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SPAN 1A, Elementary Spanish, Spring 2015 of 9

San José State University Department of World Languages and Literatures Spanish 1A, Elementary Spanish, Section 01

SPRING 2015

Instructor: TBA Office location: TBA Telephone: TBA Email: TBA Preferred contact method: Email Office hours: TBA

Or by appointment Class days/time: Tu/Th 3:00pm – 4:40pm Classroom: TBA Prerequisites: No prior knowledge of Spanish or instructor consent GE Category: C2 Letters

FACULTY‐STUDENT COMMUNICATIONS

Copies of the course syllabus and major assignment sheets may be found on the course website (https://sjsu.instructure.com) after the first week of classes. If you are not familiar with Canvas you can familiarize yourself by visiting the following site: http://www.sjsu.edu/at/ec/canvas/student_resources/index.html. If you have problems entering/using Canvas, contact San Jose State University's Technical Support Center at 924‐2377 or [email protected]. You are responsible for regularly checking with the messaging system through MySJSU. This will be used for updates, messages from the professor, etc.

Course Description

Spanish 1A is a 4‐unit course designed for students who have never studied Spanish before. It is devoted to the acquisition of basic communicative structures, everyday vocabulary, correct pronunciation and correspondence between sounds and spelling. The main objective of the course is to bring the student to communicate as soon as possible solely in Spanish. Grammatical rules and verb conjugations will be introduced and practiced in class through interactive exercises. Instruction will be conducted almost exclusively in Spanish. Students are expected to participate in all class activities and also to work on their own to develop reading and writing skills. Evaluation of the student will reflect his/her progress in the four skills: speaking, oral comprehension, reading and writing. Since priority is given during class to the development of students’ speaking and oral comprehension skills, class attendance is an essential component for succeeding and earning a good grade in the class.


Course Goals and Learning Outcomes

GE Learning Outcomes (GELO)

Upon successful completion of this program, students will be able to: GELO 1. Recognize how significant works illuminate enduring human concerns; GELO 2. Respond to such works by writing both research‐based critical analyses and personal

responses; GELO 3. Write clearly and effectively.

General Education Research and Writing Requirement Assessment:

There is significant writing produced through in‐class and homework compositions and general writing assignments. By the end of the semester, students write at least 750 words as in‐class and at‐home writing exercises and on the chapter and final exams in the form of essay questions on various cultural and literary topics. Students are also required to create two written and performed dialogues of 100 words each (2 drafts) and a final 200 word essay on a cultural topic totaling a minimum of 1,500 words (C2 LO 1, 2 & 3). They are guided in the writing process, learning to formulate a thesis statement, producing an outline, a draft and a final version as well as engaging in peer and self‐editing. The final composition exercise consists of answering essay questions on topics studied and discussed during the semester.

Writing assignments are assessed in terms of language, i.e. grammar, spelling, style, and content and structure, as well as comprehensiveness in the use of research techniques and materials. Students are guided through the revision process and the final product is assessed based on progress. Appropriate formative feedback is provided throughout the writing process both through peer editing and from the instructor. The students are expected to demonstrate ability to find resources either online or in the library, and they are also expected to view the films that will be discussed in class.

Course Content Learning Outcomes Upon successful completion of this course, students will be able to:

CLO 1: Achieve listening, speaking, reading and writing skills at ACTFL novice level;

CLO 2: Achieve speaking and listening skills necessary to deal with familiar survival situations;

CLO 3: Understand short, memorized sentences and phrases with contextual support;

CLO 4: Ask questions and respond to simple questions, statements and high‐frequency commands;

CLO 5: Use courtesy formulas, idiomatic expressions and vocabulary appropriate to specific situations;

CLO 6: Provide personal background information in Spanish;

CLO 7: Develop reading comprehension to interpret written language for instructional and directional purposes, and standardized messages (menus, schedules, maps, signs, etc.).

CLO 8: Recognize and produce basic grammatical structures and meaning;

CLO 9: Identify cultural perspectives of Spanish‐speaking countries and peoples;


CLO 10: Be familiarized with renowned authors from different countries and gain an appreciation of the heritage of the Spanish‐speaking world.

Required Texts/Readings

Textbook

VISTAS. Introducción a la lengua española. Fourth edition with online passcode. ISBN: 978‐1‐61767‐240‐8. Available through the Spartan Bookstore or through online retailers.

Textbook website

http://vistas.vhlcentral.com. All students must have online passcode in order to use the textbook website.

Recommended:

Larousse College Dictionary: Spanish‐English/English‐Spanish (or equivalent). 501 Spanish Verbs (or a similar guide to Spanish verb conjugations).

Library Liaison

Toby Matoush Tel: (408) 808‐2096 Email: [email protected]

Course Requirements and Assignments

SJSU classes are designed such that in order to be successful, it is expected that students will spend a minimum of forty‐five hours for each unit of credit (normally three hours per unit per week), including preparing for class, participating in course activities, completing assignments, and so on. More details about student workload can be found in University Policy S12‐3 at http://www.sjsu.edu/senate/docs/S12‐3.pdf.

As part of this course, students will be required to:

- Complete in‐class and at‐home grammatical exercises (Supersite HW) (GELO2); - Write two dialogues based on the vocabulary and grammar learned in class (GELO 3); - Perform those two 100‐word dialogues in class with a partner; - Write one 200‐word essay on a cultural topic chosen in consultation with the instructor

(GELO 1, GELO2, GELO3); - Pass a midterm and final examination (GELO2); - Pass three quizzes based on two chapters of the textbook (GELO2); - Participate actively in class.

Classroom Protocol

ATTENDANCE AND PUNCTUALITY


Attendance and punctuality are essential for success. In the case of an unavoidable absence, the student is responsible for obtaining class notes and homework assignments from a classmate.

FOOD AND DRINK

As a general rule at San Jose State University, food and drink are not allowed in classrooms. Moreover, since this a class with a heavy emphasis on oral interaction and group work, bringing food to class represents a major impediment to effective participation.

ELECTRONIC DEVICES

All personal electronic devices, including cellular telephones, laptop computers, personal music players, etc., are to be turned off and stored during class.

PARTICIPATION

Since the classroom portion of this course is heavily focused on oral communication skills, students should be ready and willing to interact with the instructor and fellow students during every session starting with the first day of class. Students will be graded on their willingness to engage in conversation in the target language, their collaboration with classmates and whether they show evidence of having read the course material prior to coming to class.

Dropping and Adding

Students are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. Information on add/drops are available at http://info.sjsu.edu/web‐dbgen/narr/soc‐fall/rec‐324.html . Information about late drop is available at http://www.sjsu.edu/sac/advising/latedrops/policy/ . Students should be aware of the current deadlines and penalties for adding and dropping classes.

Assignments and Grading Policy

Evaluation:

Midterm examination: 20%

Final examination: 25%

Homework Exercises: 15%

Written compositions/in class presentations (3): 15% (5% each)

Class participation, preparation, and performance: 10%

Quizzes: 15%

Final Exam Date:

TBA

Grading Scale

100‐94 A 89‐87 B+ 79‐77 C+ 69‐67 D+ 93‐90 A‐ 86‐84 B 76‐74 C 66‐64 D

83‐80 B‐ 73‐70 C‐ 63‐60 D‐

59‐0 F


Final exam rescheduling:

According to SJSU Academic Senate Policy (S06‐4), final examinations may be rescheduled: 1. If there are verifiable emergency circumstances; or 2. If a student has more than 2 exams scheduled within a 24‐hour period. In this case, the student may request an alternative exam date from any one of the instructors at least three weeks prior to the last class meeting. In either case, if an alternate exam date and time during the regular final exam period cannot be arranged between the student and instructor, the rescheduled exam will be taken during the final exam‐makeup period.

University Policies

Academic integrity

Students should know that the University’s Academic Integrity Policy is availabe at http://www.sa.sjsu.edu/download/judicial_affairs/Academic_Integrity_Policy_S07‐2.pdf. Your own commitment to learning, as evidenced by your enrollment at San Jose State University and the University’s integrity policy, require you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The website for Student Conduct and Ethical Development is available at http://www.sa.sjsu.edu/judicial_affairs/index.html.

Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another person’s ideas without giving proper credit) will result in a failing grade and sanctions by the University. For this class, all assignments are to be completed by the individual student unless otherwise specified. If you would like to include in your assignment any material you have submitted, or plan to submit for another class, please note that SJSU’s Academic Policy F06‐1 requires approval of instructors.

Campus Policy in Compliance with the American Disabilities Act

If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97‐03 requires that students with disabilities requesting accommodations must register with the DRC (Disability Resource Center) to establish a record of their disability.

Student Technology Resources

The Carmen Sigler Media Center at San José State University is a resource center for students enrolled in foreign language courses and programs. Located in Clark Hall 208, the Media Center is open weekdays. Our equipment is available for on‐site use exclusively for students taking at least one class in the Department of Foreign Languages. For more information contact 408‐924‐4696. Computer labs for student use are also available in the Academic Success Center located on the 1st floor of Clark Hall and on the 2nd floor of the Student Union. Additional computer labs may be


available in your department/college. Computers are also available in the Martin Luther King Library.

Learning Assistance Resource Center

The Learning Assistance Resource Center (LARC) is located in Room 600 in the Student Services Center. It is designed to assist students in the development of their full academic potential and to motivate them to become self‐directed learners. The center provides support services, such as skills assessment, individual or group tutorials, subject advising, learning assistance, summer academic preparation and basic skills development. The LARC website is located at http:/www.sjsu.edu/larc/.

Peer Mentor Center

The Peer Mentor Center is located on the 1st floor of Clark Hall in the Academic Success Center. The Peer Mentor Center is staffed with Peer Mentors who excel in helping students manage university life, tackling problems that range from academic challenges to interpersonal struggles. On the road to graduation, Peer Mentors are navigators, offering “roadside assistance” to peers who feel a bit lost or simply need help mapping out the locations of campus resources. Peer Mentor services are free and available on a drop –in basis, no reservation required. The Peer

Mentor Center website is located at http://www.sjsu.edu/muse/peermentor/ .


SPAN 1A ‐ Elementary Spanish, Spring 2015, Course Schedule

This schedule is subject to change with fair notice via email.

Week Date Topics Assignments (due on the day of class)

1 Thur/Jan 24 Introduction to class; overview of methods, criteria, etc

2

Tue/Jan 29 Lección 1: Greetings; the alphabet, nouns and articles

Read: pp. 2‐3, 9, 12‐14

Thur/Jan 31 Lección 1: Numbers 0‐30; Present tense of ser; Telling time; review

Read: pp. 16, 19‐20, 24‐25 Supersite HW

3

Tue/ Feb 5 Fotonovela

Lección 2: In the university; present tense of –ar verbs; Forming questions;

Read: pp. 40‐42, 50‐52, 55‐56 Supersite HW

Thur/ Feb 7 Lección 2: Present tense of estar; Numbers 31 and higher; review

Read: pp. 59‐60, 63‐64

Supersite HW

4 Tue/ Feb 12 Quiz 1: Lecciones 1‐2

Fotonovela

Lección 3: The family; descriptive adjectives

Read: pp. 78‐79, 88‐90

Supersite HW

Thur/ Feb 14 Lección 3: Possessive adjectives; present tense of –er and – ir verbs

Read: pp. 93, 96‐97 Supersite HW

5

Tue/ Feb 19 Lección 3: Present tense of tener and venir; review

Read: pp. 100‐101

Supersite HW Thur/ Feb 21 Fotonovela

Lección 4: Pastimes; present tense of Ir, Stem‐changing verbs: e>ie, o>ue

Read: pp. 116‐118, 126, 129‐130

Supersite HW

6 Tue/ Feb 26 In‐class dialogues Lección 4: Stem‐changing verbs: e>i

Composition 1 due

Read: p. 133

Supersite HW Thur/Feb 28 Lección 4: Verbs with irregular yo

forms; review Read: pp. 136‐137

Supersite HW

7 Tue/ Mar 5 Quiz 2: Lecciones 3‐4

Fotonovela

Lección 5: Vacations; estar with conditions and emotions; The present progressive;

Read: pp. 152‐155, 164, 166‐167

Supersite HW

Thur/ Mar 7 Lección 5: Ser and estar; direct Read: pp. 170‐171, 174‐175



object nouns and pronouns; review Supersite HW

8

Tue/ Mar 12 Midterm review

Thur/ Mar 14 Midterm Lecciones 1‐5

9 Tue/ Mar 19 Fotonovela

Lección 6: Shopping, colors; Saber and conocer;

Read: pp. 190 – 192, 200

Supersite HW

Thur/ Mar 21 Lección 6: Indirect object pronouns; preterit tense of regular verbs;

Read: pp. 202‐203, 206‐207

Supersite HW

Tue/ Mar 26 SPRING RECESS – NO CLASS MEETING Thur/ Mar 28

10

Tue/Apr 2 Lección 6: Demonstrative adjectives and pronouns; review

Read: pp. 210, 211

Supersite HW Thur/ Apr 4 Fotonovela

Lección 7: The daily routine; reflexive verbs;

Read: pp. 226‐227, 236‐237

Supersite HW

11

Tue/ Apr 9 In‐class dialogues Lección 7: Indefinite and negative words

Composition 2 due Read: pp. 240‐241 Supersite HW

Thur/ Apr 11 Lección 7: Preterite of ser and ir; Verbs like gustar; review

Read: pp. 244‐245, 246‐247 Supersite HW

12

Tue/ Apr 16 Quiz 3: Lecciones 6‐7

Fotonovela

Thur/ Apr 18 Lección 8: Food; preterite of stem‐changing verbs

Read: pp. 262‐264, 274

Supersite HW

13 Tue/ Apr 23 Lección 8: Double object pronouns Read: pp. 277‐278

Supersite HW

Thur/ Apr 25 Lección 8: Comparisons; superlatives; review

Read: pp. 282‐283, 286

14 Tue/Apr 30 Fotonovela Lección 9: Parties; irregular preterits;

Read: pp. 300‐302, 310‐311 Supersite HW

Thur/ May 2 Lección 9: Verbs that change meaning in the preterit; ¿Qué? y ¿Cuál?

Read: pp. 314, 316, Supersite HW

15

Tue/ May 7 Lección 9: Pronouns after prepositions;

Read: pp. 318 Supersite HW

Thur/ May 9 In‐class reading of composition 3. Lección 9 review

Composition 3 due



16 Mon/ May 13 Last day of instruction

Final Exam Review

Final Exam

Friday, May 17

2:45PM – 5:00PM BBC 125

SPAN 1B, Elementary Spanish, Spring 2015 Page 1 of 8

San José State University Department of World Languages and Literatures Spanish 1A, Elementary Spanish, Section 01

SPRING 2015

Instructor: TBA Office location: TBA Telephone: TBA Email: TBA Preferred contact method: Email Office hours: TBA

Or by appointment Class days/time: Tu/Th 3:00pm – 4:40pm Classroom: TBA Prerequisites: No prior knowledge of Spanish or instructor consent GE Category: C2 Letters

FACULTY‐STUDENT COMMUNICATIONS

Copies of the course syllabus and major assignment sheets may be found on the course website (https://sjsu.instructure.com) after the first week of classes. If you are not familiar with Canvas you can familiarize yourself by visiting the following site: http://www.sjsu.edu/at/ec/canvas/student_resources/index.html. If you have problems entering/using Canvas, contact San Jose State University's Technical Support Center at 924‐2377 or [email protected]. You are responsible for regularly checking with the messaging system through MySJSU. This will be used for updates, messages from the professor, etc.

Course Description

Spanish 1B is a 5 unit course designed for students who have taken SPAN 1A or its equivalent. It is devoted to the acquisition of basic communicative structures, everyday vocabulary, correct punctuation, and correspondence between sounds and spelling. The main objective of the course is to bring the student to communicate as soon as possible solely in Spanish. Grammatical rules and verb conjugations will be introduced and practiced in class through interactive exercises. Instruction will be conducted almost exclusively in Spanish. Students are expected to participate in all activities and also to work on their own to develop reading and writing skills. Oral and written exercises, assigned in class, as well as additional reading and overview of material in class, may require one or more hours of homework every day. Evaluation of the student will reflect his/her progress in these four skills; speaking, comprehension, reading, and writing. Priority is given to the students’ development of speaking


and comprehension skills in class; therefore class attendance and participation is essential to succeed in the course.

Course Goals and Learning Outcomes

GE Learning Outcomes (GELO)

Upon successful completion of this program, students will be able to: GELO 1. Recognize how significant works illuminate enduring human concerns; GELO 2. Respond to such works by writing both research‐based critical analyses and personal

responses; GELO 3. Write clearly and effectively.

General Education Research and Writing Requirement Assessment:

There is significant writing produced through in‐class and homework compositions and general writing assignments. By the end of the semester, students write at least 750 words as in‐class and at‐home writing exercises and on the chapter and final exams in the form of essay questions on various cultural and literary topics. Students are also required to create two written and performed dialogues of 100 words each (2 drafts) and a final 200 word essay on a cultural topic totaling a minimum of 1,500 words (C2 LO 1, 2 & 3). They are guided in the writing process, learning to formulate a thesis statement, producing an outline, a draft and a final version as well as engaging in peer and self‐editing. The final composition exercise consists of answering essay questions on topics studied and discussed during the semester.

Writing assignments are assessed in terms of language, i.e. grammar, spelling, style, and content and structure, as well as comprehensiveness in the use of research techniques and materials. Students are guided through the revision process and the final product is assessed based on progress. Appropriate formative feedback is provided throughout the writing process both through peer editing and from the instructor. The students are expected to demonstrate ability to find resources either online or in the library, and they are also expected to view the films that will be discussed in class.

Course Content Learning Outcomes Upon successful completion of this course, students will be able to:

CLO 1: Achieve listening, speaking, reading and writing skills at ACTFL novice level;

CLO 2: Achieve speaking and listening skills necessary to deal with familiar survival situations;

CLO 3: Understand short, memorized sentences and phrases with contextual support;

CLO 4: Ask questions and respond to simple questions, statements and high‐frequency commands;

CLO 5: Use courtesy formulas, idiomatic expressions and vocabulary appropriate to specific situations;

CLO 6: Provide personal background information in Spanish;

CLO 7: Develop reading comprehension to interpret written language for instructional and directional purposes, and standardized messages (menus, schedules, maps, signs, etc.).


CLO 8: Recognize and produce basic grammatical structures and meaning;

CLO 9: Identify cultural perspectives of Spanish‐speaking countries and peoples;

CLO 10: Be familiarized with renowned authors from different countries and gain an appreciation of the heritage of the Spanish‐speaking world.

Required Texts/Readings

Textbook

VISTAS. Introducción a la lengua española. Fourth edition with online passcode. ISBN: 978‐1‐61767‐240‐8. Available through the Spartan Bookstore or through online retailers.

Textbook website

http://vistas.vhlcentral.com. All students must have online passcode in order to use the textbook website.

Recommended:

Larousse College Dictionary: Spanish‐English/English‐Spanish (or equivalent). 501 Spanish Verbs (or a similar guide to Spanish verb conjugations).

Library Liaison

Toby Matoush Tel: (408) 808‐2096 Email: [email protected]

Course Requirements and Assignments

SJSU classes are designed such that in order to be successful, it is expected that students will spend a minimum of forty‐five hours for each unit of credit (normally three hours per unit per week), including preparing for class, participating in course activities, completing assignments, and so on. More details about student workload can be found in University Policy S12‐3 at http://www.sjsu.edu/senate/docs/S12‐3.pdf.

As part of this course, students will be required to:

- Complete in‐class and at home grammatical exercises (Supersite HW) (GELO2); - Write two dialogues based on the vocabulary and grammar learned in class (GELO 3); - Perform those two 100‐word dialogues in class with a partner; - Write one 200‐word essay on a cultural topic chosen in consultation with the instructor

(GELO 1, GELO2, GELO3); - Pass a midterm and final examination (GELO2); - Pass three quizzes based on two chapters of the textbook (GELO2); - Participate actively in class.


Classroom Protocol

ATTENDANCE AND PUNCTUALITY

Attendance and punctuality are essential for success. In the case of an unavoidable absence, the student is responsible for obtaining class notes and homework assignments from a classmate.

FOOD AND DRINK

As a general rule at San Jose State University, food and drink are not allowed in classrooms. Moreover, since this a class with a heavy emphasis on oral interaction and group work, bringing food to class represents a major impediment to effective participation.

ELECTRONIC DEVICES

All personal electronic devices, including cellular telephones, laptop computers, personal music players, etc., are to be turned off and stored during class.

PARTICIPATION

Since the classroom portion of this course is heavily focused on oral communication skills, students should be ready and willing to interact with the instructor and fellow students during every session starting with the first day of class. Students will be graded on their willingness to engage in conversation in the target language, their collaboration with classmates and whether they show evidence of having read the course material prior to coming to class.

Dropping and Adding

Students are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. Information on add/drops are available at http://info.sjsu.edu/web‐dbgen/narr/soc‐fall/rec‐324.html . Information about late drop is available at http://www.sjsu.edu/sac/advising/latedrops/policy/ . Students should be aware of the current deadlines and penalties for adding and dropping classes.

Assignments and Grading Policy

Evaluation:

Midterm examination: 20%

Final examination: 25%

Homework Exercises: 15%

Written compositions/in class presentations (3): 15% (5% each)

Class participation, preparation, and performance: 10%

Quizzes: 15%

Final Exam Date:

TBA

Grading Scale

100‐94 A 89‐87 B+ 79‐77 C+ 69‐67 D+ 93‐90 A‐ 86‐84 B 76‐74 C 66‐64 D


83‐80 B‐ 73‐70 C‐ 63‐60 D‐

59‐0 F

Final exam rescheduling:

According to SJSU Academic Senate Policy (S06‐4), final examinations may be rescheduled: 1. If there are verifiable emergency circumstances; or 2. If a student has more than 2 exams scheduled within a 24‐hour period. In this case, the student may request an alternative exam date from any one of the instructors at least three weeks prior to the last class meeting. In either case, if an alternate exam date and time during the regular final exam period cannot be arranged between the student and instructor, the rescheduled exam will be taken during the final exam‐makeup period.

University Policies

Academic integrity

Students should know that the University’s Academic Integrity Policy is availabe at http://www.sa.sjsu.edu/download/judicial_affairs/Academic_Integrity_Policy_S07‐2.pdf. Your own commitment to learning, as evidenced by your enrollment at San Jose State University and the University’s integrity policy, require you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The website for Student Conduct and Ethical Development is available at http://www.sa.sjsu.edu/judicial_affairs/index.html.

Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another person’s ideas without giving proper credit) will result in a failing grade and sanctions by the University. For this class, all assignments are to be completed by the individual student unless otherwise specified. If you would like to include in your assignment any material you have submitted, or plan to submit for another class, please note that SJSU’s Academic Policy F06‐1 requires approval of instructors.

Campus Policy in Compliance with the American Disabilities Act

If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97‐03 requires that students with disabilities requesting accommodations must register with the DRC (Disability Resource Center) to establish a record of their disability.

Student Technology Resources

The Carmen Sigler Media Center at San José State University is a resource center for students enrolled in foreign language courses and programs. Located in Clark Hall 208, the Media Center is open weekdays. Our equipment is available for on‐site use exclusively for students taking at


least one class in the Department of Foreign Languages. For more information contact 408‐924‐4696. Computer labs for student use are also available in the Academic Success Center located on the 1st floor of Clark Hall and on the 2nd floor of the Student Union. Additional computer labs may be available in your department/college. Computers are also available in the Martin Luther King Library.

Learning Assistance Resource Center

The Learning Assistance Resource Center (LARC) is located in Room 600 in the Student Services Center. It is designed to assist students in the development of their full academic potential and to motivate them to become self‐directed learners. The center provides support services, such as skills assessment, individual or group tutorials, subject advising, learning assistance, summer academic preparation and basic skills development. The LARC website is located at http:/www.sjsu.edu/larc/.

Peer Mentor Center

The Peer Mentor Center is located on the 1st floor of Clark Hall in the Academic Success Center. The Peer Mentor Center is staffed with Peer Mentors who excel in helping students manage university life, tackling problems that range from academic challenges to interpersonal struggles. On the road to graduation, Peer Mentors are navigators, offering “roadside assistance” to peers who feel a bit lost or simply need help mapping out the locations of campus resources. Peer Mentor services are free and available on a drop –in basis, no reservation required. The Peer

Mentor Center website is located at http://www.sjsu.edu/muse/peermentor/ .


SPAN 1A ‐ Elementary Spanish, Spring 2015, Course Schedule

This schedule is subject to change with fair notice via email.


1 Thur/Jan 24 Introducción: Overview of the course.

Read Vistas p. 332‐349

TV assignment

2

Tue/Jan 29 Lección 10: Imperfect and preterit tenses


Thur/Jan 31 Lección 10: construction with “se” and adverbs


3

Tue/ Feb 5 Labor Day. Día del trabajo. NO HABRÁ CLASE

Thur/ Feb 7 Lección 11: Familiar commands and por/para


4 Tue/ Feb 12 Lección 11: Reciprocal Reflexives and stressed possessives and pronouns.

Supersite HW

Thur/ Feb 14 Recapitulación de lecciones 10 y 11. Read Vistas p. 404‐417

Supersite Review

5

Tue/ Feb 19 Relative Pronouns

Prueba #1; Lecciones 10 y 11


Supersite HW

Thur/ Feb 21 Lección 12: Formal commands and present subjunctive


6 Tue/ Feb 26 Lección 12: Present subjunctive and subjunctive with verbs of will and influence

Composición #1 Due


Supersite HW

Thur/Feb 28 Lección 13: Subjunctive with verbs of emotion


Supersite HW

7 Tue/ Mar 5 Lección 13: Subjunctive with doubt, disbelief and denial.


Supersite HW

Thur/ Mar 7 Lección 13: Subjunctive with conjunctions

Supersite HW

8

Tue/ Mar 12 Recapitulacion de lecciones 12 y 13

Thur/ Mar 14 Lección 14: Subjunctive in adjective clauses

Prueba #2; Lecciones 12 y 13


Supersite HW



9 Tue/ Mar 19 Lección 14: Nosotros/as commands Read Vistas p. 493‐497

Supersite HW

Thur/ Mar 21 Lección 14: Past participles used as adjectives

Supersite HW

Tue/ Mar 26 Spring Recess – No Class Meeting Thur/ Mar 28

10

Tue/Apr 2 Recapitulación lecciones 10‐14

Miderm Exam: Lecciones 10‐14

Thur/ Apr 4 Lección 15: The present perfect and the past perfect


Supersite HW

11

Tue/ Apr 9 Lección 15: The present perfect subjunctive


Supersite HW

Thur/ Apr 11 Lección 16: The future and future perfect


Supersite HW

12

Tue/ Apr 16 Lección 16: Past subjunctive Read Vistas p. 578‐591

Supersite HW

Thur/ Apr 18 Lección 17: The conditional

Composición #2 Due


Supersite HW

13 Tue/ Apr 23 Lección 17: The conditional perfect Read Vistas p. 595‐599

Supersite HW

Thur/ Apr 25 Lección 17: The past perfect subjunctive

Supersite HW

14 Tue/Apr 30 Recapitulación Lecciones 16 y 17 Read Vistas p. 612‐625

Supersite Review

Thur/ May 2 Lección 18: Si clauses

Prueba #3: Lecciones 16‐17


Supersite HW

15

Tue/ May 7 Lección 18: Summary of the uses of the subjunctive

Supersite HW

Thur/ May 9 Recapitulación Lecciones 10‐14

Presentaciones

Review

16 Mon/ May 13 Recapitulación Lecciones 15‐18

Presentaciones

Review

Final Exam

TBA TBA

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