Second Year Spanish- First Term

Course Number:
SPA 201
Transcript Title:
Second Year Spanish- First Term
Created:
Aug 16, 2022
Updated:
Jul 17, 2023
Total Credits:
4
Lecture Hours:
40
Lecture / Lab Hours:
0
Lab Hours:
0
Satisfies Cultural Literacy requirement:
No
Satisfies General Education requirement:
Yes
Grading Options
A-F, P/NP, Audit
Default Grading Options
A-F
Repeats available for credit:
0
Prerequisites

SPA 103 or instructor permission 

Course Description

Continues the work of first year Spanish, reviewing, expanding, and perfecting pronunciation, structure, and vocabulary for the purpose of active communication. Includes practice in reading and writing. Prerequisites: SPA 103 or instructor permission. Audit available.

Course Outcomes

Upon successful completion of this course, students will be able to:

  1. Handle a limited number of uncomplicated communicative tasks in straightforward social situations.
  2. Communicate using significant repetition, rephrasing, and circumlocution with native speakers accustomed to dealing with non-native speakers.
  3. Write using paragraph-length connected discourse to narrate and describe in present, past and future time frames with limited accuracy.
  4. Recognize and interpret cultural behaviors and attitudes within the Spanish-speaking world in relation to one’s own cultural perspective.
  5. Further analyze historical and cultural movements in the target culture in relation to key works of art, literature, music, film and/or performing arts.
  6. Further develop and apply strategies for analyzing and responding to limited authentic materials in the target language.

Alignment with Institutional Learning Outcomes

Major
1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)
Major
2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)
Not Addressed
3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)
Major
4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)
Minor
5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Institutional Learning Outcomes (ILOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

  1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
  2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

  1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
  2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Suggested Outcome Assessment Strategies

The determination of assessment strategies is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: writings (journals, self-reflections, pre writing exercises, essays), quizzes, tests, midterm and final exams, group projects, presentations (in person, videos, etc), self-assessments, experimentations, lab reports, peer critiques, responses (to texts, podcasts, videos, films, etc), student generated questions, Escape Room, interviews, and/or portfolios.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

Include all or most of the following:

  • Grammatical Structures:
    • Present tense
    • Ser and Estar
    • Gustar and similar verbs
    • Nouns and articles
    • Adjectives
    • Preterite
    • Imperfect
    • Preterite vs. Imperfect
    • Progressive forms
    • Subjunctive in noun clauses
    • Commands
    • Object Pronouns

Themes

  • Description of personality, relationships, feelings and emotions
  • Giving and following directions
  • Description of people, places and activities in the city
  • Discussion of mass media
  • Spanish speaking countries: history, geography and social issues
  • Literary readings

Department Notes

This course satisfies part of the foreign language requirement for the B. A. degree, counts towards Arts and Letters distribution requirements for the A. A. degree, and contributes to the General Education requirement for other Associate Degrees.