Pittsburg State University
College of Arts and Sciences
Department of English and Modern Languages
Course Number(s) and Title: MLL158-03 Spanish Language & Culture II: 1:00 p.m. Grubbs 103
Department: English and Modern Languages and Literatures
Pre-requisite: MLL 154 or 1-2 years high school Spanish (retro-credits program)
Co-requisite: None
Course Delivery Method: Face-to-face (not online, not hybrid, except for online homework and some online tests)
Horas del Profesor:
Lunes
Martes
Miércoles
Jueves
Viernes
10:00 154-02
10:00 154-02
10:00 154-02
Grubbs 103
Grubbs 103
Grubbs 103
Oficina
Oficina
11:00 154-03
9:00-12:00
11:00 154-03
9:00-12:00
11:00 154-03
Grubbs 102
1:00-3:00
Grubbs 102
1:00-3:00
Grubbs 102
1:00 158-03
Grubbs 103
1:00 158-03
Grubbs 103
1:00 158-03
Grubbs 103
2:00 251-01
2:00 251-01
2:00 251-01
Grubbs 103
Grubbs 103
Grubbs 103
Faculty Member
Monte S. McFerron
Instructor of Spanish, B.S. Ed. Spanish, M.A. TESOL (English as a Second Language)
Oficina: 404 Grubbs Hall
Celular: 417-455-6327 (antes de las ocho por favor)
E-mail: [email protected]
English and Modern Languages Administrative Assistant: Kathy Dyer: 235-4709
Course overview and introduction:
1.1 Where to get started:
This course is a face-to-face course that utilizes online components (MySpanishLab-“MSL”) as well as a
textbook. The textbook in the bookstore (ISBN#9781269811439) is a custom book for MLL 158 (this course
number). It is titled Pearson Custom Library SPANISH MLL 158 Spanish II. New it comes with access to the
online component of MySpanishLab (MSL). If you purchase a used book, you will need to purchase online
access to MSL at www.myspanishlab.com, use your credit card, choose the text Arriba with the green cover and
the two Monarch butterflies and use this course ID number: CRSKLY4-445894 after entering your email and
access code.
To register for MSL with a credit card or your new textbook:
1. Go to www.mylanguagelabs.com.
2. Under the large Register section on the right side of the page, and click the Student button.
3. Read the onscreen instructions and click OK! Register now.
4. Next, choose one of the following: Yes, I have an access code, or No, I need to buy access. Either way,
you’ll be asked to Accept the License Agreement before moving on.
5. After this, when asked if you have a Pearson Education Account, either select No, to Create a new Pearson
username/password, or, if you’ve already registered for another Pearson product (i.e. MyMathLab),
select Yes and enter that username/password. If you have an Access Code, enter it on the bottom of the page.
6. On the next page, fill out the appropriate information fields then click Next. If you entered an Access Code,
you will be brought to a page from which you can access your product. If not, enter your payment
information so that you can Purchase Access, after which you’ll be granted access.
7. You are now registered! Go to www.mylanguagelabs.com and click the Sign In button.
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Pittsburg State University
College of Arts and Sciences
Department of English and Modern Languages
8. To enroll in your course sign in to your account, click “Enroll in a Course”, and then enter your Course ID
EXACTLY your instructor provided.
9. What if you have NO $ until financial aid comes through? Two week temporary access is available. A link
with specific instructions will be posted on the announcement page of your CANVAS course.
You do have the option of only purchasing the e-Text and saving some money by following the steps above and
skipping the trip to the bookstore.
In CANVAS, under the files tab, you can find out how to type special characters and accents, all the PowerPoint
slides for each grammar topic, and suggestions for study.
The ML Program has Language Tutors available for students at any level needing extra help during the
semester. Before signing up to meet with the appropriate language tutor, students MUST speak to their
teacher and receive recommendation from their teacher to sign up (in Kathy’s office). Inform students they
are limited to a maximum of 1 hour / week for individual tutorial. If a student were to need more frequent
tutorial sessions, his/her teacher needs to be informed and discuss the problem with both student and tutor.
The Fall 2016 Spanish Conversation Table will be held on Thursdays from 12:00 p.m. to 1:00 p.m. at Gorilla
Crossing. We will begin the second Thursday of classes and will continue every Thursday until but not including dead
week. Bring Essential Questions on notecards from Quizlet.com (user: mmcferron; password: Frog) and download the
app for free. Bring them to practice for your Communication Checks and practice with other students.
1.2 Purpose and structure of the course:
A continuation of Spanish I with activities designed to develop listening, speaking, reading, and writing. Emphasis
will be on oral proficiency. Additional activities, including online videos in each chapter, are intended to develop an
appreciation of Hispanic culture and an awareness of the geography of the Hispanic world. This course is not a
lecture course. You are expected to mimic, process, and produce language. Making mistakes are a part of the
learning process, so don’t be afraid to take risks. Grammar tutorials are available online in MySpanishLab in
English and Spanish. Since they are available there in English, English is discouraged in class unless absolutely
necessary. It is the goal of this course for you to leave it speaking at the novice to novice-mid level. A summary of
all the Club Cultura Videos provided to the instructor by the student at the end of the semester is worth 7% extra
credit. Details are mentioned later.
1.3 Expectations:
A. Code switching (back and forth from English and Spanish) has been shown to be counterproductive to language
learning. Reviewing what you have learned (in simple conversations) at the beginning of class is expected (if you
don’t use it, you lose it). Modifying your conversations with new words or combinations of words to communicate
new things is the goal.
B. Do not set up your chair facing the back of the room.
C. Pronunciation is important. You are not expected to speak like a native, but you pronunciation should not affect
comprehensibility so much as to change the meaning of what you are saying or make it incomprehensible. So,
reviewing the pronunciation activities regularly is important.
D. Respect the academic environment. Every student has the right to learn. The professor has the right to guide the
practice. Anyone that interferes by distracting other students by excessively socializing in English or disrupting
instruction will be asked to leave.
1.4 Policies:
A. Academic honesty policy: Click here.
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Pittsburg State University
College of Arts and Sciences
Department of English and Modern Languages
B. Dictionary use: Every semester students use Google Translate or some other online dictionary and many times
they use an incorrect word: such as smelting iron for smelling/sniffing or broken automobile springs for Spring Break
Vacation. Looking up words all the time in a dictionary also indicates that you haven’t memorized the current
vocabulary. Use of a dictionary should be limited to writing papers only and to looking up only 5 words per paper.
Underline or highlight the words you looked up. Otherwise rely on the Spanish you are learning in the text since in
builds on itself from chapter to chapter. In Spanish I, it is best to use the text and the Spanish you know…master what
is in front of you and learn how to manipulate and communicate with the basics. Dictionaries are not always
available and you will not always have access to the internet. One-word translations without examples of usage are
usually questionable. The three best online dictionaries are, in my opinion and in this order: www.rae.es (SpanishSpanish), www.spanishdict.com, and www.linguee.com
1.5 Technology requirements:
A. When accessing MySpanishLab, click on the red stop sign after you click on the course to tune up your web
browser and make sure you have the latest version of Flash and are using a compatible web browser. You should see
a page that looks like this:
The Voice Recording Tool and the LiveChat Video Tool will not be used in this course. The Pop-ups blocker must
be turned off for many of your activities to function when doing homework or reviewing the text online. If you click
on something and it doesn’t open, click on the “X” in the navigation bar at the top right-hand corner of the browser
next to the star button to see if the pop up blocker is active. If it is, an “X” will appear with a message stating that the
pop up is blocked. Click on it and allow pop ups from this site.
IPhones and Tablets can access some, not all of the online activities--(Flash is not supported). Go to this link to
download the application: Click here. The link for the app is at the top of the page.
1.6 Prerequisites for this course:
This is MLL 158 Spanish II. Spanish 154 is a prerequisite. If this is your first Spanish course at PSU and you have
previous experience with studying Spanish in high school, you may need to consider skipping this course and
proceeding to a higher level. The following chart shows the recommendations for the course(s) you need to take. If
you take a higher level course and obtain a C or better, you will get ungraded credit for the courses you skipped.
This is called our Retro-Credits Program. If you sign up for a higher level course, be sure to sign up for retro-credits
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Pittsburg State University
College of Arts and Sciences
Department of English and Modern Languages
with Kathy Dyer in Grubbs 429 within the first two weeks of class. For more information on retro-credits visit our
webpage at webpage.
Previous
Language
classes
1-2 years in
high school
2-3 years in
high school
3 + years in
high school
Enroll in and earn C or better in:
Get ungraded credit in:
MLL 158
Spanish Language & Culture II
MLL 251
Spanish Language & Culture III
MLL 154 Spanish I
MLL 253
Spanish Conversation
or
MLL 254
Spanish Grammar & Comp. I
or
MLL 358
Readings in Hispanic Lit. & Civ. I
MLL 154 Spanish I
MLL 158 Spanish II
MLL 251 Spanish III
MLL 154 Spanish I
MLL 158 Spanish II
1.7 Minimal technical skills of the learner:
Students are expected to be able to use a computer, its web browser and keyboard.
1.8 El profesor se presenta a la clase:
Hola. Me llamo Monte McFerron. Tengo 45 años. Soy de Miami, Oklahoma. Soy profesor de español. Me gusta la
música pop, country y jazz. Me gusta jugar al tenis. Estoy casado (no estoy soltero). Tengo dos hijos. Mi esposa,
Lori McFerron, es maestra del sexto grado de la escuela secundaria de Neosho, Missouri. Tengo dos mascotas: una
perra y una gata. La gata se llama Tina y la perra se llama Macy. A Macy no le gusta la gata.
1.9 Students introduce themselves / Estudiantes se presentan:
“Hola….”
2.1 General learner outcomes:
At the end of this course, students will: converse in Spanish at phrase level and sometimes sentence level discourse
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.
2.2 Communicative competencies measure: Communication competencies stated below in 2.3 will be performed
by students in an interview setting called a communication check. Students’ communication must be
comprehensible. The communicative competencies in 2.3A are from Spanish I and should be practiced for
maintenance when you enter the classroom with the Q&A notecard you prepared for class (each day except for oral
quiz day). When class begins, review a conversation topic (1-2 Q&A from Spanish I) and then proceed to 2-3 Q&A
pairs you have prepared for the current chapter. The use of Essential Questions from your Quizlet app or Quizlet.com
follow the topics according to the chapters. Quizlet user search name: mmcferron and password: Frog.
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Pittsburg State University
College of Arts and Sciences
Department of English and Modern Languages
2.3 Communicative Competencies (I will statements grouped by text chapter): Refer to this section and your
text(s) or etext when preparing daily notecards for conversation practice.
2.3A-Communicative Competencies for Spanish I by chapter:
Upon completion of this course, I, the student, will have reviewed most of the following from Spanish I:
1) a: meet and greet others; b: ask for and give spelling of name; c: perform simple math problems; d: talk about the
calendar and dates; e: describe the classroom; f: talk about myself and others (what I am like, where I am from); g:
identify colors and talk about my favorite color;
2) a: describe myself, others and things; b: ask and respond to simple questions; c: ask for and tell time; d: talk about
what I do, what I like to do and what I should do; e: talk about what I have and what I have to do;
3) a: exchange information about my classes; b: talk about things that belong to me and others; c: talk about how I
and others feel with estar and tener expressions (don’t use an estar expression with a tener expression—they are not
interchangeable); d: describe myself and others with adjectives; e: make plans to do something with someone; f: ask
for and give simple directions;
4) a: talk about my family; b: express desires and preferences for myself and others; c: plan activities and extend
invitations; d: point out people and things to others; e: discuss things and people I know (saber vs. conocer),
including asking and responding to questions about what you know how to do;
5) a: describe my daily routine and habits; b: express my needs related to personal care; c: express emotional states:
d: compare objects and people; e: talk about what I do around the house; f: describe people or things using
comparatives of equality, inequality and superlatives; g: describe what is happening at the moment with the present
progressive.
2.3B-Communicative Competencies for Spanish II by chapter:
During Spanish II, I, the student, will…
6) a: discuss food, eating preferences and ordering meals; b: talk about things such as food and drink and the kitchen;
c: express to whom or for whom something is done using indirect objects and indirect object pronouns; d: express
likes and dislikes with gustar and verbs like gustar; e: discuss foods, cooking and how to make different recipes; f:
talk about events in the past using the preterit tense (both regular and irregular forms)
7) a: talk about activities I like to do in my free time; b: make plans to do something; c: talk about indefinite people
and things, and people and things that do not exist using indefinite and negative expressions; d: talk about some
activities in the past; e: talk about different sports; f: report more past events and activities using the irregular
preterit-part 2; g: take shortcuts in conversation to avoid repetition by using double object pronouns;
8) a: talk about clothes and shopping at a department store; b: talk about what used to happen and what you used to
do in the past using the imperfect; c: describe a scene in the past using the imperfect; d: discuss shopping for
personal care products; e: contrast what happened in the past with something else that was going on (that was
interrupted—imperfect interrupted by preterit); f: talk about what people say and believe; g: talk about what is done
with the impersonal se construction;
9) a: make travel arrangements; b: request travel-related information; c: talk about going to and through places (para
vs. por); d: describe how and when actions take place; e: describe travel and vacation experiences; f: try to influence
another person with recommendations or suggestions with the subjunctive; g: give advice.
10) a: talk about my health and explain what part of my body hurts; b: request that others do something; c: express
emotions; d: talk about how to stay fit; e: express my opinions and beliefs about something: vocabulary and grammar
include food and parts of the body, formal commands, the subjunctive to express feelings and emotions and the
subjunctive to express doubt and denial.
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Pittsburg State University
College of Arts and Sciences
Department of English and Modern Languages
2.4 Course activities and communicative competencies:
Online activities focus on grammar. The video activities and related homework focus on listening skills, vocabulary
and culture. Quizlet should be reviewed regularly for vocabulary practice. Speaker icons in the e-Text denote
listening activities, including the pronunciation of vocabulary lists. You can even click on individual words in the
vocabulary lists for audio playback. Click on the icon at the top of the vocabulary list to play the whole list.
In-class course activities and communication checks provide an introduction to communicative skills—which are the
most important. Communicative competencies stated above in 2.3 should be rehearsed daily before class begins and
for the first few minutes of class in paired and small group conversations. Also be sure to review vocabulary on your
quizlet app on your phone or computer (Quizlet / Quizlet.com): user search: mmcferron; password: Frog.
FINAL COMMUNICATION CHECK IS COMPREHENSIVE AND WORTH 20%:
Upon completing a given chapter, maintenance of the communication competencies of the previous chapter
(listed above) is necessary to prepare for your final communication check which will be a come from a
random list from the topics in 6-10 above. The final communication check is worth 20% of your final grade.
Assessment
3.1 The communicative competencies are measured by MySpanishLab online homework activities, MySpanishLab
online tests and in-class oral interviews.
3.2 Grading policy:
ASSESSMENT:
1)
MSL: My Spanish Lab (Online Workbook/Lab/Tutorials/Videos):
20%
2) Attendance:
20%
3) If at Mid-Term you have missed 10 or more days of class, you may be dropped from the course.
4) Communication Checks 1-4
20%
5) Final Communication Check (random comprehensive check of communicative competencies chapters 1-5)
20%
6) Five compositions (End of Chapter Taller)
20%
100%
Club Cultura Extra Credit (see below):
7%
Culture Extra Credit: Club Cultura Videos are scheduled in the MSL homework calendar before each test day. There
are several videos scheduled for each of these days, including an interview. Since there are several, it is recommended you
begin viewing them a day or two in advance. Make sure the closed captions are on (SPANISH) when you view these
videos. Keep notes in Spanish about each video this semester and turn in summaries of each country at the end of the
semester for a 7% bump in your final grade. Be sure to make a minimum of 5 observations per video. Include a list of
definitions below your observations that you looked up on spandict.com to help your comprehension. Title each video
summary by the video title. After making your observations in Spanish, make a comparison in English of your own
culture to that of the country featured in the videos. These comparisons should be a minimum of 150 words. The total
number of summaries must be correct to get full credit. Keep these summaries in a Word document to upload to
CANVAS at the end of the semester. See CANVAS files menu for the document on typing special characters and accents.
Video viewing still counts as credit in and of itself in MySpanishLab, so skipping it altogether is not recommended.
The video breakdown is on the next page.
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Pittsburg State University
College of Arts and Sciences
Department of English and Modern Languages
Number of Videos per Chapter and Required Observations for Full Extra Credit of 7%:
Chapter 6: Sept. 8
Chile: 4 Videos - 4 observation paragraphs in Spanish with 5 observations each with vocabulary
definitions following; 1 English culture comparison of 150 words.
Entrevista 06: 1 observation paragraph in Spanish with 5 comments with vocabulary definitions.
Chapter 7: Sept. 29
Cuba: 3 Videos - 3 observation paragraphs in Spanish with 5 observations each with vocabulary
definitions following; 1 English culture comparison of 150 words.
Puerto Rico: 3 Videos – 3 observation paragraphs in Spanish with 5 observations each with
vocabulary definitions following; 1 English culture comparison of 150 words.
República Dominicana: 4 Videos - 4 observation paragraphs in Spanish with 5 observations
each with vocabulary definitions following; 1 English culture comparison of 150 words.
Entrevista 07: 1 observation paragraph in Spanish with 5 comments with vocabulary definitions.
Chapter 8: Oct. 25
Ecuador: 4 Videos - 4 observation paragraphs in Spanish with 5 observations each with
vocabulary definitions following; 1 English culture comparison of 150 words.
Perú: 4 Videos - 4 observation paragraphs in Spanish with 5 observations each with vocabulary
definitions following; 1 English culture comparison of 150 words.
Entrevista 08: 1 observation paragraph in Spanish with 5 comments with vocabulary definitions.
Chapter 9: Nov. 15
Colombia: 4 Videos - 4 observation paragraphs in Spanish with 5 observations each with
vocabulary definitions following; 1 English culture comparison of 150 words.
Venezuela: 3 Videos - 3 observation paragraphs in Spanish with 5 observations each with
vocabulary definitions following; 1 English culture comparison of 150 words.
Entrevista 09: 1 observation paragraph in Spanish with 5 comments with vocabulary definitions.
Chapter 10: Dec. 10
Bolivia: 4 Videos - 4 observation paragraphs in Spanish with 5 observations each with
vocabulary definitions following; 1 English culture comparison of 150 words.
Paraguay: 3 Videos - 3 observation paragraphs in Spanish with 5 observations each with
vocabulary definitions following; 1 English culture comparison of 150 words.
Entrevista 10: 1 observation paragraph in Spanish with 5 comments with vocabulary definitions.
Total number of paragraphs English and Spanish: 48. Please number each paragraph as you type or you will
receive a 3% penalty against your extra credit. Dates where they appear on the homework calendar in
MySpanishLab are listed above for your reference. It is recommended that you don’t do them all at once as per the
calendar but rather work ahead and do about 3 short paragraphs a week. Reviewing what you wrote the previous
week(s) as you write about new videos is also recommended for vocabulary and content retention
ENTERING THE CLASS ROUTINE: Greet instructor at the beginning of class with some essential questions
from Quizlet from current and previous chapters. Then do the same with other classmates until class begins. Do this
to prepare for Communication Checks on test days. Communication Checks are worth 40% of your grade. Keep your
prepared Essential Questions on notecards.
3.3 Grading Criteria:
A: Student Activities Manual ([SAM] homework) online for this MLL 158 course can be attempted 4 times. If you
require more than two attempts to get correct answers, it probably indicates you are not paying close enough attention
to details or studying, reviewing tutorials or giving attention to spelling and accents.
B: Communication Checks Scoring Rubric:
4) Exceeds expectations. Fluent (F) and accurate (AC). Communicates on topic independently with NO assistance (NA).
Negotiates meaning by ASKING questions (Q) if clarification is needed. ASKS probing questions for more details (AFD).
Common errors caused by first language do not interfere with communication. No pauses (NP). No English (NE).
Recycles elements from previous chapters.
3) Meets expectations. Communicates with some but limited assistance (LA). Negotiates meaning by restating or
repeating for clarification. Asks very few questions. More limited vocabulary and influence of first language interfere
with communication some but communication is still achieved. A few pauses to think not more than 5 seconds.
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Pittsburg State University
College of Arts and Sciences
Department of English and Modern Languages
2) Meets few expectations. Difficulty communicating. Achieves some level of communication by responding yes or no.
Utters a few words or strings of words. No complete sentences. Occasionally reverts to first language asking for help (do
not respond to first language during oral quiz). Several extended pauses. Somehow manages to understand some but not
all conversation albeit with difficulty and long pauses. Other students present should redirect conversation by restating the
question after 10 seconds or asking a different question to solidify their score.
1) Does not meet expectations. Answers Yes/No. Mimics yet does not seem to understand. Cannot respond to direct
questions. Many extended pauses. Relies on first language.
Multiple utterances will be scored on each student in a group conversation. An average of the score on the rubric will
be converted to a percentage of 4 with a total possible of 100% and then entered into the CANVAS gradebook.
C: Compositions: At the end of each chapter there is a “Taller” or writing workshop assignment. The instructions in
each assignment need to be followed carefully and key vocabulary needs to be used get full credit. Compositions are
graded with a rubric that scores each of the following from 4-1: organization, content, vocabulary, grammar, spelling
and mechanics. Each Taller is worth 20 points.
3.4 Writing Assessment:
The “Taller” or composition is assigned at the beginning of each chapter to permit peer editing and revision on
several occasions before it is turned in on test day. Writing topics do support communicative competencies.
Instructions for each of them appear at the end of each chapter. For each required component or special vocabulary
listed in the text that is not included in a writing assignment, a deduction will be made from the 20 points possible.
Each paper is worth 4% of your final grade, so be thorough in completing the instructions on the pages listed.
Therefore, you should use vocabulary and language from the current and previous chapters that you know.
Constructing a paper using a dictionary will not impress your instructor and vocabulary is soon forgotten. Your
current study and previous experience (written in your paper header) should reflect your current performance. If it
does not, you may be asked to translate your paper in private. Dictionary use should be limited to looking up no more
than 5 words per composition. Highlight them in yellow or underline them. Upload your assignments to CANVAS.
Chapter 6 Taller (workshop) #1: Una reseña (review) virtual de un restaurante p. 214 Para entregar (to turn in) el 12
de septiembre.
Chapter 7 Taller #2: Una entrada en tu foro electrónico (an entry in your online forum) p. 246 Para entregar el 3 de
octubre.
Chapter 8 Taller #3: Una fábula p. 280 Para entregar el 26 de octubre.
Chaprter 9 Taller #4: Un folleto turístico p. 316 Para entregar el 16 de noviembre.
Chapter 10 Taller #5: Un artículo sobre la salud p. 348 Para entregar el miércoles, el 7 de diciembre.
You are encouraged to EXCHANGE PAPERS VIA E-MAIL WITH 2-3 STUDENTS FOR FEEDBACK ON
EACH ASSIGNMENT DURING THE CHAPTER BEFORE IT IS DUE. PAPERS MUST BE
REPRODUCED EVERY NINETH CLASS DAY.
3.5 Tracking your progress:
A: Be sure to “submit” SAM (Student Activities Manual) activities online when completed and not just “save” them
for later, unless of course you are saving them to complete later. Just don’t forget to come back and complete and
submit activities that were saved. Many students have forgotten to submit activities once completed or accidently
clicked “save for later.” This mistake has been made with online tests as well. It is best not to wait till the last minute
to complete online tests to avoid such mistakes. I am not responsible for connection problems due that occur during
last minute test taking. It is also recommended not to use WiFi when taking tests. Tests often buffer more than
SAM activities and lose their connection along with some answers.
B: Submitted and graded activities online can be opened again and reviewed, especially the incorrect answers. Just
click on the callout bubble at the end of incorrect items to see all the possible correct answers.
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Pittsburg State University
College of Arts and Sciences
Department of English and Modern Languages
C: The gradebook can be viewed in MSL to view your grades. “Course” reflects the activities grade. “Online Tests”
reflects online test grades completed to date.
D. Practice tests and games have not been assigned but are available for extra practice. Just enter your MSL course,
click on Course Materials, click on the desired chapter, then click on the Learning Tools, Apps and Games. The
practice test can be found in this folder toward the bottom.
4.1 Contribution of Instructional Materials:
The textbook, Arriba 6th Edition, is designed for 3 one semester courses of 3 credit hours meeting 50 minutes 3 times
a week. The complete text can be purchased, but it is recommended, for budgeting purposes (and weight), to purchase
it in thirds as you take Spanish here at PSU. The text mentioned in 1.1 above is required and can be purchased at the
Campus Bookstore as a custom text.
4.2 Arriba presents the learner outcomes in an ordered sequential fashion and contains exemplary dialogues,
vocabulary, paired activities, information gap activities, readings, matching, fill in the blank, and conversation
activities that move from simple to the more complex.
Campus Map for Computer Labs and Hot Spots: Click here.
Computer system requirements: Click here.
IPhones and Tablets can access some, not all of the online activities--(Flash is not supported). Go to this link to
download the application here: The link for the app is at the top of the page.
Recommended Resources
The three best online dictionaries are, in my opinion and in this order: www.rae.es (Spanish-Spanish),
www.spanishdict.com, and www.linguee.com. Do not use them in class, only on papers and only 5 words per paper
maximum. Underline or highlight the words in papers that you looked up.
The Spanish Conversation Table in the Overman Student Center Gorilla Crossing will be held from the
second Thursday of class to the Thursday before dead week at Gorilla Crossing from 12:00-1:00. It is
recommended that you take notecards prepared from Essential Questions from Quizlet.com (user: mmcferron,
password: Frog).
SPECIAL CONCERNS
Any student who, because of a disabling condition, may require some special arrangements in order to meet course
requirements should contact me as soon as possible to make necessary accommodations. If test anxiety is an issue for
you, such as conducting a conversation interview in a group of four students, then you need to see the office of
student accommodations to see if they will request for you to have one-on-one oral testing in private (in my office).
IKE (Certificate of International Knowledge and Experience)
This course counts towards the academic component of the IKE Certificate of International Knowledge and
Experience. The IKE Certificate may be earned by students in any major. The academic component consists of five
courses - two semesters of a foreign language, and three courses with international content in three different
disciplines. To receive the certificate, students must also complete a second component, either by studying abroad, or by
participating in co-curricular activities on campus. Completion of the IKE certificate as an undergraduate is noted on a
student’s PSU undergraduate transcript, although graduate students may also earn the certificate. To be added to the IKE
CANVAS group and start tracking your progress towards the certificate, please e-mail your GUS number in a request to
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Pittsburg State University
College of Arts and Sciences
Department of English and Modern Languages
[email protected] .
More information on the IKE program is available online by clicking here.
STUDY ABROAD INFORMATION
The department strongly recommends that all Modern Languages majors and minors participate in an accredited
study abroad program. 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 [email protected] or 235-4221,
or visit 118C Whitesitt Hall. For information on transfer credits, consult with Dr. Myriam Krepps, Modern
Languages Program Coordinator, 235-4710, 429 Grubbs Hall, or Dr. Celia Patterson, Chair, English and Modern
Languages, 235-4689 or visit 434 Grubbs Hall.
Click here for the syllabus supplement for important dates for Fall 2016 Semester.
Online Homework Calendar Organization: The homework calendar on your MySpanishLab course appears on the
right side of your web browser when you login. Days that have homework contain a small alarm clock icon on that date.
Monday, Wednesday and Friday homework are usually SAM activities, but not always. Tuesday and Thursday
homework are usually short grammar tutorials with extra practice. The day before test day (every eighth day) is video
culture day. Computer graded tests that you take at home or in the computer lab are accessible several days before the
chapter ends and is due by midnight of test day. DO NOT TAKE AN ONLINE TEST USING WiFi because students
often lose their work. Online tests contain about 34-52 questions and may take about an hour to complete. You
may save for later. Just don’t forget to finish and submit. All online activities are computer graded; therefore a
misspelled word will cause the whole answer to be wrong. Missing accents will receive partial credit. There are other
activities such as multiple choice, word bank, and matching where spelling should not be an issue.
PLEASE PRINT THE COURSE CALENDAR ON THE FOLLOWING PAGES AND KEEP IT IN YOUR
NOTEBOOK TO STAY CURRENT WITH ASSIGNMENTS AND TO KNOW WHICH TOPICS TO REVIEW
IN THE TEXT BEFORE COMING TO CLASS. NOTE: MSL SAM HOMEWORK DUE DATES ONLINE ARE
FLEXIBLE IF NECESSARY: GRACE PERIOD AND NOT LATE PENALTIES APPLY. HOWEVER, DOING
THEM AS SCHEDULED WILL HELP YOU PERFORM BETTER IN THE COURSE. MSL SAM activity errors
can be reviewed by opening completed activities and clicking on the small call-out bubble next to the wrong
answer.
10
Pittsburg State University
College of Arts and Sciences
Department of English and Modern Languages
Writing Assignment Titles and Due Dates:
MSL username:
Password:
Chapter 6 Taller (workshop) #1: Una reseña (review) virtual de un restaurante p. 214 Para entregar (to turn in) el 12
de septiembre.
Chapter 7 Taller #2: Una entrada en tu foro electrónico (an entry in your online forum) p. 246 Para entregar el 3 de
octubre.
Chapter 8 Taller #3: Una fábula p. 280 Para entregar el 26 de octubre.
Chaprter 9 Taller #4: Un folleto turístico p. 316 Para entregar el 16 de noviembre.
Chapter 10 Taller #5: Un artículo sobre la salud p. 348 Para entregar el miércoles, el 7 de diciembre.
Day
1
22 de agosto
Chapter
Capítulo 6
Class objective
Discussing food, eating
preferences, and
ordering meals
Primera
parte
2
Talking about things
and expressing to
whom or for whom
24 de agosto
In-class assignments
¡Así es la vida!: ¡Buen
provecho!
Vocabulario: Las comidas
y las bebidas: 6-1 to 6-6
Practice: 6-7 6-12
Homework
Student
Activities
Manual
MySpanishLab
Tutorials
06-01 to
06-09
06-10 to
06-16
Estructuras: Indirect
objects, indirect object
Spanish Grammar
Tutorial: Indirect
Object Pronouns
Spanish Grammar
Tutorial: Decir
pronouns and the verbs decir
and dar: 6-8 to 6-12
Spanish Grammar
Tutorial: Dar
Spanish Grammar
Tutorial: Placement of
Indirect Object
Pronouns
English Grammar
Tutorial: Indirect
Objects
3
26 de agosto
Expressing likes and
dislikes
Estructuras: Gustar and
similar verbs: 6-13 to 6-16
Reviewing Primera
parte
Practice: 6-19
06-17 to
06-29
English Grammar
Tutorial: Indirect
Object Pronouns
Spanish Grammar
Tutorial: Gustar and
Similar Verbs
¿Cuánto saben?
4
29 de agosto
Perfiles
Learning about
Chilean cuisine
Mi experiencia: El tren de
degustación: 6-17 to 6-18
Acquiring Spanish
through popular music
“Ahora” (Alberto Plaza,
Chile): 6-20 to 6-21
06-30 to
06-37
11
Pittsburg State University
College of Arts and Sciences
Department of English and Modern Languages
Day
Chapter
Segunda
parte
Class objective
Discussing foods,
cooking and recipes
In-class assignments
Homework
Student
Activities
Manual
MySpanishLab
Tutorials
¡Así es la vida!: “Platos
fáciles en veinte minutos o
menos”
Vocabulario: En la cocina:
6-22 to 6-24
5
31 de agosto
Talking about events in
the past
Investigating Chile
Practice: 6-25 to 6-26
06-38 to
06-44
Estructuras: The preterit of
regular verbs: 6-27 to 6-28
Spanish Grammar
Tutorial: Preterit
Spanish Grammar
Tutorial: Regular
Verbs in the Preterit
Proyecto: 6-42
English Grammar
Tutorial: Tense
6
2 de
septiembre
7
7 de
septiembre
8
9 de
septiembre
Talking about events in
the past
Practice: 6-29 to 6-6-32
06-45 to
06-48
Estructuras: Verbs with
irregular forms in the
preterit (1): 6-33
Acquiring selective
listening skills
Composing a
description in the past
tense
Developing awareness
of the Chile’s industry
and natural attractions
Practice: 6-35 to 6-36
¡Pura vida! Episodio 6:
6-37 to 6-39
English Grammar
Tutorial: Past Tense
Spanish Grammar
Tutorial: Spelling
Changes in the Preterit
Spanish Grammar
Tutorial: StemChanges in the Preterit
06-55 to
06-57; 0661 to 06-62
Taller: Una reseña de un
restaurante: 6-48
Panoramas: 6-40 to 6-41
06-49 to
06-54; 0658 to 06-60
Páginas: 6-43 to 6-46
Developing selective
reading skills
¿Cuánto saben?
Peer-editing and
composition revision
Reviewing Segunda
parte
9
12 de
septiembre
Capítulo 6 exam
12
Pittsburg State University
College of Arts and Sciences
Department of English and Modern Languages
Day
10
14 de
septiembre
Chapter
Capítulo 7
Primera
parte
11
Class objective
Talking about
activities you like to do
in your free time
Making plans to do
something
Talking about some
activities in the past
16 de
septiembre
In-class assignments
¡Así es la vida!: El fin de
semana
Homework
Student
Activities
Manual
07-01 to
07-08
Vocabulario: El tiempo
libre: 7-1 to 7-6
Practice: 7-5
07-09 to
07-13
Estructuras: Irregular
verbs in the preterit (II):
7-7, 7-9 to 7-10
12
Talking about
indefinite people and
things, and people and
things that do not exist
19 de
septiembre
MySpanishLab
Tutorials
Practice: 7-8
Spanish Grammar
Tutorial: Preterit
Forms of Ser and Ir
Spanish Grammar
Tutorial: Preterit
Forms of Estar and
Tener
07-14 to
07-18
Estructuras: Indefinite
and negative expressions:
7-11 to 7-12
Spanish Grammar
Tutorial: Preterit
Forms of Dar and Ver
Spanish Grammar
Tutorial: Indefinite
and Negative
Expressions
Spanish Grammar
Tutorial: Uses and
Placement of Negative
Expressions
English Grammar
Tutorial: Affirmative
and Negative
English Grammar
Tutorial: Definite and
Indefinite
English Grammar
Tutorial: Indefinite and
Negative Expressions
13
Perfiles
Learning about
Hispanic celebrations
Segunda
parte
Acquiring Spanish
through popular music
21 de
septiembre
¿Cuánto saben?
07-19 to
07-25
Mi experiencia: Una
quinceañera: 7-13 to 7-14
“Pégate” (Ricky Martin,
Puerto Rico): 7-15 to 716
13
Pittsburg State University
College of Arts and Sciences
Department of English and Modern Languages
Day
Chapter
Class objective
Reviewing Primera
parte
14
23 de
septiembre
Talking about different
sports
Investigating the
Spanish-speaking
Caribbean
15
26 de
septiembre
16
28 de
septiembre
17
30 de
septiembre
Reporting more past
events and activities
In-class assignments
MySpanishLab
Tutorials
¡Así es la vida!:
Actividades deportivas
Practice: 7-17
07-26 to
07-32
Vocabulario: Los
deportes
7-18 to 7-21
Proyecto: 7-34
Estructuras: Irregular
verbs in the preterit (III):
7-22 to 7-24
Taking shortcuts in
conversation to avoid
repetition
Estructuras: Double
object pronouns: 7-25 to
7-28
Acquiring selective
listening skills
¡Pura vida! Episodio 7:
7-29 to 7-30
Composing an
informal narrative of
events
Taller: Una entrada en tu
foro electrónico: 7-39
Developing awareness
of the Spanishspeaking Caribbean
¿Cuánto saben?
Developing selective
reading skills
Páginas: Entrevista con
Ricky Martin, Embajador
de Buena Voluntad por
UNICEF, Estrella: 7-35
to 7-38
Peer-editing and
composition revision
Homework
Student
Activities
Manual
Panoramas: 7-32 to 7-33
07-33 to
07-38
07-39 to
07-42; 0749 to 0751; 07-55
Spanish Grammar
Tutorial: Irregular
Preterit Forms
Spanish Grammar
Tutorial: Verbs with
Different Meanings in
Preterit/Present Tense
Spanish Grammar
Tutorial: Order and
Placement of Direct
and Indirect Object
Pronouns Used
Together
07-43 to
07-48; 0752 to 07-54
Reviewing Segunda
parte
18
Capítulo 7 exam
3 de octubre
14
Pittsburg State University
College of Arts and Sciences
Department of English and Modern Languages
Day
19
5 de octubre
Chapter
Capítulo 8
Primera
parte
20
7 de octubre
Class objective
Talking about clothes
and shopping at a
department store
Talking about what
used to happen and
what you used to do in
the past
In-class assignments
¡Así es la vida!: De
compras
Vocabulario: Las
compras y la ropa: 8-1 to
8-5
Estructuras: The
imperfect of regular and
irregular verbs 8-6 to 8-8
Homework
Student
Activities
Manual
MySpanishLab
Tutorials
08-01 to
08-08
08-09 to
08-15
Spanish Grammar
Tutorial: Imperfect of
Regular Verbs
Spanish Grammar
Tutorial: Imperfect of
Irregular Verbs
Spanish Grammar
Tutorial: Use of the
Imperfect
English Grammar
Tutorial:
Perfective/Imperfective
Aspect
21
10 de octubre
Talking about the order
in which things appear
or events occur
Practice: 8-9
08-16 to
08-23
Estructuras: Ordinal
numbers: 8-10 to 8-12
English Grammar
Tutorial: Ordinal
Numbers
¿Cuánto saben?
22
12 de octubre
Perfiles
Segunda
parte
Learning about
shopping in Peru
Acquiring Spanish
through popular music
Mi experiencia: De
compras en Perú: 8-13 to
8-17
English Grammar
Tutorial: Imperfect
(Aspect)
Spanish Grammar
Tutorial: Ordinal
Numbers
08-24 to
08-31
¡Así es la vida!: ¿Qué
hiciste hoy?
Shopping for personal
care products
23
17 de octubre
Contrasting what
happened in the past
with something else
that was going on
Vocabulario: Tiendas y
productos personales: 818 to 8-19
Practice: 8-20 to 8-22
Estructuras: Preterit
versus imperfect
08-32 to
08-40
Spanish Grammar
Tutorial: Summary of
Uses of Preterit and
Imperfect
15
Pittsburg State University
College of Arts and Sciences
Department of English and Modern Languages
Day
Chapter
Class objective
In-class assignments
Homework
Student
Activities
Manual
MySpanishLab
Tutorials
8-23 to 8-24
Investigating the past
and present of Peru
and Ecuador
Talking about what
people say and believe
24
19 de octubre
Proyecto: 8-37
Practice: 8-25 to 27
08-41 to
08-44
Estructuras: Impersonal
and passive se: 8-29
Spanish Grammar
Tutorial: Impersonal
Se
Spanish Grammar
Tutorial: Passive
Voice with Se
English Grammar
Tutorial: Impersonal
Subjects
English Grammar
Tutorial: Passive Voice
25
21 de octubre
Acquiring selective
listening skills
Practice: 8-28, 8-30 to 831
Composing a descriptive
fictional story
Pura vida Episodio 8: 8-32
to 8-34
08-51 to
08-54; 0858
Páginas: 8-38 to 8-40
26
24 de octubre
Developing awareness
of Peru and Ecuador
from a historical
perspective
Developing selective
reading skills
Taller: Una fábula: 8-44
Panoramas: 8-35 to 8-36
Páginas:“Los rivales y el
juez” (Ciro Alegría,
Perú): 8-41 to 8-43
08-48 to
08-50; 0855 to 08-57
¿Cuánto saben?
Peer-editing and
composition revision
Reviewing Segunda
parte
27
26 de octubre
28
28 de octubre
Capítulo 8 exam
Capítulo 9
Making travel
arrangements
¡Así es la vida!: De
vacaciones
09-01 to
09-08
Vocabulario:En el
aeropuerto: 9-1 to 9-5
16
Pittsburg State University
College of Arts and Sciences
Department of English and Modern Languages
Day
Chapter
Primera
parte
29
31 de octubre
Class objective
Talking about how
things are done
2 de
noviembre
Homework
Student
Activities
Manual
MySpanishLab
Tutorials
Requesting travelrelated information
Talking about going to
and through places
30
In-class assignments
Estructuras: Por and
para: 9-6 to 9-9
Estructuras: Adverbs
ending in -mente: 9-10 to
09-09 to
09-14
Spanish Grammar
Tutorial: Por and Para
09-15 to
09-19
English Grammar
Tutorial: Prepositions
Spanish Grammar
Tutorial: Adverbs
9-13
English Grammar
Tutorial: Adverbs
31
4 de
noviembre
Perfiles
Segunda
parte
32
7 de
noviembre
Learning about
Venezuela’s tourist
attractions
Proyecto: 9-38
Acquiring Spanish
through popular music
Mi experiencia:
Auyentepuy: un viaje de
aventura: 9-14 to 9-15
Investigating important
figures of Venezuela
and Colombia
“Me enamora” (Juanes):
9-16 to 9-17
Reviewing Primera
parte
Describing travel and
vacation experiences
Understanding
subjective description
33
9 de
noviembre
Trying to influence
another person
Giving advice
09-20 to
09-26
¿Cuánto saben?
¡Así es la vida!: Unos
correos electrónicos de
Marisela
09-27 to
09-31
Vocabulario: Los viajes:
9-19 to 9-22
Practice: 9-23
Estructuras: The Spanish
subjunctive: An
introduction: 9-24 to 9-26
09-32 to
09-40
Spanish Grammar
Tutorial: Regular
Forms of the Present
Subjunctive
Spanish Grammar
Tutorial: Spelling
Changes in Present
Subjunctive
Spanish Grammar
Tutorial: StemChanges in Present
17
Pittsburg State University
College of Arts and Sciences
Department of English and Modern Languages
Day
Chapter
Class objective
In-class assignments
Homework
Student
Activities
Manual
MySpanishLab
Tutorials
Subjunctive
Spanish Grammar
Tutorial: Irregular
Present
Subjunctive
Spanish Grammar
Tutorial: Use of the
Subjunctive in Noun
Clauses
English Grammar
Tutorial: Subjunctive
Mood
English Grammar
Tutorial:
Independent/Dependen
t Clause
34
11 de
noviembre
Acquiring selective
listening skills
Composing a
subjective description
35
14 de
noviembre
Developing awareness
of the resources of
Venezuela and
Colombia
Developing selective
reading skills
Estructuras: The
subjunctive to express
influence: 9-27 to 3-32
09-41 to
44; 09-50
to 09-52;
09-56
English Grammar
Tutorial: Nouns Clause
Spanish Grammar
Tutorial: Use of the
Subjunctive with Verbs
of Volition
¡Pura vida! Episodio 9:
9-33 to 9-35
Taller: Un folleto
turístico: 9-44
Panoramas 9-36 to 9-37
Páginas: ¡Fiestas
colombianas!: 9-40 to 943
09-45 to
09-49; 0953 to 09-55
¿Cuánto saben?
Peer-editing and
composition revision
Reviewing Segunda
parte
36
Capítulo 9 exam
16 de nov
18
Pittsburg State University
College of Arts and Sciences
Department of English and Modern Languages
Day
37
Chapter
Class objective
Capítulo 10
Talking about your
health and explaining
what part of your body
hurts
¡Así es la vida!: En el
consultorio del médico
Requesting others do
something
Practice: 10-5
18 de nov
38
21 de
noviembre
In-class assignments
Homework
Student
Activities
Manual
MySpanishLab
Tutorials
10-01 to
10-09
Vocabulario: Las partes
del cuerpo humano: 10-1
to 10-4
10-10 to
10-15
Estructuras: Formal
commands: 10-6 to 10-9
Spanish Grammar
Tutorial: Formation of
Formal Commands
Spanish Grammar
Tutorial: Negative
Formal Commands
Spanish Grammar
Tutorial: Attaching
Object and Reflexive
Pronouns to Formal
Commands
39
28 de
noviembre
The
subjunctive
to express
feelings and
emotions
Expressing emotions
Practice: 10-10
10-16 to
10-21
Estructuras: The
subjunctive to express
feelings and emotions 1011 to 10-13
English Grammar
Tutorial: Commands
Spanish Grammar
Tutorial: Subjunctive
in Noun Clauses with
Verbs of Feelings and
Emotions
Spanish Grammar
Tutorial: Ojalá
English Grammar
Tutorial: Impersonal
Expressions
40
30 de
noviembre
Perfiles
Reviewing Primera
parte
¿Cuánto saben?
10-22 to
10-28
Practice: 10-14
Learning about
medical practice in
Bolivia
Acquiring Spanish
through popular music
Investigating Bolivia
and Paraguay
Mi experiencia: La
medicina tradicional en
Bolivia: 10-15 to 10-16
“Viaje”, Octavia
(Bolivia): 10-17 to 10-20
Proyecto: 10-38
19
Pittsburg State University
College of Arts and Sciences
Department of English and Modern Languages
Day
41
2 de
diciembre
Chapter
Segunda
parte
Class objective
Talking about how to
stay fit
In-class assignments
¡Así es la vida!: ¡Mejora
tu salud!
Homework
Student
Activities
Manual
MySpanishLab
Tutorials
10-29 to
10-35
Vocabulario: Los
alimentos: 10-21 to 10-24
42
5 de
diciembre
Giving your opinion
about something
Practice: 10-25 to 10-26
10-36 to
10-44
Estructuras: The
subjunctive to express
doubt and denial: 10-27 to
10-29
Spanish Grammar
Tutorial: Subjunctive
in Nouns Clauses with
Verbs of Doubt and
Denial
Spanish Grammar
Tutorial: Use of
Subjunctive in Noun
Clauses after
Impersonal
Expressions
Spanish Grammar
Tutorial: Tal vez,
Quizás
43
7 de
diciembre
Acquiring selective
listening skills
Composing a
persuasive argument
Telling others how you
feel, what you believe,
and what you want
them to do
44
9 de
diciembre
Developing awareness
of the diversity of
Paraguay
Developing selective
reading skills
Practice: 10-30 to 10-32
¡Pura vida! Episodio 10:
10-33 to 10-35
10-50 to
10-53; 1057
Taller: Un artículo sobre
la salud: 10-45
Panoramas: 10-36 to 10-37
Páginas: “La azucena del
bosque” (Mito guaraní):
10-30 to 10-44
10-45 to
10-49; 1054 to 10-56
¿Cuánto saben?
Peer-editing and
composition revision
Reviewing Segunda
parte
20
Pittsburg State University
College of Arts and Sciences
Department of English and Modern Languages
Day
45 (Semana
de finales)
Chapter
Class objective
In-class assignments
Homework
Student
Activities
Manual
MySpanishLab
Tutorials
Capítulo 10 exam
21
Pittsburg State University
College of Arts and Sciences
Department of English and Modern Languages
Español 154; 158; 251 con el Señor McFerron
Primavera 2016
Circle: Clase: 10:00; 11:00; 1:00; 2:00
He leído el plan del curso y entiendo los requisitos y las expectaciones del mismo.
I have read the syllabus and I understand the requirements and expectations of the same.
Esta hoja se requiere para entrar en el salón de clase el primer día de clases. Vale veinte puntos.
This page is required for first day attendance. It is worth twenty points.
__________________
Nombre (Name)
______________________
Apellido (Last name)
______________________
Fecha (date)
22