Pittsburg State University, College of Arts and Sciences, Department of English and Modern Languages, Spring 2016
Course Number and Title: 154-01
Spanish Language and Culture I
Department: English and Modern Languages
Credit Hours: Three (3)
Pre-requisite: N/A
Classroom: Grubbs Hall 102, 9:00-9:50 MWF
Course Delivery Method: In person, face-to-face
(not online, not hybrid)
Faculty Member
Grant D. Moss
Associate Professor of Spanish
Department of English and Modern Languages
Office: 403 Grubbs Hall
Spring 2016 Office Hours: 10-11 MWF, 12-3 M F, W 1-2 or by appointment
Telephone: 620-235-4713
E-mail: [email protected]
Primary Resources
(No textbook purchase required for our course!)
Canvas
Iruela, Agustín. VideoEle. http://www.videoele.com/index.html.
Recommended Resources
Spanish-Spanish Dictionary and Spanish-English Dictionary
Spanish Table: SP 2016: Wednesdays 12:00-1:00 at Gorilla Crossing
Optional Resource
Zayas-Bazan, Eduardo, Susan M. Bacon, Holly J. Nibert. ¡Arriba!: comunicación y cultura. New York:
Pearson, 2015.
Course Description
A basic, introductory study of the Spanish language through activities designed to develop listening,
speaking, reading, and writing. Emphasis will be on oral proficiency. Additional activities are intended to
develop an appreciation of the cultures of the Spanish-speaking world. Spanish is the language of
instruction. This course is not a lecture course.
General Education
This course counts toward the requirements in General Education for your degree program. General
education is the study of humans in their global setting. The general education curriculum, therefore, acts
as the heart of a university education by developing the capacities that typify the educated person and
Pittsburg State University, College of Arts and Sciences, Department of English and Modern Languages, Spring 2016
provide a basis for life-long learning and intellectual, ethical, and aesthetic fulfillment. General education
examines the world around us and fosters an understanding of our interactions with the world and our
place in the universe. General education celebrates the creative capacities of humankind and helps to
preserve and transmit to future generations the values, knowledge, wisdom, and sense of history that are
our common heritage.
General Education Goals for this course
This course contributes to the overall purpose of the General Education Program by:
1) Providing the students with the basic knowledge and skills in a foreign language that will enable them
to participate more effectively in our global society. (Goal #1, 1.1, 1.2)
2) Stimulating critical thinking and encouraging decision- making free from prejudice or insularity. (Goal
#2, 2.1, 2.4)
3) Promoting an appreciation of different cultures. (Goal #4, 4.3)
However, the emphasis of this course will be to help the students meet the following objectives for the
understanding and appreciation of a variety of cultures and their interrelationships. (Goal #3, 3.1, 3.2)
Upon successful completion of this course, students will be able to:
3.1 Recognize the value of diverse cultural, national, and ethnic backgrounds.
3.3 Demonstrate an understanding of the relationships of gender, race, and class within and across
cultures.
These objectives are met through a variety of means, including:
A) Reading, analysis, and discussion of cultural information about the countries and regions where the
target language is spoken.
B) Discussion of authentic materials that show the diversity of the people who speak the language. Such
authentic materials include audio selections, video selections, pictures, music, and Internet resources
among others.
C) The practice of situations that show the sociolinguistic appropriateness of language use in different
communicative instances.
Anticipated Learning Outcomes and Methods of Assessment
At the end of this course, students will: converse in Spanish at phrase level using everyday vocabulary
and memorized expressions; write simple strings of related sentences in Spanish on familiar topics;
produce an appropriate response to Spanish aural input in highly predictable situations; demonstrate
comprehension of simple written material in Spanish through speaking, writing or other appropriate
response; compare and contrast aspects of Spanish-speaking cultures with their own cultures.
The methods of assessment follow.
Methods of Assessment
(What we’re going to do)
Class Assignments and Homework/Asignaciones de clase y tarea (20%)
Presentational Writing Checks/Sondeos de escritura de presentación (15%; 3 x 5%)
Interpersonal Communication Checks/Sondeos de comunicación interpersonal (15%; 3 x 5%)
Interpretive Listening Checks/Sondeos de audición interpretativa (15%; 3 x 5%)
T.A.L.K. (15%)
Interpretative Reading, Listening, Writing, and Cultural Evaluations (20%; 2 x 10%)
Evaluaciones lectorales, auditivas, escritas y culturales
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Pittsburg State University, College of Arts and Sciences, Department of English and Modern Languages, Spring 2016
Class Assignments and Homework/Asignaciones de clase y tarea (20%)
Class Assignments consist of legible reading, listening, writing, and cultural assignments during the class.
Homework consist of legible reading, listening, writing, and cultural assignments beyond class. I may or
may not collect assigned activities. Assignments are due at the beginning of class. No late assignments
will be accepted without documentation. For the habla ahora assignments, you will make one (1)-to-two
(2)-minute audio-recordings or video-recordings and you will discuss the topics for the week. Be creative;
use the frases del día and vary your language! For example, the topic of your habla ahora 1 will be ¡A
conocernos! Record your voice either through the Canvas microphone/video camera or other media (you
can create a YouTube video, for example). If you do use a YouTube video, include the link. You will turn
in each habla ahora assignment on Canvas in the corresponding drop box before the class period when it
is due (see tentative calendar below). You are responsible to make sure that your file has posted correctly
on Canvas. Double check to make sure that the technology functions properly. I recommend that you do
not wait until right before class to submit your work because sometimes technology is unreliable. No late
habla ahora assignments will be accepted without documentation, even if you post the document late
anyway.
Presentational Writing Checks/Sondeos de escritura de presentación (15%; 3 x 5%)
You have the opportunity to compose three presentational writing pieces in class from the language you
have practiced in and out of class. These writing checks expand on your class assignments and your
homework. Each Presentational Writing Check (PWC) is 5% of your grade. Actual themes vary but focus
on the themes/structures from the topics in the tentative calendar. The Checks correspond with the
Interpersonal Communication Checks (the PWCs take place during the first twenty minutes of class and
the ICCs take place during the last thirty minutes of class); see the tentative course schedule below.
Interpersonal Communication Checks/Sondeos de comunicación interpersonal (15%; 3 x 5%)
You have the chance to work with a group of two to four students and you can interact with each other
according to individually prescribed roles, situations, or illustrations based on the topics studied during
the semester. Each member of the group will be rated according to his/her individual contribution, and
each Interpersonal Communication Check (ICC) counts as 5% of your overall grade. The checks
correspond with the Presentational Writing Checks (the PWCs take place during the first twenty minutes
of class and the ICCs take place during the last thirty minutes of class); see the tentative course schedule
below.
Interpretive Listening Checks/Sondeos de audición interpretativa (15%; 3 x 5%)
I invite you to listen attentively in class to three conversations that you have never heard before and
interpret what you hear on the assigned day for the Interpretive Listening Check (ILC). During the check,
you will hear each conversation twice. The topics of conversation correspond with the topic for the course
for the week in question. The listening checks help you to develop your listening skills in Spanish. Each
Interpretive Listening Check (ILC) counts as 5% of your overall grade. Each ILC will occur during the
first fifteen minutes of class according to the tentative course schedule below.
T.A.L.K. (15%)
Performance objectives:
T: talking in the target language
Are you speaking the Target language?
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Pittsburg State University, College of Arts and Sciences, Department of English and Modern Languages, Spring 2016
Are you Trying to communicate?
Are you Talking about relevant Topics for the current Task?
A: Accuracy
Are you performing at an Acceptable level of Accuracy?
Do you demonstrate the objective of the lesson?
L: Listening
Are you Listening to your student colleagues?
Do you Listen to directions?
K: Kind
Are you Kind and cooperative?
Do you Kill the activity because you do not communicate?
Do you work with your group?
During various class periods, I will circulate around the room and I will observe one of the four
performance objectives (T, A, L, or K) and I will record your performance; after I have recorded all four
performance objectives (generally every two to three weeks) I will input the information in Canvas. There
is a possibility of two points for each objective so your score for the two-three week period is out of eight
possible points. If you are unable to attend class, your score for the day will be zero.
Interpretative Reading, Listening, Writing, and Cultural Evaluations/ Evaluaciones lectorales,
auditivas, escritas y culturales (20%; 2 x 10%)
The Interpretative Evaluations are cumulative in nature. The format for the evaluations categories
(listening comprehension, reading comprehension, writing, and culture).
Class Attendance and Participation Policy
Attend Class + Participate in Class actively =
If you do miss a class, makeup work will be permitted only when you present acceptable documentation.
Legitimate excused absences include the following: participation in a scheduled activity of an official
University organization, verifiable confining illness, serious verifiable family emergencies, subpoenas,
jury duty, and military service. It is your responsibility to notify me of any excused absence as far in
advance as possible. Finalize your makeup work in a timely manner (e.g. before the next scheduled
evaluation). Give me your documentation for excused absences as soon as possible. No documentation
(and by extension no makeup work) can be accepted after the last day of regularly scheduled classes (the
Friday before Finals Week). After three absences, each additional undocumented absence will result in a
2 point reduction of your final grade per absence, i.e., 2 unexcused absences (beyond the three “grace”
days) will reduce your final grade by 4 points. Absences are counted from the first day of the quarter.
Chronic lateness to class will also reduce your grade. Three tardies equal one absence. I will not drop
students from this course for nonattendance or excessive absences. If you do not attend class or have
excessive absences you should consider withdrawal from the course or should consult with the various
offices on campus.
Grading Scale
A = 90-100%
B = 80-89%
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Pittsburg State University, College of Arts and Sciences, Department of English and Modern Languages, Spring 2016
C = 70-79%
D = 60-69%
F = 0-59%
Final Grades will be rounded to the nearest whole percent. For example, 89.5% = 90% and 89.4% = 89%.
If you find any typographical errors in this entire syllabus, show me and you will earn a candy bar.
Spanish-Only Promise
“I solemnly promise to speak Spanish as much as possible during class. I know that proficiency depends
on me; I can take responsibility for my own learning and I need to speak, listen, read, and write in
Spanish in order to improve my skills.”
Signed ___________________ Date_________
Your signature (electronic)
Sign the promise electronically on Canvas before the second day of class.
Syllabus Agreement
“I certify that I have carefully read the syllabus in its entirety. If I have any questions about the about the
syllabus, I will contact Dr. Grant Moss as soon as possible.”
Signed ___________________ Date_________
Your signature (electronic)
Sign the agreement electronically on Canvas before the second day of class.
E-mail policy
I may communicate with you through Pittsburg State e-mail and/or Canvas. I invite you to check your Pitt
State e-mail/Canvas daily for updates from me. I will check my e-mail at least once daily during regular
business hours (from Monday to Friday) and I will usually respond to any e-mail inquiries within two (2)
business days. If you have questions about what the homework is, you should ask a classmate or check
the calendar just in case our e-mail checks do not coincide! No assignment will be accepted through email unless otherwise indicated.
Study Abroad!
I strongly recommend that all students (particularly Modern Languages majors and minors!) participate in
accredited study abroad programs. PSU offers study abroad scholarships as well as assistance with other
financial aid. To learn about accredited programs, contact Angela Moots, Study Abroad Coordinator, at
235-4221 or visit 118C Whitesitt Hall. For information on transfer credits, consult with Celia Patterson,
Chair, Department of English and Modern Languages visit 429 Grubbs Hall.
Student Conduct Code
Please review the Student Conduct Code at http://www.pittstate.edu/audiences/currentstudents/policies/rights-and-responsibilities/student-conduct-code.dot. Exceptions will be made for
assistive technologies for the vision-or hearing-impaired in consultation with the Center for Student
Accommodations.
Please review the Academic Honesty Policy at http://www.pittstate.edu/audiences/currentstudents/policies/rights-and-responsibilities/academic-misconduct.dot. You are expected to provide
Modern Languages Association (MLA) source citations for all material from outside sources that you use
in your formal writing (see https://owl.english.purdue.edu/owl/resource/747/01/ for help).
Center for Student Accommodations
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Pittsburg State University, College of Arts and Sciences, Department of English and Modern Languages, Spring 2016
If you feel that you may need an accommodation based on the impact of a disability, you should contact
me privately to discuss your specific needs. Students with disabilities that have been certified by the
Center for Student Accommodations will be appropriately accommodated, and should inform me as soon
as possible of your needs The Center for Student Accommodations office is 218 Russ Hall, telephone
620-235-4309.
Retro-credits
The Department of Modern Languages and Literatures has a retro-credits program designed to reward
students who have already spent years learning languages in high school. Students should sign up for the
program in 428 Grubbs Hall with Kathy Dyer, Departmental Secretary, during the first three weeks of the
semester in which they take their first language course at PSU. That course determines their entry level
and the maximum credits they can earn through retro-credits. For more information on retro-credits visit
our webpage at www.pittstate.edu/flang. Transfer students who took language courses at another
university or college are not eligible. I encourage you to seek faculty advice to determine your best entry
level.
ACTFL (American Council on the Teaching of Foreign Languages) 2012 Proficiency Guidelines
Speaking Writing, Listening and Reading
http://www.actfl.org/files/public/ACTFLProficiencyGuidelines2012_FINAL.pdf
NCSSFL-ACTFL Can-Do Statements
http://www.actfl.org/sites/default/files/pdfs/Can-Do_Statements.pdf
Other important Pittsburg State information
http://www.pittstate.edu/dotAsset/fcfe9e3e-181d-4e84-8fe8-1987787782e9.pdf
Tentative Course Schedule (Subject to change)
Semana 1
11 de enero
In class: ¡A conocernos!
Homework for next time: Study the syllabus
carefully and complete the Syllabus
Agreement on Canvas before the beginning of
our next class. Read and sign the SpanishOnly Promise on Canvas before next class,
too.
13 de enero
In class: ¡A conocernos!
Homework for next time:
Watch VideoEle “Países y nacionalidades”
https://www.youtube.com/watch?v=idriu9QO5f
o at least two times. I strongly recommend that
you do not use the subtitles so that you can
begin to train your ear to how Spanish sounds.
This will also help you with the ILCs. Use
context clues, visual clues, etc.
If you do decide to use subtitles after you watch
couple of times, use Spanish. Write down ten
(10) phrases (not words) that you hear. Don’t
focus too much on spelling; see if you can figure
it out by listening before you use the subtitles (if
you use them at all).
15 de enero
In class: ¡A conocernos!
Homework for next time: Imagine that you
meet your professor for the first time. Write a
short dialogue (100 words) en español (include
fifteen (15) distinct phrases) about the
encounter.
Semana 2
18 de enero
No hay clase hoy.
20 de enero
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Pittsburg State University, College of Arts and Sciences, Department of English and Modern Languages, Spring 2016
In class: ¡A conocernos!
Homework for next time:
Watch VideoEle “Profesiones”
https://www.youtube.com/watch?v=ODvNPnCF
nko at least two times. I strongly recommend
that you do not use the subtitles so that you can
begin to train your ear to how Spanish sounds.
This will also help you with the ILCs. Use
context clues, visual clues, etc. If you do decide
to use subtitles after you watch couple of times,
use Spanish. Write down ten (10) phrases (not
words) that you hear. Don’t focus too much on
spelling; see if you can figure it out by listening
before you use the subtitles (if you use them at
all).
22 de enero
In class: ¡A conocernos!
Homework for next time: Habla ahora I
Semana 3
25 de enero
In class: En la Discoteca Moss
Homework for next time: Find an on-line
article in Spanish (not an encyclopedic entry;
please do not use Wikipedia for example) that
discusses discotheques/dance clubs from a
Spanish-speaking country of your choice (don’t
try to understand every word or translate!).
Write the source of your article at the top of the
page, write about the content, and answer the
following questions (use complete sentences) in
English (100 words): 1. What is the purpose of
the article? 2. ¿Why are you interested in the
topic? 3. What are the differences between your
country and the country your article mentions?
4. Write down three phrases/words that you had
never seen before; what do you think they
mean? Use context clues, visual clues, etc.
27 de enero
In class: En la Discoteca Moss
Homework for next time: Prepararte para el
Sondeo de escritura de presentación I y el
Sondeo de comunicación interpersonal I
29 de enero
In class: Presentational Writing Check I
/Interpersonal Communication Check I
Homework for next time: ¡En la discoteca!
Imagine that you are in a dance club and that
you meet someone for the first time. Write a
short dialogue (100 words) en español (include
fifteen (15) distinct phrases) about the encounter
(The first five (5) FDDs are off limits now).
Semana 4
1 de febrero
In class: En la Discoteca Moss
Homework for next time:
Watch VideoEle “las cosas que me gustan”
https://www.youtube.com/watch?v=_k8dTeGUb
3I at least two times. I strongly recommend that
you do not use the subtitles so that you can
begin to train your ear to how Spanish sounds.
This will also help you with the ILCs. Use
context clues, visual clues, etc. If you do decide
to use subtitles after you watch a couple of
times, use Spanish. Write down ten (10) phrases
(not words) that you hear. Don’t focus too much
on spelling; see if you can figure it out by
listening before you use the subtitles (if you use
them at all).
3 de febrero
In class: En la Discoteca Moss
Homework for next time: Prepararte para el
Sondeo de audición interpretativa I
5 de febrero
In class: Interpretive Listening Check I; En la
Discoteca Moss
Homework for next time: Habla ahora II (The
first five (5) FDDs are off limits now).
Semana 5
8 de febrero
In class: En el Mercado Moss
Homework for next time:
Watch VideoEle “En el mercado”
https://www.youtube.com/watch?v=etd0GwJJ0Y at least two times. I strongly
recommend that you do not use the subtitles so
that you can begin to train your ear to how
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Pittsburg State University, College of Arts and Sciences, Department of English and Modern Languages, Spring 2016
Spanish sounds. This will also help you with the
ILCs. Use context clues, visual clues, etc.
If you do decide to use subtitles after you watch
a couple of times, use Spanish. Write down ten
(10) phrases (not words) that you hear. Don’t
focus too much on spelling; see if you can figure
it out by listening before you use the subtitles (if
you use them at all).
10 de febrero
In class: En el Mercado Moss
Homework for next time:
Find an on-line article in Spanish (not an
encyclopedic entry; please do not use Wikipedia
for example) that discusses Farmers’
Markets/Stores from a Spanish-speaking country
of your choice (don’t try to understand every
word or translate!). Write the source of your
article at the top of the page, write about the
content, and answer the following questions (use
complete sentences) in English (100 words): 1.
What is the purpose of the article? 2. ¿Why are
you interested in the topic? 3. What are the
differences between your country and the
country your article mentions? 4. Write down
three phrases/words that you had never seen
before; what do you think they mean? Use
context clues, visual clues, etc.
12 de febrero
In class: En el Mercado Moss
Homework for next time: ¿Cuánto cuesta?
Imagine that you are a vendor at a local farmers’
market/mall and you want to sell your product.
Write a short dialogue (100 words) en español
(include fifteen distinct phrases) between you
and a potential customer (the first ten (10) FDDs
are off limits now).
Semana 6
15 de febrero
In class: En el Mercado Moss
Homework for next time:
Watch VideoEle “La ropa”
https://www.youtube.com/watch?v=0iEqsHexcI
w at least two times. I strongly recommend that
you do not use the subtitles so that you can
begin to train your ear to how Spanish sounds.
This will also help you with the ILCs. Use
context clues, visual clues, etc. If you do decide
to use subtitles after you watch a couple of
times, use Spanish. Write down ten (10) phrases
(not words) that you hear. Don’t focus too much
on spelling; see if you can figure it out by
listening before you use the subtitles (if you use
them at all).
17 de febrero
In class: En el Mercado Moss
Homework for next time: Prepararte para el
Sondeo de escritura de presentación II y el
Sondeo de comunicación interpersonal II
19 de febrero
In class: Presentational Writing Check II
/Interpersonal Communication Check II
Homework for next time: Habla ahora III (The
first ten (10) FDDs are off limits now).
Semana 7
22 de febrero
In class: En la Universidad Internacional de
Mosslandia
Homework for next time:
Watch VideoEle “¿Qué hora es?”
https://www.youtube.com/watch?v=ie1DzBrIdO
8 at least two times. I strongly recommend that
you do not use the subtitles so that you can
begin to train your ear to how Spanish sounds.
This will also help you with the ILCs. Use
context clues, visual clues, etc. If you do decide
to use subtitles after you watch a couple of
times, use Spanish. Write down ten (10) phrases
(not words) that you hear. Don’t focus too much
on spelling; see if you can figure it out by
listening before you use the subtitles (if you use
them at all).
24 de febrero
In class: En la Universidad Internacional de
Mosslandia
Homework for next time: Prepararte para el
Sondeo de audición interpretativa II
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Pittsburg State University, College of Arts and Sciences, Department of English and Modern Languages, Spring 2016
26 de febrero
In class: Interpretive Listening Check II
Homework for next time: Imagine that you
need to tell a fellow student about your class
schedule. Write a short dialogue (100 words) en
español (include fifteen distinct phrases)
between you and your colleague (the first ten
(10) FDDs are off limits now).
Semana 8
29 de febrero
In class: En la Universidad Internacional de
Mosslandia
Homework for next time:
Watch VideoEle “Voy al instituto”
https://www.youtube.com/watch?v=zr8MFR50
Kvg at least two times. I strongly recommend
that you do not use the subtitles so that you can
begin to train your ear to how Spanish sounds.
This will also help you with the ILCs. Use
context clues, visual clues, etc. If you do decide
to use subtitles after you watch a couple of
times, use Spanish. Write down ten (10) phrases
(not words) that you hear. Don’t focus too much
on spelling; see if you can figure it out by
listening before you use the subtitles (if you use
them at all).
2 de marzo
In class: En la Universidad Internacional de
Mosslandia
Homework for next time: Habla ahora IV (The
first ten (10) FDDs are off limits now).
4 de marzo
In class: En la Universidad Internacional de
Mosslandia; Repasar para la Evaluación I
Homework for next time: Estudiar para la
Evaluación lectoral, auditiva, escrita y cultural I
Semana 9
7 de marzo
In class: Interpretive Reading, Listening,
Writing, and Cultural Evaluation I
9 de marzo
No hay clase hoy.
Homework for next time: Habla ahora V (The
first five (5) FDDs are off limits now).
11 de marzo
No hay clase hoy.
Homework for next time: Habla ahora V (The
first five (5) FDDs are off limits now).
Semana 10
Semana de vacaciones de primavera
Semana 11
21 de marzo
In class: La familia Moss
Homework for next time:
Watch VideoEle “La familia del Rey”
https://www.youtube.com/watch?v=RRwG7Nd2
_E4&list=PL29747CBC28F65045&index=18 at
least two times. I strongly recommend that you
do not use the subtitles so that you can begin to
train your ear to how Spanish sounds. This will
also help you with the ILCs. Use context clues,
visual clues, etc. If you do decide to use subtitles
after you watch a couple of times, use Spanish.
Write down ten (10) phrases (not words) that
you hear. Don’t focus too much on spelling; see
if you can figure it out by listening before you
use the subtitles (if you use them at all).
23 de marzo
In class: La familia Moss
Homework for next time: Find an on-line
article in Spanish (not an encyclopedic entry;
please do not use Wikipedia for example) that
discusses Family life in a Spanish-speaking
country of your choice (don’t try to understand
every word or translate!). Write the source of
your article at the top of the page, write about
the content, and answer the following questions
(use complete sentences) in English (100
words): 1. What is the purpose of the article? 2.
¿Why are you interested in the topic? 3. What
are the differences between your country and the
country your article mentions? 4. Write down
three phrases/words that you had never seen
before; what do you think they mean? Use
context clues, visual clues, etc.
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Pittsburg State University, College of Arts and Sciences, Department of English and Modern Languages, Spring 2016
25 de marzo
In class: La familia Moss
Homework for next time: Imagine that you
need to tell a fellow student about your family.
Write a short dialogue (100 words) en español
(include fifteen (15) distinct phrases) between
you and your colleague (the first fifteen (15)
FDDs are off limits now).
Semana 12
28 de marzo
In class: La familia Moss
Homework for next time:
Watch VideoEle “Mi casa”
https://www.youtube.com/watch?v=Qs3kUMqR
vKY at least two times. I strongly recommend
that you do not use the subtitles so that you can
begin to train your ear to how Spanish sounds.
This will also help you with the ILCs. Use
context clues, visual clues, etc. If you do decide
to use subtitles after you watch a couple of
times, use Spanish. Write down ten (10) phrases
(not words) that you hear. Don’t focus too much
on spelling; see if you can figure it out by
listening before you use the subtitles (if you use
them at all).
30 de marzo
In class: La familia Moss
Homework for next time: Prepararte para el
Sondeo de escritura de presentación III y el
Sondeo de comunicación interpersonal III
1 de abril
In class: Presentational Writing Check III
/Interpersonal Communication Check III
Homework for next time: Habla ahora VI (The
first fifteen (15) FDDs are off limits now).
Semana 13
4 de abril
In class: En el centro de ocio Moss
Homework for next time:
Watch VideoEle “¡Buen fin de semana!”
https://www.youtube.com/watch?v=GZMne7IsT4 at least two times. I strongly recommend
that you do not use the subtitles so that you can
begin to train your ear to how Spanish sounds.
This will also help you with the ILCs. Use
context clues, visual clues, etc. If you do decide
to use subtitles after you watch a couple of
times, use Spanish. Write down ten (10) phrases
(not words) that you hear. Don’t focus too much
on spelling; see if you can figure it out by
listening before you use the subtitles (if you use
them at all)
6 de abril
In class: En el centro de ocio Moss
Homework for next time: Prepararte para el
Sondeo de audición interpretativa III
8 de abril
In class: Interpretive Listening Check III
Homework for next time: ¿Vamos al cine?
Imagine that you are discussing going to go to
the movies/a Gorilla football game/bowling with
an exchange student from a Spanish-speaking
country. Write a short dialogue (100 words) en
español (include fifteen (15) distinct phrases)
about what you want to do (the first fifteen (15)
FDDs are off limits now).
Semana 14
11 de abril
In class: En el centro de ocio Moss
Homework for next time:
Watch VideoEle “El tiempo libre”
https://www.youtube.com/watch?v=Y1MXr0Y
Yqrk at least two times. I strongly recommend
that you do not use the subtitles so that you can
begin to train your ear to how Spanish sounds.
This will also help you with the ILCs. Use
context clues, visual clues, etc. If you do decide
to use subtitles after you watch a couple of
times, use Spanish. Write down ten (10) phrases
(not words) that you hear. Don’t focus too much
on spelling; see if you can figure it out by
listening before you use the subtitles (if you use
them at all).
13 de abril
In class: En el centro de ocio Moss
10
Pittsburg State University, College of Arts and Sciences, Department of English and Modern Languages, Spring 2016
Homework for next time: Find an on-line
article in Spanish (not an encyclopedic entry;
please do not use Wikipedia for example) that
discusses free time activities in a Spanishspeaking country of your choice (don’t try to
understand every word or translate!). Write the
source of your article at the top of the page,
write about the content, and answer the
following questions (use complete sentences) in
English (100 words): 1. What is the purpose of
the article? 2. ¿Why are you interested in the
topic? 3. What are the differences between your
country and the country your article mentions?
4. Write down three phrases/words that you had
never seen before; what do you think they
mean? Use context clues, visual clues, etc.
every word or translate!). Write the source of
your article at the top of the page, write about
the content, and answer the following questions
(use complete sentences) in English (100
words): 1. What is the purpose of the article? 2.
¿Why are you interested in the topic? 3. What
are the differences between your country and the
country your article mentions? 4. Write down
three phrases/words that you had never seen
before; what do you think they mean? Use
context clues, visual clues, etc.
15 de abril
In class: En el centro de ocio Moss
Homework for next time: Habla ahora VII (the
first fifteen (15) FDDs are off limits now).
22 de abril
In class: En la oficina del Doctor Moss
Homework for next time: ¡Ay, Doctor!
Imagine that you are discussing your concerns
with your doctor in a Spanish-speaking country.
Write a short dialogue (100 words) en español
(include fifteen (15) distinct phrases) about the
encounter (the first twenty (20) FDDs are off
limits now).
Semana 15
18 de abril
In class: En la oficina del Doctor Moss:
Homework for next time:
Watch VideoEle “el cuerpo”
https://www.youtube.com/watch?v=Gw5LFm01
Q2o at least two times. I strongly recommend
that you do not use the subtitles so that you can
begin to train your ear to how Spanish sounds.
This will also help you with the ILCs. Use
context clues, visual clues, etc. If you do decide
to use subtitles after you watch a couple of
times, use Spanish. Write down ten (10) phrases
(not words) that you hear. Don’t focus too much
on spelling; see if you can figure it out by
listening before you use the subtitles (if you use
them at all).
Semana 16
25 de abril
In class: En la oficina del Doctor Moss
Homework for next time:
Watch VideoEle “Hacer deporte”
https://www.youtube.com/watch?v=CFiLmU4a
O4E at least two times. I strongly recommend
that you do not use the subtitles so that you can
begin to train your ear to how Spanish sounds.
This will also help you with the ILCs. Use
context clues, visual clues, etc. If you do decide
to use subtitles after you watch a couple of
times, use Spanish. Write down ten (10) phrases
(not words) that you hear. Don’t focus too much
on spelling; see if you can figure it out by
listening before you use the subtitles (if you use
them at all).
20 de abril
In class: En la oficina del Doctor Moss
Homework for next time: Find an on-line
article in Spanish (not an encyclopedic entry;
please do not use Wikipedia for example) that
discusses health care in a Spanish-speaking
country of your choice (don’t try to understand
27 de abril
In class: En la oficina del Doctor Moss
Homework for next time: Habla ahora VIII
(the first twenty (20) FDDs are off limits now).
29 de abril
11
Pittsburg State University, College of Arts and Sciences, Department of English and Modern Languages, Spring 2016
In class: Repaso para la Evaluación lectoral,
auditiva, escrita y cultural II
Homework for next time: Estudiar para la
Evaluación lectoral, auditiva, escrita y cultural II
Semana de exámenes finales (del 2 al 6 de
mayo)
Interpretive Reading, Listening, Writing, and
Cultural Evaluation II: el 6 de mayo (el
viernes) a las 9:00 a.m.
12