SPAN 3101 - Spanish IIIA

North Terrace Campus - Semester 1 - 2016

This course builds on the skills that students mastered in the intermediate language courses (SPAN 2101 and SPAN 2102). The emphasis of this course will be on the further development of oral and written skills. Students completing this course will acquire a basic level of fluency that will allow them to participate in conversations with native speakers and other students of the Spanish language. Different from early courses, in this one the teaching staff will emphasise the writing of more complex paragraphs, compositions, and documents, and work on the students? ability to report back in oral form on the documents they write. Lectures and tutorials will be conducted in 100% in Spanish and students will be expected to actively contribute to discussions and exercises in the Spanish language.

  • General Course Information
    Course Details
    Course Code SPAN 3101
    Course Spanish IIIA
    Coordinating Unit Spanish Studies
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites SPAN 2102
    Incompatible SPAN 3001
    Assumed Knowledge Intermediate oral & written knowledge of the Spanish language
    Course Description This course builds on the skills that students mastered in the intermediate language courses (SPAN 2101 and SPAN 2102). The emphasis of this course will be on the further development of oral and written skills. Students completing this course will acquire a basic level of fluency that will allow them to participate in conversations with native speakers and other students of the Spanish language. Different from early courses, in this one the teaching staff will emphasise the writing of more complex paragraphs, compositions, and documents, and work on the students? ability to report back in oral form on the documents they write. Lectures and tutorials will be conducted in 100% in Spanish and students will be expected to actively contribute to discussions and exercises in the Spanish language.
    Course Staff

    Course Coordinator: Dr Sergio Holas

    Course co-ordinator:

    Dr. Sergio Holas Véliz,
    Room 807, Napier Building
    Phone: 8313 4744
    e-mail: sergio.holas@adelaide.edu.au
    Office hours: TBA


    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    The timetable and the teaching rooms are as follows:

    Lecture: Monday 10 - 12 p.m.: Napier, 205
    Tutorial 1: Tuesday 1 to 2 p.m.: Napier, 104
    Tutorial 2: Tuesday 2 - 3 p.m.: Napier, 104

    The course will consist of 3 contacts hours. There is an hour (session 2) in which the student respond to general questions and articulates the context of a film seeing previously at home. This session 2 sets the historic and plot context for the session 3 (tutoria) that will be called "intercambio oral".

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course, students will be able to:
    1 Demonstrate in-depth knowledge of the Indicative Mood of the Spanish language.
    2 Further consolidate knowledge of the Subjunctive Mood of the Spanish language.
    3 Acquire knowledge and an understanding of how to use Spanish expressions referring to the body.
    4 Make use of Spanish lexicon in the right context.
    5 Further acquisition of the two forms (Ser/Estar) of the verb "tobe" in Spanish.
    6 Further enhance the ability to synthesize, analyse and present information both in written and oral forms in Spanish.
    7 Develop a positive attitude and capacity to make oral exchanges in specific contexts in Spanish.
    8 Acquire the ability to write summaries in the Spanish language.
    9 Further develop listening and understanding skills in the Spanish language.
    10 Further enhance the capacity to see cultural continuities and differences between Australia and the Spanish-speaking world, and to make respectful comparisons between the two worldviews.
    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)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1, 2, 3, 8
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    4, 5, 6
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    6, 7, 9
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    9, 10
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    7, 9, 10
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    7, 10
  • Learning Resources
    Required Resources
    All required resources will be available in MyUni.

    The official dictionary for this course is the Collins Spanish Concise Dictionary. Although this is not a required book in this course, it is highly recommended that you buy your own copy. It would be needed for more advanced courses in Spanish. It is available from UNIBOOKS.

    Spanish Grammar Collins GEM is the official recomended book for extra help with your grammar. It is also available from UNIBOOKS.

    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 books around you. If you are thinking of purchasing a dictionary, there are several possibilities, depending on your budget.
    Recommended Resources
    I recommend you to expose yourself to the language and Spanish culture through watching films, listening to music (there is plenty of types in each single country) and specially the arts and sciences. In order to develop your listening skills is paramount that you listen to Spanish or Latin American radios or the SBS radio. There are many sites on the worldweb that you can acces. I can help you to select the best, simply let me know.

    There are 3 main Learning Resources that will allow you to open a door into Spain and Latin America as well as Amerindia:

    1. Latin American Network Information Center, University of Texas: http://lanic.utexas.edu/la/region/history/
    This is a vast internet site with ample resources on countries, economy, education, government, media, culture, communication, science, society and many other aspects of these cultures. It is in English, Portuguese and Spanish.

    2. Consejo Latinoamericano de Ciencias Sociales. CLACSO. http://www.clacso.org.ar/inicio/inicio.php?idioma=esp
    This is also a vast internet site with information in Spanish in all of the above mentioned areas. It also funds research in Social Sciences. It is the most important site to know what research is being done now in all Latin American countries.

    3. Library of the Congress - Hispanic Reading Room: http://www.loc.gov.rr/hispanic/
    This is the primary access point for research to the Caribbean, Latin America, and Iberia; the indigenous cultures of those areas; and peoples throughout the world historically influenced by Luso-Hispanic heritage; including Latinos in the USA, and peoples of Portuguese or Spanish heritage in Africa, Asia and Oceania.
    Online Learning
    All class material will be available in MyUni.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Course components

    The course will be divided in three sesions:

    1 hour a week (tutorial: intercambio oral) will be dedicated to the study of the Spanish grammar & lexicon. Material from external sources will be used to suplement the grammar & lexicon explanations.

    The second hour will be devoted to set the context and problems shown in Machuca and El secreto de sus ojos.

    The Workshop will providing the opportunity to have the "intercambio oral" in which in depth discussion about the predominant themes of the films should take place.

    It is assumed that students will review and become familiar with the material covered in advance in preparation for all sessions. Each part will also contain some issues that are likely to be new or less familiar, hence students must prepare all guiding questions from the Textbook in advance for the lectures and tutorials.

    The language tutorials have the following objectives:

    a) To make oral presentations based on the Sesion 2.
    b) To develop the necessary skills to orally discuss specific topics in Spanish .
    c) To improve oral expression and understanding of spoken Spanish.
    d) To immerse students in more complex contexts in which the Spanish languahge is used.
    e) To build confidence in presenting and defending one's personal viewpoints in Spanish.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    1 x 2-hour lecture (or equivalent) per week 24 hours per semester
    1 x 1-hour workshop (or equivalent) per week 12 hours per semester
    6 hours homework and assignment per week 72 hours per semester
    2 hours research per week 24 hours per semester
    2 hours oral exchange preparation per week 24 hours per semester
    TOTAL WORKLOAD 156 hours per semester
    Learning Activities Summary

    PROGRAMA DE ACTIVIDADES

    Semana 1:
    Lecture: Introduccion al curso.
    Sesión 3: Organización de grupos para "Intercambio Oral".

    Semana 2:
    Lecture:
    Sesión 1:
    Gramática:
    Repaso del uso del pretérito y el imperfecto.
    Léxico: La palabra "time" y sus equivalentes en español.
    Sesión 2:(VER EN CASA: Machuca Parte 1)
    En clases: Temas, contexto, historia, subtemas.
    Sesión 3: Intercambio oral: ¿Quiénes son los protagonistas? ¿Qué características tienen?

    Semana 3:
    Lecture:
    NO HAY CLASES. Hacer, en casa, las actividades para las sesiones 2 y 3. (VER EN CASA: Machuca Parte 2)
    Sesión 3: Intercambio oral: ¿Qué procesos sociales ocurren en la escuela?

    Semana 4:
    Lecture :
    Sesión 1:
    Léxico: Expresiones con las partes del cuerpo. Equivalentes de "to know".
    Sesión 2: (VER EN CASA: Machuca Parte 3)
    En clases: Temas, contexto, historia, subtemas.
    Sesión 3: Intercambio oral: ¿Qué rol juega el Padre MacEnroe?; ¿Qué desea enseñarles a sus alumnos?

    Semana 5:
    NO HAY CLASES. Hacer en casa las actividades para las sesiones 2 y 3. (VER EN CASA: Machuca Parte 4)
    Sesión 3: Intercambio oral: ¿Por qué las dictaduras pueden ser consideradas guerras?; ¿Qué tipo de culturas crean las guerras? ¿Qué tipo de relaciones generan las guerras?

    Semana 6:
    Lecture:
    Sesiones 1 y 2
    :
    Gramática
    : Usos de ser y estar.
    Sesión 3: Mini-Test 1: Escribir un resumen de Machuca. (50 minutos).

    LUNES 9 - VIERNES 20 de abril: VACACIONES DE MITAD DE SEMESTRE.

    Semana 7:
    NO HAY CLASES. Hacer en casa las actividades de las sesiones 1 & 2.
    Sesión 1:
    Léxico: Los diminutivos, los aumentativos y los despreciativos.
    Gramática: Verbos con construccion especial: gustar, doler y similares. Equivalentes de"but" en español.
    Sesión 2: (VER EN CASA: El secreto de sus ojos 1). Temas y contexto.
    Sesión 3: Intercambio oral: La ley en tiempos de dictadura: ¿Qué problemas tienen los abogados para ejercer la ley en tiempos de dictadura?

    Semana
    8:
    Lecture:
    Sesión 1: Verbos en construcción especial: gustar, doler y similares.
    Sesión 2: (VER EN CASA: El secreto de sus ojos. Parte 2). Temas y contexto.
    Sesión 3: Intercambio oral: Explique la afirmación de Sandoval "la pasión es lo único que no se puede cambiar". ¿Por qué no se puede cambiar?

    Semana 9:
    Lecture:
    Sesión 1:
    Gramática
    : El subjuntivo 1.
    Sesión 2: (VER EN CASA: El secreto de sus ojos. Parte 3). Temas y contexto.
    Sesión 3: Intercambio oral. Tortura: ¿Qué efectos tiene la torura en las personas que la sufren y en las que la ejercen?

    Semana 10:
    Lecture:
    Sesión 1:
    Gramática: El subjuntivo 2.
    Sesión 2: (VER EN CASA: El secreto de sus ojos. Parte 4). Temas y contexto.
    Sesión 3: Intercambio oral. ¿Cómo se hace para tener una vida vacía?

    Semana 11:
    Lecture:
    Sesiones 1 & 2:
    Léxico: Influencia del inglés. Equivalentes de "to ask" en español.
    Sesión 3: Mini-Test 2. Escribir en clases un resumen de El secreto de sus ojos. (50 minutos)

    Semana 12
    Lecture: TEST FINAL (110 minutos).

    Sesión 3: Preguntas y respuestas.

    Specific Course Requirements
    This course requires the student to view 2 films (Machuca, David Wood and El secreto de sus ojos, by Juan José Campanella). You have to view them at home. Every week you need to use 5 hours to view these two films. At least twice so your ear becomes acostumed to the accent of the characters. These viewing MUST be done in anticipation to the Lecture. It is very important that you do this task because otherwise you will be lost or not understand the accent used by the characters and as a consequence you will not know what your peer students and the lecturer are speaking about. The earlier you start doing this exercise is the better. You also need to answqer ALL the questions that I prepared for you. To answer use short tenses and do not repeat vocabulary. These activities will enlarge your vocabulary and enhance the sintactic structures you use.
    Small Group Discovery Experience

    In all tutorial there will be an opportunity to discover something new, so the tutorial is to be conducted as a "small-group discovery" activity throughout the semester. This small= group discovery experience may result to be a new perspective into something that we though to be otherwise, or it may be a completely new view. This experience will allow to see what otherwise is obscured by our own culture. This obscuring may be predjudice or simply that we think we know something. When conversing about the theme we are able to discover something new in Machuca and El secreto de sus ojos. The aim is to be able to see and explore new aspects related to those themes. There is a great poet in the english language that once said:  "If the doors of perception were cleansed, the world would be anew" (William Blake). This is exactly what the small-group discovery experience aims at so our senses are cleansed by experiencing a new perspective on a given theme.

    Students will be organized in group of 4 students to do research on a general topic on the cultures of Spain and/or Latin America as the basis for the "intercambio oral". The topic activity (film viewing) for the "intercambio oral" will be prepared by all stucents in the group but each week only one student will be in charge of leading the actual conversation. At the end of the session, the leader of each group will report back to the class on the group discovery or findings.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Weighting Learning Outcome
    Participation Formative and Summative 10% 1, 2, 3, 10
    Intercambio Oral Formative and Summative 20% 1, 2, 4, 5, 6, 7, 8, 9
    Mini-tests Formative and Summative 30% 1, 2, 3, 4, 5, 6
    Final Test Formative and Summative 40% 1, 2, 4, 5, 6, 8
    Assessment Related Requirements
    It is a requirement of the course that students attend all SPANIIIA lectures and tutorials. Exemption from attendance may be given by the course coordinator only for medical reasons or for documented cases of personal hardship. If students fail to attend 2 language courses without providing a satisfactory explanation (on medical or compasionate grounds), they will be asked to provide evidence justifying why they should not be excluded from the course. In al cases, the onus is on student to contact to contact the coordinator, preferibly in advance. Students must comply a minimum 75% attendance through the semester.

    Students must complete/submit all assessment tasks in order to pass this course. Failing to submit one or more assessment tasks will result in the student receiving a final grade of FNS (Fail No Submission).
    Assessment Detail
    Your final result in this course will be determined on the following basis:

    Participation:                                    10%
    Intercambio oral:                              20%
    2 Mini-Tests (Writing Resúmenes):   30%
    Final Test:                                         40%
                                      ___________________
                                                            100%
    Submission
    All work must be submitted the due date to the lecturer personally and at the beginning of the Tutorial (sesión 3).
    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.

  • 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.

  • Student Support
  • Policies & Guidelines
  • 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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