Spanish 102 Winter 2007

Becky Boling

LDC 365
bboling@carleton.edu
Office Hours:  Tuesdays 10:00-11:30 ; Wednesdays 3:15-4:30

Office Hours

Course Materials

Grading Scale for Language Classes

Components of Course

Course Folders

Guidelines for Compositions

Contact Professor

Exams 1, 2, 3,    4

Policy on Absences and Make-Up Work

Advice and Links

Modern Language Laboratory

Welcome to Spanish 102!  This course is designed to continue building your skills in five areas of Spanish:  reading, writing, speaking, listening comprehension, and knowledge of Hispanic culture.  To take this class, you must have passed Spanish 101 at Carleton with a C-minus or better or have scored between 326 and 385 on Carleton's Spanish placement test.  (If you need to take the placement test, please see Mary Tatge in the main office immediately.)  Likewise, you must earn a C-minus or better in this class to continue on to Spanish 103.

¡Tú dirás! (TD) + Quia On-Line Activities Manual (Quia), bundled.  Text audio CDs (3) that accompany Tú, dirás!  Check with instructor for instructions on enrolling in the On-line Activities Manual.  (Be sure to take note of the technical requirements.)
English Grammar for Students of Spanish (EGSS). Optional.  Available in the library.
You will be required to buy a workbook of exercises at the bookstore to be used for the Tuesday/Thursday practice sections.
Diccionario

IMPORTANT: It is your responsibility to keep up with the readings and assignments on this calendar; do not expect to be reminded about them every day.

Week	Day	Topics and Activities	To read/review (Optional readings in brackets) Book in the library (reserve) if you wish to read it.	To write/turn in
Uno enero 5-7	Miér	Introducción.  El alfabeto, la pronunciación, la puntuación.	TD 5-15.
	Juev	Práctica.
	Vier	Capítulo 6.1 (primera etapa) Para empezar: una tienda de ropa. Los pretéritos irregulares con u e i. Comentarios culturales: El Imperio Inca. Los pretéritos irregulares con j e y.	TD 186-194.	Quia, Capítulo 6: 2, 3,  6, 8, 9.
Dos enero 8-12	Lun	Capítulo 6.2 (segunda etapa) Para empezar: en el mercado y el supermercado. Las expresiones de cantidad. El subjuntivo de verbos regulares con expresiones de voluntad. Comentarios culturales: Los mercados al aire libre. Verbos irregulares del subjuntivo.	TD 196-205. [English Grammar for Spanish Students / EGSS 79-82.]	Quia, Capítulo 6: 12, 13, 18, 19.
	Mar	Práctica.		TD p. 194, ejs. 12-13 (Vamos a escuchar 6.1, Track 2-3).
	Miér	Repaso (review) del capítulo 6.1-2. Cuento, "Una limosna."	TD 186-205.	All exercises
	Juev	Práctica.  Prueba 1: el subjuntivo.		TD p. 205, ejs. 28-29 (Vamos a escuchar 6.2, Track 2-5).
	Vier	Capítulo 6.3 (tercera etapa) Para empezar: en una tienda de computadoras. El vocabulario de Internet. Los verbos saber y conocer y la a personal. Comentarios culturales: Ecuador y las nuevas tecnologías. Los pronombres de complemento directo.	TD 207-214. [EGSS 140-141, 147-150.]	Quia, Capítulo 6: 23, 24, 25, 26, 27, 28, 31, 32.
Tres enero 15-19	Lun	TD cap. 6, Integración: Cajamarca, tumba de un imperio. Repaso.	TD 216-217.	TD p. 216, ej. B (1-7).
	Mar	Examen 1: TD, Capítulo 6.		TD p. 214, ejs. 47-48 (Vamos a escuchar 6.3, Track 2-7).
	Miér	Capítulo 7.1 Para empezar: las fiestas. El imperfecto de verbos regulares e irregulares. Expresiones para hablar de acciones habituales. Comentarios culturales: fiestas y celebraciones en Chile. El uso básico del imperfecto.	TD 224-231. [EGSS 70-71.]	Quia, Capítulo 7: 2, 3, 4, 7, 10.
	Juev	Práctica.		TD p. 231, ejs. 10-11 (Vamos a escuchar 7.1, Track 2-9).
	Vier	Capítulo 7.2 Para empezar: la música popular. Más usos del imperfecto. Comentarios culturales: bailes tradicionales chilenos. Comparativos y superlativos.	TD 232-238. [EGSS 114-117.]	Quia, Capítulo 7: 14, 15, 17.
Cuatro enero 22-26	Lun	Repaso del capítulo 2.1-2. Cuento, "Los dos reyes y los dos laberintos."	TD 224-238.	All the exercises
	Mar	Práctica.  Prueba 2: el imperfecto.		TD 238, ejs. 23-24 (Vamos a escuchar 7.2, Track 2-10).
	Miér	Capítulo 7.3 Para empezar: los festivales y conciertos. Los pronombres demostrativos. Comentarios culturales: la música chilena de ayer y de hoy. Las expresiones para indicar tiempo transcurrido.	TD 239-244. [EGSS 180-183.]	Quia, Capítulo 7: 22, 23, 24, 25. Composición 1
	Juev	Práctica.		TD p. 244, ejs. 35-36 (Vamos a escuchar 7.3, Track 2-11).
	Vier	TD cap. 7, Integración: Las fiestas en el mundo hispano. Repaso.	TD 245-247.	TD p. 245, ej. D.
Cinco enero 29-31 febrero 1-2	Lun	Capítulo 8.1 Para empezar: partes del cuerpo. Hablando de accidentes y lesiones. Los pronombres de complemento indirecto. Comentarios culturales: las dos medicinas. El verbo gustar y otros verbos similares.	TD 254-262. [EGSS 141-142, 150-152.]	Quia, Capítulo 8: 1, 3, 6, 7, 10.
	Mar	Examen 2: TD, Capítulo 7.		TD p. 262, ejs. 9-10 (Vamos a escuchar 8.1, Track 2-13).
	Miér	Capítulo 8.2 Para empezar: enfermedades y remedios. Las expresiones de tiempo pasado. La narración en el pasado: el pretérito y el imperfecto. Comentarios culturales: las droguerías en Colombia. El subjuntivo con expresiones de emoción.	TD 263-270. [EGSS 83.]	Quia, Capítulo 8: 13, 14, 15, 16, 19, 20, 21, 22.
	Juev	Práctica.		TD p. 270, ejs. 23-24 (Vamos a escuchar 8.2, Track 2-14).
	Vier	Repaso del capítulo 8.1-2. Cuento, "La rosa."	TD 254-270.	All exercises. Informe sobre la actividad cultural (puede entregarse antes pero no después de esta fecha).
Seis febrero 5-9	Lun	Día feriado, sin clase.
	Mar	Práctica.  Prueba 3: el verbo gustar.
	Miér	Capítulo 8.3 Para empezar: la personalidad y los estados de ánimo. Ser y estar + adjetivos. Comentarios culturales: el Canal de Panamá. Las acciones recíprocas.	TD 271-277.	Quia, Capítulo 8: 26, 27, 28, 30.
	Juev	Práctica.		TD p. 277 ejs. 37-38 (Vamos a escuchar 8.3, Track 2-15).
	Vier	TD cap. 8, Integración: Monyamena: origen del Río Amazonas. Repaso.	TD 278-280.	TD p. 279, ej. C (1-15).
Siete febrero 12-16	Lun	Capítulo 9.1 Para empezar: un programa de intercambio y la universidad. La hora oficial. Resumen del pretérito y el imperfecto. Comentarios culturales: el parque nacional Volcán Poás. El subjuntivo con expresiones de emoción impersonales.	TD 286-296. [EGSS 70-71, 83.]	Quia, Capítulo 9: 1, 3, 6, 7, 9.2, 10.
	Mar	Examen 3: TD, Capítulo 8.		TD p. 296, ejs. 11-12 (Vamos a escuchar 9.1, Track 2-17).
	Miér	Capítulo 9.2 Para empezar: en un hotel. Más sobre los verbos reflexivos. Comentarios culturales: los albergues juveniles. Se para expresar accidentes y acciones imprevistas.	TD 298-307. [EGSS 161-164.]	Quia, Capítulo 9: 12, 13, 14, 15, 17, 18, 19.
	Juev	Práctica.		TD p. 307, ejs. 23-24 (Vamos a escuchar 9.2, Track 2-18).
	Vier	Repaso del capítulo 9.1-2. Cuento, Denevi, "Apocalipsis"	TD 286-307. BCH 31-34.	All the exercises
Ocho febrero 19-23	Lun	Capítulo 9.3 Para empezar: buscando apartamentos. Los pronombres de complemento directo e indirecto. Comentarios culturales: Costa Rica, un poco de historia. Los pronombres del complemento directo e indirecto con el infinitivo y los tiempos progresivos.	TD 309-315. [EGSS 142-143.]	Quia, Capítulo 9: 21, 22, 24, 25,  27. Composición 2
	Mar	Práctica.		TD 315, ejs. 35-36 (Vamos a escuchar 9.3, Track 2-19).
	Miér	TD cap. 9, Integración: Las pintorescas carretas de Sarchí. Repaso.	TD 317-318.	TD 317, ejs. C, D, E.
	Juev	Examen 4: TD, Capítulo 9.
	Vier	Capítulo 10.1 Para empezar: una semana típica. Repaso: el presente de indicativo y el presente de subjuntivo. Comentarios culturales: la civilización maya, pasado y presente. Expresiones adverbiales para hablar de una secuencia de acciones.	TD 324-331. [EGSS 84-85.]	Quia, Capítulo 10: 4, 5, 6.
Nueve febrero 26-28 marzo 1-2	Lun	Capítulo 10.2 Para empezar: ¿Qué hiciste el verano pasado? Repaso de los tiempos del pasado. Expresiones para organizar una secuencia de acciones en el pasado. Comentarios culturales: el cacique Lempira y la resistencia indígena. El pretérito perfecto.	TD 332-341. [EGSS 69-72, 74-75, 91-92.]	Quia, Capítulo 10: 11,12, 13, 17, 18.
	Mar	Práctica.		TD p. 330, ejs. 7-8 (Vamos a escuchar 10.1, Track 3-2).
	Miér	Repaso del capítulo 10.1-2. Cuento, "Venganza campesina."	TD 324-341.	All the exercises
	Juev	Práctica.  Prueba 4:  El pretérito perfecto		TD 341, ejs. 21-22 (Vamos a escuchar 10.2, Track 3-3).
	Vier	Capítulo 10.3 Para empezar: ¿Qué vas a hacer? Las expresiones verbales para hablar del futuro. Las expresiones para hablar de una secuencia de acciones en el futuro. Comentarios culturales: algunos escritores de Centroamérica. El tiempo futuro.	TD 342-350. [EGSS 95-98.]	Quia, Capítulo 10: 25,  27.
Diez marzo 5-9	Lun	TD cap. 10, Integración: El nahual. Repaso.	TD 351-352.	TD p. 351, ej. B. Composición 3
	Mar	Examen oral
	Miér	Repaso
	Juev	Práctica		TD p. 350, ejs. 35-36 (Vamos a escuchar 10.3, Track 3-4).
	Vier	Repaso y evaluaciones.

 

Attendance policy and grading scale: Because oral participation and regular practice are crucial to successful language learning, the Spanish Department has established the following guidelines:

1) Students may miss no more than five classes (exception: medical or other problems approved in writing by the dean of Students) and still be able to pass any course in the 101-204 language sequence. This includes the T/Th sessions as well.  Because arriving late to class is disruptive to the rest of the students, every two late arrivals (after discussion has begun) will count as one absence.

 2) To reflect the importance of oral work in the target language, participation will comprises 10% of the final grade, and there will be two oral interviews during the term comprising an additional 10% of the final grade.

 3)  Make Up Policy for Exams.  Make ups will be given at my discretion and only in the case of illness or personal emergencies when I have been notified in a timely fashion (i.e., before the exam).  It is your responsibility to contact me before the next class period to discuss scheduling a make up. 

 4)  No late homework will be accepted.

 5) The following grading scale applies to all language courses in French and Spanish.  The numbers in parentheses represent the statistical average of the range and will be used to record scores with letter grades only (such as participation).  Please note that there will be no extra credit assignments in the class.

6)  The online workbook QUIA that accompanies the Tú, dirás textbook is to be done by the date specified on the calendar.  I will go on that date and record whatever grade you have at that point.  You are free to redo exercises, but I will only take this initial grade for your homework grade.

 

A+ 98-100 (99)	B+ 89-91 (90)	C+ 81-83 (82)	D+ 72-74 (73)	F 0-66
A 95-97 (96)	B 86-88 (87)	C 78-80 (79)	D 69-71 (70)
A- 92-94 (93)	B- 84-85 (84.5)	C- 75-77 (76)	D- 67-68 (67.5)

NOTE: YOU MUST EARN A GRADE OF C- OR BETTER IN SPANISH 102 IN ORDER TO GO ON TO SPANISH 103.

 

Course Grade

40%  4 one hour exams

10%  1 oral exam (may be scheduled over a two-day period and may require you to come outside of normal class times TBA).

 5%   4 quizzes on specific grammar issues.

15%  final exam

10%  participation (presentations, attendance, participation in classroom activities, any pop quizzes during the MWF.)

10%  homework  (Quia, actividad cultural, exercises on the readings, actividad cultural, vamos a escuchar)

10%  3 compositions between 150 to 200 words  (TBA)

Class Content

We will study chapters 6-10 of ¡Tú dirás!.  The grammar material in ¡Tú dirás! will be supplemented by optional readings from relevant chapters of English Grammar for Students of Spanish available in the library.  Please come to class having carefully read the material indicated in the To read/review column of the calendar for that day.

The M-W-F sections of the course, which introduce new grammar material, are taught by me; the T-Th practice sections are led by an advanced undergraduate TA.  Except for the first day, all classes are conducted entirely in Spanish, although I am available to speak English outside of class.

Classroom etiquette

The proper title for a college faculty member in the Spanish-speaking world is profesor  or profesora together with the polite form of address (Usted).  Please observe this practice in the classroom as it will help you learn both the social and linguistic distinctions between Usted  and tú (you should use the latter with your classmates).  Outside class, you are welcome to speak with the instructor on a first-name basis if you wish.

To ensure an orderly learning environment, you are asked to turn off all cell phones, pagers, and other electronic devices at the beginning of each class.  Similarly, please refrain from leaving to use the restroom in the middle of class except in the case of absolute emergencies.

 Homework

You are responsible for all the material as distributed in the syllabus and/or assigned in class. Pop quizzes will be given periodically so keep up to date on the daily assignments. No late homework will be accepted.  Listen to the accompanying listening material several times before and during the time we are studying that lesson. From time to time, loop back and listen to previous lessons. It will be nice for you to realize how easy previous lessons will seem as you progress beyond them.

The Quia homework activities, all of which are to be completed on line, are due by 5:00 p.m. on the day indicated (please abide by the date on the calendar below, not the one listed on the Quia website); they may be resubmitted until a perfect score is obtained, but I only will record as your grade the results that I find when I go to the site at 5:10 on the day they are due.  If you experience technical problems with the Quia website, please send an email to their customer support at bookhelp@quia.com; if you are unable to complete the assignment on time due to technical issues, please send the instructor an email describing the problem and listing the exercises you failed to submit.  Homework from ¡Tú dirás!  (TD) and homework related to our readings (TBA) will be due in class on the day indicated.  Unexcused late homework will be counted only at the instructor's discretion.  Any exercises in the ¡Tú dirás!  textbook and  from the On-Line Activities Manual not indicated as homework on the calendar are for additional practice; you are not required to turn them in unless specified by the instructor, but you should be prepared to do them in class upon request.

The cd rom has very useful exercises and the web pages for the textbook offer additional, painless, practice.  I will also bring in extra readings from time to time and hopefully these will show you how well you are picking up your skills. There are situaciones in each lesson and I may assign these to partners to be presented in class. There will be plenty to go around for the whole class, but only a few people will be responsible for a situación in any one given lesson.

Vamos a escuchar

In each of the three etapas for each of the lessons we will study in Tú, dirás, there is a listening activity called Vamos a escuchar.  The audial files for these exercises are on your cd rom (which accompanies the textbook).  You may listen to these as many times as you need in order to do the assignment.  The assignment, Vamos a escuchar, is to be written out on a separate sheet of paper and turned in on the Tues/Thurs according to the date due in the calendar.  Turn the homework in to the language assistant.  This is an ongoing assignment and will be done in each lesson. 

 Lecturas: You will read authentic texts in the language (TBA). Whenever possible, incorporate as much of the active vocabulary as you can into your own writing and speaking. Read and reread the stories; figure out unknown vocabulary through context. Rehearse retelling the story and discussing its effect(s) and/or theme(s). You will be expected to complete specific exercises for each of the readings we do. Do the exercises related to each story before class discussion. After we discuss the story in class, reread it and try one or more of the following: 1) record your own version of it or your own analysis of it on a tape recorder or at the lab; 2) write a brief synopsis and commentary on it; 3) write your own story; 4) find and read another story in Spanish (or in English) by the same author and tell someone about the new story.  In some cases, I will create mp3 audial files associated with the stories.  Listen to these files several times before and/or after reading the selection on your own.  Take note of pronunciation, tone, etc...

Participation

Oral performance is an important part of your grade. Good oral performance means talking in class in Spanish at your own initiative, not waiting to be called on. It also means being an active partner in the pairs and group activities that are done in class. You will be expected to improve in your skills as the term progresses so the quality of your pronunciation and fluency will also be evaluated.  The grade comprises frequency (the amount you speak in class), accuracy (the correctness of what you say), and engagement (the level of your motivation and cooperation in and out of class).  If you consistently speak only when called upon or do not cooperate in group work, you will forfeit this part of your grade. Talking or answering in English does not count as participation.

Actividad Cultural:  In addition to the classroom activities, I expect you to find opportunities outside of class either at Parish House, our language house, or in the dining halls for "la mesa española," or at one of many lectures and presentations hosted by the Spanish Section, Latin American Studies or LASO to involve yourselves with the language and/or culture understood in broad terms of the Hispanic world.   (Click here for a list of Spanish-language activities at Carleton's Parish House.)  You are to write up a 500 word report in English on one of the activities in which you specify the time and date of the activity, what it involved, any vocabulary or grammar issues that you noted during the activity, and an examination of what you learned from the activity.  

Compositions

You will be expected to incorporate grammatical principals and structures with vocabulary being studied to write your compositions. At this stage you should not be making mistakes with the following items: 1) present indicative forms of verbs, 2) subject and verb agreement, 3) noun and adjective agreement, 4) gender and number of nouns, 5) personal "a" with direct object nouns referring to a person, and (6) basic spelling of most words. If your composition has more than 5 instances of any of these kinds of errors, it will be turned back to you for rewrite without further attention from me and the final grade possible will be lowered by 10%.

 Comments on the text and current pedagogy:

What follows are some of the basic assumptions made in current language acquisition pedagogy: Students are encouraged to use structures and vocabulary in meaningful contexts; hence the units in Tú Dirás are focused on subjects the authors feel of interest to students. A great deal of passive exposure is required before a learner will be able to absorb and produce the language. Whenever you can, try to use the text as a model for your own speaking and writing. Expand as much as possible on exercises in the book to force yourself to assimilate new vocabulary and structures. The more you read, write, and speak, the better will be all your skills in the language.

 My caution: Understanding a concept in language does not guarantee your ability to produce speech, much less accurate, correct speech. Passive learning is a stage, not the goal, of learning a language. In order to actively use the language well, you will also need to do a certain amount of memorization. You can understand how stem-changing verbs work in present and preterite tenses, be able more or less to recognize their meaning in a story or article or in a talk, and yet not be able to produce the correct form for "I" or "you" when you need it unless you take the time--as laborious as it may seem--to memorize that pedir, for instance, is pido, pides, pide, pedimos, pedís, pidenin the present and pedí, pediste, pidió, pedimos, pedisteis, pidieron in the preterite. Verbs are particularly challenging in Spanish because of the numerous changes. During 102 you will have studied many of the most visible and significant issues in the language's grammar. I expect you to have a working knowledge and command of these issues before you continue on into103.

 

Some skills you should already possess and use effortlessly and correctly at the beginning of 102:

1. present indicative of all verbs you know

2. correct form (gender, number) and position of adjectives

3. correct pronoun usage: subjects

4. reflexive verbs and pronouns: (lavarse, vestirse…)

5. personal "a"

6. ser and estar distinctions

7.  the formation of regular verbs in the preterite and formation of the imperfect and a basic understanding of some of the major uses

8.  correct pronunciation and use of written accents

Course Folder for 102

Many exercises, worksheets, key to composition corrections will be found in MOODLE at https://moodle.carleton.edu/.  You are automatically enrolled in this course file management system.  Login using your username and password as you might for your carleton email account.  The material for each week is there.  As the term progresses, files, assignments, readings will be uploaded to this site for your convenience.  Consult this site for homework and so on. 

There are also course folders SPAN102 for the class.  I MAY direct you to the course folder/course materials subfolder from which you can make your own copy of assignment sheets or help materials.  However I imagine that I will not use this resource except for extremely long files.  In the course folder, the subfolder COMMON  is valuable for times when you want to share materials with the class.  You can add your files to COMMON and they will be accessible to other classmates.  This might make working on group assignments more convenient, for example.  Or if you want to share a powerpoint or a music file with the class, it can be stored here.  This file is open only to members of the class and me.  You can upload files to COMMON or to your own folder, but you cannot change any files in the course materials folder nor add files to it; you can only download the files from this subfolder. 

To use the course folder for the class, you must be logged onto the server.  Once you log in, go to the my computer icon and click on it or log in at this point if the log-in box appears.  There should be an icon for COURSES for netstorage.  Click on it.  Click again on Courses. Only the courses for which you are enrolled will appear. Click on Span and then on the Span102 folder.   Now you will see "Common," "Course Materials," "Student Work." You can share files with classmates in the "common" folder; Course Materials is where I will drop files for you as a class.  The "student" folder should have your folder only within it.  There is a folder called hand-in and one called return.   You can drop off materials but not retrieve them from the hand-in subfolder found under your email name in the "Student" folder.  I will not use the student folders normally.  I prefer that you turn in hard copies of homework, compositions etc.

Friendly advice or how to do well in this class

 You will notice from the first day that the pace of the class is quite fast. Here are some tips on how to survive Spanish 102:

Don't miss class

Be active in class

Keep up daily with the lab manual and workbook

Review thoroughly and often

Identify concepts you may have difficulty with and come to see me

Talk to your Language Assistant. Remember: they have done it all and have done it well!

If you find yourself drowning, let me know as soon as possible. There are resources on campus designed to help you swim again.
 

 Enlaces: Links.

• Explore the web pages for the Spanish Section to find out about the major, the Certificate of Advanced Study in Spanish, courses for the year, our Off-Campus Studies Programs in Mexico and Spain, What's happening?, and internet resources.
• For added practice with the language there are some sites you might be interested in. For example:  WebSite for Tú Dirás or  http://www.studyspanish.com/

¡Buena suerte, muchachas y muchachos!