ChabotCollege

Course Outline for Spanish 50C, Page 2

Fall 2008

ChabotCollegeFall 2008

Course Outline for Spanish 50C

SPANISH CONVERSATION AND CULTURE III

Catalog Description:

50C – Spanish Conversation and Culture III2 units

Development of skills learned in Spanish 50B. Understanding of spoken Spanish through pronunciation, vocabulary, and applied grammar. Further study of the culture and everyday life activities of Spanish-speaking people. Prerequisite: Spanish 50B completed with a grade of “C” or higher. 2 hours.
[Typical contact hours: 35]

Prerequisite Skills:

Before entering the course the student should be able to:

  1. demonstrate a practical knowledge of the Spanish conversational patterns presented;
  2. ask and answer questions dealing with everyday situations in the present tense;
  3. use active vocabulary, idiomatic expressions and basic grammar to engage in routine conversational interactions in the target language;
  4. demonstrate a basic understanding and appreciation of the cultures and peoples of the Spanish-speaking world.

Expected Outcomes for Students:

Upon completion of the course the student should be able to:

  1. recognize and apply conversational patterns and vocabulary according to a given situation in order to converse in the target language with some degree of fluency and by avoiding redundancy in everyday speech;
  2. describe, explain, and narrate fictional and non-fictional stories/experiences/anecdotes/cultural notes using the preterit and imperfect to further discuss the cultural differences between Spanish and non-Spanish speaking countries;
  3. use the appropriate time and adverb connectors while narrating present and past historical events known throughout the world;
  4. exchange ideas in the target language with other classmates and special guest speakers about current events relevant to the class and the community;
  5. demonstrate an understanding and appreciation of the culture and the people of the Spanish-speaking world by studying their history, geography, and cultural practices.

Course Content:

  1. Introduction to conversation patterns that reflect the use of the direct and indirect object pronoun to avoid redundancy in the speech, vocabulary, and expressions used in different settings such as at the airport, at the doctor’s office, at the mechanic shop, at a sports event, in order to interact and express opinions with some degree of fluency in the target language
  2. Reading of fictional and non-fictional material to understand the important differences between Hispanic and American cultural practices, such as dining practices
  3. Understanding of the proper uses of the past tense as well as the differences in the use of the imperfect and preterit in Spanish while talking about important historical events such as the discovery of America
  4. Further development of interviewing skills by exchanging ideas with other classmates and guests about current events relevant to the class and the community at large
  5. Further studying of the history and geography of Spanish-speaking countries and cities of the world in order to acquire the social and cultural information necessary to be able to understand important differences between Hispanic and American cultural practices

Methods of Presentation:

  1. Introduction and discussion of Spanish conversational methods
  2. Choral/individual repetition of model speech
  3. Simulation by instructor and re-creation of dialogues and improvisation
  4. Small group activities including skits, dialogues, etc.
  5. Use of supplementary materials such as audio and visual.

Typical Assignments and Methods of Evaluating Student Progress:

  1. Typical Assignments:

aPrepare a skit reflecting a social situation in a culturally appropriate manner using the past tense.

b.Read a brief newspaper or magazine article and retell it using the imperfect and preterit.

c.Watch short film clips or listen to audio material and summarize to the class.

  1. Methods of Evaluating Student Progress:
  2. Class participation and homework assignments
  3. Oral reports
  4. Quizzes, written in Spanish on the materials covered in class
  5. Periodic oral tests
  6. Final examination

Textbook(s) (Typical)

¡Claro que sí! (textbook), Lucía Caycedo Garner, Houghton Mifflin, 2007.

¡Claro que sí! –(Workbook), Lucía Caycedo Garner, Houghton Mifflin, 2007. (optional)

¡Claro que sí! –(Audio material), Lucía Caycedo Garner, Houghton Mifflin, 2007. (optional)

English Grammar x Students of Spanish, Emily Spinelli, Olivia & Hill Pr, 2003. (optional)

Larousse Concise Spanish-English English-Spanish Dictionary, Larousse, 2006.(highly recommended)

501 Verbs in Spanish, Barron's Publishing, 2003.(highly recommended)

Special Student Materials:

None

dk 10/1/07

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