Coastline Community College
Course Outline of Record
Original: / Date: / April 24, 1996Revision: / X / Date: / Feb. 8, 2010
1. / DISCIPLINE: / Foreign Languages
2. / COURSE ID NUMBER: / SPANC180A
3. / COURSE TITLE: / Elementary Spanish 1A
4. / ABBREVIATED TITLE: / Elementary Spanish 1A
5. / COURSE UNITS: / 2.5
6. / TOTAL SEMESTER HOURS: / 54 / Lecture / Non-Lecture
7. / REPEATABILITY: / None
8. / GRADING METHOD: / (Check One)
X / Student Option / Letter Grade / Pass/No Pass / Non-Credit
9. / PREREQUISITE: / None
10. / COREQUISITE: / None
11. / ADVISORY: / Students who have completed two years of high school Spanish with a grade of C or better should enroll in SPANC185.
12. / MATERIAL FEE: / None
13. / CATALOG DESCRIPTION:
This course is designed to develop the student’s fundamental ability to bothcomprehend and converse in daily spoken Spanish. Early reading and writing skills areintroduced as well as customs and cultures of the Spanish-speaking world. SPAN C180Ais equal to the first half of SPAN C180. SPAN C180A and C180B are equivalent toSPAN C180. Transfer Credit: CSU; UC credit limitations. See counselor.
14. / SCHEDULE DESCRIPTION:
This course is designed to develop the student's fundamental ability both to comprehend and converse in daily spoken Spanish. Early reading and writing skills are introduced as well as the customs and culture of the Spanish-speaking world. SPAN C180A is equal to the first half of SPAN C180.
15. / STUDENT LEARNING OUTCOMES:
After successful completion of the course, the student will be able to do the following:
Course-Level Outcomes:
1. / Given oral or written input by a native or near-native speaker of the target language, student will demonstrate oral/aural or written competency at the elementary level by communicating in comprehensible language to a (native/near-native) speaker on topics related to self, immediate environment, courtesy requirements and personal needs.
2. / Demonstrate an emerging awareness of significant differences in culture-specific behaviors between the cultures of the Spanish-speaking world and the United States by identifying the culture in which the variant is practiced (personal space, non-verbal behavior, treatment of opposite sex, treatment of elders, etc.).
16. / COURSE CONTENT:
I. / Vocabulary
A. / Classroom and students
1. colors
2. numbers
3. greetings
B. / Descriptions
1. parts of body
2. items in classroom
C. / Family and friends
1. languages
2. nationalities
D. / Personal information and activities
1. dates
2. telling time
3. sports
II. / Verbs
A. / Present tense of regular, irregular, reflexive and stem-changing verbs.
B. / Present tense of hacer and tener
C. / Indicating existence with hay.
III. / Nouns
A. / Singular and plural
B. / Masculine and feminine
Iv / Pronouns
A. / Subject
V / Adjectives
A. / Gender and number agreement
B. / Possessive adjectives
17. / CLASSROOM INSTRUCTION:
The course will combine a variety of activities, including lecture (with overhead transparencies, pictures and/or handouts) and video and/or audio tape presentations.
18. / STUDENT ACTIVITIES:
1. Pair and small group work
2. Role playing,
3. Reading and listening comprehension activities.
19. / ASSESSMENT METHODS:
Measurements of learning outcomes. If rubrics have been developed for scoring the robust course-level SLO’s, please attach.
Assessment Method / Describe the style and content of each assessment method to be used in measuring SLO’s.
Quizzes / Vocabulary, reading, listening comprehension, true-false, multiple choice, fill-in, matching.
Written Assignments / For reinforcement of vocabulary and grammar concepts, text and workbook.
Midterm Examination / Comprehensive exam, true-false, multiple choice, short answer vocabulary, reading comprehension and cultural aspects.
Essay Examination
Objective Examination
Reports
Projects
Mathematical Problem Solving Exercises
Non-Mathematical Problem Solving Exercises
Skills Demonstration / Oral presentations in pairs or small group
Final Examination / Comprehensive exam, true-false, multiple choice, short answer vocabulary, reading comprehension and cultural aspects.
Other / Aural comprehension with CD.
Rubric for Written Communication
Exceeds Expectations / Range 90%-100%Task Completion / Superior completion of task;content appropriate;ideas well developed and organized.
Comprehensibility / Text readily comprehensible, requiring no interpretation on part of reader.
Level of Discourse / Variety of complete sentences and of cohesive devices.
Vocabulary / Rich use of vocabulary.
Language Control / Control of basic language structures.
Mechanics / Few or no errors in spelling, use of diacritical marks,punctuation, and/or capitalization.
MeetsExpectations / Range 80%-89%
Task Completion / Completion of task;content appropriate;ideasadequately developed.
Comprehensibility / Text comprehensible, requiring minimal interpretation on part of reader.
Level of Discourse / Emerging varietyofcompletesentences, and some cohesive devices.
Vocabulary / Adequate and accurate use of vocabulary.
Language Control / Emerging control of basic language structures.
Mechanics / Mostly accuratespelling, use of diacritical marks, punctuation, and/or capitalization.
Almost Meets Expectations / Range 70%-79%
Task Completion / Partial completion of task;content mostlyappropriate; ideasundeveloped.
Comprehensibility / Text mostly comprehensible, requiringinterpretation on part of reader.
Level of Discourse / Predominate use ofcomplete, yet repetitive, sentences, no or almost no cohesive devices.
Vocabulary / Somewhat inadequate and/or inaccurate use of vocabulary.
Language Control / Emerging use of basic language structures.
Mechanics / Somewhat inaccurate spelling, use of diacritical
marks, punctuation, and/or capitalization.
Does Not MeetExpectations / Range 69% and below
Task Completion / Minimal completion of task and/orcontent frequently inappropriate.
Comprehensibility / Text barely comprehensible.
Level of Discourse / Attempted use ofcompletesentences, no oralmost no cohesive devices.
Vocabulary / Inadequate and/or inaccurate use of vocabulary.
Language Control / Inadequate and/or inaccurate use of basic language structures.
Mechanics / Inaccurate spelling, use of diacritical marks, punctuation, and/or capitalization.
Rubric for Oral Communication
Exceeds Expectations / Range 90%-100%Task Completion / Superior completion of task;content appropriate;ideas well developed and organized.
Comprehensibility / Communicates with little or no hesitation requiring no interpretation on part of listener..
Level of Discourse / Variety of complete sentences and of cohesive devices.
Vocabulary / Rich variety of vocabulary and/or idioms.
Language Control / Strong control ofa variety oflanguage structures; few minor errors.
Mechanics / Few or no errors in spelling, use of diacritical marks.Punctuation, and/or capitalization.
MeetsExpectations / Range 80%-89%
Task Completion / Good completion of task;content appropriate;ideasadequately developed.
Comprehensibility / Communicates with minimal hesitation requiring minimal interpretation on part of listener.
Level of Discourse / Emerging varietyofcompletesentences, and somecohesive devices.
Vocabulary / Adequate and accurate use of vocabulary and/or idioms.
Language Control / Emerging control of basic language structures with some errors.
Mechanics / Pronunciation and errorsrarelyinterfere with comprehensibility.
Almost Meets Expectations / Range 70%-79%
Task Completion / Partial completion of task;content mostly appropriate;ideasundeveloped.
Comprehensibility / Communicates withsome hesitationrequiringsome interpretation on part of listener.
Level of Discourse / Predominate use ofcomplete, yet repetitive, sentences, no or almost no cohesive devices.
Vocabulary / Somewhat inadequate and/or inaccurate use ofvocabulary and/or idioms.
Language Control / Emerging use of basic language structures.
Mechanics / Pronunciation and errors occasionally interfere with communication.
Does Not MeetExpectations / Range 69% and below
Task Completion / Minimal completion of task and/orcontent frequently inappropriate.
Comprehensibility / Discourse barely comprehensible.
Level of Discourse / Attempted use ofcompletesentences, no or almost no cohesive devices.
Vocabulary / Inadequate and/or inaccurate use of vocabulary and/or idioms.
Language Control / Inadequate and/or inaccurate use of basic language structures.
Mechanics / Pronunciation and errors render discourse incomprehensible.
Rubric for Oral Communication
Exceeds Expectations / Range 90%-100%Task Completion / Superior completion of task; content appropriate; ideas well developed and organized.
Comprehensibility / Readily comprehensible, requiring no interpretation on part of reader/listener.
Level of Discourse / Variety of complete sentences and of cohesive devices.
Vocabulary / Rich use of vocabulary.
Language Control / Control of basic language structures.
Mechanics / Few or no errors in spelling, use of diacritical marks, punctuation, and/or capitalization.
MeetsExpectations / Range 80%-89%
Task Completion / Completion of task; content appropriate;ideasadequately developed.
Comprehensibility / Comprehensible, requiring minimal interpretation on part of reader/listener.
Level of Discourse / Emerging varietyofcompletesentences,and some cohesive devices.
Vocabulary / Adequate and accurate use of vocabulary.
Language Control / Emerging control of basic language structures.
Mechanics / Mostly accuratespelling, use of diacritical marks, punctuation, and/or capitalization.
Almost Meets Expectations / Range 70%-79%
Task Completion / Partial completion of task;content mostly appropriate;ideasundeveloped.
Comprehensibility / Mostly comprehensible, requiring interpretation on part of reader/listener.
Level of Discourse / Predominate use ofcomplete, yet repetitive, sentences, no or almost no cohesive devices.
Vocabulary / Somewhat inadequate and/or inaccurate use of vocabulary.
Language Control / Emerging use of basic language structures.
Mechanics / Somewhat inaccurate spelling, use of diacritical marks, punctuation, and/or capitalization.
Does Not MeetExpectations / Range 69% and below
Task Completion / Minimal completion of task and/orcontent frequently inappropriate.
Comprehensibility / Barely comprehensible to reader/listener.
Level of Discourse / Attempted use ofcompletesentences, no or almost no cohesive devices.
Vocabulary / Inadequate and/or inaccurate use of vocabulary.
Language Control / Inadequate and/or inaccurate use of basic language structures.
Mechanics / Inaccurate spelling, use of diacritical marks, punctuation, and/or capitalization.
20. / RECOMMENDED BOOK(S):
Dos Mundos En Breve -By: Terrell - Binding: Hardback - Copyright: 2010 - Edition: 4th ed.
ISBN 978-0-07-338532-7
Destinos Alt Ed (W/7 Audio Cd's-256), By: Vanpatten – Binding: Hardback – Copyright: 2001 – Edition:2nd ed. - ISBN 978-0-07-252536-6
Destinos Alt Ed Workbook/Study Guide -Vol.1, By: Vanpatten – Binding: Paperback – Copyright: 2002 - Edition 2nd - ISBN 978-0-07-249711-3
21. / SUPPLEMENTAL READING:
Coastline Community College’s Virtual Library:
22. / OTHER REQUIRED SUPPLIES AND MATERIALS: / None
23. / Baseline Enrollment: / 40 / Division # / 319 / Department : / SPAN
24. / Coastline Community College is dedicated to ensuring that all students who earn an
A.A. degree will have mastered the Eight Core Degree-Level Outcomes. Listed below.
Indicate the degree-level outcomes addressed in this course. Please check all that apply.
Demonstrate understanding and appreciation for the visual and performing arts
Demonstrate ethical civic, environmental, and social responsibility
Demonstrate ability to apply critical thinking and analysis
X / Demonstrate innovative thinking, adaptability, and creative problem-solving skills
X / Demonstrate understanding and respect for cultural and global diversity
Demonstrate information competency
X / Use effective communication and interpersonal skills
Use scientific and quantitative reasoning
Type the following appropriate names:
Originating Faculty: / Rosemary F. Miller, Professor
Department Chair: / Rosemary F. Miller
Discipline Dean: / Vinicio Lopez
Distance Learning Dean: / Vince Rodriguez
Curriculum Committee Meeting Date: / February 19, 2010
Approved: / X / Disapproved: / Tabled:
New: / Revised: / X
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