Dr. Kevin Anzzolin
OFFICE: SUL 303 A
HRS: M/F By appt; T/R 1:00-2:15
Email: [email protected]
Skype or Collaborate: kmanzzol
SPAN 102 T/R 1:00-2:15 SUL 307
SPRING 2016
Beginning Spanish II
I. Course Description and Objectives: Spanish 102 is the second part of Beginning Spanish, a communication-oriented course, in which
emphasis is divided among the four basic language skills: listening comprehension, speaking,
reading, and writing. It builds upon the knowledge and skills acquired in SP 101.
The format of this class is based on the premise that the best way to learn a foreign language is
through repeated, meaningful exposure to the language as well as for opportunities to interact with
others, even at the beginning levels. In this course special emphasis is placed on developing oral
and written proficiency in Spanish. Consequently, Spanish will be the language used for
communication and instruction. In this course students will learn the basic structures of the
language and will practice vocabulary related to their needs, wishes, well being, pastimes or student
1
"El español es
demasiado
importante para
dejarlo en
manos de los
españoles".
— Guillermo Cabrera
Infante
life. By the end of the semester students will be able to communicate in Spanish on a basic level
about these topics, using both present and past tenses. Since it is a basic tenet in this class that
culture is inseparable from a language and the people who speak it, readings and class activities will
provide students with an opportunity to expand their knowledge of the culture, history, and daily
lives of the Spanish-speaking peoples of the world.
II. Required Texts: Dorwick, et al. Puntos de Partida. McGraw Hill. (9th Edition). Text and Workbook Manual. (To complete the listening activities, follow the on-line link http://highered.mcgraw-hill.com/sites/0073385417/student_view0/textbook_audio.html
Then select the appropriate chapter from your upper left menu, and then click on the
“Laboratory Audio Program” link)
III. Grade Components: Participation/Attendance…………………………….……..………. 10% Blog posts (6) and Blog Post Comments (6)..……………..….……10%
Workbooks/Lab Manual and homework assignments……..
15%
*Boletín informativo …………………………………….……..
15%
Exams (3)………………………………………………………..
45%
Visits to Spanish Clinic (2)……………………………………….
5%
In order to achieve a grade of "A" in this course, the student must always come prepared to
class. An "A" goes to the student who participates fully in class discussions and activities,
makes exceptional progress in oral and written work, works hard to develop keen listening skills,
turns in all assignments carefully prepared, and performs well alone and with others during
group activities. Finally, s/he always speaks Spanish in class and when making errors, s/he
works to rectify them. The "B" student may perform overall at a superior level but may fall short
in one or two of the above categories. The "C" and "D" students in a few more. It is strongly
recommended that for every hour of class students spend approximately 2 hours outside class
studying, reviewing, and preparing the material. Please, be aware that late homework/assignments will not be accepted. No exceptions. 2
* Boletín informativo : “News Bulletins” will take place on the days indicated on the syllabus. As individuals, students
will prepare a 4-5 min. slide show, voice-over presentation about their person life, their personal
history, their family, an event they attended, etc. The presentation must be all in Spanish and should include images procured from one’s
personal life and/or the Internet. Presentations will be timed by the professor, and a grading
rubric will be provided beforehand via Blackboard, so that students can accomplish the project
to the best of their ability. Generally speaking, try to keep the content interesting and your
pronunciation good. Selected content from “News Bulletins” will be included in the exams.
Here, you will find a very clear explanation as to what type of presentation you should have in
mind.
https://www.youtube.com/watch?v=3uk4CU7uobM
Alternatively, if you would like to create an iMovie ‘telecast’-type presentation, you may do so. Dates for the “Boletín informativo” will be established during the first week of classes.
On the day of presentations, students should sent the link to the instructor via email or
GoogleDrive. IV. Policies and Procedures: 1) ATTENDANCE: Attendance is mandatory and absences will negatively affect your grade.
In order to account for sudden emergencies and/or illnesses, students can have TWO (2)
absences (excused or unexcused) with no negative effect on their final grade --except for
participation points and assignments missed on that day. Students with 3 or more absences
will lose 5 points from their final grade for each additional absence after the first one. **Any
student with more than 3 absences will fail the course**. If you wish to know at any given
point how many absences your have in this class, please feel free to make and appointment
with me and stop by my office.
2) PARTICIPATION: Excellent attendance and active participation are crucial to completing
this course successfully. It is impossible to receive an A without active class participation
(coming prepared, volunteering information, making and answering questions, showing a
positive attitude). Participation will be evaluated on a daily basis according to the following
scale. In case of absence, please, be aware no make-up for participation points is possible.
3 points
• Excellent and enthusiastic participation. Student was fully prepared; spoke only in
Spanish, was actively engaged in class discussions and frequently contributed to
those with original comments; student shared ideas with the class, was helpful to
others. Student readily proffers responses after raising hand and being called on at least 3
times during the course of a class period. 2 points: • Acceptable participation. Student arrived on time, was fully prepared; voluntarily
participated in discussions only on occasion; was not disruptive/disrespectful to
others.
Student willing to speak only after being cajoled. Less than 3 responses during a class period.
1 point:
3
•
Average or Poor participation; does not meet expectations for this level. Arrived
less than 10 minutes late. Student was not prepared for the discussion; student
participated only when asked to do so; did not participate for the most part, did
not pay attention, and/or used class time for other non-related issues. Displayed
inappropriate behavior.
Student is present but unwilling to speak even after being called upon, or chooses
to speak in English. No responses during a class period.
0 points:
• Absent, more than 10 minutes late/leaving early, asked to leave, or using cell
phone, laptop, or other electronic device without previously granted permission.
Student is absent. Absent or late arrival/early departure.
3) Blog posts: http://span102-wsu-spring2016.blogspot.com/
Before some class periods, you will be asked to write a short blog post on our class blog. Before
other class periods, you will be asked to write a “Comment” on someone else’s blog post. These
should be serious, fun, and grammatically correct. It gives you the opportunity not just to write
but also, to get to know your classmates. It is worth a decent percentage of your final grade and
should be taken seriously. The dates for blogposts are listed on calendar below. A rubric is
provided on Blackboard.
4) WORKBOOK: On exam days students will hand in workbook assignments, completed and
corrected in a different color ink. All activities must be completed and corrected in order to
receive credit. For listening activities, please, write your answers in the book, so I see you
covered them. It is recommended that you do not wait until the last minute to complete these
activities, but work on them on a daily basis. Please feel free to write any questions that you may
have while doing the exercises in the margins in a different color ink, and come to my office
hours before the exam for clarification. Please, note that late work will not be accepted. 5) ACADEMIC HONESTY: Students should refer to the WSU Academic Honesty Policy. It
can be accessed at:
http://worcester.edu/Academics/Shared%20Documents/AcademicHonesty.aspx
In brief, individuals are expected to do their own work and to maintain the highest standards of
honesty and integrity in all aspects of their academic careers. Students who engage in any act of
academic dishonesty will fail the course. If you have any questions or doubts about academic
honesty and/or plagiarism, please refer to the above link or feel free to contact me. Student Responsibilities:
•
•
•
•
•
•
Read carefully this syllabus and fully understand all the course policies and information.
Always check your syllabus and study in advance the topic assigned for that day.
Ask questions when you do not understand. This applies to the material covered in
class, and to assignments instructions and/or expectations. If there are no questions I
will assume that everything is clear and information has been processed. In case of absences (and since students are responsible for the material covered/
assigned in class), find out what you missed. It is recommended that you exchange your
WSU e-mail address and/or phone number with at least two other classmates. Check your WSU e-mail accounts and access Blackboard on a regular basis. It is
assumed that all students will use their WSU accounts to communicate with their
professors. You are ultimately responsible for your work, performance and grade. **Zero Tolerance**
Do not engage in any act of academic dishonesty. All work must be your
own. 4
I am personally disturbed by acts of academic dishonesty and I consider such acts as incredibly
disrespectful to your peers, to WSU, and to me. Do not use cell phone and do not text during class (that includes leaving the
classroom to use your phone). It is disrespectful and not an acceptable behavior at this
academic level. 6) SPANISH TUTORING: Should you need help with Spanish during the semester, the Spanish Clinic
(Sullivan 302) is available for you:
Monday 8:00-2:00; Tuesday 8:00-2:00; Wednesday 8:00-2:00; Thursday 8:00-2:00;
Friday 8:00-12:00
Furthermore, each student will be expected to visit the Spanish Clinic twice during the
course of the semester: Once before exam 2 and once before exam 3. 7.) Grading Scale
A 95-100 B+ 87-89 C+ 77-79 D+ 67-69 A- 90-94 B 84-86 C 74-76 D 60-66 B- 80-83 C- 70-73 F 0-59
8.) Extra Credit and Cultural Awareness
During the quarter there will be two events that can be attended for the purpose of extra credit.
Attendance at these events will garner you one extra credit point applied to your final grade. - “El Camino de Santiago”, by Dr. Barbara Zang. Wed, March 9th 2:30-4:00; location TBA
- “Spanish Theater Workshop” by Diana de Paco Serrano, Tuesday, April 5th, 2:30pm; location
TBA
5
Fecha
Día
Tarea: (must
be completed
before class)
Activities (in
class
activities)
Workbook: (to
practice after
class)
Semana 1:
19 de ene.
martes
Cap. 9
General review
Cap. 9
Temas:
Presentaciones, el
prontuario, los
primeros 8 capítulos
Cap. 9
Semana 1:
21 de ene.
jueves
Cap. 9
Review pp. 264-270
Cap. 9
Temas: Los días
festivos, El pretérito
irregular, los estados
afectivos
Cap. 9
p. 267: A, B
p. 268: D
p. 269: A
p. 270: B, C
Semana 2:
26 de ene.
martes
Cap. 9
Review: pp. 271-274
Cap. 9
Temas: El pasado,
verbos que cambian
en el pasado
Cap. 9
p. 272: A
p. 273: B, C
p. 274: D, A, B
Boletín 1
Semana 2:
28 de ene.
jueves
Cap. 9
Review pp. 275-278
Blog Post 1: ¿Qué
hiciste para la
Navidad? ¿Cómo
pasaste la
Nochevieja? 10
líneas.
Semana 3:
2 de feb.
martes
Cap. 9
Review: pp. 279-291
Cap. 9
Cap. 9
Temas: El pasado,
los verbos de cambio
radical
p. 277: A, B, C
p. 278: A, B
Cap. 9
Temas: Repetición,
Cuba, Los
propósitos del año
nuevo
Cap. 9
Boletín 2
p. 281: A, B, C, A
6
Semana 3:
4 de feb.
jueves
Cap. 10
Review: pp. 292-297
Blog Post Rx 1:
Respond to 2 posts
with 4 sentences
Cap. 10
Cap. 10
Temas: El tiempo
libre, Puerto Rico,
Los pasatiempos, los
quehaceres
p. 295: A, B
p. 297: A, B, C
Semana 4:
9 de feb.
martes
Cap. 10
Review: pp. 299-302
Cap. 10
Temas: Los
indígenas taínos
Cap. 10
p. 302: A, B, C
Boletín 3
Semana 4:
11 de feb.
jueves
Cap. 10
Review: pp. 303-307
Blog Post 2: ¿Cómo
eras de niño/a?
¿Qué hacías? ¿Qué
estudiabas, etc? 10
líneas
Semana 5:
16 de feb.
martes
Cap. 10
Review: pp. 308-319
Blog Post Rx 2:
Respond to 2 posts
with 4 sentences
Review: pp. 335-349
Cap. 10
Temas: Un
restaurante de
Connecticut, El
número uno
Cap. 10
p. 306: A, B
p. 307: Paso 2
Cap. 10
Temas: Los
superlativos,
intercabmios
Cap. 10
p. 308: A
p. 309: B,
Intercambios
Boletín 4
Semana 5:
18 de feb.
jueves
Workbook Due:
Cap. 9-10
Examen 1:
Cap. 9-10
BUENA SUERTE
Semana 6:
23 de feb.
martes
Cap. 11
pp. 320-325
Cap. 11
Temas: La salud,
Venezuela, La salud,
el consultorio
Cap. 11
p. 323: A, B, C
p. 325: A, B
7
Semana 6:
25 de feb.
jueves
Cap. 11
Review: pp. 326-332
Blog Post 3:
¿Dónde vivías
cuando eras niño/a?
¿Cómo era tu barrio?
¿Con quiénes
pasabas tiempo? 10
líneas.
Semana 7:
1 de mar.
martes
Cap. 11
Review: pp. 333-339
Cap. 11
Temas: El imperfecto
y el pretérito
Cap. 11
p. 328-329
p. 330: A
p. 331: B
p. 332: C, D
Cap. 11
Temas: Estar
enfermo, los
pronombres relativos
Cap. 11
p. 337: A, B
p. 339: A, B
p. 340: A, Paso 2
Boletín 6
Semana 7:
3 de mar.
jueves
Cap. 11
Review: pp. 340-349
Blog Post Rx 3:
Respond to 2 posts
with 4 sentences
Semana 8:
8 de mar.
martes
Cap. 12
Review: pp. 350-355
Cap. 12
Temas: Caperucita
Roja, Venezuela
Cap. 12
p. 341 B
p. 344
Cap. 12
Temas: Conectados,
Colombia, la ciudad
Cap. 12
p. 353: A, B, C
p. 355: A, B, C, D
8
Semana 8:
10 de mar.
jueves
Cap. 13
Review: pp. 356-361
Cap. 13
Temas: Influencing
others, la niñez
Cap. 13
p. 360: A, B
p. 361: A, B
Semana 9:
15 de mar.
martes
Cap. 13
Review: pp. 362-367
Cap. 13
Temas: Buscar un
apartamento,
Subjuntivo, Simple
vs. complex
Cap. 13
p. 366: A, B
Semana 9:
17 de mar.
jueves
Cap. 13
Review: pp. 368-381
Blog Post 4: ¿Qué
quieres que pase
este año? ¿Cuáles
son tus esperanzas
para tus padres, tus
amigos, etc.? Usa el
subjuntivo 10 líneas.
Cap. 13
Temas: Deseos y
peticiones, Colombia
p. 369: A
p. 370: B, C, A
p. 372: A, B
Semana 10:
22 de mar.
martes
Vacaciones de
primavera
Semana 10:
24 de mar.
jueves
Vacaciones de
primavera
Semana 11:
29 de mar.
martes
Día de repaso
Cap. 14
Temas:
Blog Post Rx 4:
Respond to 2 posts
with 4 sentences
each
REPASO PARA EL
EXAMEN
WorkBook Due:
Cap. 11-12
Examen II:
Cap. 11-12
Semana 11:
31 de mar.
jueves
Cap. 14
Boletín 8
Cap. 14
Buena Suerte
9
Semana 12:
5 de abr.
martes
Cap. 13
Review: pp. 382-388
Cap. 13
Temas: El arte y la
cultura, Ecuador,
Bolivia
Cap. 13
p. 387: D
Boletín 10
Semana 12:
7 de abr.
jueves
Cap. 13
Review: pp. 389-396
Cap. 13
Temas: Emociones
con el subjuntivo
Cap. 13
p. 391: A, B
p. 392: C, A
p. 393: B, C, D
p. 396: A, B
Semana 13:
12 de abr.
martes
Cap. 13
Review: pp. 397-411
Blog Post 5: ¿Cómo
es tu rutina diaria?
¿Qué quieres que
cambie en tu vida?
Usa el subjuntivo. 10
líneas.
Semana 13:
14 de abr.
jueves
Cap. 14
Review: pp. 412-417
Cap. 13
Temas: Dudas,
negación con el
subjuntivo
Cap. 13
p. 398: B
p. 400: A
p. 401: B
Boletín 11
Cap. 14
Temas: Las
presiones de la vida
moderna, El Perú
Cap. 14
p. 415: A, B
p. 416: C, D
p. 418: B
p. 419: C, D
Semana 14:
19 de abr.
martes
Cap. 14
Review: pp. 418-422
Blog Post Rx 5:
Respond to 2 posts
with 4 sentences.
Cap. 14
Temas: Los
adjetivos, los incas
Cap. 14
p. 419: C, D
p. 421: A, B
Boletín 12
10
Semana 14:
21 de abr.
jueves
Cap. 14
Review: pp. 423-441
Blog Post 6: Dinos
5 aspectos positivos
de tu vida y 5
aspectos negativos.
Cap. 14
Temas: Un día fatal,
se accidental, por y
para
p. 425: A, B, C
p. 426: A, B, C
p. 431: D, A, B
Boletín 12
Semana 15:
26 de abr.
martes
Repaso
Blog Post Rx 6:
Respond to 2 posts
with 4 sentences
using subjunctive
triggers from 398
and 393
Repaso
Semana 15:
28 de abr.
jueves
Workbook Due:
Cap. 13-14
Examen 3:
Cap. 13-14
Repaso
BUENA SUERTE
11