INTERMEDIATE SPANISH 49-204
LIST OF IMPORTANT DUE DATES
Syllabus designed and written by coordinator Isabel Alvarez
CHAPTER QUIZZES
All pages
associated with the lab manual exercises for the chapters studied
should be
submitted in class on the day of the
quiz.
Quiz 1 Friday,
February 27
Quiz 2 Wednesday,
March 24
Quiz 3 Wednesday,
April 14
COMPOSITIONS
Comp 1 Friday, March 5
Comp 2 Wednesday, March
31
Comp 3 Friday, April 30
FINAL EXAM
WRITTEN FINAL Wednesday,
May 12
¡OJO!
NO late homework or make-up work will be accepted after
Wednesday,
May 12, so please complete and submit your assignments on time.
Department
of
Foreign Languages and Literatures
49-204
—
INTERMEDIATE READING — Spring 2004
Professor: Rocío
Cortés
Office: Radford Hall 321
Office Hrs: LMV
Phone: 424-7293
E-mail:
cortes@uwosh.edu
Textos requeridos: 1. Knorre
et al. Puntos de partida Program,
6th ed. McGraw-Hill, 2000.
[Textbook, Workbook, Laboratory Manual, Supplementary Materials
Workbook]
2. Blanco et al. Ventanas:
Lecturas.
Materiales
1. Audiocassette Tapes (part
2)
opcionales
2. Diccionario bilingüe; se
recomienda el de
VOX/NTC (School edition, paperback).
3. Cuaderno para vocabulario.
DESCRIPCIÓN
DEL CURSO
Español 204 se dedica al mejoramiento del uso
de la lengua castellana en su forma escrita y oral. El curso se
enfocará en
tres actividades: 1) el repaso y aprendizaje de la gramática; 2) la lectura en español relacionada con
aspectos
culturales de Hispanoamérica y España, y 3) la redacción—estilo y
composición.
Hablaremos mucho de gramática, haremos una
variedad de actividades escritas, y por supuesto, escribiremos varias
composiciones.
Como la mejor manera de aprender cualquier
idioma es hablarlo, también se incorporarán muchas actividades orales
al
estudio diario. En breve, hay tres actividades que te facilitarán la
posibilidad de tener éxito en este curso: 1) prepárate antes de clase;
2) haz y
entrega tus tareas a tiempo y 3) participa en clase.
COMPOSITIONS, QUIZZES, AND DAILY HOMEWORK
Throughout the
syllabus,
compositions, written assignments and readings are clearly spelled out.
Each
quiz will cover the material from the review materials or chapters
studied
previous to that day. Students are expected to complete all readings
and to
have read all material from the syllabus before each quiz, even if all
of the
material was not covered in class. A regular schedule of studying
Spanish each
day is generally much more successful than cramming the night before a
test.
The pace of the presentation of new material is based on the assumption
that students
are coming to class prepared for any day’s lesson. There won’t
be any MAKE UP EXAMS unless evidence
of an emergency is presented.
TRABAJO DE LABORATORIO, CLOW 221, Phone: 4017
There are two ways to build vocabulary effectively at the intermediate level; one of those is to read for content, and the other is to listen to Spanish. Because this class is not a conversation class in the way that your first year courses were, there is less focus on building speaking skills. Students who are not registered for Spanish 208, the conversation course that complements this class, are encouraged to do so. On the other hand, reading and writing skills do not improve without good listening skills, so all students will be required to go to the language laboratory and listen to the tapes that accompany the Puntos de partida program. Students are required to do their listening in the language lab. Students who do not have personal copies of the chapter tapes that accompany the Puntos de partida program and who wish to have copies made of various chapters may do so at the discretion of the director of the language lab. Students who took Spanish 110, 111 and/or 203 should have retained the lab tapes and the lab manual.
Starting the third
week of the
semester, you are required to spend at least 30 minutes a week
in the
language lab, Clow 221, for eight (8) of the eleven (11) weeks
remaining in the
term. Work with your lab book (Laboratory Manual) while
listening
to the appropriate cassette tape for Chapters 15 through 18 and fill in
the
information requested for that chapter, including the
Additional lab work using the Puntos de partida tutorial program (McGraw-Hill Electronic Language Tutor) or the Spanish Tense Tutor may be required by individual professors. Whether or not your teacher requires that you do computer drills for the review chapters at the beginning of the semester or for chapters 15 through 18, the drills are definitely worth the effort for all students and are recommended. Check the open lab hours posted on the door of Clow 221, and find a 30 minute block of time in which you can go to the lab for computer drilling or tape work each week. This brief extra work will pay off in your classroom and test performance. You may also find the Spanish composition program Atajo helpful, especially when working on the three compositions required this term, and the CD-ROM programs Puntos de partida and Encuentros en español may also appeal to you.
ATTENDANCE
POLICY
Because
language learning is a cumulative process, and because
repeated absences affect the whole class, regular attendance is
expected. The
course meets three hours per week during the term. You are allowed a
total of
two (2) absences without penalty during the semester. Except for
religious
holidays, ALL other absences count, including those due to
illness,
personal reasons, special events, etc. If you are absent more than two
times
during the term, your final class participation grade will be
progressively reduced as a result, according to the number of absences
over
two. If you miss class a total of three times, your final class
participation
grade will be reduced by 5%; if you miss a total of five times, the
reduction
will be 10%; seven times, 15%; nine times, 20%; eleven times, 25%. A
student
missing 30% of all classes [i.e., thirteen (13) classes, including test
days]
will receive no points for class participation. Absences
may be
considered for partial exemption from penalty provided that class
participation
and performance are exceptional and that there are unusual
circumstances
to justify the days missed. Arriving late to class two times equals
one
absence. Leaving the classroom during activities with or without
permission
from the instructor will also be considered a late arrival. If you miss
two
classes or fewer, you will get the benefit of the full class
participation
grade whatever that may be. If one of the two absences is one in
which a
quiz is scheduled, the student needs to present evidence of an
emergency to be
able to make up the quiz.
________________________________________________________________________
EVALUACIÓN
Pruebas:
Prueba
I
100%
Prueba
II
100%
Prueba
III 100%
300
(x .5)
=
150
Pruebitas
sobre las lecturas
(10
pruebas, 5 puntos cada una)
50
Examen
final escrito (cumulativo)
100
300
ptos
Trabajos
escritos
Composiciones
(3)
300 (x
.3) =
90
ptos
Otras
notas
Manual
de laboratorio
(4
capítulos, 5 puntos cada uno)
20
Asistencia al
laboratorio
16
Preparación
y participación
74
110
ptos
PUNTOS
POSIBLES:
500 PTOS
________________________________________________________________________
________________________________________________________________________
(UW Oshkosh Scale)
Descripción |
Min.
% |
Min.
Points |
Final
Grade |
A Earned
|
92.6 |
463 |
A |
AB
Earned |
87.6 |
438 |
AB |
B
Earned |
82.6 |
413 |
B |
BC
Earned |
77.6 |
388 |
BC |
C
Earned |
72.6 |
363 |
C |
CD
Earned |
67.6 |
338 |
CD |
D
Earned |
59.6 |
298 |
D |
F
Earned |
0.0 |
0 |
F |
________________________________________________________________________
________________________________________________________________________
Composition Evaluation and Score
Sheet
Name: ______________________________________________ Section: ______________________
Grammar/Style
Score
50-45 |
Excellent-Very good |
wide range of structures with few or no significant errors; sophisticated style; all assigned structures present and used correctly. |
|
44-40 |
Good-Adequate |
adequate range of structures, but little variety; tends to overuse simple constructions; some significant errors, but meaning seldom obscure; only some assigned structures present and/or used with partial success. |
|
39-35 |
Fair |
limited range of structures with control of grammar uncertain; frequent errors, especially when more complex constructions attempted; meaning often confused or obscured; most assigned structures absent and/or used incorrectly. |
|
34-0 |
Needs a lot of work |
frequent and persistent errors of basic grammar and sentence construction; meaning blocked as text dominated by errors; assigned structures absent. |
|
Vocabulary
20-18 |
Excellent-Very good |
language choices appropriate for the topic; excellent use of idioms and precise, colorful vocabulary; little or no evidence of English interference |
|
17-16 |
Good-Adequate |
language choices usually appropriate for topic; vocabulary accurate but may be somewhat limited; some errors or interference may be present but meaning rarely obscured |
|
15-14 |
Fair |
language sometimes inappropriate for topic; vocabulary very limited, with overuse of imprecise, vague terms; English interference present particularly with respect to idioms; meaning often confused or obscured |
|
13-0 |
Needs a lot of work |
language choices often inappropriate for topic, range of vocabulary extremely limited; English interference frequent |
|
Ideas/Content
15-14 |
Excellent-Very good |
topic well thought out and carefully developed with effective supporting detail; interesting to read |
|
13-12 |
Good-Adequate |
topic may not be fully explored; development is adequate although some ideas may be incompletely supported or irrelevant; interesting in places |
|
11-10 |
Fair |
topic explored only superficially and inadequately developed with many ideas unsupported or irrelevant |
|
9-0 |
Needs a lot of work |
ideas superficial and/or uninteresting with little development |
|
Organization
15-14 |
Excellent-Very good |
clear thesis, flow of ideas fluid and logical; pleasure to read |
|
13-12 |
Good-Adequate |
main ideas stand out, but sequencing of ideas sometimes choppy or disconnected; reader may sometimes have difficulty following flow of ideas |
|
11-10 |
Fair |
ideas frequently confused and/or disconnected, with logical breakdowns apparent; reader frequently has difficulty ‘getting the point” of message as communicated |
|
9-0 |
Needs a lot of work |
logical organization absent |
|
|
|
TOTAL (out of 100) |
|
PROGRAMA SEMANAL
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A
Few Words About Your Syllabus:
All chapter references to Puntos de partida in this syllabus should be read over before you arrive in class the day for which they are assigned. Pop quizzes and other tasks may be given in class to check your preparation. The readings listed at the beginning of the week should be finished by the time you arrive in class, Monday, of that week.
If you have never
read significantly in Spanish before, it is advised that you read
through, at
least twice, or even three times, the rather brief assignments. In your
first
reading, do not use a dictionary; instead, read through quickly,
marking
unfamiliar words you do not know. Then, make a list of those words and
look
them up in your dictionary (you cannot successfully complete this
course
without a dictionary). Use this vocabulary sheet as a reference to read
through
a second time. If in the second reading you have not understood the
basic plot
of the section, read through a third time using your vocabulary list.
It takes
time to become a good reader, but reading is the fastest way for you to
build
vocabulary at your level of proficiency. If you can read a page, once
through,
in 15 minutes, you are doing fine for this level of Spanish.
Composition assignments and due dates are listed in the syllabus, as are the days of your quizzes, ten (10) reading Quizzes, and the Final Exam. Please read through the entire syllabus to make sure you are aware of upcoming, important assignments. Good luck, and welcome to Intermediate Spanish Reading 204.
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SEMANA 1
lunes, 2 de
febrero
Presentaciones
Introducción
al curso
Explicación
del Entrance Exam
Compre
los libros para la próxima clase
miércoles, 4 de
febrero
DFLL
Entrance Exam: This test will allow your teacher to understand the
level of
reading comprehension, grammar knowledge, and listening comprehension
that you
have entering the class. It is not a
placement exam. All students will be
required to take the exam, but no student will be forced to change
classes
under any circumstances. Your review
classes next week will be based on what your professor thinks is most
lacking
in your basic understanding of grammar.
This is a no-stress test, so please do be present.
VERB REVIEW: PAST
DISCUSSION
OF ENTRANCE EXAM
VERBOS
QUE CAMBIAN DE SIGNIFICADO SEGUN ESTEN EN IMPERFECTO O PRETERITO
IMPERFECTO/PRETERITO HOJA DE REPASO
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SEMANA 2
Lectura:
“Biografía” pp. 99-102 en Ventanas
lunes, 9
de febrero
VERB
REVIEW: COMMANDS PUNTOS PAGS. 371-376 and SUBJUNCTIVE PUNTOS
PAGS. 376- 384
WORKSHEET
COMMANDS (ROSARIO "ESCUCHA PRIMO"
miércoles,
11 de febrero
VERB
REVIEW: COMMANDS and SUBJUNCTIVE
viernes,
13 de febrero
CAPÍTULO
15: las relaciones sentimentales 452-454
etapas
de la vida 454-455
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SEMANA 3
Lectura:
“La siesta” pp. 123-125 en Ventanas
Trabajo
de laboratorio: 30 minutes of listening to Chapter 15.
lunes, 16 de febrero
Prueba
#1 sobre
“Biografía”
CAPÍTULO 15: minidiálogos
y gramática 44 (subjunctive after nonexistant
and indefinite antecedents; 455-459)
Assignment for Composición
I, Mi último año en
High School. Para la primera composición de esta clase, tú debes
contar
cómo fue tu último año en la escuela secundaria. ¿Cómo eran las cosas
entonces?
¿Qué clases tenías? ¿Cuáles eran tus clases favoritas? ¿Quiénes eran
tus
amigos? En unas 250 a 300 palabras, debes describir cómo eran las cosas
entonces
y debes contar también un suceso inolvidable que ocurrió ese año. OJO:
Debes usar el imperfecto para describir y para aquellas
acciones que
ocurrían regularmente; en cambio, cualquier información que quieras
contar o
narrar—un evento, un acontecimiento, una acción que interrumpe el
pasado
imperfecto—requiere el pretérito. Ten mucho cuidado con los
tiempos y
usa los dos aspectos del pasado, el imperfecto y el pretérito,
correctamente. IMPORTANTE:
Escribe un título. La composición se entregará escrita a
máquina,
con espacios dobles. No se aceptarán composiciones de
otra forma.
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SEMANA 3 (CONTINUACIÓN)
Using
Microsoft Word on PC or Macintosh
computers, you can type the letters with the accents and the tilde very
easily.
You can make the upside-down question mark and exclamation points.
Follow these
few easy steps:
To
make “ñ” or an accented vowel, you have to
press all the indicated keys at the same time, release them, and type
“n” or
the desired vowel. For the other symbols, all keys have to be pressed
at the
same time.
Press |
To make |
Example |
CTRL+SHIFT+ ~(TILDE), the letter |
ñ |
año |
CTRL+’(APOSTROPHE), the letter |
á, é, í, ó, ú |
adiós |
ALT+CTRL+SHIFT+? |
¿ |
¿Por qué? |
ALT+CTRL+SHIFT+! |
¡ |
¡Hola! |
CTRL+SHIFT+COLON(:), the letter | ü | lingüísta |
miércoles,
18 de febrero
CAPÍTULO 15:
minidiálogos
y gramática 44: subjunctive after nonexistant and indefinite
antecedents;
455-459
minidiálogos
y gramática 45: subjunctive after conjunctions of contingency and
purpose;
460-462
viernes,
20 de febrero
CAPÍTULO
15: en los Estados Unidos y el Canadá
459
minidiálogos y
gramática 45: subjunctive after conjunctions of contingency and
purpose;
460-462
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SEMANA 4
Lectura: “Carmen Lomas Garza” pp.
15-18 en Ventanas
Trabajo de laboratorio: 30 minutes
of listening to Chapter 15.
lunes,
23 de febrero
Prueba #2 sobre “La siesta”
CAPÍTULO
15: videoteca
462-465
un
poco de todo 465-466
un
paso más 15; 469-471
miércoles,
25 de febrero
Repaso para PRUEBA 1,
Capítulo 15: relaciones
sentimentales
subjunctive
after nonexistent and indefinite antecedents
subjunctive
after conjunctions of contigency and purpose
viernes,
27 de febrero
PRUEBA 1: CAPÍTULO 15
ENTREGUE LAS PÁGINAS DEL MANUAL DE LABORATORIO PARA EL
CAPÍTULO 15
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SEMANA 5
Lectura: “Después del amor primero”
pp. 19-22 en Ventanas
Trabajo de laboratorio: 30 minutes
of listening to Chapter 12.
lunes, 1
de marzo
Prueba
#3 sobre “Carmen Lomas Garza”
CAPÍTULO
16: profesiones y oficios 474-476
los
nombres de las profesiones 476
miércoles,
3 de marzo
CAPÍTULO
16: el mundo del trabajo
477-479
minidiálogos y gramática 46: talking about the future 480-484
HOJA DE VOCABULARIO (IMPRIME Y TRAE A LA CLASE)
La tarea para manana:
Bring your paragraph you wrote in the future tense about what you will do this weekend
Estudiar Ej. A y B pag. 482
Escribir C pag. 482
SM pag. 246
viernes, 5 de marzo
"Composición
1" is due today in class. No
late compositions will be accepted.
CAPÍTULO 16: minidiálogos y gramática 46: talking about the future 480-48
We will do today:
Bring your paragraph you wrote in the future tense about what you will do this weekend
Ej. A y B pag. 482
Revisar ej. C pag. 482 which you wrote at home
Revisar SM pag. 246
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SEMANA 6
Lectura: “El avaro” pp. 157-160 en Ventanas
Trabajo de laboratorio: 30 minutes
of listening to Chapter 16.
lunes, 8
de marzo
Prueba #4 sobre “Después
del amor primero”
CAPÍTULO
16: expressing conjecture 484-485
en
los Estados Unidos y el Canadá 485
minidiálogos
y gramática 47: subjunctive and indicative after conjunctions of
time
486-489
miércoles,
10 de marzo
CAPÍTULO 16: minidiálogos
y gramática 47: subjunctive and
indicative after conjunctions of time
486- 489
videoteca 490-492
Worsheet on Subjunctive vs Indicative after Conjuctions of Time
viernes,
12 de marzo
CAPÍTULO 16: un poco de todo 492-493
un
paso más 16;
497-499
Assignment for Composición II: Una
situación difícil.
Un amigo tuyo tiene que tomar una decisión importante. A causa de
problemas
económicos, académicos y personales, él/ella está pensando en retirarse
de la
universidad. En unas 225 a 250 palabras, dale a tu amigo unas
recomendaciones y
sugerencias para convencerlo/a de que continúe sus estudios en la
universidad.
La
composición debe incluir:
IMPORTANTE: Escribe un título; la composición se
entregará escrita a máquina, con espacios dobles. No se
aceptarán
composiciones de otra forma.
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SPRING BREAK
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SEMANA 7
Lectura: “Caravana de sal” pp.
179-182 en Ventanas
Trabajo de laboratorio: 30 minutes
of listening to Chapter 16.
lunes,
22 de marzo
Prueba #5 sobre “El avaro”
Repaso para PRUEBA 2, Capítulo 16 en SM y estudiar
profesiones
y oficios
el
mundo del trabajo
future
verb forms
subjunctive
and indicative after conjunctions of time
WORKSHEET
REPASO
miércoles,
24 de marzo
PRUEBA
2: CAPÍTULO
16
ENTREGUE LAS PÁGINAS DEL MANUAL DE LABORATORIO PARA EL CAPÍTULO 16
viernes,
26 de marzo
CAPÍTULO 17:
las noticias 502-503
el gobierno y la responsabilidad cívica 504-505
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SEMANA 8
Lectura: “Rubén Blades” pp. 207-212
en Ventanas
Trabajo de laboratorio: 30 minutes
of listening to Chapter 17.
lunes,
29 de marzo
Prueba #6 sobre “Caravana de
sal”
CAPÍTULO 17:
minidiálogos y gramática 48: past subjunctive 506-511
miércoles, 31 de marzo
"Composición
2" is due today in class. No
late compositions will be accepted.
CAPÍTULO 17: minidiálogos y gramática 48: past subjunctive 506-511
EJERCICIOS DEL IMPERFECTO DEL SUBJUNTIVO DE LA PAGINA DE COLBY COLLEGE
viernes,
2 de abril
CAPÍTULO
17: expressing wishes in
Spanish 511
en
los Estados Unidos y el Canadá 512
WORKSHEET
PASADO SUBJUNTIVO
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SEMANA 9
Lectura: “Carmen Maura” pp. 241-246
Trabajo de laboratorio: 30 minutes
of listening to Chapter 17.
lunes, 5
de abril
Prueba
#7 sobre “Rubén
Blades”
Repaso
de los usos del subjuntivo (presente y pasado)
WORKSHEET
PASADO SUBJUNTIVO 2
miércoles,
7 de abril
CAPÍTULO
17: minidiálogos y
gramática 49: stressed
possessives 513-515
viernes, 9
de abril
CAPÍTULO
17: videoteca
515-517
un
poco de todo 517-519
un paso más 17; 522-523
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SEMANA
10
Lectura: “El viaje” pp. 77-80
Trabajo de laboratorio: 30 minutes
of listening to Chapter 17.
lunes,
12 de abril
Prueba # 8 sobre “Carmen
Maura”
Repaso
para PRUEBA 3, Capítulo 17: las
noticias
el
gobierno y la responsabilidad cívica
past
subjunctive
expressing
wishes
stressed possessives
VOCABULARIO CAP. 17 COLBY COLLEGE
miércoles,
14 de abril
PRUEBA 3:
CAPÍTULO 17
ENTREGUE LAS PÁGINAS DEL MANUAL DE LABORATORIO PARA EL
CAPÍTULO 17
viernes,
16 de abril
PELÍCULA
Assignment for Composición III:
Crítica de una película. Para la
última composición, vas a ser un crítico de cine. En clase
veremos una película en español y después de ver la película, tú, que
trabajas
para un periódico local, tienes que escribir una reseña (a review)
de la
película. Debes escribir unas 250 a 300 palabras y usar oraciones
complejas.
Estos son
algunos de los aspectos que debes incluir en tu composición:
IMPORTANTE: Escribe un título. La composición se
entregará escrita a máquina, con espacios dobles. No se
aceptarán
composiciones de otra forma.
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SEMANA
11
Lectura: “El contrato” pp. 81-84 en Ventanas
Trabajo de laboratorio: 30 minutes of listening
to Chapter 18.
lunes,
19 de abril
PELÍCULA "La historia
oficial"
Páginas web de
interés:
http://www.yendor.com/vanished/
http://www.madres.org/
miércoles,
21 de abril
Prueba # 9 sobre “El
viaje”
CAPÍTULO
18: lugares y cosas
en el
extranjero 526-527
en
un viaje al extranjero 528-530
viernes,
23 de abril
CAPÍTULO 18:
minidiálogos y gramática 450: conditional verb forms
530-534
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SEMANA
12
Trabajo
de laboratorio: 30 minutes of listening to Chapter 18.
lunes, 26 de abril
Prueba
# 10 sobre “El contrato”
CAPÍTULO 18: minidiálogos y gramática
51: Si clause sentences 535-537
miércoles, 28 de abril
Condicionales
del tipo 3. (Additional materials)
WORKSHEET
CLAUSULAS IF
viernes,
30 de abril
“Composición 3” is due in class
today. No late compositions will be accepted.
Oraciones con SE (impersonales y
pasivas). (Additional materials)
SE
IMPERSONAL Y PASIVO
WORKSHEET
SE
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SEMANA
13
lunes, 3
de mayo
CAPÍTULO 18:
videoteca 538-539
un poco de todo 540-541
WORKSHEET CLAUSULAS CONDICIONALES (ROSARIO "ESCUCHA PRIMO"
miércoles,
5 de mayo
CAPÍTULO 18: Repaso Capítulo
18: lugares
y cosas en el extranjero
en
un viaje al extranjero
conditional
verb forms
Si
clause sentences
Se
impersonal y pasivo
viernes,
7 de mayo
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SEMANA 14
lunes, 10 de mayo
miércoles, 12 de mayo
EXAMEN
FINAL
All
assignments not yet returned, except the final, will be given back to
you today
in class.
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