Course Syllabus
SPANISH 3
Prerequisite: Spanish II
This is a high intermediate, full year course in the Spanish language designed to increase fluency in all four language skills. The course stresses the development of conversational skills in longer and more complex contexts, regarding practical themes that include family life, childhood experiences, professions, community and transportation, sports and leisure activities. Students are often called upon to work in pairs or small groups so as to simulate a natural conversational setting.
Foundational grammar concepts are reinforced and build up by the study of at least four tenses: the present (simple and progressive), the past (preterite and imperfect), the future (immediate and distant) and the conditional; the pronoun system (personal, object and reflexive), adjectives (possessive and demonstrative), and moods (indicative and imperative). Writing is taught through a variety of longer activities including personal essays about the topics studied, available in the primary textbook (Exprésate 2) and additional resources.
Each unit furthers cultural awareness of the Spanish speaking world by analyzing short narratives, biographies and articles available in the main textbook, and supplemental texts such as Cajas de cartón by Francisco Jiménez. These materials are used to refine reading comprehension. The Harkness method is employed to foster participation and critical analysis via discussions within a circle. Written reports and oral presentations of global events further the goal of training for competence in the target language. Spanish songs and films supplement the program. During the spring semester, reading of the novel Esperanza renace by Pam Muñoz Ryan, may be introduced.
Drawing, spelling and learning games are played frequently to reinforce vocabulary and grammar acquisition. Role-playing is used as a tool to incorporate the vocabulary and grammar presented within a specific context, and to encourage creativity to emotionally connect with the target language. Duolingo is used periodically as a platform for additional practice.
Assessment
Evaluation is on all four language skills which include: reasoning (grammar and reading comprehension), communication (oral and written communication) and content knowledge (vocabulary and cultural knowledge). Classroom conversations are used to build confidence in Spanish and to assess the progress of students. Research projects with a writing component and an oral presentation that encompass the units studied, further the goal of training for competence in the target language, and promote confidence for public speaking. Rubrics are used to assess the performance of students for their participation. Students are invited to assess themselves. A writing and oral presentation rubric is used to assess research projects.
The categories that comprise the total grade are: homework, participation, quizzes/projects and tests.
Goals
Students will be able to:
-Converse and write more broadly in the target language about practical and abstract topics.
-Have a deeper understanding of the Spanish syntax* system.
-Develop intermediate literacy of Spanish grammar and use its concepts in context.
-Build awareness of the Spanish-speaking world by researching topics related to the course.
Essential skills
-Use basic idiomatic expressions with "tener".
-Discuss professions and occupations, and what people know (facts) and know how to do.
-Describe the location of buildings and furnishings.
-Talk about articles used for grooming, daily schedules, and personal care activities.
-Discuss childhood activities and experiences.
-Discuss future plans and obligations.
*Syntax: the part of grammar that studies linguistic elements concatenated to form correct phrases or clauses.