Pittsburg State University College of Arts and Sciences Department of English and Modern Languages
Course Number(s) and Title: MLL154-02 Spanish Language & Culture I: 10:00 a.m. Grubbs 103 Department: English and Modern Languages and Literatures Credit Hours: 3 Pre-requisite: None with no previous high school experience Co-requisite: None Horas del Profesor: Lunes Martes Miércoles Jueves Viernes 10:00 154-02 10:00 154-02 10:00 154-02 Grubbs 103 Grubbs 103 Grubbs 103 Oficina Oficina 11:00 154-03 9:00-12:00 11:00 154-03 9:00-12:00 11:00 154-03 Grubbs 102 1:00-3:00 Grubbs 102 1:00-3:00 Grubbs 102 1:00 158-03 Grubbs 103
1:00 158-03 Grubbs 103
1:00 158-03 Grubbs 103
2:00 251-01 2:00 251-01 2:00 251-01 Grubbs 103 Grubbs 103 Grubbs 103 Faculty Member Monte S. McFerron Instructor of Spanish, B.S. Ed. Spanish, M.A. TESOL (English as a Second Language) Oficina: 404 Grubbs Hall Celular: 417-455-6327 (antes de las ocho por favor) E-mail:
[email protected] English and Modern Languages Administrative Assistant: Kathy Dyer: 235-4709 Course overview and introduction: 1.1 Where to get started: This course is a face-to-face course that utilizes online components (MySpanishLab-“MSL”) as well as a textbook. The textbook in the bookstore (ISBN#9781269811408) is a custom book for MLL 154 (this course number). It is titled Pearson Custom Library SPANISH MLL 154 Spanish I and has a tile background. New it comes with access to the online component of MySpanishLab (MSL). If you purchase a used book, you will need to purchase online access to MSL at www.myspanishlab.com, use your credit card, choose the text Arriba with the green cover and the two Monarch butterflies and use this course ID number: CRSKLPR-437716 after entering your email and access code. To register for MSL with a credit card or your new textbook: 1. Go to www.mylanguagelabs.com. 2. Under the large Register section on the right side of the page, and click the Student button. 3. Read the onscreen instructions and click OK! Register now. 4. Next, choose one of the following: Yes, I have an access code, or No, I need to buy access. Either way, you’ll be asked to Accept the License Agreement before moving on. 5. After this, when asked if you have a Pearson Education Account, either select No, to Create a new Pearson username/password, or, if you’ve already registered for another Pearson product (i.e. MyMathLab), select Yes and enter that username/password. If you have an Access Code, enter it on the bottom of the page. 6. On the next page, fill out the appropriate information fields then click Next. If you entered an Access Code, you will be brought to a page from which you can access your product. If not, enter your payment information so that you can Purchase Access, after which you’ll be granted access. 7. You are now registered! Go to www.mylanguagelabs.com and click the Sign In button. 1
Pittsburg State University College of Arts and Sciences Department of English and Modern Languages
8. To enroll in your course sign in to your account, click “Enroll in a Course”, and then enter your Course ID EXACTLY your instructor provided. 9. What if you have NO $ until financial aid comes through? Two week temporary access is available. A link with specific instructions will be posted on the announcement page of your CANVAS course. You do have the option of only purchasing the e-Text and saving some money by following the steps above and skipping the trip to the bookstore. In CANVAS, under the files tab, you can find out how to type special characters and accents, all the PowerPoint slides for each grammar topic, and suggestions for study.
The ML Program has Language Tutors available for students at any level needing extra help during the semester. Before signing up to meet with the appropriate language tutor, students MUST speak to their teacher and receive recommendation from their teacher to sign up (in Kathy’s office). Inform students they are limited to a maximum of 1 hour / week for individual tutorial. If a student were to need more frequent tutorial sessions, his/her teacher needs to be informed and discuss the problem with both student and tutor. The Fall 2016 Spanish Conversation Table will be held on Thursdays from 12:00 p.m. to 1:00 p.m. at Gorilla Crossing. We will second Thursday of classes and will continue every Thursday until but not including dead week. Bring Essential Questions on notecards from Quizlet.com (user: mmcferron; password: Frog) and download the app for free. Bring them to practice for your Communication Checks and practice with other students.
1.2 Purpose and structure of the course: A basic, introductory study of the Spanish language through activities designed to develop listening, speaking, reading, and writing. Emphasis will be on oral proficiency. Additional activities, including online videos in each chapter, are intended to develop an appreciation of Hispanic culture and an awareness of the geography of the Hispanic world. A summary of all the Club Cultura Videos provided to the instructor by the student at the end of the semester is worth 7% extra credit. Details are mentioned later. This course is not a lecture course. You are expected to mimic, process, and produce language. Making mistakes are a part of the learning process, so don’t be afraid to take risks. Grammar tutorials are available online in MySpanishLab in English and Spanish. Since they are available there in English, English is discouraged in class unless absolutely necessary. It is the goal of this course for you to leave it speaking at the novice level. 1.3 Expectations: A. Code switching (back and forth from English and Spanish) has been shown to be counterproductive to language learning. Reviewing what you have learned (in simple conversations) at the beginning of class is expected (if you don’t use it, you lose it). Continually modifying your conversations with new words or combinations of words to communicate new things is the goal. B. Do not set up your chair facing the back of the room. C. Pronunciation is important. You are not expected to speak like a native, but you pronunciation should not affect comprehensibility so much as to change the meaning of what you are saying or make it incomprehensible. So, reviewing the pronunciation activities and the alphabet pronunciation rules regularly is important. D. Respect the academic environment. Every student has the right to learn. The professor has the right to guide the practice. Anyone that interferes by distracting other students by excessively socializing in English or disrupting instruction will be asked to leave. 1.4 Policies: A. Academic honesty policy: Click here.
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Pittsburg State University College of Arts and Sciences Department of English and Modern Languages
B. Dictionary use: Every semester students use Google Translate or some other online dictionary and many times they use an incorrect word: such as smelting iron for smelling/sniffing or broken automobile springs for Spring Break Vacation. Looking up words all the time in a dictionary also indicates that you haven’t memorized the current vocabulary. Use of a dictionary should be limited to writing papers only and to looking up only 5 words per paper. Underline or highlight the words you looked up. Otherwise rely on the Spanish you are learning in the text since in builds on itself from chapter to chapter. In Spanish I, it is best to use the text and the Spanish you know…master what is in front of you and learn how to manipulate and communicate with the basics. Dictionaries are not always available and you will not always have access to the internet. One-word translations without examples of usage are usually questionable. The three best online dictionaries are, in my opinion and in this order: www.rae.es (SpanishSpanish), www.spanishdict.com, and www.linguee.com 1.5 Technology requirements: A. When accessing MySpanishLab, click on the red stop sign after you click on the course to tune up your web browser and make sure you have the latest version of Flash and are using a compatible web browser. You should see a page that looks like this:
The Voice Recording Tool and the LiveChat Video Tool will not be used in this course. The Pop-ups blocker must be turned off for many of your activities to function when doing homework or reviewing the text online. If you click on something and it doesn’t open, click on the “X” in the navigation bar at the top right-hand corner of the browser next to the star button to see if the pop up blocker is active. If it is, an “X” will appear with a message stating that the pop up is blocked. Click on it and allow pop ups from this site. IPhones and Tablets can access some, not all of the online activities--(Flash is not supported). Go to this link to download the application: Click here. The link for the app is at the top of the page. 1.6 Prerequisites for this course: This is Spanish I. There are no prerequisites for this course. If you have previous experience with studying Spanish and this is your first college course, it is strongly recommended that you skip this course and proceed to a higher level course. If you have had Spanish before in high school, the following chart shows the recommendations for the course(s) you need to take. If you take a higher level course and obtain a B or better, you will get ungraded credit for
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Pittsburg State University College of Arts and Sciences Department of English and Modern Languages
the courses you skipped. This is called our Retro-Credits Program. If you sign up for a higher level course, be sure to sign up for retro-credits with Kathy Dyer in Grubbs 429 within the first two weeks of class. For more information on retro-credits visit our webpage. Previous Language classes 1-2 years in high school 2-3 years in high school 3 + years in high school
Enroll in and earn C or better in:
Get ungraded credit in:
MLL 158 Spanish Language & Culture II MLL 251 Spanish Language & Culture III
MLL 154 Spanish I
MLL 253 Spanish Conversation or MLL 254 Spanish Grammar & Comp. I or MLL 358 Readings in Hispanic Lit. & Civ. I
MLL 154 Spanish I MLL 158 Spanish II MLL 251 Spanish III
MLL 154 Spanish I MLL 158 Spanish II
1.7 Minimal technical skills of the learner: Students are expected to be able to use a computer, its web browser and keyboard. 1.8 El profesor se presenta a la clase: Hola. Me llamo Monte McFerron. Tengo 45 años. Soy de Miami, Oklahoma. Soy profesor de español. Me gusta la música pop, country y jazz. Me gusta jugar al tenis. Estoy casado (no estoy soltero). Tengo dos hijos. Mi esposa, Lori McFerron, es maestra del sexto grado de la escuela secundaria de Neosho, Missouri. Tengo dos mascotas: una perra y una gata. La gata se llama Tina y la perra se llama Macy. A Macy no le gusta la gata. 1.9 Students introduce themselves / Estudiantes se presentan: “Hola….” 2.1 General learner outcomes: At the end of this course, students will: converse in Spanish at phrase level using everyday vocabulary and memorized expressions; write simple strings of related sentences in Spanish on familiar topics; produce an appropriate response to Spanish aural input in highly predictable situations; demonstrate comprehension of simple written material in Spanish through speaking, writing or other appropriate response; compare and contrast aspects of Spanish-speaking cultures with their own cultures. 2.2 Communicative competencies measure: Communication competencies stated below in 2.3 will be performed by students in an interview setting called a communication check. Students’ communication must be comprehensible. It is recommended that you prepare notecards each day with questions that follow the topics listed below. The Quizlet app or Quizlet.com Essential Questions for each chapter have been set up to do this. You can use those or create your own. To access the correct set of Quizlet Flashcards, access the site, then user search: mmcferron; then use the password Frog.
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Pittsburg State University College of Arts and Sciences Department of English and Modern Languages
2.3 Communicative Competencies (I will statements grouped by text chapter): Upon completion of each chapter, I, the student, will be able to: 1) a: meet and greet others; b: ask for and give spelling of name; c: perform simple math problems; d: talk about the calendar and dates; e: describe the classroom; f: talk about myself and others (what I am like, where I am from); g: identify colors and talk about my favorite color; 2) a: describe myself, others and things; b: ask and respond to simple questions; c: ask for and tell time; d: talk about what I do, what I like to do and what I should do; e: talk about what I have and what I have to do; 3) a: exchange information about my classes; b: talk about things that belong to me and others; c: talk about how I and others feel with estar and tener expressions (don’t use an estar expression with a tener expression—they are not interchangeable); d: describe myself and others with adjectives; e: make plans to do something with someone; f: ask for and give simple directions; 4) a: talk about my family; b: express desires and preferences for myself and others; c: plan activities and extend invitations; d: point out people and things to others; e: discuss things and people I know (saber vs. conocer), including asking and responding to questions about what you know how to do; 5) a: describe my daily routine and habits; b: express my needs related to personal care; c: express emotional states: d: compare objects and people; e: talk about what I do around the house; f: describe people or things using comparatives of equality, inequality and superlatives; g: describe what is happening at the moment with the present progressive. Upon completing a given chapter, maintenance of the communication competencies of the previous chapter (listed above) is necessary to prepare for your final communication check which will be a come from a random list from 1-5 above. 2.4 Course activities and communicative competencies: In-class course activities and online activities provide an introduction to communicative skills. Communicative skills stated above should be rehearsed daily before class begins and for the first few minutes of class in paired and small group conversations. Assessment 3.1 The communicative competencies are measured by MySpanishLab online homework activities, MySpanishLab online tests and in-class communication checks. 3.2 Grading policy: ASSESSMENT: 1) MSL: My Spanish Lab (Online Workbook/Lab/Tutorials/Videos): 20% 2) Attendance: 20% 3) If at Mid-Term you have missed 10 or more days of class, you may be dropped from the course. 4) Communication Checks 1-4 20% 5) Final Communication Check (random comprehensive check of communicative competencies chapters 1-5) 20% 6) Five compositions (End of Chapter Taller) 20% 100% Club Cultura Extra Credit (see below): 7%
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Pittsburg State University College of Arts and Sciences Department of English and Modern Languages Culture Extra Credit: Club Cultura Videos are scheduled in the MSL homework calendar before each test day. There are several videos scheduled for each of these days, including an interview. Since there are several, it is recommended you begin viewing them a day or two in advance. Make sure the closed captions are on (SPANISH) when you view these videos. Keep notes in Spanish about each video this semester and turn in summaries of each country at the end of the semester for a 7% bump in your final grade. Be sure to make a minimum of 5 observations per video. Include a list of definitions below your observations that you looked up on spandict.com to help your comprehension. Title each video summary by the video title. After making your observations in Spanish, make a comparison in English of your own culture to that of the country featured in the videos. These comparisons should be a minimum of 150 words. The total number of summaries must be correct to get full credit. Keep these summaries in a Word document to upload to CANVAS at the end of the semester. See CANVAS files menu for the document on typing special characters and accents. Video viewing still counts as credit in and of itself in MySpanishLab, so skipping it altogether is not recommended. Number of Videos per Chapter and Required Observations for Full Extra Credit: Chapter 1: Sept. 8 Guinea Ecuatorial 3 videos – 3 observation paragraphs in Spanish with 5 observations each with vocabulary definitions following; 1 English culture comparison of 150 words. Entrevista 01: 1 observation paragraph in Spanish with 5 comments with vocabulary definitions. Chapter 2: Sept. 29 España: 6 videos – 6 observations paragraphs in Spanish with 5 observations each with vocabulary definitions following; 1 English culture comparison of 150 words. Entrevista 02: 1 observation paragraph in Spanish with vocabulary definitions. Chapter 3: Oct. 25 México: 4 videos – 4 observation paragraphs in Spanish with 5 observations each with vocabulary definitions following; 1 English culture comparison of 150 words. Entrevista 03: 1 observation paragraph in Spanish with vocabulary definitions. Chapter 4: Nov. 15 El Salvador: 3 videos– 3 observation paragraphs in Spanish with 5 observations each with vocabulary definitions following; 1 English culture comparison of 150 words. Guatemala: 4 videos– 4 observation paragraphs in Spanish with 5 observations each with vocabulary definitions following; 1 English culture comparison of 150 words. Honduras: 3 videos– 3 observation paragraphs in Spanish with 5 observations each with vocabulary definitions following; 1 English culture comparison of 150 words. Entrevista 04: 1 observation paragraph in Spanish with vocabulary definitions. Chapter 5: Dec. 10 Costa Rica: 4 videos - 4 observation paragraphs in Spanish with 5 observations each with vocabulary definitions following; 1 English culture comparison of 150 words. Nicaragua: 3 videos - 3 observation paragraphs in Spanish with 5 observations each with vocabulary definitions following; 1 English culture comparison of 150 words. Panamá: 4 videos - 4 observation paragraphs in Spanish with 5 observations each with vocabulary definitions following; 1 English culture comparison of 150 words. Entrevista 05: 1 observation paragraph in Spanish with vocabulary definitions. Total Number of Short Paragraph Observations in Spanish with 5 sentences each with definitions: 39. Please number each paragraph as you write or you will receive a 2% penalty. Number of English comparison paragraphs (number of countries) with at least 150 words each: 9. Total number of paragraphs English and Spanish: 48. Please number each paragraph as you type or you will receive a 3% penalty against your extra credit.
ENTERING THE CLASS ROUTINE: Greet instructor at the beginning of class with some essential questions from Quizlet from current and previous chapters. Then do the same with other classmates until class begins. Do this to prepare for Communication Checks on test days. Communication Checks are worth 40% of your grade. Keep your prepared Essential Questions on notecards.
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Pittsburg State University College of Arts and Sciences Department of English and Modern Languages
3.3 Grading Criteria: A: The Student Activities Manual ([SAM] homework) is online for this MLL 154 course and can be attempted 4 times. If you require more than two attempts to get correct answers, it indicates you are not paying close enough attention to details outlined in the text, studying vocabulary and tutorials or spelling and accents. B: Communication Checks Scoring Rubric: 4) Exceeds expectations. Fluent (F) and accurate (AC). Communicates on topic independently with NO assistance (NA). Negotiates meaning by ASKING questions (Q) if clarification is needed. ASKS probing questions for more details (AFD). Common errors caused by first language do not interfere with communication. No pauses (NP). No English (NE). Recycles elements from previous chapters. 3) Meets expectations. Communicates with some but limited assistance (LA). Negotiates meaning by restating or repeating for clarification. Asks very few questions. More limited vocabulary and influence of first language interfere with communication some but communication is still achieved. A few pauses to think not more than 5 seconds. 2) Meets few expectations. Difficulty communicating. Achieves some level of communication by responding yes or no. Utters a few words or strings of words. No complete sentences. Occasionally reverts to first language asking for help (do not respond to first language during oral quiz). Several extended pauses. Somehow manages to understand some but not all conversation albeit with difficulty and long pauses. Other students present should redirect conversation by restating the question after 10 seconds or asking a different question to solidify their score. 1) Does not meet expectations. Answers Yes/No. Mimics yet does not seem to understand. Cannot respond to direct questions. Many extended pauses. Relies on first language. Multiple utterances will be scored on each student in a group conversation. An average of the score on the rubric will be converted to a percentage of 4 with a total possible of 100% and then entered into the CANVAS gradebook. C: Compositions: At the end of each chapter there is a “Taller” or writing workshop assignment. The instructions in each assignment need to be followed carefully and key vocabulary needs to be used get full credit. Compositions are graded with a rubric that scores each of the following from 4-1: organization, content, vocabulary, grammar, spelling and mechanics. Each Taller is worth 20 points. 3.4 Writing Assessment: The “Taller” or composition is assigned at the beginning of each chapter to permit peer editing and revision on several occasions before it is turned in on test day. Writing topics do support communicative competencies. Instructions for each of them appear at the end of each chapter. For each required component or special vocabulary listed in the text that is not included in a writing assignment, a deduction will be made from the 20 points possible. Each paper is worth 4% of your final grade, so be thorough in completing the instructions on the pages listed. Therefore, you should use vocabulary and language from the current and previous chapters that you know. Constructing a paper using a dictionary will not impress your instructor and vocabulary is soon forgotten. Your current study and previous experience (written in your paper header) should reflect your current performance. If it does not, you may be asked to translate your paper in private. Dictionary use should be limited to looking up no more than 5 words per composition. Highlight them in yellow or underline them. Upload your assignments to CANVAS. Chapter 1 Taller (workshop) #1: A letter of introduction p. 38 Due Sept. 12 Chapter 2 Taller #2: An interview and a summary p. 74 Due Oct. 3 Chapter 3 Taller #3: An email and a friend p. 110 Due Oct. 26 Chapter 4 Taller #4: An invitation p. 148 Due Nov. 16 Chapter 5 Taller #5: A sales announcement p. 182 Due Wednesday of Dead Week, December 7th. You are encouraged to EXCHANGE PAPERS VIA E-MAIL WITH 2-3 STUDENTS FOR FEEDBACK ON EACH ASSIGNMENT DURING THE CHAPTER BEFORE IT IS DUE. PAPERS MUST BE REPRODUCED EVERY NINETH CLASS DAY.
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Pittsburg State University College of Arts and Sciences Department of English and Modern Languages
3.5 Tracking your progress: A: Be sure to “submit” SAM (Student Activities Manual) activities online when completed and not just “save” them for later, unless of course you are saving them to complete later. Just don’t forget to come back and complete and submit activities that were saved. Many students have forgotten to submit activities once completed or accidently clicked “save for later.” This mistake has been made with online tests as well. It is best not to wait till the last minute to complete online tests to avoid such mistakes. I am not responsible for connection problems due that occur during last minute test taking. It is also recommended not to use WiFi when taking tests. Tests often buffer more than SAM activities and lose their connection along with some answers. B: Submitted and graded activities online can be opened again and reviewed, especially the incorrect answers. Just click on the callout bubble at the end of incorrect items to see all the possible correct answers. C: The gradebook can be viewed in MSL to view your grades. “Course” reflects the activities grade. “Online Tests” reflects online test grades completed to date. D. Practice tests and games have not been assigned but are available for extra practice. Just enter your MSL course, click on Course Materials, click on the desired chapter, then click on the Learning Tools, Apps and Games. The practice test can be found in this folder toward the bottom. 4.1 Contribution of Instructional Materials: The textbook, Arriba 6th Edition, is designed for 3 one semester courses of 3 credit hours meeting 50 minutes 3 times a week. The complete text can be purchased, but it is recommended, for budgeting purposes (and weight), to purchase it in thirds as you take Spanish here at PSU. The text mentioned in 1.1 above is required and can be purchased at the Campus Bookstore as a custom text. If you choose to purchase the entire volume at once to have with you throughout all of your Spanish I-III courses, make sure you purchase the Arriba 6e 2015 with the TWO monarch butterflies on the front. The copy with only one butterfly has some activities that are now considered out of date. 4.2 Arriba presents the learner outcomes in an ordered sequential fashion and contains exemplary dialogues, vocabulary, paired activities, information gap activities, readings, matching, fill in the blank, and conversation activities that move from simple to the more complex. Campus Map for Computer Labs and Hot Spots: Click here. Computer system requirements: Click here. IPhones and Tablets can access some, not all of the online activities--(Flash is not supported). Go to this link to download the application here: The link for the app is at the top of the page.
The Spanish Conversation Table in the Overman Student Center Gorilla Crossing will be held from the second Thursday of class to the Thursday before dead week at Gorilla Crossing from 12:00-1:00. It is recommended that you take notecards prepared from Essential Questions from Quizlet.com (user: mmcferron, password: Frog). GENERAL EDUCATION REQUIREMENTS: This course counts toward the requirements in General Education for your degree program. General Education is an important part of your educational program at Pittsburg State University that has been designed to implement the following philosophy: Philosophy of General Education: General education is the study of humans in the global setting. The general education curriculum, therefore, acts as the heart of a university education by developing the capacities that typify the educated person and providing a basis for life-long learning and intellectual, 8
Pittsburg State University College of Arts and Sciences Department of English and Modern Languages
ethical, and aesthetic fulfillment. General education examines the world around us and fosters an understanding of our interactions with the world and our place in the universe. General education celebrates the creative capacities of humankind and helps to preserve and transmit to future generations the values, knowledge, wisdom, and sense of history that are our common heritage. GOALS OF GENERAL EDUCATION FOR THIS COURSE: This course contributes to the overall purpose of the General Education program by: 1) providing the students with the basic knowledge and skills in a foreign language that will enable them to participate more effectively in our global society. (Goal #1, 1.1, 1.2) 1) stimulating critical thinking and encouraging decision-making free from prejudice or insularity (Goal # 2, 2.1, 2.4) 2) promoting an appreciation of different cultures. (Goal # 4, 4.3) However, the emphasis of this course will be to help the students meet the following objectives for the understanding and appreciation of a variety of cultures and their interrelationships (Goal # 3, 3.1, 3.2) Upon successful completion of this course, students will be able to: 3.1 Recognize the value of diverse cultural, national and ethnic backgrounds. 3.2 Demonstrate and understanding of the relationships of gender, race and class within and across cultures. These objectives are met through a variety of means, including 1) reading, analysis, and discussion of cultural information about the countries and regions where the target language is spoken. 2) discussion of authentic materials that show the diversity of the people who speak the language. Such authentic materials include audio tapes, video tapes, pictures, music, and internet resources among others. 3) the practice of situations that show the sociolinguistic appropriateness of language use in different communicative instances. SPECIAL CONCERNS Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact me as soon as possible to make necessary accommodations. If test anxiety is an issue for you, such as conducting a conversation interview in a group of four students, then you need to see the office of student accommodations to see if they will request for you to have one-on-one oral testing in private (in my office). IKE (Certificate of International Knowledge and Experience) This course counts towards the academic component of the IKE Certificate of International Knowledge and Experience. The IKE Certificate may be earned by students in any major. The academic component consists of five courses - two semesters of a foreign language, and three courses with international content in three different disciplines. To receive the certificate, students must also complete a second component, either by studying abroad, or by participating in cocurricular activities on campus. Completion of the IKE certificate as an undergraduate is noted on a student’s PSU undergraduate transcript, although graduate students may also earn the certificate. To be added to the IKE CANVAS group and start tracking your progress towards the certificate, please e-mail your GUS number in a request to
[email protected] . More information on the IKE program is available online by clicking here.
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Pittsburg State University College of Arts and Sciences Department of English and Modern Languages
STUDY ABROAD INFORMATION The department strongly recommends that all Modern Languages majors and minors participate in an accredited study abroad program. PSU offers study abroad scholarships as well as assistance with other financial aid. To learn about accredited programs, contact Angela Moots, Study Abroad Coordinator, at
[email protected] or 235-4221, or visit 118C Whitesitt Hall. For information on transfer credits, consult with Dr. Myriam Krepps, Modern Languages Program Coordinator, 235-4710, 429 Grubbs Hall, or Dr. Celia Patterson, Chair, English and Modern Languages, 235-4689 or visit 434 Grubbs Hall. Click here for the syllabus supplement for important dates for Fall 2016 Semester. Online Homework Calendar Organization: The homework calendar on your MySpanishLab course appears on the right side of your web browser when you login. DO NOT TAKE AN ONLINE TEST USING WiFi because students often lose their work. PLEASE PRINT THE COURSE CALENDAR ON THE FOLLOWING PAGES AND KEEP IT IN YOUR NOTEBOOK TO STAY CURRENT WITH ASSIGNMENTS AND TO KNOW WHICH TOPICS TO REVIEW IN THE TEXT BEFORE COMING TO CLASS. NOTE: MSL SAM HOMEWORK DUE DATES ONLINE ARE FLEXIBLE IF NECESSARY: GRACE PERIOD AND NOT LATE PENALTIES APPLY. HOWEVER, DOING THEM AS SCHEDULED WILL HELP YOU PERFORM BETTER IN THE COURSE. MSL SAM activity errors can be reviewed by opening completed activities and clicking on the small call-out bubble next to the wrong answer.
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Pittsburg State University College of Arts and Sciences Department of English and Modern Languages Writing Assignment Titles and Due Dates for rewriting them in class: MSL: username:________________ Taller (workshop) #1: A letter of introduction p. 38 Due 12 de September Password:___________________ Taller #2: An interview and a summary p. 74 Due 3 of October Taller #3: An email and a friend p. 110 Due 26 of October Taller #4: An invitation p. 148 Due 11Due 16 of November Taller #5: A sales announcement p. 182 Due Wednesday of Dead Week, 7 of December. Day
Chapter
1
Capítulo 1
22 de agosto
Class objective
Meeting and greeting others
¡Así lo decimos!: Saludos y despedidas
Spelling your name
Vocabulario: Saludos y despedidas: 1-1 to 1-5
Primera parte
2
Performing simple math problems
24 de agosto 3
29 de agosto
Estructuras: The Spanish alphabet: 1-6 to 1-8 Practice: 1-9
Homework Student Activities Manual
MySpanishLab Tutorials
01-01 to 0109
01-10 to 0116
Estructuras: The numbers 0100: 1-10 to 1-13 Talking about the calendar and dates
26 de agosto
4
In-class assignments
Reviewing Primera parte
Perfiles
Developing awareness of Hispanic presence in the U.S. Acquiring Spanish through popular music
Practice: 1-11
01-17 to 0127
Estructuras: The days of the week, the months, and the seasons: 1-14 to 1-18 ¿Cuánto saben? La importancia de ser bilingüe: 1-19 to 1-20
Spanish Grammar Tutorial: Days of the Week, Months, and Seasons
01-28 to 0137
“Mi corazoncito” (Aventura, EE. UU.): 1-21 to 1-25 Vocabulario: En la clase: 1-26
Segunda parte 5
31 de agosto
Describing your classroom Talking about yourself and others
Practice: 1-27 to 1-31 Proyecto: 1-49
Investigating the Spanish-speaking world
Estructuras: Subject pronouns and the present tense of ser: 132
01-38 to 0140
Spanish Grammar Tutorial: Subject Pronouns Spanish Grammar Tutorial: Formal/Informal Spanish Grammar Tutorial: Ser English Grammar
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Pittsburg State University College of Arts and Sciences Department of English and Modern Languages Day
6
2 de septiembre
Chapter
Class objective
In-class assignments
Naming objects
Practice: 1-32 to 1-34
Describing people and objects
Estructuras: Nouns and articles: 1-35 to 1-38
Homework Student Activities Manual
01-41 to 0144
MySpanishLab Tutorials
Tutorial: Subjects English Grammar Tutorial: Pronouns Continued… English Grammar Tutorial: Subject Pronouns Spanish Grammar Tutorial: Definite and Indefinite Articles English Grammar Tutorial: Definite and Indefinite Articles English Grammar Tutorial: Nouns
7
7 de septiembre
Taller: 1-56 Una carta de presentación
Composing a written description
Estructuras: Adjective form, position, and agreement: 1-39 to 1-43
Spanish Grammar Tutorial: Singular and Plural Formation
¡Pura vida! Episodio 1: 1-44 to 1-46
Spanish Grammar Tutorial: Noun/Adjective Agreement
Acquiring selective listening skills
01-45 to 0157
Spanish Grammar Tutorial: Gender
Describing people and objects
Spanish Grammar Tutorial: Position of Adjectives
English Grammar Tutorial: Singular and Plural English Grammar Tutorial: Adjectives
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9 de septiembre
Developing awareness of the diversity of the Spanish-speaking world
Practice: 1-45 to 1-46
Developing selective
Páginas: 1-52 to 1-54
01-58 to 0160
Panoramas: 1-47
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Pittsburg State University College of Arts and Sciences Department of English and Modern Languages Day
Chapter
Class objective
reading skills Reviewing Segunda parte
9 12 de septiembre 10
Capítulo
2 14 de septiembre
Primera parte
11
16 de septiembre
Describing yourself, other people, and things Asking for and telling time
In-class assignments
Homework Student Activities Manual
MySpanishLab Tutorials
¿Cuánto saben? Capítulo 1 exam online Communication Check in Class from Essential Questions and ¿Cuánto Saben? Rewrite Taller #1 in class from memory. Spanish Grammar ¡Así es la vida!: ¿Quiénes son? 02-01 to 02Tutorial: Adjectives 10 of Nationality Vocabulario: Las descripciones y las nacionalidades: 2-1 to 2-5 Estructuras: Telling time: 2-6
Asking and responding to Practice: 2-7 to 2-10 simple questions Estructuras: Formation of yes/no questions and negation: 2-11 to 2-12
02-11 to 0216
Spanish Grammar Tutorial: Formation of Yes-No Questions Spanish Grammar Tutorial: Formation of Negative Sentences English Grammar Tutorial: Yes/No Questions English Grammar Tutorial: Affirmative and Negative
12 19 de septiembre
Asking and responding to Estructuras: Interrogative simple questions words: 2-13 to 2-17
02-17 to 0222
English Grammar Tutorial: Making a Sentence Negative Spanish Grammar Tutorial: Questions with Interrogative Words Spanish Grammar Tutorial: Qué and cuál English Grammar Tutorial: Question-
13
Pittsburg State University College of Arts and Sciences Department of English and Modern Languages Day
Chapter
Class objective
In-class assignments
Homework Student Activities Manual
MySpanishLab Tutorials
word Questions
13 21 de septiembre
Perfiles
Reviewing Primera parte
¿Cuánto saben?
Learning about names in Spanish
Mi experiencia: Nombres, apellidos y apodos: 2-18 to 2-19
Acquiring Spanish through popular music Talking about what you do Segunda parte 14 23 de septiembre
Talking about what you do, what you like to do (me gusta/te gusta), and what you should do
02-23 to 0234
“Looking for Paradise” Alejandro Sanz (España), Alicia Keys (EE. UU.): 2-20 to 2-23 Vocabulario: ¿Qué haces? ¿Qué te gusta hacer?: 2-24 Practice: 2-25 to 2-28
02-35 to 0239
Estructuras: The present tense of regular -ar verbs: 2-29
Spanish Grammar Tutorial: Present Indicative Spanish Grammar Tutorial: Regular Verbs
Investigating Spain Proyecto: 2-45
Spanish Grammar Tutorial: -ar Verbs English Grammar Tutorial: Verbs English Grammar Tutorial: Conjugation/Infiniti ve English Grammar Tutorial: Tense English Grammar Tutorial: Present Indicative English Grammar Tutorial: Subject/Verb Agreement
15 26 de septiembre
Talking about what you do and what you should do
Practice: 2-30 Estructuras: The present tense of regular -er and -ir verbs: 2-
02-40 to 0244
Spanish Grammar Tutorial: -er Verbs Spanish Grammar Tutorial: -ir Verbs
14
Pittsburg State University College of Arts and Sciences Department of English and Modern Languages Day
Chapter
16 28 de septiembre
Class objective
Talking about what you have and what you have to do Acquiring selective listening skills
In-class assignments
31 to 2-33 Practice: 2-34 to 2-35
Homework Student Activities Manual
MySpanishLab Tutorials
02-45 to 0256
Spanish Grammar Tutorial: Tener: Conjugation, meaning
Estructuras: The present tense of tener: 2-36 to 2-38
Spanish Grammar Tutorial: Tener que
¡Pura vida! Episodio 2: 2-40 to 2-42
Composing a written summary
17 30 de septiembre
Developing awareness of Spain’s tourist attractions
Taller: Una entrevista y un sumario: 2-50 Panoramas: 2-43 to 2-44
Developing selective reading skills
Páginas: Cinemundo entrevista a Pedro Almodóvar: 2-46 to 249
Peer-editing
¿Cuánto saben?
Spanish Grammar Tutorial: Irregular Verbs
02-57 to 61
Reviewing Segunda parte 18 3 de octubre
19 5 de octubre
Capítulo 3 Primera parte
20 7 de octubre
21 10 de octubre
Exchanging information about classes Counting to 3.000.000
Talking about things that belong to you
Capítulo 2 exam online outside of classs Communication Check in Class In class rewrite of Taller Chapter 2. ¡Así es la vida!: Las materias 3-1 to 3-8 Vocabulario: Las materias académicas y la vida estudiantil: 3-1 to 3-3
Estructuras: The numbers 101– 3.000.000: 3-5 to 3-6 Practice: 3-4, 3-7 to 3-8
3-9 to 3-12
Estructuras: Possessive adjectives: 3-9 to 3-13
Talking about how you and others feel Reviewing Primera parte
Estructuras:Other expressions with tener 3-14 to 3-16 Continued…
English Grammar Tutorial: Possessive Adjectives Spanish Grammar Tutorial: Possessive
3-15 to 3-22
Spanish Grammar Tutorial: Adjectives English Grammar Tutorial: Idiomatic Expressions
15
Pittsburg State University College of Arts and Sciences Department of English and Modern Languages Day
Chapter
Class objective
In-class assignments
Homework Student Activities Manual
MySpanishLab Tutorials
¿Cuánto saben? Perfiles 22 12 de octubre
Learning about the Mexican university system Acquiring Spanish through popular music
Segunda parte
23 17 de octubre
Asking for and giving simple directions
Making plans to do something with someone Investigating Mexico
Mi universidad: La UNAM: 318 to 3-19
3-23 to 3-30
“Eres” (Café Tacvba, México): 3-20 to 3-21 Vocabulario: Los edificios de la universidad: 3-23 to 3-24
Practice: 3-25 to 3-27
3-31 to 3-39
Estructuras:The present tense of ir and hacer: 3-28
Spanish Grammar Tutorial: Possessives with de + pronoun Spanish Grammar Tutorial: Clarification of Possessives with de + pronoun
Proyecto: 3-45
Spanish Grammar Tutorial: Hacer
24 19 de octubre
Describing states of being
Practice: 3-29
3-40 to 3-44
Estructuras:The present tense of estar: 3-31 to 3-34
Spanish Grammar Tutorial: Future with ir + a + infinitive Spanish Grammar Tutorial: Preposition a
25 21 de octubre
Describing yourself and others Acquiring selective listening skills Composing informal correspondence
Practice: 3-30; 3-35 to 3-36 Estructuras: Summary of uses of ser and estar 3-37 to 3-38
3-45 to 3-50; 3-62; 3-56 to 3-58
Pura vida Episodio 3: 3-40 to 342
Developing awareness of
Practice: 3-39
Spanish Grammar Tutorial: Estar + adjectives Spanish Grammar Tutorial: Ser and estar
Taller: 3-52 Un correo electrónico a un/a amigo/a 26
Spanish Grammar Tutorial: Estar
3-59 to 3-60;
16
Pittsburg State University College of Arts and Sciences Department of English and Modern Languages Day
Chapter
24 de octubre
Class objective
Mexico’s past and present Developing selective reading skills
In-class assignments
Panoramas: 3-43 to 3-44
Homework Student Activities Manual
MySpanishLab Tutorials
3-51 to 3-55; 3-61; 3-63
Páginas: 3-46 to 3-51 ¿Cuánto saben?
Peer-editing and composition revision Reviewing Segunda parte 27 26 de octubre 28 28 de octubre
Capítulo 3 exam online outside of class Communication Check in class
Taller Chapter 3 rewrite from memory in class. Capítulo 4
Talking about your family
Primera parte
¡Así es la vida!: Miembros de la familia Vocabulario: Miembros de la familia: 4-1 to 4-5
04-01 to 0412
Spanish Grammar Tutorial: StemEnding Spanish Grammar Tutorial: Conjugation of Stem-Changing Verbs
Estructuras: The present tense of stem-changing verbs: eie, ei, oue
Spanish Grammar Tutorial: Querer Spanish Grammar Tutorial: Tener: Stem-Changing Verb Spanish Grammar Tutorial: Pedir Spanish Grammar Tutorial: Volver
29 31 de octubre
Expressing desires and preferences Planning activities
Practice: 4-6 to 4-8, 4-10 Estructuras: Direct objects, Personal a, and Direct object pronouns Homework continued on next p.
04-13 to 0419
Spanish Grammar Tutorial: Personal a Spanish Grammar Tutorial: Direct Object Pronouns Spanish Grammar Tutorial: Placement of Direct Object Pronouns
17
Pittsburg State University College of Arts and Sciences Department of English and Modern Languages Day
Chapter
Class objective
In-class assignments
Homework Student Activities Manual
MySpanishLab Tutorials
English Grammar Tutorial: Subject/Object English Grammar Tutorial: Direct Objects English Grammar Tutorial: Direct Object Pronouns
30 2 de noviembre
Avoiding redundancy
Practice: 4-9 to 4-15
31 4 de noviembre
Learning about the Hispanic family
La familia hispana ¿típica?: 416 to 4-17
Acquiring Spanish through popular music
“El encarguito” (Guillermo Anderson, Honduras): 4-18 to 4-19
04-20 to 0433
Perfiles
Segunda parte
Extending invitations ¿Cuánto saben? Vocabulario: Lugares del ocio: 4-21 to 4-23
32 7 de noviembre
Pointing out people and things to others
¡Así es la vida!: El ocio Practice: 4-24 to 4-26 Proyecto: 4-45
Investigating Central America
Estructuras: Demonstrative adjectives and pronouns: 4-27 Continued on next page…
04-34 to 0439
Spanish Grammar Tutorial: Demonstrative Adjectives Spanish Grammar Tutorial: Demonstrative Pronouns Spanish Grammar Tutorial: Neuter Demonstrative Pronouns English Grammar Tutorial: Demonstrative Adjectives
18
Pittsburg State University College of Arts and Sciences Department of English and Modern Languages Day
Chapter
Class objective
In-class assignments
Homework Student Activities Manual
MySpanishLab Tutorials
English Grammar Tutorial: Demonstrative Pronouns
33 9 de noviembre
Describing activities
34 11 de noviembre
Discussing things and people you know
Practice: 4-28 to 4-29
04-40 to 0442
Estructuras: The present tense of poner, salir, and traer: 4-30 to 4-34
Acquiring selective listening skills
35 14 de noviembre
04-43 to 46; Estructuras: Saber and conocer: 04-53 to 044-36 to 4-39 55; 04-59
¡Pura vida! Episodio 4: 4-40 to 4-42
Developing awareness of Central American traditions and economy
Panoramas: 4-43 to 4-44
Peer-editing and composition revision
Spanish Grammar Tutorial: Saber and Conocer
Taller: Una invitación: 4-50
Composing an invitation
Developing selective reading skills
English Grammar Tutorial: Neuter Spanish Grammar Tutorial: Irregular First-Person Verbs
Páginas: Sobreviviendo Guaraza, Cinenuevo: 4-46 to 449
04-47 to 0452; 04-56 to 04-58
¿Cuánto saben?
Reviewing Segunda parte 36 16 de nov
Capítulo 4 exam online outside of class In class rewrite of Taller chapter 4
In class communication check 37 18 de nov
Capítulo 5
Describing your daily routine and habits
Primera parte 38 21 de noviembre
Expressing needs related to personal care Expressing emotional
¡Así es la via!: El arreglo personal Vocabulario: Las actividades diarias: 5-1 to 5-3, 5-5 to 5-6 Practice: 5-4 Estructuras: Reflexive constructions: pronouns and
05-01 to 0507
05-08 to 0515
Spanish Grammar Tutorial: Reflexive Pronoun Forms
19
Pittsburg State University College of Arts and Sciences Department of English and Modern Languages Day
Chapter
Class objective
states
In-class assignments
Homework Student Activities Manual
MySpanishLab Tutorials
Spanish Grammar Tutorial: Placement of Reflexive Pronouns
verbs: 5-7 to 5-10
Spanish Grammar Tutorial: Reciprocal Constructions English Grammar Tutorial: Reflexive/NonReflexive actions English Grammar Tutorial: Reflexive pronouns
39 28 de noviembre
Comparing objects and people
Practice: 5-11 to 5-13
05-16 to 0520
Estructuras: Comparisons of equality and inequality: 5-14
English Grammar Tutorial: Reciprocal Action Spanish Grammar Tutorial: Comparing Things That Are Equal Spanish Grammar Tutorial: Comparing Things That Are Unequal; Más de (numbers) English Grammar Tutorial: Comparing Things That Are Equal English Grammar Tutorial: Comparing Things That Are Not Equal
40 30 de noviembre
Perfiles
Learning about ecotourism in Costa Rica Acquiring Spanish through popular music Reviewing Primera parte
Practice: 5-15 to 5-16
05-21 to 0528
Eco voluntarismo en Costa Rica: 5-17 to 5-19 “Everybody” (Los Rabanes, Panamá): 5-20 to 5-21 ¿Cuánto saben?
20
Pittsburg State University College of Arts and Sciences Department of English and Modern Languages Day
41 2 de diciembre
Chapter
Segunda parte
Class objective
Talking about what you do around the house Investigating Central America
In-class assignments
Practice: 5-22
Homework Student Activities Manual
MySpanishLab Tutorials
05-29 to 0535
¡Así es la vida!: Vamos a limpiar Vocabulario: Los quehaceres domésticos: 5-22 to 5-25
42 5 de diciembre
43 7 de diciembre
Describing people or things using superlatives
Proyecto: 5-42 Practice: 5-26 to 5-28
05-36 to 0540
Estructuras: The Superlative: 529 to 5-31
Describing what is happening at the moment
Estructuras: The present progressive: 5-32 to 5-36
Acquiring selective listening skills
Taller: Vendo casa: 5-48
Composing a descriptive advertisement
Spanish Grammar Tutorial: Superlatives English Grammar Tutorial: Superlatives
05-41 to 43; 05-49 to 0551; 05-55
Spanish Grammar Tutorial: Present Participle Spanish Grammar Tutorial: Formation of the Present Progressive
¡Pura vida! Episodio 5: 5-37 to 5-38
Spanish Grammar Tutorial: Use of the Present Progressive English Grammar Tutorial: Present Progressive English Grammar Tutorial: Present Participle
44 9 de diciembre
Developing awareness of Central America’s ecological diversity
Practice: 5-39
Developing selective reading skills
Páginas: 5-43 to 5-47
Panoramas: 5-40 5-41
05-44 to 0548; 05-52 to 05-54
¿Cuánto saben? Peer-editing and composition revision Reviewing Segunda parte
21
Pittsburg State University College of Arts and Sciences Department of English and Modern Languages Day
45 Semana de finales
Chapter
Class objective
In-class assignments
Homework Student Activities Manual
MySpanishLab Tutorials
Capítulo 5 exam online outside of class In class rewrite of Taller chapter 5
Communication Check during final: Comprehensive Check: random topics from chapters 1-5.
22
