Course Descriptions:

• Spanish 1
• Spanish 2
• Spanish 2/3 Honors
• Spanish 3
• Spanish 4 AP

To achieve these objectives, students are expected to adhere to the following guidelines, most of which are applicable to various stages of the language learning process:

• Students must prepare thoroughly for each class session by completing all of the homework assigned.
• Students must participate actively during in class exercises and activities while limiting themselves to speaking only Spanish.
• In general, the material will be explained in Spanish. At the beginning of the term, students will be taught expressions for asking clarification questions. They must make every effort to use these expressions and incorporate structures learned throughout the term to ask questions of the teacher and their peers. The goal is to employ a full immersion approach.
• Students must purchase a Spanish/English - English/Spanish dictionary. They must avoid using English or Spanglish in completing homework assingments, during in-class activities, while doing in-class presentations or when taking oral tests.
• Students are encouraged to ask questions after class (in English, if necessary) or they should set up a time for extra help sessions if they remain unclear about any of the course material after a lesson.
• In addition to written quizzes and tests, students will be given an oral test toward the end of each term to evaluate pronunciation and mastery of vocabulary and grammar. Further details about specific oral tests will be provided as the end of the term approaches.
• Vocabulary evaluations will be cumulative. Studying for each vocabulary quiz or test will involve reviewing the previous vocabulary learned.
• Evaluations of grammar too will entail reviewing the grammatical points covered in previous lessons.
• Once we begin to study verb tenses, students should expect short, daily verb quizzes. They will be given two new verbs on a daily basis. They are expected to learn the meaning and the forms of these verbs in the tenses indicated by the teacher. In addition to learning the new verbs, they are expected to review the meaning and forms of verbs quizzed previously. Any of the old verbs may be re-evaluated along with these new verbs. The quizzes will have a time limit.
• Students will keep a folder containing all of their written assignments. Each writing assignment will require incorporating vocabulary and grammar indicated by the teacher as well as paying close attention to grammar and vocabulary already introduced.
• Written assignments must be done on the computer and saved onto a disk. Students will be expected to return to their saved file and make corrections after receiving written comments from the instructor. A print out of each written assignment must be handed in to the instructor on the due date.
• Students will be assigned activities/projects that entail making use of the world wide web.
• Students will not be allowed to retake any quiz, test or exam.

Please feel free to see me for extra help or if there is any other assistance I can provide you. I look forward to working with you this academic year.

SPANISH 1B

This course is designed for students who have already had some exposure to the language in a beginning course but not a sufficient amount to take the Spanish 2 course. Spanish 1B has the same objectives and follows the same format as Spanish 1 (outlined above) but avoids the very initial introductions to the language given the students' background.

SPANISH 2

This course is designed to build on the vocabulary and concepts introduced in beginning Spanish courses. It continues to assist students in developing the four basic language skills: speaking, listening, reading, and writing. At the beginning of the term, we will spend several weeks reviewing specific grammar and vocabulary from Spanish 1 and then we will initiate our study of new material. As in the first year, students will secure a grasp of the fundamentals of Spanish through drilling, a continual review of vocabulary, listening exercises, short readings, writing assignments, in-class presentations and recordings using audacity, dialogues and other conversational activities. They will also be exposed through readings and projects to cultural elements of the Spanish speaking world.

*After the first class day, the entire course will be conducted in Spanish. Students are expected to speak only Spanish to the instructor and to their peers once they enter the classroom and until the class session ends. Bringing a dictionary to class could be helpful.

To achieve these objectives, students are expected to adhere to the following guidelines, most of which are applicable to various stages of the language learning process:

Please feel free to see me for extra help or if there is any other assistance I can provide you. I look forward to working with you this academic year.

SPANISH 3 (HONORS)

This course is an accelerated, intermediate level Spanish course designed to review Spanish grammar at a quick pace with an emphasis on the more complex grammatical structures. This course will appear on the student's transcript as Spanish 3 Honors, but we refer to it as as 2/3 Honors because it integrates the material presented in both second and third year Spanish (at an accelerated pace). It is assumed that students have already undergone a thorough study of certain basic grammatical structures (as will be pointed out in class) and that they know well the forms and uses of the present, present progressive, preterite, and future tenses. (Many of the students will have already studied the imperfect and some subjunctive as well.) It is also assumed that students have acquired certain basic vocabulary.

The objective of the course is not only to review Spanish grammar and vocabulary but also to guide students in incorporating the more complex grammar into their speech and writing (e.g., the difference between preterite and imperfect, object pronouns, the subjunctive). They will also continue to cultivate the ability to understand Spanish spoken at a normal pace and to read effectively examples of Spanish texts, particulary newspaper articles, short stories, and poetry. The course will prepare students to take the AP Spanish language course next year.

After the first day, the entire course will be conducted in Spanish. Students are expected to speak only Spanish (to the instructor and to their peers) once they enter the classroom and until the class session ends. Again, it is expected that students will strive to incorporate into their speech the grammar studied in the course.

A variety of methods will be employed to help the students strengthen their skills further: drilling, a continual review of vocabulary, listening exercises, Spanish texts, writing assignments (letters, journal entries, essays, etc.), presentations, skits and other conversational activities. They will also have discussions about the cultural elements and social and political issues of the Spanish speaking world.

To achieve these objectives, students are expected to adhere to the following guidelines, most of which are applicable to various stages of the language learning process:

 

SPANISH 3

Spanish 3 is an intermediate level Spanish course designed to review the basic Spanish grammar introduced in Spanish 1 and 2. The goal is to help students acquire a greater proficiency in the language by studying the fundamental grammar and vocabulary at a pace that is appropriate to the students ability. Students will continue to develop their reading, writing, listening and speaking skills through a variety of methods such as drilling, a continual review of vocabulary, listening exercises, reading Spanish texts, writing assignments (letters, journal entries, essays, etc), presentations, skits and other conversational activities. They also have discussions about short stories and cultural elements of the Spanish speaking world.

The entire course is conducted in Spanish. Students are expected to speak only Spanish (to the instructor and to their peers) once they enter the classroom and until the class session ends. Moreover, students are expected to incorporate into their speech the grammar studied in the course.

A variety of methods will be employed to help the students strengthen their skills further: drilling, a continual review of vocabulary, listening exercises, Spanish texts, writing assignments (letters, journal entries, essays, etc.), presentations, skits and other conversational activities. They will also have discussions about the cultural elements and social and political issues of the Spanish speaking world.

To achieve these objectives, students are expected to adhere to the following guidelines, most of which are applicable to various stages of the language learning process:

Student Guidelines for Achieving Course Objectives:

 

AP SPANISH LANGUAGE

This course is the standard advanced placement Spanish language course. It follows the guidelines established by the AP College Board. By taking the course, not only will students strengthen their language skills in Spanish but also they will undergo preparation for the AP Spanish Language Examination given in the spring.

As stated in the Advanced Placement Program Course Description booklet published by the College Board, "[This] course is comparable to fifth and sixth semester (or the equivalent) college and university courses that focus on speaking and writing in the target language at an advanced level." And, it's objective is to train students to accomplish the following:

1. "Identify and summarize the main points and significant details and make appropriate inferences and predictions from a spoken source, such as broadcast news report or a lecture on an academic or cultural topic related to the Spanish speaking world."

2. "Identify and summarize the main points and significant details and predict outcomes from an everyday conversation on a familiar topic, a dialogue from a film or other broadcast media, or an interview on a social or cultural topic related to the Spanish-speaking world."

3. "Identify and summarize the main points and significant details and make appropriate inferences and predictions from a written text such as a newspaper or magazine article or contemporary literary excerpt."

4. "Write a cohesive and coherent analytical or persuasive essay in reaction to a text or on a personal, academic, cultural, or social issue, with control of grammar and syntax."

5. "Describe, narrate, and present information or persuasive arguments on general topics with grammatical control and good pronunciation in an oral presentation of two to three minutes."

6. "Use information from sources provided to present a synthesis and express an opinion."

7. "Recognize cultural elements implicit in oral and written texts."

8. "Interpret linguistic cues to infer social relationships."

9. "Communicate via formal and informal written correspondence."

10. "Initiate, maintain, and close a conversation on a familiar topic."

11. "Formulate questions to seek clarification or additional information."

12. "Use language that is semantically and grammatically accurate according to a given context."

To achieve these objectives, students will undergo a review (and expansion) of vocabulary (including idiomatic expressions); they will practice Spanish grammar particularly the more difficult and complicated concepts; they will write many compositions of the type included on the AP exam; they will read and summarize articles from online newspapers and magazines; they will read, analyze, and interpret examples of Spanish and Latin American literature; they will do many listening activities in class and at home using authentic sources from the web or Spanish television, and they will prepare many oral presentations of the type included on the AP exam. For specific practice for the AP exam, students will work throughout both the fall and spring semesters from a workbook designed for this specific purpose: AP Spanish: Preparing for the Language Examination.

Course Guidelines: