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MAT- Spanish II Syllabus

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Course Description | General Program Goal | Proficiency | Oral Proficiency Expectations | Listening and Oral Comprehension | Speaking and Oral Proficiency | Reading | Writing | Vocabulary | Grammar | Culture | Language as Language | Supplemental Cultural Content

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Spanish II (Intermediate-Low Level Spanish)

Course Description
Emphasis is continued on speaking Spanish with a greater focus on reading and listening skills. Advanced grammar and the practice of these skills are organized around five cultural themes: descrining people and things, looking for a hotel or an apartment, everyday routines, health and fitness, and traveling in various Spanish-speaking countries.

All Modern Language courses are based on proficiency principles as promulgated by the American Council on the Teaching of Foreign Languages (ACTFL).

Textbook

Somos AsÝ: Listos-  EMC Paradigm (Click here for scope and sequence)

Instructor: Mr. Milton Turner
E-mail:
MTurner@ignatius.edu, MAT@aol.com
WWW: www.maturner.com or www.ignatius.edu/Turner/ 
Phone: (216) 651-0222
Homework Hotline (Voice Mail):
(216) 651-0222 between 6:00pm and 7:30am.

bulletto access, dial 411, then TUR (887), then 1 to confirm

General Program Goal

Students will attain communicative proficiency in language consistent with their level of study. Proficiency is the student's relative ability to function properly in the target language in specific communicative circumstances.

Proficiency

Proficiency is a measure of one's ability to use language. Proficiency is assessed by considering content/context, function and accuracy. The proficiency rating generally falls into one of the broad levels of Novice, Intermediate, Advanced or Superior. Novice and Intermediate are further divided into the categories of Low, Mid, and High. Advanced is further divided into Advanced and Advanced High. The proficiency that students attain depends on such factors as time, level of control, and classroom activities. A description of the four major levels (from the 1986 ACTFL Proficiency Guidelines) are below.

Novice Speakers can communicate only in common, highly predictable daily situations using memorized and formulaic speech. They may be difficult to understand, even by those accustomed to interacting with nonnative speakers.
Intermediate Speakers can ask and answer questions and can maintain simple conversations on familiar topics using sentences and strings of sentences. They can usually be understood by those accustomed to nonnative speakers, although some repetition may be needed.
Advanced Speakers can converse fluently and discuss topics of personal interest. They cab describe and narrate events in the past, present, and future using paragraph like discourse. They can be understood without difficulty, even by those unaccustomed to nonnative speakers.
Superior Speakers can participate effectively in most formal and informal conversations on practical, social, professional, and abstract topics. They can explain in detail, hypothesize, and support their opinions. At this level, errors never interfere with communication.

Oral Proficiency Expectations

Based on the ACTFL Oral Proficiency Guidelines, the following levels can be reached by students in a five-year secondary sequence of classroom instruction. One year is considered 120 hours of actual time on task in the classroom. An occasional very superior student may, of course, reach the next higher level.

Expected outcomes are given for both Concept Control and Partial/Full Control. Grades are based concept control. Factors such as type of classroom activity, time, motivation, independent practice, and special opportunities enter into the partial and full control necessary to advance on the ACTFL Oral Proficiency scale.

Concept Control

Average student

1st year

0

Novice-Mid

2nd year

1-

Intermediate-Low

3rd year

1

Intermediate

4th year

1+

Intermediate-High

5th year

2

Advanced

Advanced student

1st year

0+

Novice-High

2nd year

1

Intermediate

3rd year

1+

Intermediate-High

4th year

2

Advanced

5th year

2+

Advanced-High

Partial/Full Control

Average student

1st year 0 Novice-Mid
2nd year 0+ Novice-High
3rd year 1- Intermediate-Low
4th year 1 Intermediate
5th year 1+ Intermediate-High

Advanced student

1st year 0+ Novice-High
2nd year 1- Intermediate-Low
3rd year 1 Intermediate
4th year 1+ Intermediate-High
5th year 2 Advanced

SPANISH II: INTERMEDIATE LEVEL

LISTENING AND ORAL COMPREHENSION

To understand spoken Spanish in sentence-length utterances (one or more) consisting of recombined learned materials.

To understand the essential information from Spanish spoken in original sentences (one or more) such as dialogs and narratives using mostly familiar vocabulary, and on familiar topics and/or topics of high personal interest.

To understand instructions and directions on familiar topics given in Spanish.

COURSE OBJECTIVES

Students will ...

bulletPerform objectives of previous level.
bulletTake spot dictation on previously-learned materials.
bulletListen to oral directions (to exercises and activities) in Spanish and respond appropriately (by actions, orally, or in writing).
bulletListen to and comprehend dialogs and presentations performed by classmates.
bulletListen to and comprehend anecdotes and narratives spoken by the teacher or by another Spanish language speaker used to dealing with foreigners.
bulletView, listen to, and comprehend instructional foreign language films in Spanish.
bulletListen to tapes and/or records or simple dialogs, reports, narratives, and/or stories in Spanish with at least partial comprehension.

SPEAKING AND ORAL PROFICIENCY

To speak Spanish within a controlled framework, making statements, asking questions, an/or giving rejoinders based on learned materials.

To begin to create with the language by combining and recombining learned elements, primarily in a reactive mode.

To participate in simple conversational situations.

COURSE OBJECTIVES

Students will ...

bulletPerform objectives of previous level.
bulletOriginate short sentences, questions, and/or commands in the affirmative and negative.
bulletPerform original dialogs and/or very short oral presentations.
bulletPerform basic interactive tasks: for example, introduce self, order a meal, and make purchases.
bulletParticipate in uncomplicated conversation in social situations by talking about, for example, self, family and friends; personal likes and dislikes; personal activities.
bulletInitiate, minimally sustain, and close basic communicative tasks in a very simple way.
bulletAsk and answer basic questions needed for survival.
bulletBe understood by Spanish language speakers used to dealing with foreigners.

READING

To understand main ideas and some facts from simple dialogs and texts using mainly recombined materials.

To read and comprehend structured non-complex authentic texts dealing with very familiar topics, such as basic and social needs.

COURSE OBJECTIVES

Students will ...

bulletPerform objectives of previous level.
bulletRead directions in the target language.
bulletInfer meaning of simple new words from context.
bulletInfer meaning of new words belonging to known word families.
bulletIdentify main idea and some facts from selected appropriate texts.
bulletRead materials related to the textbook.
bulletRead simple materials from sources outside the textbook.

WRITING

To recombine in writing learned vocabulary and structures into simple sentences on familiar topics and personal experiences.

To create simple dialogs or paragraphs.

To write simple practical messages.

To be understood in writing by Spanish native speakers used to the writing of non-natives.

COURSE OBJECTIVES

Students will ...

bulletPerform objectives of previous level.
bulletDo sentence completions, sentence transformations, sentence expansion, multiple item substitutions, answer according to suggested patterns.
bulletTranslate simple sentences into the target language or English.
bulletWrite simple sentences to express personal feelings and thoughts, or to describe personal experiences in daily routines and everyday events.
bulletWrite simple messages such as notes, postcards, telephone messages, shopping lists, etc.
bulletWrite letters and/or very short compositions in the target language with vocabulary and grammar appropriate to level using mostly previously learned vocabulary.

VOCABULARY

To develop an active and passive vocabulary in Spanish of common topics and expressions of high interest and/or of everyday situations.

To begin to learn Spanish vocabulary of average frequency.

COURSE OBJECTIVES

Students will ...

bulletPerform objectives of previous level.
bulletGive polite responses in social situation, including meeting other people.
bulletLearn common vocabulary from the remaining topics listed in the Novice-level Course Objectives.
bulletLearn common vocabulary from 10 (or more) basic areas:
bulletprofessions
bulletshops and shopping
bullettravel vocabulary: hotel, car, airport, traffic
bulletfeelings
bulletnumbers to 1.000.000
bulletweights and measures
bulletfurniture
bulletgeographical terms
bulletadjective vocabulary
bulletcomparative and superlative expressions
bulletadditional foods
bulletadditional school vocabulary
bulletinterrogative vocabulary
bulletillnesses and accidents
bulletmusic (instruments)
bulletart expressions
bulletextended family
bulletadverbs
bulletimpersonal expressions
bulletLearn additional high- and medium-frequency expressions:
bulletverbs
bulletrejoinders
bulletidiomatic expressions
bulletisolated vocabulary items
bulletDistinguish between common frequently confused verbs: i.e., to know.

GRAMMAR

To identify learned grammatical patterns and to use them correctly in previously learned but recombined materials.

To begin to apply (in exercises and in writing) basic Spanish grammatical rules in recombined materials.

To understand additional grammatical concepts, such as distinguishing different kinds of pronouns, placement of pronouns, identifying tenses, and using limiting or quantitative adjectives.

COURSE OBJECTIVES

Students will ...

bulletPerform objectives of previous levels.
bulletLearn verb forms such as:
bulletAdditional present tense irregular verbs
bulletProgressive tense
bulletPast tense of verbs: regular and high- frequency irregulars
bulletSubjunctive tense: regular and high- frequency irregulars
bulletSelected stem-changing and orthographic-changing verbs
bulletLearn to use infinitives in place of nouns.
bulletLearn pronouns such as:
bulletDirect object pronouns
bulletIndirect object pronouns
bulletReflexive pronouns
bulletRelative pronouns
bulletLearn adjectives such as:
bulletDemonstratives
bulletPossessives
bulletQuantitative adjectives
bulletLearn and use interrogatives.

CULTURE

To develop an awareness of the contemporary ideas and behavior of the people who speak Spanish.

To recognize ;and compare additional surface-level cultural differences between the Hispanic culture and the culture of the United States.

Begin to develop tolerance and appreciation for linguistic and cultural differences.

COURSE OBJECTIVES

Perform objectives of previous level.

Become familiar with various specific aspects of Hispanic culture: i.e., special events, sports, education, easily identifiable beliefs and attitudes about such areas as leisure activities, extended family, animals, etc.

Begin to recognize cultural differences among various regions where Spanish is spoken.

Begin to study the formal culture of Hispanic countries: famous landmarks, famous people, art, music, etc.

Listen to Spanish native speakers speaking English about their native culture.

Read short dialogs and/or passages about everyday cultural situations.

Demonstrate knowledge of countries and capitals.

Write a report (English or Spanish).

LANGUAGE AS LANGUAGE

To recognize the interaction between various language components (vocabulary, grammar, the language skills--speaking, reading, etc.), and to realize that the interaction can aid in learning language.

To begin to utilize the interactive components of language. (For example: 1) difference in prefixes for nouns vs. prefixes for adjectives; 2) synonyms are not always the same grammatically.)

To begin to recognize linguistic components of language.

To understand that many components of language are applicable to English as well as to Spanish.

COURSE OBJECTIVES

Students will ...

bulletPerform all objectives of previous level.
bulletUnderstand prefixes and suffixes.
bulletLearn word families.
bulletRecognize parts of speech and learn how they interact.
bulletStudy tense concepts and identify tenses in English and Spanish.
bulletUse learned grammar concepts to improve writing and speaking skills.
bulletRecognize that there is more than one way to express an idea.
bulletBegin to learn paraphrasing and circumlocution.

Supplemental Cultural Content

The student will be exposed to basic linguistic notions such as language families and relatedness, stages of L2 learning, cognates and borrowings.

The student will also be introduced to fundamentals of the Arabic language and its contribution to the development of Spanish. This will include an introduction to the Arabic alphabet (one and two-way connectors), basic greetings and leave-taking expressions, classroom vocabulary, and vocabulary borrowed by Spanish.

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Copyright ę 1999 Milton Alan Turner
Last modified: August 07, 2004