S105 – First-Year SpanishFALL 2010

INSTRUCTOR INFORMATION

Instructor:

Office:

Office Hours:

SCHEDULE ADJUSTMENT

Computer Schedule Adjustment runs through Friday of the first week of class. Students are notified via e-mail if they have been added to a waitlisted course. All schedule changes for Spanish courses, S100 through S250, must take place during this time period and are handled exclusively by Computer Schedule Adjustment, not by individual instructors. No late adds will be processed by the Department of Spanish and Portuguese after Computer Schedule Adjustment is completed.

REQUIRED TEXT AND COURSE MATERIALS

Vistazos: Un curso breve. 3rd ed. 2009. B. VanPatten, J. F. Lee, and T. Ballman.Computer headphones

COURSE DESCRIPTION

S105 is an introductory course which covers in one semester the essential grammar and vocabulary of first-year Spanish; it is designed for students with two or more years of high school Spanish or with previous experience learning a foreign language. The course follows a communicative approach which springs from the idea that languages are best learned when real-world information becomes the focus of student activities. From the first day of class, students will interact in Spanish with the instructor and with classmates. Therefore, by the end of this course, students should be able to successfully handle in Spanish an impressive number of basic communicative tasks.

This course is supported by Proyecto Ancla, an exciting web-based project created by the Department of Spanish & Portuguese to integrate technology into the classroom. Proyecto Ancla features online interactive exercises to complement the text and presents students with increased opportunities to practice their Spanish language skills.

GOALS AND OBJECTIVES

Upon successful completion of this course, students should be able to: speak Spanish well enough to describe, narrate, and ask and answer questions in present, past, and

future tense about everyday topics including leisure activities, trips and traveling, personality traits, moods and feelings, careers, hypothetical situations, etc.

comprehend Spanish with sufficient ability to grasp the main idea and some supporting details in short conversations that relate to daily life and represent authentic situations

read and understand the main idea and some details of both edited materials and non-edited narratives and articles, if the latter are highly contextualized

write sentences and paragraphs on familiar topics related to daily routine and other themes of the text recognize the existence of cross-cultural differences and have an increased understanding and

appreciation of the many perspectives and peoples of the Spanish-speaking world

1

ASSESSMENT

Course components Grading scale Attendance 7.5% 97-100 A+ 67-69 D+Participation 5.5% 93-96 A 63-66 DHomework 20% 90-92 A- 60-62 D-In-Class Writings (2) 6% 87-89 B+ 0-59 FUnit Exams (3) 36% 83-86 BFinal Exam 25% 80-82 B-

77-79 C+73-76 C70-72 C-

DESCRIPTION OF COURSE COMPONENTS

ATTENDANCE

Since regular exposure to Spanish is absolutely critical for developing communicative abilities in the language, class attendance is mandatory. Any absence represents a valuable classroom experience lost which no written work can replace. However, it is understood that certain circumstances (illness, family emergencies, funerals, job interviews, etc.) may prevent class attendance. Therefore, you will be allowed a total of four (4) absences which do not count against your attendance grade. These are not free days; they should be used wisely.

Students who miss no more than four days will be well rewarded: those students’ communicative skills will undoubtedly improve, and their grades will be credited with the full 7.5% allotted for attendance. However, any absences in excess of those four, regardless of the reason, will result in a lowering of the attendance grade. When the 7.5% allotted to attendance is “used up” (after a total of 14 absences), then the final course grade will be lowered by 1% for each additional absence. Students with such an excessive number of absences should consider withdrawing from the course and taking it when circumstances permit regular class attendance.

Note: Absences for the following reasons will not affect your attendance grade and will not be applied towards your four allowed absences: 1) mandatory participation in university-sponsored activities, such as intercollegiate athletic competitions, artistic performances, R.O.T.C. functions, academic field trips; 2) participation in religious observances. If you will miss class in order to participate in a religious observance, you must submit the "Request for Accommodation for Religious Observances Form". This form is available in Ancla (under Materiales administrativos > Religious observances) and must be submitted to the Course Supervisor by the end of the fourth week of the semester. This form applies to extensions for exams, in-class writings and homework assignments in Ancla. Extensions will not be given for additional travel days away from Bloomington for a religious observance. Documentation received after the fourth week of the semester will not necessarily be honored.

Late arrivals disrupt the flow of class, for both the instructor and fellow students. You are expected to arrive on time. Repeated tardiness will result in a lower attendance grade and a lower participation grade. Arriving late (more than 10 minutes) four times will count as one absence. Arriving more than 30 minutes late is considered an absence.

PARTICIPATION

Being prepared for and participating in class activities is one of the most important means of attaining the goals of this course. Your involvement in classroom discussions and activities will be evaluated by your instructor on an on-going basis, and will be officially recorded at the conclusion of each unit. You may consult with your instructor at any time for feedback on your participation and for suggestions on how it might be improved. Refer to the “Evaluation Criteria for Class Participation” at the end of this syllabus for more details.

2

HOMEWORK

Regular practice of Spanish outside the classroom is key to reaching the stated objectives of this course. For this reason, you will complete daily exercises through Proyecto Ancla as part of your coursework. All of these homework assignments (‘Tareas’) are web-based (http://www.iub.edu/~ancla/) and can be accessed using your University Network ID and Password from any computer equipped with a web browser. You will receive immediate feedback on your performance as well as a grade for each exercise that you complete. You will be able to track your scores using the web-based Grade Reporter. Refer to the “S105: Website Instructions” attached to this syllabus for complete information on accessing and using Proyecto Ancla.

Homework consists of vocabulary, grammar and culture exercises which you will complete after the material is presented in class. You have only ONE opportunity to complete each exercise. Therefore, it is imperative that you do not submit any exercise until you are ready to have it scored.

All web-based homework assignments must be submitted by the class hour on the specified due date, regardless of class attendance. Since the world-wide web can be accessed from virtually any location and there is ample time to complete assignments, no extensions will be given for submission of homework. The assignments listed on the syllabus schedule correspond to the dates on which they are assigned, and must be completed before the beginning of the next class. Reminders from instructors regarding due dates for Ancla assignments are provided as a courtesy, however, students are ultimately responsible for completing homework assignments in accordance with the course schedule. Personal computing problems such as bad Internet connections, residential power outages, browser and operating system failures are not a valid excuse for missing homework deadlines. Students should make every effort to complete their online homework and submit it via one of the IUB computing labs if their personal computer fails. Late homework is not accepted for a grade, and working ahead is not permitted. No homework grades will be dropped.

Any scoring or technical issues for any given homework exercise must be reported to the System Administrator within 24 hours of the due date (ancla@indiana.edu). If you contact the System Administrator, make sure you check your e-mail often. You should receive an initial reply to your query within 24 hours on weekdays. Direct grammar and vocabulary questions to your instructor, and use these homework exercises to monitor your understanding of the material as it is covered during the academic session.

Late reports of any problem with an exercise or set of exercises may not necessarily be honored after the 24-hour period has elapsed. Once a unit closes and the unit exam is administered, scores for the unit in question will remain unchanged.

IN-CLASS WRITING

During two class days this semester, twenty-five minutes are reserved for a graded writing exercise. The in-class writing assignments will give you the opportunity to reflect on different topics related to each unit’s theme in written form. A complete description of the in-class writing procedures and the grading evaluation criteria can be found on the Proyecto Ancla course website, under “Materiales administrativos > About In-Class Writing”.

If you are not present for a writing assignment due to extenuating circumstances, and you hope to get approval for a make-up, you must provide the Course Supervisor with written documentation within 48 hours of the assignment. Note: The only opportunity for making up this missed work will be on the evening of the second or third day following the assignment.

3

EXAMS

UNIT EXAMS

There will be a written exam at the end of each unit. These exams are listed in bold on the course schedule, and you should note these dates in your personal calendar. The goal of the exams is to assess how well you have assimilated what has been presented in each unit with regard to Spanish grammar, vocabulary, language, and culture. We administer common exams to all sections of this course. All instructors grade the exams using the same grading criteria; tests are not curved. A study guide for each exam will be available on the Proyecto Ancla course website under “Materiales administrativos > Download a study guide” at least a week before the exam. Additional practice for verb conjugation is also available throughout the semester by clicking on the “Materiales didácticos > Test Review Exercises” on the main page. These activities will give you immediate feedback and can be completed as many times as desired without affecting your grade.

Should you miss one of these exams for a valid, documented reason, the only opportunity for a make-up exam will be on the evening of the second or third day following the original exam date. In order to obtain permission to take this make-up exam, you must contact the Course Supervisor before the exam date (if you know ahead of time that you will be absent), or no later than 48 hours after the missed exam. You must present written, verifiable proof of an urgent reason (such as illness or family emergency) for missing the exam to the Course Supervisor. For example, in case of illness, you will need a doctor’s note indicating an office visit on the day of the exam or from an earlier visit, which indicates the need to miss school on the date of the exam.

FINAL EXAM

The Final Exam, which will be comprehensive and cumulative in nature, will be administered during Final Exams Week, on Monday, December 13, 12:30 p.m. - 2:30 p.m. (location to be announced). It is your responsibility to ensure that you will be present for this exam. Only under the most extreme circumstances will a make-up exam be provided. Pre-existing travel plans will not be considered a reasonable cause for missing theFinal Exam. If you know in advance of a serious conflict, you should make an appointment to see Dr. J. M. Soto, Director of Language Instruction, in BH 844 to make your petition. In the case of a last-minute emergency, you must be in touch with the Director within 24 hours of the missed exam.

STUDENTS WITH DISABILITIES

The University provides appropriate academic adjustments for qualified students with disabilities. Any student with a documented disability (physical or cognitive) who requires academic accommodations should contact the Office of Disability Services for Students (Franklin Hall 006; 855-7578; http://www.indiana.edu/~iubdss) as soon as possible to request an official letter outlining authorized accommodations. Before course accommodations can be made, the letter from DSS must be presented to Dr. J. M. Soto, Director of Language Instruction. Call 855-1157 to make an appointment. Students must obtain an updated letter from DSS and see Dr. Soto each semester. Approved accommodations will not change the basic elements of the course/class.

ACADEMIC INTEGRITY

The Department fully supports all university policies and procedures regarding academic misconduct (cheating, fabrication, plagiarism, interference, violation of course rules and facilitating academic dishonesty) as outlined in the Code of Students Rights, Responsibilities and Conduct. Please note that copying another student’s homework, using online translation programs, or getting unauthorized help from any other individual(s) are considered acts of cheating and are subject to academic misconduct procedures. In addition, students should not present someone else’s work as their own. Paraphrasing words, ideas or opinions, whether oral or written, is considered plagiarism. If it is found that a student has committed an act of academic misconduct, a report will be filed with the Office of Student Ethics, and a copy will be placed in the student’s academic record.

4

INCOMPLETES

A final course grade of I (Incomplete) is rarely assigned in this course, and may only be considered an option in cases where an unexpected, extreme situation—such as a personal or medical emergency—prevents a student from completing the final major assignment(s) of the course. A student must be passing in order to be considered for an incomplete and the request must be made after the automatic “W” deadline has passed. A petition for an incomplete must be accompanied by appropriate and verifiable documentation and should be presented to Dr. J. M. Soto, Director of Language Instruction, in BH 844.

Note: Incompletes are not issued due to chronic missed work or absences over the course of the semester; a “withdrawal” is more appropriate for such students (see next section).

WITHDRAWALS

The last day to withdraw from the course with an automatic “W” is Wednesday, October 27 by 4:00 p.m. You will have received several grades by then and should be able to make an informed decision about continuing in the course.

INSTRUCTOR/STUDENT COMMUNICATION

You can communicate with your instructor via e-mail. Your instructor will provide his/her e-mail address the first day of class. This is the best way

to contact your instructor, and you can expect a prompt response. during your instructor’s office hours. Your instructor will have one office hour per week and will

provide his/her office location and time on the first day of class. It is strongly recommended that you take advantage of these opportunities for one-on-one contact. Keep a list of questions that arise as you study, and bring these questions to your instructor for clarification.

you can also receive assistance with your study of Spanish at the walk-in Tutor Lab available Monday through Friday (check site listed below for specific hours). Instructors will be available in BH 328 to answer your questions and provide tutoring assistance. Students will be seen on a first-come-first-served basis; no appointments are necessary. The schedule for the Tutor Lab is posted under the ‘Ayuda’ section in Ancla. The direct link to the schedule for the Tutor Lab is: https://www.iub.edu/~ancla/105/tutors.php4.

you can arrange to meet with your instructor individually at a time that is convenient for both of you.

OTHER IMPORTANT INFORMATION REGARDING POLICIES

Students are expected to check their IUB e-mail on a frequent and consistent basis in order to stay current with course-related communications.

No extra credit is available for this course, and no assignments will be curved. All cellular phones and electronic devices must be turned off during class time. Text messaging, working on agendas (electronic or paper), and/or solving crossword or sudoku puzzles

is not permitted during class time. Eating is not permitted while class is in session. Students with children are asked to make other arrangements for their care rather than bringing them to

class.

CONSIDERING A MAJOR OR MINOR IN SPANISH

A major or minor in Spanish can open new academic and professional opportunities, as well as provide possibilities to travel, study, and/or work abroad. If you are interested in a major or minor in Spanish, please call 855-1157 to arrange an appointment with Sioux Hill, Academic Advisor, or visit http://www.indiana.edu/~spanport/undergraduate/

5

CAFÉ HISPANO

If you are interested in developing your speaking and listening proficiency in Spanish in a casual and open environment, you are encouraged to attend Café Hispano in the IMU Gallery/Starbucks. Have a cup of coffee or tea or just come to listen and chat.

Wednesday 3:00 – 4:30pm host Thomas Neal (tcneal@indiana.edu)

CONTACT INFORMATION

Course Supervisor

Elena Schoonmaker-GatesOffice location: BH 807 Office phone: 855-5552E-mail: eschoonm@indiana.eduOffice hours: Monday, Wednesday, Thursday 2:00-3:00pm and by appointment

Director of Language Instruction

Dr. J. M. SotoBH 844Call 855-1157 to make an appointment

Department of Spanish & Portuguese: http://www.indiana.edu/~spanport/

6

S105: Website Instructions

All homework assignments for S105 are web-based and can be accessed using your University Network ID and Password from any computer equipped with a web browser.

The website can be found at the following URL: http://www.iub.edu/~ancla/

ACCESSING HOMEWORK:

1. Log in with your University Network ID and password (this is the User ID and password that you use to access your University e-mail account)

2. Select S105 

3. Click on the 'Tareas' tab

4. Select “Do your homework” 

5. Select the relevant unit (ex. ‘Unidad Preliminar’) 

6. Select the assigned ‘Tarea’ (ex. 'Tarea 1') 

7. Select the exercise you wish to complete by clicking the button to the left of the exercise and clicking 'Vamos'.

8. Complete the exercise as instructed. 

9. Once you have completed the exercise and are ready to submit it, click 'Corregir' at the bottom. NOTE: You only have ONE opportunity to complete each exercise. DO NOT submit until you are absolutely certain you are ready.

10. Upon successful submission, every exercise displays a confirmation number at the bottom of the results page. This confirmation number is an electronic receipt that shows you completed a particular exercise. It is a good idea to copy/write down each confirmation number as evidence of exercise completion.

11. To complete another exercise, click ‘Tomar otra prueba.’

12. As you complete the assigned exercises, the green buttons next to the titles will be replaced with blue buttons. Once you see that every exercise in the assigned set has a blue button, you can consider the assignment complete.

13. Note: Each ‘Tarea’ consists of a set of exercises or ‘quizzes.’ There can be as few as 1 quiz per tarea or as many as 10. A ‘Tarea’ is considered complete when all the green buttons next to each quiz have turned blue. If you fail to complete a ‘Tarea’ on time, you will see red buttons next to every title of that set. In that case, you will not be able to complete any overdue quizzes.

14. Once you have completed each ‘Tarea’ it is highly recommended that you verify your scores in the database. In order to do so, select 'Grade Reporter' from the ‘Tareas’ page.  

7

HOMEWORK RESOURCES:

To complete the vocabulary and grammar exercises, see the corresponding lesson/vocabulary or grammar in the text.

 

SCORES:

To verify your ‘Tarea’ scores, select 'Grade Reporter' from the ‘Tareas’ page. 

You are responsible for informing the System Administrator about any problems you may discover with your scores WITHIN 24 HOURS OF THE DUE DATE (ancla@indiana.edu).

TECHNICAL ISSUES:

Check the ‘Frequently Asked Questions’ under the ‘Ayuda’ tab (‘Tareas’ page) if you have any questions. If you can’t find an answer to your question, e-mail the System Administrator at: ancla@indiana.edu

Immediately report any technical issues to the System Administrator at: ancla@indiana.edu

Be careful with wireless connections. They are slower than Ethernet connections and pages might not load properly. If that happens, try reloading the page (Ctrl+R/Cmd+R) to have the program retrieve the data.

If you experience problems with an audio exercise, try reloading the page (Ctrl+R/Cmd+R). If that fails to correct the problem, try using another browser and/or switch to another computer.

Videos are displayed in a new window or tab. If you are unable to view a video, check to see if the video has opened on a background page and activate it by clicking on it. Make sure the computer you are using has the appropriate plug-ins (Flash, Quicktime or WMP) installed. You may need to switch browsers or computers if the video is not playing properly. All videos are streamed and demand more bandwidth, so an ethernet connection will be more reliable than a wireless one. As with any other tarea, you should allow yourself enough time to complete an online assignment in case you encounter personal computing problems.

All technical issues for any given homework exercise must be reported to the System Administrator WITHIN 24 HOURS OF THE DUE DATE.

Expect at least an initial reply from the System Administrator within 24 hours of your message. That means you’ll need to check your IUB e-mail account often after reporting any technical issue.

IMPORTANT REMINDERS:

All web-based homework assignments are due by the class hour on the specified due date, regardless of class attendance.

Since the world-wide web can be accessed from virtually any location and there is ample time to complete assignments, no extensions will be given for submission of homework.

Late homework is not accepted for a grade.

DO NOT work ahead. Follow your course schedule for completing assignments.

8

It is best not to wait until the last minute to complete assignments, in case you encounter computer problems. You have at least 23 hours in which to complete an assignment.

Please note that since there are many homework exercises in each unit, forgetting to complete one assignment will generally not have a large impact on your homework grade and it will have a minimal impact on your final grade. Repeated failures to complete assignments in Ancla, however, will adversely affect your grade in the course.

You have only ONE opportunity to submit each exercise (by clicking on the ‘corregir’ button). However, you can choose not to push the ‘Corregir’ button. You can then log out and begin the assignment at a later time when you feel more ready to be successful; note, however, that your previous answer selections will not be saved.

All technical or scoring issues for any given exercise must be reported to the System Administrator WITHIN 24 HOURS OF THE DUE DATE (ancla@indiana.edu).

ACADEMIC INTEGRITY:

As a student in this course, you have access to electronically-based instructional material. Your access is granted only by virtue of your enrollment in the course. You are referred to the Code of Student Rights, Responsibilities and Conduct ( http://www.dsa.indiana.edu/Code/ ) for more information on academic misconduct. The full Code of Student Rights, Responsibilities and Conduct applies to this course and the materials used in it.

The work you do in the course is not collaborative. When completing on-line homework, you are to do so individually, i.e., without the assistance of another person or persons (see 1.a, 1.b, and 1.d under Cheating, pp. 7-8). Undue assistance received from classmates, peers, or tutors and the use of on-line translators to complete homework will be considered a violation of the academic code of conduct.

In addition, any alteration, copying or misuse of on-line materials in Ancla will be considered a violation of the academic code of conduct (see 1.e and 1.g).

If it can be determined, at the discretion of the instructor, course administrators, and/or System Administrator, that a student has committed academic misconduct, the incident will be reported to the Office of Student Ethics, an appropriate academic sanction will be applied, and a copy of the report will be placed in the student’s academic record.

LATE ADDS & STUDENTS ON WAITLISTS

Late Adds:

If you added a course to your schedule after classes officially started, you are considered a "late add". If you have officially added a course that uses Proyecto Ancla, you must wait until the Registrar adds you to the roster to begin completing homework assignments. It usually takes about 24 hours from the date you added the course for the official rosters to reflect changes. Authorizations for access to Proyecto Ancla are processed every day and your name will be added as soon as it appears on the official course roster. After you have been added to a course that uses Ancla, you will receive a new deadline for submitting your online homework. The message will be sent to your IUB email account so you should check your IUB mail and enrollment status through OneStart daily.

9

Students on Waitlists:

If you are or have recently been waitlisted for this course, you will not have access to Proyecto Ancla until you are officially enrolled. After you are added to the course officially, you must wait until your name is added to the section roster to access Ancla; this generally happens around midnight of the day your enrollment was processed. Authorizations for access to Ancla are processed every morning and your username should be added at that time. Waitlisted students are not granted access to Ancla under any circumstances. Students on a course waitlist are excused from completing their homework (Tareas) by the due dates specified in the course syllabus. Once you are officially registered in the course, you will receive a new deadline for submitting your online homework. The message will be sent to your IUB email account, so you should check your IUB mail and enrollment status through OneStart daily.

Students who enroll in a course after classes officially start or are on a waitlist for a course should attempt to log in to Proyecto Ancla daily.

The course syllabus is available to late adds and students on waitlists through Proyecto Ancla’s welcome screen. Just log in and scroll down if you see the “Unidentified User” heading.

10

Evaluation Criteria for Class Participation

Outstanding = 90-100 (A) The student: is well prepared for class, arriving with significant mastery of newly studied material is consistent, enthusiastic about learning, and always has a positive impact on class atmosphere participates actively in Spanish in all aspects of classroom activities, including volunteering to answer

questions, sharing ideas, and responding to classmates’ ideas contributes actively during small-group activities; shows leadership and is crucial to getting the given

tasks accomplished; listens attentively when others speak successfully achieves the objectives of each lesson is always on task and uses practice time wisely does not revert to use of English to ask questions or after completing group activities; develops ideas in

group activities and relates them to other topics or elaborates on topics to maximize use of Spanish if his/her group finishes before others in the class

Very good = 80-89 (B) The student: is well prepared for class, and is often able to actively use new material shows a positive attitude toward learning and has a positive impact on class atmosphere participates regularly in Spanish including asking questions and initiating conversations with instructor

and/or classmates; volunteers and shares ideas regularly contributes positively during small-group activities and is a valued team member; listens when others

speak makes a concerted effort to achieve the objectives of each lesson stays mostly on task and uses practice time wisely does not easily revert to use of English in small-group activities or after finishing assigned tasks

Satisfactory = 70-79 (C) The student: is somewhat prepared for class, though sometimes not able to apply new material seems somewhat indifferent toward learning or is often distracted during class activities, thus does not

positively impact class atmosphere on a regular basis shows more passive than active participation; sometimes contributes and is at least aware of what is

going on, but mostly just answers instructor’s questions when called upon sometimes contributes during small-group activities; usually listens when others speak makes an effort to achieve lesson objectives, although there is room for improvement could stay more focused; and could make better use of practice time resorts too easily to English to ask questions of instructor or to converse with classmates after finishing

small-group activities

Improvement Needed = 69 and below (D, F) The student: is not well prepared for class, and often is not able to apply new material shows a negative attitude toward learning or is completely inattentive during class activities; is

disrespectful to instructor or to classmates; talks out of turn or about unrelated topics; has a negative impact on class atmosphere for any number of reasons

is a passive participant or a non-participant in class activities; is barely engaged and depends on others to carry the load

rarely contributes during small-group activities; often does not listen when others speak makes little or no effort toward achieving lesson objectives; there is significant room for improvement is easily distracted and off-task; often wastes practice time lapses into English frequently to ask questions of instructor or to converse with classmates; rarely

speaks Spanish

NOTE: Frequent absences or late arrivals will adversely affect participation grades.

11

S105 COURSE SCHEDULEFall 2010

WEEK DATE LESSON DAILY TOPICS HOMEWORK(due by start time

of next class)1 8/30

LP - ¿Quién eres?: ¿Cómo te llamas? ¿De dónde eres? (2-4)¿Ser o no ser? (4-6)

Introduction to class, Ancla and overview of syllabus

Introducing yourself Forms and uses of “ser”

Print syllabus from Ancla and read in detailPreliminar: Tarea 1

1 8/31LP - Las carreras y las materias:¿Qué estudias? (6-8)

Review of syllabusCourses of study and school subjects

Preliminar: Tarea 2

1 9/1 LP - Las carreras y las materias: ¿Te gusta? (8-10)¿Qué carrera haces? (11-12)¿Sabías que…? (11)

Discussing likes and dislikesTalking about your majorCourses of study in Hispanic

universities

Preliminar: Tarea 3

1 9/2 LP - Más sobre las clases: ¿Son buenas tus clases? (12-14)¿Cuántos créditos? (15-16)

Redacción (preguntas)

Describing people and thingsNumbers 0-30

Practice questions

Preliminar: Tarea 4

2 9/6 LP - Más sobre las clases: ¿Hay muchos estudiantes en tu universidad? (16)LP - Vistazos culturales: El español como lengua mundial (18-20)

The verb form “hay”

Spanish as a world languageRegional dialects

Preliminar: Tarea 5

2 9/7 UNIDAD 1: ENTRE NOSOTROSL1 - La vida de todos los días: ¿Cómo es una rutina? (26-28)¿Trabaja o no? (29-30)

Talking about daily routinesTalking about what someone else

does

Unidad 1: Tarea 1

2 9/8 L1 - Durante la semana: ¿Con qué frecuencia? (31-32)

¿Qué día de la semana? (33-34)¿Y yo? (34-36)

Talking about how often people do things

Days of the week Talking about your own activities

Unidad 1: Tarea 2

2 9/9 Los hispanos hablan: ¿Funcionas mejor de día o de noche? L1 - Más sobre las rutinas: ¿A qué hora...? (37-39)¿Sabías que…? (38-39)

Discussing schedules

Telling when something happensComparing schedule differences

Unidad 1: Tarea 3

3 9/13 L1 - Más sobre las rutinas: ¿Y tú? ¿Y usted? (39-41)¿Qué necesitas hacer? (41-42)

Mini-situación: el presente

Addressing others Talking about what you need or

have to do on a regular basis

Writing in the present tense

Unidad 1: Tarea 4

12

3 9/14 L2 - Actividades para el fin de semana: ¿Qué hace una persona los sábados? (47-49)¿No haces nada? (49-50)

Talking about someone’s weekend routine

Negation and negative words

Unidad 1: Tarea 5

3 9/15 L2 - Actividades para el fin de semana: ¿A quién le gusta...? (50-52)L2 - Las otras personas: ¿Qué hacen? (52-54)

Los hispanos hablan: ¿Qué diferencias has notado…?

More about likes and dislikesTalking about the activities of two

or more people

Going out in the United States versus going out in Spain

Unidad 1: Tarea 6

3 9/16 L2 - Las otras personas: ¿Qué hacemos nosotros? (54-55)

L2 - El tiempo y las estaciones: ¿Qué tiempo hace? (56-59)

Talking about activities that you and others do

Talking about the weather

Unidad 1: Tarea 7

4 9/20 L2 - El tiempo y las estaciones: ¿Cuándo comienza el verano? (59-61)¿Sabías que…? (60)

¿Qué vas a hacer? (61-62)

Talking about seasons of the yearSeasons in the northern and

southern hemispheresIntroduction to expressing future events

Unidad 1: Tarea 8

4 9/21 L3 - Ayer y anoche (I): ¿Qué hizo Elena ayer? (66-69)¿Salió o se quedó en casa? (69-72)

Talking about activities in the pastTalking about what someone else

did recently

Unidad 1: Tarea 9

4 9/22 L3 - Ayer y anoche (I): ¿Salí o me quedé en casa? (72-74)L3 - Ayer y anoche (II): ¿Qué hiciste anoche? (75-76)

Talking about what you did recently

Talking to a friend about what he or she did recently

Unidad 1:Tarea 10

4 9/23 L3 - Ayer y anoche (II): ¿Salieron ellos anoche? (76-79)

¿Sabías que…? (77-78)

¿Qué hicimos nosotros? (79-81)

Talking about what two or more people did recently

Desi Arnaz – the first Latin superstar

Talking about what you and someone else did recently

Unidad 1:Tarea 11

5 9/27 Situación: el pretéritoL3 - Vistazos culturales: La vida diaria en el mundo hispano (82-84)

Writing in the preteriteMeal schedulesThe 24-hour clockSocial and work schedules

Unidad 1:Tarea 12

5 9/28 Repaso Examen 1 Review for Exam 1

5 9/29 EXAMEN 1: Lección preliminar y Unidad 1

5 9/30 UNIDAD 2: NUESTRAS FAMILIASL4 - La familia nuclear: ¿Cómo es tu familia? (92-94)¿Cuántas hijas...? (95-97)

Talking about immediate familyQuestion words: A summary

Unidad 2: Tarea 1

13

6 10/4 ¿Sabías que…? (97)

L4 - La familia “extendida”: ¿Y los otros parientes? (98-100)¿Tienes sobrinos? (100-101)

Hispanic last names

Talking about extended familyAdditional vocabulary related to family members

Unidad 2: Tarea 2

6 10/5 L4 - La familia “extendida”: ¿Están casados? (102)L4 - Mis relaciones con la familia: ¿Te conocen bien? (102-106)

More on “estar” + adjectivesFirst and second person direct

object pronouns

Unidad 2: Tarea 3

6 10/6 L4 - Mis relaciones con la familia: ¿La quieres? (106-108)Llamo a mis padres (108-109)

Third-person direct object pronounsThe personal “a”

Unidad 2: Tarea 4

6 10/7 L5 - Características físicas: ¿Cómo es? (I) (113-115)

¿Quién es más alto? (115-116)

Describing people's physical features

Making comparisons

Unidad 2: Tarea 5

7 10/11 L5 - Características físicas: ¿Nos parecemos? (116-117)L5 - Otras características: ¿Cómo es? (II) (118-119) ¿Cómo está? (119-120)

Talking about family resemblances

More on describing peopleDescribing people’s physical or

mental state

Unidad 2: Tarea 6

7 10/12 L5 - Otras características: ¿La conoces? (120-121)L5 - Más sobre las relaciones familiares: ¿Te conoces bien? (122-124)

Talking about knowing someone

True reflexive constructions

Unidad 2: Tarea 7

7 10/13 L5 - Más sobre las relaciones familiares: ¿Se abrazan Uds.? (125-127)¿Sabías que…? (126)

Redacción (párrafo)

Reciprocal reflexivesPhysical contact in the Spanish

speaking world

Practice paragraph

Unidad 2: Tarea 8

7 10/14 L6 - Años y épocas: ¿Qué edad? (131-132)¿Sabías que…? (132)¿En qué año? (132-134)

Numbers 30-199 and talking about people’s age

Life expectancy in various countriesNumbers 200-2030 and expressing years

Unidad 2: Tarea 9

8 10/18 L6 - Años y épocas: ¿Está cambiando? (134-136)L6 - Épocas anteriores: ¿Era diferente la vida? (I) (136-138)

The present progressiveIntroduction to the imperfect tense: singular forms

Unidad 2:Tarea 10

8 10/19 L6 - Épocas anteriores: ¿Era diferente la vida? (II) (139-141)¿Tienes tantos hermanos como yo? (142-143)

Introduction to the imperfect tense: plural forms

Comparisons of equalityUnidad 2:Tarea 11

8 10/20 SituaciónL6 - Vistazos culturales: El mestizaje en el mundo hispano (144-146)

Writing about your family

Spanish, African, European, and indigenous influences

Unidad 2:Tarea 12

14

8 10/21 Repaso Examen 2 Review for Exam 2

9 10/25 EXAMEN 2: Unidad 2

9 10/26 UNIDAD 3: EN LA MESAL7 - Los hábitos de comer: ¿Cuáles son algunos alimentos básicos? (152-155)¿Que si me importan los aditivos?(155-158)

Talking about basic foods in Spanish

Other verbs like “gustar” and the indirect object pronoun “me”

Unidad 3: Tarea 1

9 10/27 L7 - Los hábitos de comer: ¿Te importan los aditivos? (158-160)L7 - A la hora de comer: ¿Qué desayunas? (160-162)

**last day to withdraw with an automatic “W” (by 4:00 pm)

“Te” and “nos” as indirect object pronounsTalking about what you eat for

breakfast

Unidad 3: Tarea 2

9 10/28 L7 - A la hora de comer: ¿Qué comes para el almuerzo y para la cena? (163-165)L7 - Los gustos: ¿Qué meriendas? (166-167)

Redacción: párrafo

Talking about what you eat for lunch and dinner

Talking about snacks and snacking

Practice paragraph

Unidad 3: Tarea 3

10 11/1 ¿Sabías que…? (167)L7 - Los gustos: ¿Le pones sal a la comida? (168-170)¡Está muy salada! (171-173)

Spanish tapas“Le” and “les” as third-person

indirect object pronounsMore about “estar” + adjectives

Unidad 3: Tarea 4

10 11/2 L8 - Los buenos modales: ¿Qué hay en la mesa? (178-179)¿Se debe...? (180-181)

Talking about eating at the table The impersonal “se”

Unidad 3: Tarea 5

10 11/3 L8 - Las dietas nacionales: ¿Hay que...? (182-183)¿Se consumen muchas verduras? (183-186) ¿Sabías que…? (184-185)

Expressing impersonal obligationThe passive “se”

The Mediterranean diet

Unidad 3: Tarea 6

10 11/4 L8 - En un restaurante: ¿Está todo bien? (187-189)¿Para quién es? (189-191)

In-Class Writing

Talking about eating in restaurants Using “para”

In-Class Writing

Unidad 3: Tarea 7

11 11/8 L9 - Las bebidas: ¿Qué bebes? (194-195)¿Qué bebiste? (195-197)

Talking about favorite beveragesReview of regular preterite tense

verb forms and use

Unidad 3: Tarea 8

11 11/9 L9 - Prohibiciones y responsabilidades: ¿Qué se prohíbe? (198-201)¿Sabías que…? (200-201)

Review of impersonal and passive “se”

A brief history of tequilaUnidad 3: Tarea 9

11 11/10 SituaciónL9 - Vistazos culturales: La cocina en el mundo hispano (202-204)

Writing about drinking habitsCultural and geographical

influences on Hispanic cuisineUnidad 3:Tarea 10

15

11 11/11 Repaso Examen 3 Review for Exam 3

12 11/15 EXAMEN 3: Unidad 3

12 11/16 UNIDAD 4: EL BIENESTARL10 - Los estados de ánimo: ¿Cómo se siente? (210-212)¿Te sientes bien? (213-215)

Talking about how someone feelsReflexive verbs

Unidad 4: Tarea 1

12 11/17 L10 - Reacciones: ¿Cómo se revelan las emociones? (215-218)¿Te falta energía? (218-221)¿Sabías que…? (221)

Talking about how people show their feelingsThe verbs “faltar” and “quedar”Weather and emotions

Unidad 4: Tarea 2

12 11/18 L10 - Para sentirte bien: ¿Qué haces para sentirte bien? (222-225)¿Qué hacías de niño/a para sentirte bien? (225-227)

Redacción: párrafo

Talking about leisure activitiesUsing the imperfect for habitual

events: a review

Practice paragraph

Unidad 4: Tarea 3

13 11/22 L11 - El tiempo libre: ¿Qué haces para relajarte? (231-233)

¿Adónde vas para relajarte? (233-236)

¿Sabías que…? (236)

More activities for talking about relaxation

Talking about places and related leisure activities

Baseball in the Caribbean

Unidad 4: Tarea 4

13 11/23 L11 - El tiempo libre: Relajarse es bueno (236-238)L11 - En el pasado: ¿Qué hicieron el fin de semana pasado para relajarse? (238-240)¿Y qué hiciste tú para relajarte? (240-242)

When to use an infinitive or an “-ndo” form

More leisure activities in the past (preterite) tense

Preterite tense: Review of forms and uses

Unidad 4: Tarea 5

13 11/24-11/28

¡No hay clase! Thanksgiving break

14 11/29 L11 - La última vez: ¿Qué hacías que causó tanta risa? (243-247)

In-Class Writing

Narrating in the past: Using both preterite and imperfect

In-Class Writing

Unidad 4: Tarea 6

14 11/30 L12 - Hay que tener cuidado: ¿Qué es una lesión? (251-253)

¿Veías la televisión de niño/a? (253-255)¿Sabías que…? (254-255)

More vocabulary related to activities

Imperfect forms of the verb “ver”Television in the Spanish-speaking

world

Unidad 4: Tarea 7

14 12/1 L12 - Saliendo de la adicción: ¿Qué debo hacer? —Escucha esto. (256-258)¿Qué no debo hacer? — ¡No hagas eso! (258-260)

Telling others what to do: Affirmative “tú” commands

Telling others what not to do: Negative “tú” commands

Unidad 4: Tarea 8

14 12/2 Situación Narrating events using the

16

L12 - Vistazos culturales: La presencia indígena en el mundo hispano (262-264)

preterite and imperfectIndigenous influences in Hispanic countriesArtistic and literary works with indigenous themes

Unidad 4: Tarea 9

15 12/6 UNIDAD 5: SOMOS LO QUE SOMOSL13 - La personalidad: ¿Cómo eres tú? (I) (272-274)¿Cómo eres tú? (II) (275-276)L13 – Más sobre tu personalidad: ¿Te atreves a…? (281-283)

Describing personalitiesMore on describing personalitiesMore verbs that require a reflexive

pronoun

Unidad 5: Tarea 1

15 12/7 L14 - La personalidad de los famosos: ¿Qué cualidades poseían? (291-293)L14 - Situaciones hipotéticas: ¿Qué harías? (295-297)

More adjectives to describe people

Introduction to the conditional tense

Unidad 5: Tarea 2

15 12/8 L14 - En busca de personas conocidas: ¿A quién…? (300-301)¿Te gustaría…? (301-303)

Review of the object marker “a”Review of the verb “gustar”

Unidad 5: Tarea 3

15 12/9 Repaso Examen Final Review for Final Exam

FINAL EXAM: Monday, December 1312:30 p.m. - 2:30 p.m.

17

18