SPAN 2101 - Spanish IIA
North Terrace Campus - Semester 1 - 2014
This course builds on the skills that students mastered in the introductory Spanish courses (SPAN 1003 and SPAN 1004). The emphasis of this course will be on the further development of the four basic language skills: speaking, listening, reading and writing. Different from early courses, in this course the teaching staff will tackle some of the finer points of the Spanish grammar and will emphasise writing practices at academic level. Lectures and tutorials will be conducted in Spanish and students will be expected to actively contribute to discussions and exercises in the Spanish language.
Approximately 20% of teaching time will be dedicated to the introduction and discussion of specific aspects of the cultures of the Hispanic World, through different types of media including music recordings, video clips, movies and short stories produced both in Spain and Latin America.
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General Course Information
Course Details
Course Code SPAN 2101 Course Spanish IIA Coordinating Unit Spanish Studies Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Prerequisites SPAN 1004 Incompatible SPAN 2001. Students who have taken and passed an Intermediate level Spanish course at other universities are not permitted to enrol. Assumed Knowledge Basic knowledge of the Spanish language (speaking, reading, writing) Assessment Active participation (10%), weekly homework (20%), mid-term test (20% ), oral presentation (15%), final test (35%) Course Staff
Course Coordinator: Dr Sergio Holas
Dr Sergio Holas
Napier 807
Phone: 8313 4744
sergio.holas@adelaide.edu.au
Atencion de alumnos: Martes de 10 a 12 mediodia.Course Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
Group 1:
Monday, 14:00 p.m. (two hours); Ligertwood, 420, tutorial room.
Tuesday, 15:00 p.m. (one hour); Schulz, 308b, seminar room.
Wednesday, 15:00 p.m. (one hour); Napier, 108, tutorial room.
Group 2:
Monday, 12 noon ((two hours); Napier, 108, tutorial room.
Tuesday, 12:00 noon (one hour); Barr Smith South, 1062, seminar room.
Thursday, 9 a.m. (one hour); Engineering & Mathematics, EM218, Engineering seminar room 3. -
Learning Outcomes
Course Learning Outcomes
Students who complete this course will
1) acquire an intermediate level of knowledge of various tenses of the Indicative Mood of the Spanish language.
2) further acquire and develop the ability to write sentences, paragraphs and short compositions in the Spanish language.
3) enhance the ability to independently explore sources to produce a short oral presentation in Spanish.
4) enhance and further develop the capacity to speak coherently in front of the class in Spanish.
5) further develop reading and comprehension skills.
6) develop conversational skills so as to be able to respond to comments or questions in Spanish.
7) be able to prepare, using visual and aural clues, an oral presentation.
8) develop a positive attitude towards reading, writing and speaking in Spanish.
9) further develop and enhance the ability to synthetize, analyse and present information both in written and oral forms.
10) gain an understanding of how various tenses work in order to be able to produce everyday speech in Spanish.University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1, 2, 5, 6, 9, 10 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 2, 3, 5 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 4, 6, 7 Skills of a high order in interpersonal understanding, teamwork and communication. 2, 4, 6, 7 A proficiency in the appropriate use of contemporary technologies. 7, 8 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 3, 10 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 8, 9 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 3, 8, 9, 10 -
Learning Resources
Required Resources
- Como se dice en espanol 3 (Course reader) (available from the Copy and Image Centre [level 1, Hughes Building]).
- Collins Spanish Dictionary.Recommended Resources
Reference works:
1) The official dictionary for this course is the Collins Spanish Concise Dictionary. This is a highly recomended reference dictionary that will be used regularly during the semester. It would be needed for more advanced courses. It is available from UNIBOOKS.
2) Spanish Grammar Collins GEM is the official recommended book for extra help with your grammar. It is available from UNIBOOKS.
3) The Barr Smith Library has a number of Spanish-English dictionaries in its reference section. When preparing assignments, it is a good habit to work with dictionaries and other reference works around you.Online Learning
All resources will be placed in MyUni. -
Learning & Teaching Activities
Learning & Teaching Modes
Course Components
1) Grammar
Objectives
a) To present and discuss the main grammar points covered by the various chapters in the Course Reader, and
b) To consolidate these grammar points by working on as many practical exercises as possible and to improve the accuracy of written and spaoken Spanish, as well as your reading comprehension skills in the language.
Summary
Grammar points will be introduced, reviewed and explained in every meeting on a topic to topic basis, as presented in the Course Reader. From time to time, we will also go over some related points that may extend the material contained in the reader. The review and explanations will be followed by extra examples, oral practices and written exercises.
It is assumed that students will review and become familiar with the grammar covered in every section of the reader in advance, in preparation for class. Given that the best way of testing how well the grammar points have been assimilated through practice, we will do as many practical exercises in class as possible. It is essential that students attend all four hours of class in order to succeed in this course.
It is acknowledged that the study of grammar is not always the most exciting aspect of language study. However, it is vital in that it provides the essential building blocks for effective use of the language in other contexts. But grammar will be just the starting point in this course since we will rapidly move into the application of the rules just learned. Oral practice will be the main focus in every meeting and through the semester. Written exercises will also be emphasised, althou students will have to work on the written exercises that appear on the reader on their own time (outside the classroom) most of the time. Those exercises will be reviewed in class and furthert explanations will be given when difficulties are encountered.
2) Oral and written practices
Objectives
a) To consolidate the grammar points being studied.
b) To further develop writing skills (sentence, paragraph and short compositions).
c) To develop reading comprehension skills at a more sophisticated level.
d) To improve oral expression and understanding of spoken Spanish.
e) To immerse students in natural contexts in which the Spanish language is spoken.
f) To bluid confidence in asking and answering questions in Spanish.
Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The course will be divided in 3 blocks: one two-hour class and two one-hour tutorials.
Topics for the oral presentations:
The course coordinator will allocate one topic to every student enrolled in the course. On the day the topic is to be discussed, the student will do a five minute oral presentation, followed by ten minutes of questions answers based on the presentation. Students may submit electronically the written version of their oral presentation to their lecturer/tutor to double chck for mistakes (both language and content). The submission of the written version should be done at least 48 hours before the actual presentation is to take place.
Learning Activities Summary
Week 1: 3 de marzo.
Clase:
Introduccion al curso.
Leccion introductoria.
Los tiempos del presente indicativo.
Seminarios:
Organizar e introducir los "Temas de conversacion oral".
Week 2: 10 de marzo.
Clase:
No hay clase (Adelaide Cup Holiday)
Seminarios:
Los tiempos del presente indicativo.
Tema de conversacion 1: "Mis materias y mis clases".
Week 3: 17 de marzo.
Entrega de "Ejercicio de repaso numero 1"
Clase:
Los verbos irregulares en el tiempo presente.
Seminarios:
Ejercicios escritos y orales usando los verbos irregulares.
Tema de conversacion numero 2: "Mis pasatiempos y los de mis amigos".
Week 4: 24 de marzo.
Clase:
El verbo "gustar" y verbos similares.
Seminarios:
Practica de lectura y escrituraL "Mi familia".
Tema de conversacion numero 3: "Los gustos de mi familia".
Week 5: 31 de marzo.
Clase:
Lectura y revision de la "tarea para la casa".
Musicos del mundo hispano.
Seminarios:
Escuchar y traducir cancion.
Tema de conversacion numero 4: Mi musica preferida y la de mis amigos.
Week 6: 7 de abril.
Entrega de "Ejercicios de repaso numero 2".
Clase:
El presente progresivo.
El presente perfecto.
Seminarios:
Practica 4 (P. 39)
Tema de conversacion numero 5: "Los proyectos de mi familia".
VACACIONES DE MITAD DE SEMESTRE: DEL LUNES 14 DE ABRIL HASTA EL VIERNES 25 DE ABRIL.
Week 7: 28 de abril.
Entrega de "Ejercicios de repaso numero 3".
Clase:
Uso de las preposiciones "por" y "para".
Seminarios:
Practica de lectura (lectura a ser proporcionada por el profesor)
Tema de conversacion numero 6: "Cuanto he logrado en mi vida hasta el dia de hoy".
Week 8: 5 de mayo.
Clase:
TEST 1 (50 minutos).
Los pronombres y los adjetivos posesivos.
Seminarios:
Practica de lectura (lectura a ser proporcionada por el profesor).
Tema de conversacion numero 7: "Lo que me pertenece y lo que pertenece a mis padres (lo mio y lo suyo)".
Week 9: 12 de mayo.
Clase:
Los pronombres de complemento directo (PCD).
Seminarios:
Los pronombres de complemento directo (PCD).
Tema de conversacion numero 8: "Lo que me gusta regalar en fechas especiales".
Week 10: 19 de mayo.
Entrega de "Ejercicios de repaso numero 4".
Clase:
El preterito.
Seminarios:
Ejercicios orales usando el preterito.
Escuchar cancion.
tema de conversacion numero 9: "Las cosas buenas 1que hice en la escuela secundaria".
Week 11: 26 de mayo.
Entrega de "Ejercicio de repaso numero 5".
Clase:
El imperfecto.
Seminarios:
Lectura (p. 108) y preguntas. Ejercicio oral.
Tema de conversacion numero 10: "Como era de nino".
Week 12: 2 de junio.
Entrega de "Ejercicio de repaso numero 6"
Clase:
Verbos reflexivos y verbos reciprocos.
Seminarios:
TEST 2. (50 minutos).
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Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task Task Type Weighting Learning Outcome Participation Formative and Summative 10% 1-10 Weekly homework Formative and Summative 20% 1-10 Mid-term test Formative and Summative 20% 1-10 Oral presentation Formative and Summative 15% 1-10 Final test Summative 35% 1-10 Assessment Detail
Participation: all students will be expected to actively participate in all activities and exercises organised in class.
Weekly homework: students will be required to do work outside the class on grammar, language structures and vocabulary.
Mid-term test: students will submit a written composition in Spanish on grammar, language structures and vocabulary learnt in the first half of the course.
Oral presentation: students will do a 5-minute oral presentation on a specific topic. The presentation will be organised around a PowerPoint presentation and written in Spanish.
Final test: students will submit a written composition in Spanish on a chosen topic.Submission
Information available on enrolment.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
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