SPA 201
Intermediate Spanish I
Course Package
Approved
February 12, 2010
COURSE PACKAGE FORM
Contact Person (s)
Todd Miller – BHC – 928-758-3926 ext. 4602
Date of proposal to Curriculum Sub-committee:
February 2010
Purpose:
___New
If this is a change, what is being changed?
(Check ALL that apply)
___ Update Prefix
___ Title
__x_ Learning Units
_x__ Competencies
___ Format Change
Effective Semester/Year
Fall 20______
_X_Change
Spring 2010__x__
__ Delete
__ Course Description
__ Course Number
_x_ Textbook
__ Credits
_x_ Prerequisite
Summer 20_____
COURSE INFORMATION
Prefix & Number:
Title: Spanish 201 - Intermediate Spanish 1
SPA 201
Catalog Course Description: Reviews, consolidates and increases the basic skills learned
in SPA 101 and 102. Emphasis on reading, speaking, listening comprehension,
composition and culture. Continued development of communicative competence.
Credit Hours: 4.0
Lecture Hours: 4.0
Lab Hours: 1.0
Prerequisite(s)
Successful completion “C or higher” of SPA 102.
Enrollment or completion of ENG 101 or higher
Co-requisite(s)
Does this course need a separately scheduled lab component? __x__Yes
Does this course require additional fees? If so, please explain. ____Yes
____No
_x___No
Is there a similar course in the course bank? ___Yes (Please identify.) ___No
Articulation: Is this course or an equivalent
offered at other two and four-year
universities in Arizona?
___No
_x__Yes (Identify the college, subject,
prefix, number and title: NAU, U of A, ASU,
titled SPA 201 as well.
Writing Across the Curriculum Rationale:
Mohave Community College firmly supports the idea that writing can be used to improve
education; students who write in their respective content areas will learn more and retain
what they learn better than those who don’t. Courses in the core curriculum have been
identified as “Writing Across the Curriculum” courses.
Minimum standards for the Writing Across the Curriculum component are:
1. The writing assignments should total 1500 – 2000 words.
For example, a single report which is 1500 words in length
OR
a series of essay questions and short papers (example: four 375-word
assignments) which total 1500 words could meet the requirement.
2. The writing component will represent at least 10% of a student’s final grade in
the course.
Is this course identified as a Writing Across the Curriculum course? _x___Yes ____No
(See addendum for writing rubrics)
Intended Course Outcomes/Goals
By the end of the semester, students will be able to:
1. Primary goal: To communicate in Spanish (given a sympathetic audience) at an
intermediate survival level of proficiency as defined by the American Council on the
Teaching of Foreign Language (ACTFL) and, in compliance with the basic
communication competencies set for Spanish 201 by the Arizona Languages
Articulation Task Force (LATF) and NAU, ASU and U of A.
2. Demonstrate comprehension of the gist and numerous details of written…
 descriptions of objects, places, people, and events.
 passages expressing feelings, opinions, emotional reactions, volition, doubt,
and contingent situations.
 narrations of a series of events using the past tenses.
 authentic passages that are somewhat contextualized and that relate to topics
containing subjective information and/or to current events.
3. Using an appropriate amount of creativity, improvisation, and elaboration…
 describe objects, places, people, and events on
 topics containing subjective information.
 express feelings, opinions, emotional reactions and contingent situations.
 narrate a series of events using the past, present or future time frames.
 employ the writing process (e.g., organizing thoughts, composing, revising,
proofreading).
4.
Using a moderate amount of creativity, improvisation, and elaboration …
 describe objects, places, people, and events.
 express feelings, opinions, emotional reactions, and contingent situations.
 narrate a series of events using the past, present or future time frames.

spontaneity using present and past tenses.
give instructions or commands.
5. From a speaker who uses natural pace and articulation, aurally comprehend the
gist and some details of …
 descriptions of objects, places, people, and events on topics containing
subjective information.
 beliefs, feelings, opinions, emotional reactions, and situations involving volition,
doubt, or contingencies.
 narrations of a series of events using the past tenses.
6. Describe and exhibit initial understanding of cultural norms, values, beliefs, and
regional variations within areas where the target language is spoken/used.
Course Competencies and Objectives
By the end of the semester, students will be able to:
Competency 1 Students will recognize and utilize the subjunctive verb form
Objective 1.1 Explain rules/conjugations for regular verbs
Objective 1.2 Explain rules/conjugations for irregular verbs
Objective 1.3 Explain rules/conjugations for stem-changing verbs
Objective 1.4 Use the subjunctive to express emotion, uncertainty, doubt, influence others.
Competency 2 Students will recognize and utilize the past participle as an adjective to describe
Objective 2.1 Explain creation rules of the past participle for regular verbs
Objective 2.2 Explain creation rules of the past participle for irregular verbs
Objective 2.3 Use past participle with estar to describe results of a previous action
Competency 3 Students will recognize and utilize the present perfect indicative
Objective 3.1 Explain rules/conjugations for present perfect indicative for regular verbs
Objective 3.2 Explain rules/conjugations for present perfect indicative for irregular verbs
Objective 3.3 Use the present perfect indicative
Competency 4 Students will recognize and utilize the present perfect subjunctive
Objective 4.1 Explain rules/conjugations for present perfect subjunctive for regular verbs
Objective 4.2 Explain rules/conjugations for present perfect subjunctive for irregular verbs
Objective 4.3 Use the present perfect subjunctive
Competency 5 Students will recognize and utilize the subjunctive after non-existent/indefinite
antecedents
Objective 5.1 Use subjunctive after conjunctions of contingency and purpose
Objective 5.2 Explain the rules of the relationship of contingency (x will happen if y does)
Competency 6 Students will recognize and utilize future verb forms to express conjecture
Objective 6.1 Explain rules/conjugations for regular verbs in the future
Objective 6.2 Explain rules/conjugations for irregular verbs in the future
Objective 6.3 Express future or pending actions differentiating between subjunctive and
indicative after conjunctions of time
Competency 7 Students will recognize and utilize verbs in the past subjunctive
Objective 7.1 Explain rules/conjugations for regular verbs in the past subjunctive
Objective 7.2 Explain rules/conjugations for irregular verbs in the past subjunctive from
preterite form
Competency 8 Students will recognize and utilize stressed possessive adjectives
Objective 8.1 Explain rules for the creation/usage of stressed possessive adjectives
Objective 8.2 Use stressed possessive adjectives appropriately
Competency 9 Students will recognize and utilize verbs in the conditional form (would..)
Objective 9.1 Explain rules/conjugations for regular verbs in the conditional
Objective 9.2 Explain rules/conjugations for irregular verbs in the conditional
Objective 9.3 Utilize the conditional when appropriate to express “would” sentences
Competency 10 Students will recognize and utilize hypothetical clauses/What if? sentences
Objective 10.1 Explain rules/usage of various verb tenses of varying hypothetical clauses
Objective 10.2 Utilize the present indicative, future, conditional and imperfect indicative form
depending on the type of “What if?” clause.
Teacher’s Guide
Course Textbook, Materials and Equipment
Textbook(s)
Software/
Equipment
Title
Author(s)
Publisher
ISBN
Puntos de Partida, 8th Edition
Marty Knorre, Thalia Dorwick, Ana Maria Perez
McGraw-Hill
978-007-353442-0
Title
Puntos de Partida, 8th Edition
Author(s)
Marty Knorre, Thalia Dorwick, Ana Maria Perez
Publisher
McGraw-Hill
ISBN
978-0-07-332558-3 (Workbook), 978-0-07-3325550-7 (Lab Book)
Access to McGraw-Hill Laboratory activities online, The New World
Spanish/English-English/Spanish Dictionary ISBN# 0-451-18168-9
Course Assessments
Description of Possible Course Assessments
(Essays, multiple choice, etc.)
Exams standardized for this course?
__ Midterm
_x_ Final
__ Other (Please specify):
Where can faculty members locate or access
the required standardized exams for this
course?
Are exams required by the department?
_x__Yes ___No
If Yes, please specify: Chapter Exams provided
in Testing Program Book of Puntos de Partida
(All Division Chairs have copies)
(see above) or Todd Miller, BHC, ext. 4602
Learning Units
Learning Unit Topic 1: Chapter 13 El arte y la cultura (Art and Culture)
Competency: 1
Objectives: 1.1, 1.2, 1.3, 1.4
Activities/ Assignments: Journals, Worksheets, Quizzes
Laboratory Activities: Chapter 13 Lab Book
Learning Unit Topic 2: Chapter 14 La Naturaleza y El Medio Ambiente (Nature and the Environment)
Competency: 2,3, 4
Laboratory Activities: Chapter 14 Lab Book
Learning Unit Topic 3: Chapter 15 La Vida Social y La Vida Afectiva (Social and Emotional Life)
Competency: 5
Objectives: 5.1, 5.2
Activities/ Assignments: Journals, Worksheets, Quizzes
Laboratory Activities: Chapter 15 Lab Book
Learning Unit Topic 4: Chapter 16 Trabajar para vivir o vivir para trabajar? (Work to live or live to
work?)
Competency: 6
Objectives: 6.1, 6.2, 6.3
Activities/ Assignments: Journals, Worksheets, Quizzes
Laboratory Activities: Chapter 16 Lab Book
Learning Unit Topic 5: Chapter 17 En la actualidad (Actually…)
Competency: 7, 8
Objectives: 7.1, 7.2, 7.3, 8.1, 8.2
Activities/ Assignments: Journals, Worksheets, Quizzes
Laboratory Activities: Chapter 17 Lab Book
Learning Unit Topic 6: Chapter 18 En el extranjero (Abroad)
Competency: 9, 10
Objectives: 9.1, 9.2, 9.3, 10.1, 10.2
Activities/ Assignments: Journals, Worksheets, Quizzes
Laboratory Activities: Chapter 18 Lab Book