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Los Angeles Community College District
COURSE OUTLINE
SECTION I: Basic Course Information
This is a: / New Course / Addition of District Course / x / Update / Reinstatement1. COLLEGE: LAMC
2. SUBJECT (DISCIPLINE) NAME[1] (40 characters, no abbreviations): Spanish
3. COURSE NUMBER: 1
4. COURSE TITLE: Elementary Spanish 1
5. UNITS: 5
6. CATALOG COURSE DESCRIPTION -- Provide a description of the course, including an overview of the topics covered, maximum forty words:
Elementary Spanish I is the introduction to present and past tenses. Students learn vocabulary and related skills for oral and written comprehension and expression through discussion of topics such as clothing, food, family, sports and cultural aspects of Latin America and Spain.7. CLASS SCHEDULE COURSE DESCRIPTION -- Provide a brief description of the course, including an overview of the topics covered:
Elementary Spanish I is the introduction to present and past tenses. Students learn vocabulary and related skills for oral and written comprehension and expression through discussion of topics such as clothing, food, family, sports and cultural aspects of Latin America and Spain.8. COLLEGE APPROVAL DATE:
9. UPDATES (check all applicable boxes):
X Content Last Update: 1/18/91
X Objectives Last Update: 1/18/91
College Specific Course Attributes/Data Elements Last Update:
Districtwide Course Attributes/Data Elements Last Update:
Other (describe) Last Update:
10. CLASS HOURS:
Hours per week (based on 18 weeks) / Total Hours per term (hrs per week x 18) / UnitsLecture: / 5.0 / 90 / 5.0
Lab/activity (w/ homework): / 0 / 0
Lab/activity (w/o homework): / 0 / 0
Total: / 5 / 90
Note: The Carnegie Rule and Title 5, section 55002 sets forth the following minimum standards: 1 unit = 1 hour lecture per week, 2 hours homework per week; OR 2 hours per week of lab with homework; OR 3 hours of lab per week without homework. The hours per week are based on a standard 18-week calendar. Lecture also includes discussion and/or demonstration hours, laboratory includes activity and/or studio hours.
11. PREREQUISITES, COREQUISITES, ADVISORIES ON RECOMMENDED PREPARATION, and LIMITATION ON ENROLLMENT
Note: The LACCD’s Policy on Prerequisites, Corequisites and Advisories requires that the curriculum committee take a separate action verifying that a course’s prerequisite, corequisite or advisory is an “appropriate and rational measure of a student’s readiness to enter the course or program” and that the prerequisite, corequisite or advisory meets the level of scrutiny delineated in the policy.
Prerequisites: (If yes, complete information below)
Subject / Number / Course Title / Units / Validation Approval Date (for official use only)_eitherandorend
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Corequisite: (If yes, complete information below)
Subject / Number / Course Title / Units / Validation Approval Date (for official use only)_eitherandorend
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Advisories: (If yes, complete information below)
Subject / Number / Course Title / Units / Validation Approval Date (for official use only)_eitherandorend
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_eitherandorend
12. OTHER LIMITATIONS ON ENROLLMENT (see Title 5, section 58106 and Board Rule 6803 for policy on allowable limitations. Other appropriate statutory or regulatory requirements may also apply):
SECTION II: Course Content and Objectives
1. COURSE CONTENT AND OBJECTIVES:
COURSE CONTENT AND SCOPE –Lecture:If applicable, outline the topics included in the lecture portion of the course (Outline reflects course description, all topics covered in class). / Hours per topic / COURSE OBJECTIVES – Lecture (If applicable):
upon successful completion of this course, the student will be able to… (Use action verbs – see Bloom’s Taxonomy below for “action verbs requiring cognitive outcomes.”)
Topic 1
Introduction to the study of Spanish
Pronunciation, Spanish words used in English, cognates, vowels, consonants, the alphabet, word emphasis and rules for using the accent mark, classroom vocabulary, introduction to use of the internet for language study
Topic 2
New Faces, New Perspectives
Structure: Subject pronouns, present indicative of ser, syntax of affirmative and negative statements and questions, adjectives of nationality, days of the week, clock time, the calendar
Culture: How Hispanics greet one another, paintings of ethnic groups
Topic 3
Today’s University
Structure: The verbal expression hay, indefinite articles, gender and number of nouns and adjectives, definite articles, the concept of agreement of adjectives and nouns, the verb ir (to go), destinations, present indicative of the first conjugational pattern (-ar), present indicative of the second conjugational pattern (-er), present indicative of the irregular verbs hacer (to do) and salir (to go out)
Culture: University life in the Hispanic world,
Topic 4
All in the Family
Structure: The family and other people, some professions and trades, the cardinal numbers from 60 to 100, description using adjectives, position of adjectives, present indicative of the verb estar with expressions of location and condition, comparison of the present indicative of the verbs ser and estar.
Culture: The Hispanic familty, Hispanics in the United States, popular and public art
Topic 5
To eat is to live!
Food vocabulary, present indicative of verbs with vowel changes in the root, the future periphrastic, the cardinal numbers from 100 to infinity, the verb gustar used with the indirect object construction, interrogative words.
Culture: Meals and when they are served in Hispanic countries, Mexico: tradition and innovation, the culinary arts: the art of making corn tortillas
Topic 6
What do you want to do today?
Use of the preposition a to mark definite human direct object noun phrases, present indicative of verbs with irregular first person singular forms, various idiomatic expressions
using the verb tener, the four seasons and weather vocabulary, the present progressive tense, use of the verb hacer in meteorological expressions
Culture: Soccer: the king of sports, the Greater Antilles: Cuba, the Dominican Republic and Puerto Rico, Afro-Cuban poetry
Topic 7
Let’s go downtown!
City vocabulary, post office vocabulary, banking vocabulary, regular formation of the preterite tense, the preterite tense of verbs with vowel changes in the root, direct object pronouns and their position, affirmative and negative expressions
Culture: The plaza, contemporary Spain, the tiles of Spain
Topic 8
What’s in your closet?
Clothing vocabulary, the colors, demonstrative adjectives and pronouns, expressing possession with the preposition de, possessive adjectives and pronouns, more verbs with irregularities in the preterite, indirect object pronouns, use of the verb hacer to express ‘ago’
Culture: Traditional clothing in Hispanic countries, focus on Argentina and Chile, Argentine children’s literature / 6
12
12
12
12
12
12
12 / Inspect and analyze the Spanish orthographic and accentual systems, choose appropriate vocabulary to identify surroundings, and assess the usefulness and applicability of the internet for language acquisition and enrichment
Formulate affirmative and negative copular statements and questions, select appropriate adjectives, organize schedules by date, time and day, compare Hispanic and U.S. greeting customs
Categorize objects and people in terms of grammatical gender, select appropriate gender and number markers, choose appropriate places to go to participate in different activities and receive certain services, contrast college life in Hispanic countries with that of the United States.
Construct a family tree and select appropriate terms to label it, compose a report about family and friends, calculate the prices of
goods and services, distinguish, contrast and categorize the various uses of the two verbs to be, contrast the traditional Hispanic family with stereotypical and actual families in the U.S.
Plan meal menus, distinguish root-changing verbs and construct sentences with them, plan activities for the coming days, weekends and vacation periods, calculate time periods and prices, judge activities according to their appropriateness and desirability, question the details on-going and future states and activities, contrast foods and mealtimes in Hispanic countries with those in the U.S.
Examine sentences to categorize noun phrases according to syntactic function, construct sentences containing human and non-human direct objects, formulate sentences with tener to indicate feelings and other mental processes, including reaction to the climate, compose sentences that indicate actions and states currently in progress, contrast athletic activities and preferences in Hispanic countries and in the U.S.
Select vocabulary necessary for running errands in the city, formulate sentences to indicate that certain actions occurred in past time, construct sentences choosing the proper syntactic position for the direct object clitic pronoun, select the appropriate affirmative or negative expression, compare the culture of the plaza to the culture of the mall in the U.S.
Select appropriate apparel for various situations and activities, formulate sentences that indicate location of people and objects using demonstrative adjectives and pronouns, categorize objects with regard to ownership, create contexts by narrating past events, distinguish between direct and indirect object noun phrases and between direct and indirect object clitic pronouns, compare traditional and modern apparel in Hispanic countries with what is commonly worn in the U.S. today
Total lecture hours* / 90
COURSE CONTENT AND SCOPE -- Laboratory:
If applicable, outline the topics included in the laboratory portion of the course (Outline reflects course description, all topics covered in class). / Hours per topic / COURSE OBJECTIVES - Laboratory (If applicable):
Upon successful completion of this course, the student will be able to… (Use action verbs – see Bloom’s Taxonomy below for “action verbs requiring cognitive outcomes.”)[2]
Total lab hours*
*Total lecture and laboratory hours (which includes the final examination) must equal totals on page 1.
Bloom’s Taxonomy
simple skills <------> complex skillsCritical Thinking
Knowledge
define
repeat
record
list
recall
name
relate
underline
/ Comprehension
Translate
restate
discuss
describe
recognize
explain
express
identify
locate
report
review
tell
/ Application
interpret
apply
employ
use
demonstrate
dramatize
practice
illustrate
operate
schedule
shop
sketch
/ Analysis
Distinguish
analyze
differentiate
appraise
calculate
experiment
test
compare
contrast
criticize
diagram
inspect
debate
inventory
question
relate
solve
examine
categorize / Synthesis
compose
plan
propose
design
formulate
arrange
assemble
collect
construct
create
set up
organize
prepare / Evaluation
judge
appraise
evaluate
rate
compare
value
revise
score
select
choose
assess
estimate
measure
2. REQUIRED TEXTS:
Provide a representative list of textbooks and other required reading; include author, title and date of publication:
Dicho y Hecho, sixth edition, by Dawson and Dawson, John Wiley & Sons, Inc., 20013. SUPPLEMENTARY READINGS:
Reading assignments may include, but are not limited to the following:
Students may be asked to read simple passages in Spanish language magazines and newspapers such as “People en espanol and “La Opinion” and report on what they read to the class.4. WRITING ASSIGNMENTS:
Title 5, section 55002 requires grades to be “based on demonstrated proficiency in subject matter and the ability to demonstrate that proficiency, at least in part, by means of essays or, in courses where the curriculum committee deems them to be appropriate, by problem solving exercises or skills demonstrations by students.” Writing assignments in this course may include, but are not limited to the following:
Homework related to grammar study in class. Questions/Answers. Students will write essays on simple topics such as “Un viaje a la playa” , “Un dia de campo” and “Un dia especial en mi vida”.5. REPRESENTATIVE OUTSIDE ASSIGNMENTS:
Out of class assignments may include, but are not limited to the following:
Students will write essays and short paragraphs to demonstrate their comprehension of the material learned in class. Each student will also prepare and present an oral report about family and friends. In addition they will be required to complete grammar exercises in the workbook.6. REPRESENTATIVE ASSIGNMENTS THAT DEMONSTRATE CRITICAL THINKING:
Title 5, section 55002(a) requires that a degree applicable course have a level of rigor that includes “critical thinking and the understanding and application of concepts determined by the curriculum committee to be at college level”. Critical thinking may include, but is not limited to analysis, synthesis, and evaluation. Provide examples of assignments that demonstrate critical thinking.
1. Analyze uses of present and past tenses.2. Compare and contrast aspects of Hispanic cultures and institutions with their
American counterparts.
3. Examine various stories and films and compare how universal themes such as
love, poverty, war and survival are treated by different authors and directors.
7. METHODS OF EVALUATION:
Title 5, section 55002 requires grades to be “based on demonstrated proficiency in subject matter and the ability to demonstrate that proficiency, at least in part, by means of essays, or, in courses where the curriculum committee deems them to be appropriate, by problem solving exercises or skills demonstrations by students.” Methods of evaluation may include, but are not limited to the following (please note that evaluation should measure the outcomes detailed “Course Objectives” at the beginning of Section II):
Written exams involving grammar, questions and answers, and cultural knowledge of the various Spanish-speaking countries. Participation in group and pair discussions and problem solving activities. The composition of oral and written reports.8. METHODS OF INSTRUCTION:
Methods of instruction may include, but are not limited to the following:
x Lecture
x Discussion
Laboratory
x Activity
Field Experience
x Independent Study
Other (explain)
9. SUPPLIES:
List of supplies the student must provide.
Book, paper, pencils, pictures, Spanish/English diccionary, CD’s, etc.10. COMPUTER COMPETENCY:
If applicable, explain how computer competency is included in the course.
Students will log on to Spanish language web sites to find material on Hispanic art and culture to share with the class.11. INFORMATION COMPETENCY:
Information competency is the ability to find, evaluate use, and communicate information in all its various formats. It combines aspects of library literacy, research methods and technological literacy, Information competency includes consideration of the ethical and legal implications and requires the application of both critical thinking and communications skills. If applicable, explain how information competency is included in the course.
Students will be expected to do internet searches. They will find information about hispanic countries: their customs, religion, social, economic and political problems as well as their art and music and will write simple paragraphs describing what they learn.12. DIVERSITY: