Course # College Now Syllabus smsu course Title: Intermediate Spanish II (span 202) smsu faculty Mentor: Faculty Mentor Email: High School Teacher: Semester and Year: Course Description

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College Now

Course # - College Now Syllabus

SMSU Course Title: Intermediate Spanish II (SPAN 202)

SMSU Faculty Mentor:

Faculty Mentor Email:

High School:

High School Teacher:

Semester and Year:
Course Description: The objective of this class is to increase proficiency in the language skills (listening, reading, speaking, writing, and culture/history) essential to communicative language learning. This is a Spanish intensive intermediate course where the cultivation of intercultural awareness will play a key role among the topics and activities covered by each lesson. Students are expected to provide substantial information in their essays regarding multicultural topics and a good development of ideas with supporting details or evidence. Rich use of vocabulary with frequent attempts at elaboration is also expected to succeed in this course.
Required Texts: Imagina

Curso intermedio de la lengua española

By Jose A Blanco / C. Cecilia Tocaimaza. Hatch

ISBN: Imagina 3e SE + SS 978-1-62680-101-1

Learning Outcomes:

  • Develop ability to apply principles and generalizations already learned in Spanish 101 and 102 to new problems and situations.

  • Using Spanish in all verbal tenses, both indicative and subjunctive, participate in complex direct conversations on topics related to political, cultural and social issues.

  • Develop ability to work productively with others in the target language.

  • Create with the language and communicate personal meaning to sympathetic interlocutors by combining language elements in complex sentences and strings of sentences.

  • Improve ability to follow directions, instructions and plans in Spanish.

  • Analyze the target language culture and escribe daily interactions from more than one point of view.

  • Develop capacity and skills to study and think for yourself. Improve self-confidence in your learning skills.

  • Demonstrate analytic, interpretative and critical thinking skills with respect to visual arts from Latin America, Spain and the United States and other countries in which there is a production of visual arts in Spanish.

Important note: The use of the target language dominates the teaching/learning process. The instructor manipulates various strategies to communicate the message across through the use of pictorials, non-verbal and body language, illustrations, examples, synonyms, antonyms, and explanations. English is used sparingly in two contexts. One is to explain abstract concepts and the other is to provide study skills assistance if need be.

Policy on Attendance and Participation:

You are expected to attend class and to arrive on time. Excessive absence may result in a failing grade.

If you need to miss a class, please notify your instructor if possible in advance by e-mail or in person. If absent from class, it is YOUR responsibility to obtain homework assignments and class notes. An absence is no excuse for not being prepared for the following class.

Note: The use of I-Phones, I-Pods, cell-phones, etc. is not permitted in class unless a class activity requires it. Make sure you silence your cell-phone before the class starts.


Language learning is interactive, and therefore, requires your active participation and involvement in all class activities. Class participation is measured not only by your attendance, but also equally by your preparedness, your alertness and your contributions to activities and discussions.

Evaluation Criteria for Participation


  • initiates and maintains interaction with students and instructor from beginning of class

  • shows leadership in group activities

  • never uses English in discussions and group activities

  • asks questions only in the target language

  • is always prepared and demonstrates a minimum of errors

  • attempts to use complete sentences with connectors, conjunctions; always elaborates on answers


  • shows willingness to participate

  • cooperates fully in discussions and group activities although may not necessarily be the leader

  • answers readily when called upon and has few errors

  • elaborates somewhat on answers

  • occasionally resorts to English


  • participates more passively than actively

  • tends to use English, especially in small group activities when the instructor is not nearby

  • gives one

  • is frequently not well prepared


  • participates grudgingly or not at all

  • speaks mostly English in discussions and small group activities

  • generally does not cooperate in group activities

  • has many errors, makes no effort to correct.

Evaluation Criteria for Composition

(Source: Lee, J.F., & Van Patten, Bill. Making Communicative Language Teaching Happen. 2nd ed. New York: McGraw-Hill, 2003, page 272)



Minimal information; information lacks substance (superficial); inappropriate or irrelevant information; or not enough information to evaluate.

Unacceptable F

Limited information; ideas present but not developed; lack of supporting details or evidence.

Marginal D-C

Adequate information; some development of ideas; some ideas lack supporting detail.

Proficient B

Substantial information; good development of ideas with supporting details or evidence.

Exemplary A


Series of separate sentences with no transitions; disconnected ideas, no apparent order to the content; or not enough to evaluate.

Unacceptable F

Limited order to the content; lacks logical sequencing of ideas; ineffective ordering; very choppy, disjointed.

Marginal D-C

An apparent order to the content is intended; somewhat choppy, loosely organized but main points stand out although sequencing of ideas is not complete

Proficient B

Logical and effective order to the content is intended; main points and details are connected; fluent

Exemplary A


Inadequate, repetitive; literal translation; abundance of invented words or words in English; or not enough to evaluate.

Unacceptable F

Erroneous word use or choice leads to confused or obscured meaning; some literal translations and invented words; limited use of words studied.

Marginal D-C

Some erroneous word usage or choice, but meaning is not confused or obscured, some use of words studied.

Proficient B

Precise and effective word use/choice; broad; extensive use of words studied.

Exemplary A


Abundance of errors in use and form of the grammar presented in lesson; sentence structure does not correspond to the target-language structure; erroneous use of language makes the work mostly incomprehensible; no evidence of having edited the work for language; or not enough to evaluate

Unacceptable F

Frequent errors in use and form of the grammar presented in lesson; erroneous use of language often impedes comprehensibility; work was poorly edited for language.

Marginal D-C

Generally accurate language; erroneous use of language does not impede comprehensibility; some editing for language evident but not complete.

Proficient B

Very few errors in the grammar presented in lesson; work was well edited for language.

Exemplary A

Criteria for Oral Assessment









Task Completion

Superior completion of the task, responses appropriate and with elaboration

Completion of the task, responses appropriate and adequately developed

Partial completion of the task, responses mostly appropriate yet underdeveloped

Minimal or no attempt to complete the task, responses frequently inappropriate


Responses readily comprehensible, requiring no interpretation on the part of the listener

Responses comprehensible, requiring minimal interpretation on the part of the listener

Responses mostly comprehensible, requiring interpretation on the part of the listener

Responses barely comprehensible

or in English.

Fluency and Pronunciation

Speech continuous with few pauses or stumbling and no or almost no pronunciation errors

Some hesitation, but manages to continue and complete thought and occasional pronunciation errors

Speech choppy and/or slow with frequent pauses and frequent pronunciation errors

Speech halting and uneven with long pauses or incomplete thoughts and few words pronounced correctly


No or almost no grammatical errors

Occasional grammatical errors

Frequent grammatical errors

Few correct grammatical structures


Rich use of vocabulary with frequent attempts at elaboration

Adequate and accurate use of vocabulary

Somewhat inadequate use of vocabulary

Most vocabulary usage is not appropriate and makes comprehension challenging to the listener


A, A- Excellent

B*,B,B- Very Good

C*,C Satisfactory

C-,D*,D,D- Poor

F Failure

a 100-94 b 88-85 c 78-75 d 68-65

a- 94-91 b- 85-81 c- 75-71 d- 65-61

b * 91-88 c * 81-78 d * 71-68
College wide policies for undergraduate courses Statement of the College Policy on Plagiarism

Plagiarism is the presentation of someone else‘s ideas, words, or artistic, scientific, or technical work as one‘s own creation. Using the ideas or work of another is permissible only when the original author is identified. Paraphrasing and summarizing, as well as direct quotations require citations to the original source.

Plagiarism may be intentional or unintentional. Lack of dishonest intent does not necessarily absolve a student of responsibility for plagiarism.

It is the student‘s responsibility to recognize the difference between statements that are common knowledge (which do not require documentation) and restatements of the ideas of others. Paraphrase, summary, and direct quotation are acceptable forms of restatement, as long as the source is cited.


10% Report the news

15% Compositions

10% Introducing the movies

10% Oral Exam

10% Miniquizzes

15% Movies

30% Quizzes

Last day to drop with a “W”: April 12th, 2016.


Capítulo 6 El valor de las ideas

Para empezar: Creencias e ideologías

Imagina: Chile

Estructuras: The subjunctive in adverbial clauses

The past subjunctive

Comparatives and superlatives

Gramática: Adverbs

Diminutives and augmentatives

Cultura: Chile. Dictadura y democracia
Capítulo 7 Perspectivas laborales

Para empezar: El trabajo y las finanzas

Imagina: Bolivia y Paraguay

Estructuras: The present perfect

The present perfect subjunctive

Use of “se”

Gramática: Past participles used as adjectives

Time expressions with “hacer”

Cultura: Recursos naturales. Una salida al mundo
Capítulo 8 Ciencia y tecnología

Para empezar: La tecnología y la ciencia

Imagina: Perú

Estructuras: The past perfect

The past perfect subjunctive

Uses of the infinitive

Gramática: Prepositions

Cultura: La ciudad redescubierta
Capítulo 9 Escapar y divertirse

Para empezar: Las diversiones

Imagina: Argentina y Uruguay

Estructuras: The future perfect

The conditional perfect

“Si” clauses

Gramática: Transitional expressions

Cultura: Buenos Aires
Capítulo 10 Herencia y destino

Para empezar: Nuestro futuro

Imagina: España

Estructuras: The passive voice

Negative and affirmative expressions

Gramática: “pero” vs “sino”

Cultura: España


-Guidance and instructions will be held to effectively succeed in these activities.

Reporting the news: Get together in groups. Read newspapers, magazines and different web sources that relate to different topics about Spanish speaking countries. Those articles should be posted daily in the twitter of the Spanish program with an English twitt that summerizes the piece of news. Along the course the instructor will provide you with four handouts about news your group has posted in twitter. These handouts will include a number of questions you need to answer in Spanish. Possible topics: Possible sources.

Compositions: Four handouts with different vocabulary in Spanish will be given to the students throughout the course. Each student will write 250 word compositions using this vocabulary in order to improve their writing skills.

Introducing the movies: Get together in groups. Research in journals, magazines and newspapers and introduce the movie required to the rest of your classmates. Explain the historical and political context, introduce the cast, explain a relevant scene and add any information you think it might be interesting. This is an oral activity.

Oral Exam: During the last week of classes each student will meet the instructor after or before class. The oral exam will be a 10-15 minutes conversation in Spanish about topics discussed in class.

Miniquizzes: Throughout the course students will need to do five miniquizzes. These are 10-15 minutes tests that are usually scheduled at the end of each lesson. There are no makeups for miniquizzes.

Movie Reviews: Three movies are required to be watched throughout this course. The instructor will provide the students with a handout for each movie where they will have to answer questions based on the movies.

Quizzes: Throughout the course students will need to do four quizzes. If a student gets 60 points or more (out of 100) in each of the quizz, s/he will be exempt from the Final Exam. If a student misses or fails any of these quizzes, s/he will have the opportunity to do a make-up quizz the date of the Final Exam, no exceptions.

Applications and webpages needed for this course:

Duolingo Kahoot Twitter Facebook
Flipboard Alltop Futurity In Focus The Atlantic

The Big Picture (Boston Globe)

The students need to watch the following movies (movies might change per semester):

Brothers in Exile Sin Nombre Hermano

2014 Documentary 2009 Thriller/Drama 2010 Drama/Sports

Major League Baseball has been transformed by the influx of Cuban players such as Aroldis Chapman,Yasiel Puig and Jose Abreu. But a special debt of gratitude is owed to two half-brothers, whose courage two decades ago paved the way for their stardom. Brothers in Exile" tells the incredible story of Livan

and Orlando "El Duque" Hernandez, who risked their lives to get off the island.

Sayra, and Honduran teen, hungers for a better life. Her chance for one comes when she is reunited with her long-estranged father, who intends to emigrate to Mexico and then enter the United States.

Two young men who have been raised as brothers look to their soccer skills as a way of getting out of their slum. While a scout is in town, an act of violence threatens to tear them apart.

MN Transfer Curriculum Goal 8 - Global Perspective (1 course, 3-4 credits)
Liberal Education Student Learning Outcomes:

Upon completion of the Liberal Education Program at SMSU, students will:

  • Understand the techniques and habits of thought in a variety of liberal arts disciplines, having attained an adequate foundation of knowledge in those disciplines.

  • Communicate effectively.

  • Be creative thinkers able to identify, formulate, and solve problems using interdisciplinary perspectives.

  • Be critical thinkers who evaluate information wisely and examine how assumptions and positions are shaped.

  • Understand both physical and social aspects of the world and their place in it.

  • Embrace the similarities among peoples and appreciate the diversity that enriches the human experience.

  • Analyze moral judgments and engage in moral discourse.

  • Practice responsible citizenship in their local and global communities.

  • Continue life-long learning.

  • Integrate mind, body, and spirit, the essential elements of a flourishing life.

College Now Statement:

College Now is SMSU's concurrent enrollment program. Concurrent enrollment allows qualified high school students to earn college credit in their high school, during their regular school day. College Now classes are taught by qualified high school teachers and are supervised by SMSU faculty members. These classes are actual SMSU courses where students earn actual SMSU credit. There is no cost to the student for these courses, providing an outstanding opportunity for students to earn college credit and jumpstarting their college careers without incurring additional debt.

Academic Honesty:

The aim of the academic honesty policy is to maintain the academic integrity of Southwest

Minnesota State University and promote an intellectual climate of honesty and integrity. To maintain an environment of academic integrity all students are required to accept personal responsibility for their work at Southwest Minnesota State University. Any offense against the academic honesty policy compromises the educational integrity of Southwest Minnesota State University and will be considered a grave offense. Offenses against academic honesty are acts which unjustly advance one’s academic standing at Southwest Minnesota State University and include knowingly permitting or knowingly aiding a person in an offense against the academic policy.

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