive in a classroom setting, more serious examples include belligerent, abusive, profane,
and/or threatening behavior. A student who fails to respond to reasonable faculty direction
regarding classroom behavior and/or behavior while participating in classroom activities may be
dismissed from class. A student who is dismissed is entitled to due process and will be afforded
such rights as soon as possible following dismissal. If found in violation, a student may be
administratively withdrawn and may receive a grade of WF.
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A more detailed description of examples of disruptive behavior and appeal procedures is provided
at:
http://www.clayton.edu/Portals/5/DisruptiveClassroomBehavior.pdf
In-class Use of Student Notebook Computers: Student notebook computers will not be used in
the classroom in this course. Computers will be required to access course materials and to
communicate with your instructor. All required Websam activities will be completed outside the
classroom.
Children/Visitors: Please note that, according to official Clayton State University
policy, you are not permitted to bring children or visitors to class. Only students listed on
the class roster are permitted to attend class.
Email etiquette
• You are expected to write as you would in any professional correspondence. Email
communication should be courteous and respectful in manner and tone. Also, formal,
grammatically correct English should be employed in all emails; please do not write in
the form of “text messaging.”
• Do not expect an immediate response via email (normally, a response will be sent as
soon as possible). If your email question is sent at the last minute it may not be possible
to send you a response before an assignment is due or a test is given.
Tips on Effectively Learning Another Language:
1. STUDY EVERY DAY! A foreign language course is different from any other
course you take. Language learning is cumulative; you cannot put it off until the
weekend. Study 1 or 2 hours for every class hour if you want an A or B.
2. DISTRIBUTE YOUR STUDY TIME in 15- to 30-minute periods throughout
the day. Focus on a different task each time: vocabulary now, grammar next, etc.
Get an overview during the first half hour: spend 10 minutes reviewing dialog, 10
minutes learning new vocabulary, 10 minutes learning new grammar...so you will
at least have looked at it all. Approximately 80% of your study time should be
spent in recitation or practice.
3. ATTEND AND PARTICIPATE IN EVERY CLASS--even if you are not well
prepared. Class time is your best opportunity to practice. Learn the grammar and
vocabulary outside of class in order to make the most of class time. Spend a few
minutes "warming up" before each class by speaking or reading the language.
4. MAKE YOURSELF COMFORTABLE IN THE CLASSROOM. Get to know
your classmates, so you will feel you are among friends. Visit your instructor
during office hours to get acquainted. Explain your goals and fears about the
course to your instructor.
5. LEARN GRAMMAR IF YOU DON'T ALREADY KNOW IT. Grammar is
the skeleton of a language, its basic structure; you must learn it. Review a
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6.
7.
8.
9.
10.
simplified English grammar text. Compare new grammatical structures in Spanish
to their English equivalents.
PRACTICE FOR TESTS by doing what you will have to do on the test. If the
test will require you to write, then study by writing--including spelling and
accents. If you will be asked to listen, then practice listening. Ask for practice
questions; make up your own test questions. Invent variations on patterns and
forms. Over-learn; study beyond the point of recognition to mastery.
DEVELOP A GOOD ATTITUDE. Have a clear personal reason for taking the
class. Set personal goals for what you want to learn. Leave perfectionism at the
door; give yourself permission to make mistakes and learn from them.
GET HELP IF YOU NEED IT. Talk with your teacher. Form study groups
among class members. Use the Center for Academic Success. Don't wait!
SET REALISTIC EXPECTATIONS. Learning another language takes a long
time, and you will not be fluent after just a semester or two.
BREAK STUDY TIME INTO SMALLER CHUNKS. Research shows that
language students learn more effectively and retain more when they study
frequently and for shorter periods of time than if they study infrequently for
extended periods of time. Try to study each day, and whenever possible, several
times a day. This means, for instance, doing a few homework exercises each day
rather than doing all homework assignments the night before they are due.
***DISCLAIMER
A syllabus is not a contract. The instructor reserves the right to alter the course requirements, the
syllabus, and/or assignments based on new materials, class discussions, or other legitimate
pedagogical objectives. Any changes will be discussed with the class. Students who miss the day
changes are discussed are responsible for getting the notification from other students in that class.
COURSE SCHEDULE:
(**Hoja de práctica = worksheet your instructor will distribute the class period
before it is due; Examen de práctica = Practice test)
*Homework assignments are due the day indicated on the syllabus.
Week #1
Monday
Wednesday
Friday
Week #2
Monday
Wednesday
August 18 – Introduction to the course
August 20 – Lección 1 (Saludos; Tarea: p. 3 #3, 4)
August 22 – Lección 1 (Saludos; Tarea: p. 4 #5)
Friday
August 25 – Lección 1 (La cultura/el alfabeto; Tarea: p. 10 Actividades)
August 27 – Lección 1 (El alfabeto/los artículos definidos; Tarea: p. 15
#1, 2)
August 29 – Lección 1 (Los números; Tarea: p. 17 #2, 3)
Week #3
Monday
September 1 – **** NO HAY CLASES (Día del Trabajo)
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*Homework assignments are due the day indicated on the syllabus.
Wednesday
Friday
Week #4
Monday
Wednesday
Friday
Week #5
Monday
Wednesday
Friday
Week #6
Monday
Wednesday
Friday
Week #7
Monday
Wednesday
Friday
September 3 – Lección 1 (Los pronombres/El verbo ser; Tarea: p. 22 #1)
September 5 – Lección 1 (Decir la hora/La cultura; Tarea: p. 26 #1, 2)
September 8 – Lección 1 (Los hispanos en Estados Unidos/Repaso; Tarea:
p. 37, ¿qué aprendiste?; Examen de práctica)
September 10 – Examen #1: Lección 1 (hand in exercises from the
book)
September 12 – Lección 2 (Vocabulario; Tarea: p. 41 #4, 5)
September 15 – Lección 2 (Días de la semana/Cultura; Tarea: p. 42 #6; p.
48 Actividades)
September 17 – Lección 2 (Los verbos que terminan en –ar; Tarea: p. 53
#1)
September 19 – Lección 2 (El verbo gustar; Tarea: p. 53 #2; Hoja de
práctica)
September 22 – Lección 2 (Como se hacen las preguntas; Tarea: p. 57 #1,
2)
September 24 – Lección 2 (Estar + las preposiciones; Tarea: p. 61 #2)
September 26 – Lección 2 (Más números; Tarea: p. 61 #1)
September 29 – Lección 2 (España; Tarea: p. 65 #3; p. 75, ¿qué
aprendiste?)
October 1 – Lección 2 (Repaso; Tarea: Examen de práctica)
October 3 – Examen #2: Lección 2 (hand in exercises from the book)
Week #8
Monday
Wednesday
Friday
October 6 – Lección 3 (Vocabulario; Tarea: p. 79 #3, 4)
October 8 – Lección 3 (Vocabulario; Tarea: p. 80 #5)
October 10 – Lección 3 (Los adjetivos, las nacionalidades; Tarea: Árbol
genealógico)
******OCTOBER 10TH IS THE LAST DAY TO WITHDRAW WITH A “W”*****
Week #9
Monday
Wednesday
Friday
October 13 – ** NO HAY CLASES (Vacaciones de otoño)
October 15 – Lección 3 (Cultura/Los adjetivos; Tarea: p. 91 #3)
October 17 – Lección 3 (Los adjetivos posesivos; Tarea: p. 91 #2; p. 94
#1)
Week #10
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*Homework assignments are due the day indicated on the syllabus.
Monday
Wednesday
Friday
Week #11
Monday
October 20 – Lección 3 (Los verbos que terminan en –er/-ir; Tarea: Hoja
de práctica; p. 98 #1)
October 22 – Lección 3 (Los modismos con el verbo tener; Tarea: Hoja
de práctica)
October 24 – Lección 3 (Los modismos con el verbo tener; El verbo
venir; Tarea: p. 102 #3)
Wednesday
Friday
October 27 – Lección 3 (Tener vs. venir; Tarea: p. 102 #2; Hoja de
práctica)
October 29 – Lección 3 (Ecuador; Tarea: p. 113, ¿qué aprendiste?)
October 31 – Lección 3 (Repaso; Tarea: Examen de práctica)
Week #12
Monday
Wednesday
Friday
November 3 – Examen #3: Lección 3 (hand in exercises from the book)
November 5– Lección 4 (Vocabulario; Tarea: p. 117 #3, 4)
November 7 – ** No habrá clase (Clase cibernética)
Week #13
Monday
Wednesday
Friday
Week #14
Monday
Wednesday
Friday
Week #15
Monday
Wednesday
Friday
Week #16
Monday
Wednesday
Friday
November 10 – Leccion 4 (Vocabulario/Los deportes en LA; Tarea: p.
118 #5)
November 12 – Lección 4 (El verbo “ir:” Tarea: p. 127 #2)
November 14 – Lección 4 (Los verbos que cambian en la raíz; Tarea: p.
127 #3; p. 131 #1, 3)
November 17 – Lección 4 (Más verbos irregulares; Tarea: p. 133
Inténtalo; p.134 #1)
November 19 – Lección 4 (Más verbos irregulares; Tarea: p. 138 #1, 3;
Hoja de práctica)
November 21 – Lección 4 (Más verbos/México; Tarea: Hoja de práctica;
p. 149, ¿qué aprendiste?)
November 24 – Lección 4 (Repaso; Tarea: Examen de práctica)
November 26 – **NO HAY CLASES (DÍA DE ACCIÓN DE
GRACIAS)
November 28– ** NO HAY CLASES (DÍA DE ACCIÓN DE
GRACIAS)
December 1– Examen #4: Lección 4 (hand in exercises from the book)
December 3 – *EXAMEN ORAL
December 5 – *EXAMEN ORAL
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Week #17
Monday
December 8 – Repaso para el examen final (Tarea: Examen de práctica)
FINAL EXAM SCHEDULE:
SPAN 1001: Friday, December 12, 2014, 8:00 am – 10:00 am (in the same room)
**Important Dates:
August 30 – September 1, 2014: Labor Day Break (No classes)
September 23 – October 7, 2014: Midpoint grade submission
October 10, 2014: (Midpoint) Last day to withdraw without academic penalty
October 13 – 14, 2014: Fall Break (No classes)
November 24 – December 8, 2014: Faculty Grade Submission Deadline
November 26 - 29, 2014: Thanksgiving Break (No classes)
December 8, 2014: Last weekday class
December 18, 2014: All Faculty Grades Due
________________________________________________________________________
EXPECTATIONS FOR ORAL EXAM
When? Wednesday, December 3, 2014, and Friday, December 5, 2014.
General Rules:
- You may work by yourself or with another classmate.
- Each person will speak for approximately two minutes.
- You may do a power point presentation if you wish.
TOPICS:
**You may make up your own topic, but here are some ideas: (*if you work with a
classmate, you may do your skit in the form of an interview/dialogue.)
(1) You may describe your favorite family member/star/singer (try to incorporate as
much of the vocabulary/grammar we have studied, such as ser/estar, adjectives, -ar/
-er/-ir verbs, stem changing verbs, etc.)
(2) Describe yourself. What is a typical day like for you? (Practice adjectives, -ar/-er/-ir
verbs, gustar, maybe some stem changing verbs as well).
(3) Your university life. Describe your classes. How many classes do you have? What are
your favorite classes? Why are they your favorite? What are your least favorite? Why?
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(4) What are your favorite sports? Why? Least favorite sports? Why? What sports do you
play? Why?
(5) Describe your ideal boyfriend/girlfriend mate. What is s/he like? Using a variety of
adjectives and verbs, the verb gustar, what makes her/him ideal?
GRADE:
Your grade will be based on the following criterion: 1) Did you read too much? 2) Did
you use grammar points (the ones in covered this semester) correctly most of the time? 3)
Would an educated native speaker (who doesn’t speak English) comprehend overall what
was said?
________________________________________________________________________
VERB REFERENCE #1 (LESSONS 2, 3, 4)
To conjugate verbs in the Present Indicative tense drop the -ar, -er, and -ir
endings in every verb and replace them with the endings indicated in the
chart.
(-ar regular verbs listed on pages 50-51, Lesson 2)
(-er/-ir regular verbs listed on pages 96-97, Lesson 3)
Present Indicative
Tense
-Ar ending
verbs
-Er
ending
verbs
-Ir ending verbs
Yo
-o
-o
-o
Tú
-as
-es
-es
él /ella/ usted
-a
-e
-e
Nosotros(as)
-amos
-emos
-imos
Ustedes/ ellos/ ellas
-an
-en
-en
_______________________________________________________________________
VERB REFERENCE #2 (LESSON 4)
LOS VERBOS IRREGULARES (p. 130)** Must be memorized
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ser (to be): soy, eres, es, somos, son (p. 20)
estar (to be): estoy, estás, está, estamos, están (p. 59)
tener (to have): tengo, tienes, tiene, tenemos, tienen (p. 100)
venir (to come): vengo, vienes, viene, venimos, vienen (p. 100)
ir (to go): voy, vas, va, vamos, van (p. 126)
A. e to ie (p. 130)
cerrar (to close): cierro, cierras, cierra, cerramos, cierran
comenzar (to begin): comienzo, comienzas, comienza, comenzamos, comienzan
empezar (to begin): empiezo, empiezas, empieza, empezamos, empiezan
entender (to understand): entiendo, entiendes, entiende, entendemos, entienden
pensar (to think): pienso, piensas, piensa, pensamos, piensan
perder (to lose): pierdo, pierdes, pierde, perdemos, pierden
preferir (to prefer): prefiero, prefieres, prefiere, preferimos, prefieren
querer (to want): quiero, quieres, quiere, queremos, quieren
B. o to ue (p. 130)
almorzar (to have lunch): almuerzo, almuerzas, almuerza, almorzamos, almuerzan
contar (to count): cuento, cuentas, cuenta, contamos, cuentan
dormir (to sleep): duermo, duermes, duerme, dormimos, duermen
encontrar (to find): encuentro, encuentras, encuentra, encontramos, encuentran
mostrar (to show): muestro, muestras, muestra, mostramos, muestran
poder (to be able to, can): puedo, puedes, puede, podemos, pueden
recordar (to remember): recuerdo, recuerdas, recuerda, recordamos, recuerdan
volver (to return): vuelvo, vuelves, vuelve, volvemos, vuelven
jugar (to play): juego, juegas, juega, jugamos, juegan
C. e to i (p. 133)
pedir (to order, ask for): pido, pides, pide, pedimos, piden
conseguir (to get): consigo, consigues, consigue, conseguimos, consiguen
decir (to say, tell): digo, dices, dice, decimos, dicen
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repetir (to repeat): repito, repites, repite, repetimos, repiten
seguir (to follow, continue, keep on): sigo, sigues, sigue, seguimos, siguen
servir (to serve): sirvo, sirves, sirve, servimos, sirven
D. Irregular yo forms (p. 136)
hacer (to do, make): hago, haces, hace, hacemos, hacen
poner (to put, place): pongo, pones, pone, ponemos, ponen
salir (to leave, go out): salgo, sales, sale, salimos, salen
suponer (to suppose): supongo, supones, supone, suponemos, suponen
traer (to bring): traigo, traes, trae, traemos, traen
oír (to hear, listen to): oigo, oyes, oye, oímos, oyen
ver (to see, watch): veo, ves, ve, vemos, ven
GRAMMATICAL TERMS TO REVIEW
1. Adjective (adjetivo): a word that modifies a noun or a pronoun; a describing word (ugly, beautiful, rich,
poor, etc.)
2. Adverb (adverbio): modifies a verb, adjective, or another adverb, usually ends in –ly in English and –
mente in Spanish (quickly, shortly, etc.)
3. Conditional (condicional): A verb form used to state hypothetical or an uncertain event. (I would move
to Costa Rica if I were rich.)
4. Conjunction (conjunción): a word that connects words, phrases, or sentences (and, but, or).
5. Conjugate (conjugar): to show person, number, gender, tense, aspect, etc. of a verb.
6. Diphthong (diptongo): two different vowels pronounced as one vowel (caos vs. baúl)
7. Direct object: (objeto directo): a noun or pronoun that receives the action of a verb, answers the who(m)
or the what of the sentence. (They saw her friend yesterday. OR My sister ate the pizza.)
8. Fragment (fragmento): An incomplete sentence. (I the book. She the pizza.)
9. Imperative (imperativo): Direct command form or request (Eat! Leave! Go home!)
10. Imperfect (imperfecto): A past tense that denotes something habitually done in the past; in English
usually things you used to do, things you would do. (When I was little, I used to play baseball every day
with my brother. We would go to New York every summer to visit our grandmother.)
11. Indicative (indicativo): a verb form that states an objective fact. (I read the book. We will go to Puerto
Rico.)
12. Indirect object (objeto indirecto): a noun or pronoun that indicates the to whom or for whom the action
of a verb. (I gave the money to Maria. OR She bought the present for her son.)
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13. Infinitive (infinitivo): To + the simple form of the verb; in Spanish ends in –ar, -er, or -ir (to speak, to
eat, to attend, etc.)
14. Noun (sustantivo, nombre): A word that names a person, place, thing, quality, or action (house, car,
book, money, love, etc.)
15. Perfect tense (el perfecto): A verb tense usually formed by the helping verb (have) followed by a past
participle (usually ends in –ed). (I haven’t been to Miami in a while. She will have earned her degree by the
year 2012.)
16. Present Progressive (present progresivo): In English, the present tense of the verb “to be” followed by
the present participle (-ing in English) In Spanish, the present tense of the verb estar following by the
present participle (ending in –ando or –iendo). (She is talking. They are eating in the cafeteria.)
17. Preterit (pretérito): The simple past; in English it usually ends in –ed. (I walked to the park.)
18. Pronoun (pronombre): a word that takes the place of a noun (me, you, him/her, them, it, us, etc.)
19. Sentence (oración, frase): A group of words that expresses a complete idea (I went to the store.)
20. Subject (sujeto): the part of the sentence that indicates what it is about. (She is studying.)
21. Subjunctive (subjuntivo): A tense used to typically express a wish, a desire, a command; not an actual,
factual state. (I wish I were rich; It is important that she be prepared, etc.)
22. Synonym (sinónimo): different words with similar or identical meanings (to speak, to talk)
23. Tense (tiempo): The time of a verb (present, past, future).
24. Verb (verbo): Describes an action (I sent the email.)
25. Vowel (vocal): In Spanish, the letters: a, e, i, o, or u.
PURCHASING A SUPERSITE CODE
This class requires technology access. This access allows you to complete and submit
assignments and tests; access all media and study tools; receive announcements; and
communicate with your instructor.
Shop smart: only buy books that include the required Supersite code!
You will spend more if you purchase the textbook and code separately. New textbooks
purchased at the bookstore will include this code. Most books that are sold online or used
DO NOT include the access code. Always check that what you are buying includes the
code.
For value-priced packages, and free shipping, visit vistahigherlearning.com/store
SETTING UP YOUR ACCOUNT
Returning Students
If you have an existing Supersite account for any Vista Higher Learning textbook,
complete these steps:
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Go to vhlcentral.com
Log in using your existing account information.
Choose one of these options:
Already have access to the Supersite for this course? Enroll in the course by
clicking the "Enroll in a course" link. Then complete "Step 5 - Select a
Course/Class" below.
OR
Don't yet have access to the Supersite for this course? Redeem your new
Supersite code by clicking the "Redeem a code" link. Then complete "Step 3 Activate Code" below.
New Students
If you are new to Vista Higher Learning, complete these steps:
Step 1 - Go to vhlcentral.com
Step 2 - Choose one of these options:
Did you buy your code at the online Store?
If you created a student account on the store, use the same login information. If you can
see your course book on the home page after logging in, go to "Step 5 -Select a
Course/Class." If no book appears, go to "Step 3 - Activate Code"
OR
Create an Account
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In the "Login Information" section of the account creation page, enter a username
of your choice.
Enter the email address you would like to associate with your account.
Enter and confirm a password of your choice.
In the "Personal Profile" section, enter your first and last name as you wish them
to appear in your Instructor's roster.
Select the year of your birth from the drop down list.
Enter a student ID (optional).
In the "Security Information" section, provide the answer to a secret question,
which may later be used to help you access your account if you forget your
password.
After you enter all of the information, click "create an account."
Click "agree." (Before your account is created, you must agree to the terms and
conditions of use policy.)
Step 3 - Activate Code
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On the code activation screen, enter your Supersite code.
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Click "activate code" to continue.
Look for a message at the top of the screen confirming that the code was
successfully redeemed.
Step 4 - Select a School
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Locate your school by typing your school's name, "Clayton State University". To
narrow the search results, include the city and state (or country, if outside of the
USA) in which your school is located.
Click "find." If the terms you entered did not result in a successful search, follow
the on-screen tips to revise your search.
Select your school from the list by clicking the radio button next to the school
name.
Click "select school" to add the school to your account.
Look for a message at the top of the screen confirming you successfully added the
school.
Step 5 - Select a Course/Class
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From the list of available classes at your school for your textbook's Supersite,
look for Instructor "Miller" and the course "SPAN 1001, Elementary Spanish I"
taught between Aug 18, 2014 and Dec 08, 2014.
Click the radio button for the course section "Section 1." If more than one class is
listed for your instructor, click the information icons in the class listings until you
locate the section.
Click Save. You should see a confirmation that you successfully enrolled in your
instructor's course.
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