Microsoft Word - Syl_BuenosAires_SPAN-UA9010.B01_Molina

Intensive Elementary Spanish

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Class code

SPAN-UA 9010.B01

Lecturer

Details

Guadalupe Molina

[email protected]

Office hours: Monday and Wednesday 11 am - 12 am (Faculty Room)

Class Details

Intensive Elementary Spanish

Mon to Thu 9:00 am – 11:00 am

Room: Ocampo

Prerequisites

Open to students with no previous training in Spanish and to others on assignment by

placement tests.

Class

Description

Intensive Elementary Spanish, SPAN-UA 9010, is an accelerated 6-credit course that combines

Spanish for Beginners I and II. This course focuses on the development of communication

language skills: listening, speaking, reading and writing. These four skills will be approached

and practiced in order to help students immerse and interact in a Spanish language context.

Grammar will be taught through a communicative approach; classroom activities will integrate

the language skills mentioned above. Classes will be conducted in Spanish. There will be

emphasis on verbal practice, which will be carried out beyond the sentence level. Use and

understanding of basic grammatical terminology will also be a necessary component of the

course.

Thus, in this course students will:

• Practice speaking and listening skills in the classroom setting and in small group work;

• Improve writing skills through compositions that allow self-correction;

• Improve reading comprehension skills as well as understanding of diverse Spanish-speaking

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cultures through exposure to different types of reading materials and videos;

• Practice communicative functions through the following grammar topics:

- The present tense of regular and irregular verbs,

- The verb “gustar” to express likes and dislikes,

- Reflexive verbs to describe one’s daily routine,

- The preterite of regular and irregular verbs to narrate events in the past.

- The formal and informal commands to make requests,

- The pronoun

to talk about accidental or unplanned events,

- The subjunctive mood to express wishes, doubts, and opinions about events,

- The present perfect tense to refer to events that affect the present time,

- The future and the conditional tenses to discuss future and hypothetical events.

Due to the intensive nature of the course, it is imperative to keep up with the daily

assignments and come prepared to class.

Desired

Outcomes

The immediate and ultimate goal of this course is communication in Spanish in basic

communicative situations. By the end of the course, students are expected to be able to talk

and write about everyday activities using present tense and reflexive verbs, to express likes

and dislikes using

gustar

and other similar verbs, to narrate events in the past using preterite

and imperfect forms. They are also expected to be able to command actions from others in

formal and informal situations and to use future forms to talk and write about future and

hypothetical events. The expression of personal opinion as well as doubts and desires is a goal

as well: through the use of the subjunctive mood, students should be able to give opinions on

a variety of general subjects both orally and in an essay form. Furthermore, this course aims

at developing their knowledge of the local culture and the Spanish-speaking world through the

use of literature, film, music and other cultural products as well as local activities and field

trips. Finally, this course is also designed to enhance their intercultural competence and their

language learning strategies.

Assessment

Components

ATTENDANCE AND CLASS PARTICIPATION

Class participation is a key element in language learning, and is also a very important factor in

your grade. If you are absent, you cannot participate and your grade will be lowered. For each

day of class you will earn a maximum of 10 points for participation in all aspects of the class.

If you are absent, you cannot participate and will not receive the points for that day. You will

receive a participation grade every four or five weeks. Every late arrival or early departure (10

minutes or more) will be penalized -4 points.

Regardless of the nature of their absences, students will be held responsible for all work

missed as well as for that which is due the following class (including preparation for exams).

This means that if you are absent, it is your responsibility to show your lecturer the homework

due on the day(s) that you missed as well as the one due on the day you are in class.

Participation and preparation refer to your attendance and contribution to class activities.

Participation means voluntary contribution to the class—do not wait to be asked. Your

contributions should be informed and reflect the fact that you have studied the material. The

grade will also respond to questions such as: Do you take part in the various exercises? Do

you attempt to correct your own errors when using the language? Do you consistently speak

Spanish in class? English is not allowed in this course.

Classes will be conducted in Spanish. You are required to bring to every class the

Exploraciones

book or any other material required by your lecturers. Since there will be

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little formal presentation of the grammar in class, students are expected to read

each lesson carefully, learn the vocabulary for each chapter and do the grammar

exercises listed in the course schedule as homework

before

coming to class. The

lecturers will be counting on this, and their main job will be to clarify doubts, exceptions and

difficult cases. There will be a large amount of homework and preparation each day,

so make sure to keep up with all assignments. You will have to spend a minimum

of 2 hours per day in order to keep up with the fast pace of the class.

ASSIGNMENTS

The daily class assignments are listed on the course syllabus. You are expected to be

thoroughly familiar with the material for each day BEFORE coming to class.

1. Assigned homework. These assignments are to be completed online at the iLrn website,

you will need internet access. The site calendar tells you what exercises are due and when

they are due. You have the option to do them as you study the material in the online textbook

or as a list of due activities. You will be given 3 attempts at the right answer before the

computer gives you the correct answer. Remember to write everything as it appears in the

question for credit. Note that for a few of the exercises, answers are computer-corrected.

2. Writing assignments. Throughout the semester, you will complete four writing exercises.

The instructions for each writing exercise are towards the end of each chapter in the textbook,

and the assignment appears in the syllabus as "Redacción". A typical entry should be around

200 words. All the first versions of the first three will be done in class.

Redacción 4

has only

one version. You must read the instructions and prepare the assignment before coming to

class. No dictionaries or notes are allowed while you write. You will be given 25 to 30 minutes

in class to complete your writing exercises. You should draw on a variety of verbs, vocabulary,

and constructions that you have learned, and avoid repetitive structures. Your lecturer will

mark errors using the composition correction symbols (a sheet with an explanation of these

symbols is available in NYUClasses ›

Redacciones

). You will then make the appropriate

corrections and turn it in, with your original, on the due date.

The final version of the first three compositions will be completed at home, and it must be

typed, double-spaced, TNR12, and printed before class.

On the date assigned on the syllabus turn in both the first and the final versions, all stapled

together. It is essential to write two versions of each composition. If you do not turn in a final

version, 10 points will be deducted from the grade of your first version.

QUIZZES

A 5-15 minute quiz will be administered occasionally, generally to test verb forms. Quiz days

will be announced or marked on the syllabus, but your lecturers may assign additional ones as

they see fit.

EXAMS

There will be four in-class exams (

examen

), and a final comprehensive exam (not multiple-

choice). No make-up tests or quizzes will be given, so make sure to attend class the day

of each test.

ORAL PRESENTATIONS

There are two types of oral presentations: one short dialogue (role-play/

Situaciones

) that you

will prepare and perform in class with a partner and one 5-minute oral presentation on a topic

related to Argentina. Instructions will be given in class and will be also available on

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NYUClasses ›

Presentaciones orales

. Evaluation rubrics are available on NYUClasses

›

Evaluaciones

FINAL PROJECT

Students will prepare, individually or in pairs, a final project regarding their linguistic and

cultural experience in Argentina. More detailed instructions will be given in class.

Note: Under no circumstances is a student permitted to take an exam before the

day it is scheduled; this includes the final exam. You are advised to make travel

plans accordingly.

Grade Breakdown: Final grades are calculated over one hundred points. Failure to submit

or fulfill any required course component results in failing the class.

Participation and Preparation

10%

Homework (online and handouts)

10%

Redacciones (3% each)

12%

Quizzes (2% each)

Tests (7.5% each)

30%

Oral Presentations (6% each)

12%

Final Project

Final Exam

15%

Spanish Tutoring Sessions

Spanish Tutoring Sessions are mandatory for all students who obtain a B- or below in any

written or oral assignment. Students must enroll in the tutoring sessions with the Language

Coordinator, Silvia Luppino, [email protected]. Tutoring policies are posted on

NYUClasses›

Spanish Tutoring

Assessment

Expectations

Grade A

All requirements are met. Interesting content and presentation; ideas developed with sufficient

examples; substantive, thorough development of thesis, relevant to assigned topic. Supports

ideas with specific, appropriate evidence. The student writes comprehensive essays / exam

questions and his /her work shows strong evidence of critical thought and reading.

Appropriate level of complexity in syntax with very few errors, if any. Excellent use of

preterite/imperfect, indicative/subjunctive, verb/subject agreement, verb sequence, number

and gender agreement, prepositions, etc.

Logical progression of ideas with well-executed transitions, fluent expression, ideas clearly

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stated, succinct, cohesive. The writer arranges the details supporting the topic sentences and

the paragraphs supporting the thesis in a logical and orderly sequence. Sentence structure is

fluid.

Uses appropriate and varied vocabulary, sophisticated range, effective word/idiom choice and

usage, English influence not apparent.

Written works: Correct spelling (including accents) and punctuation. Composition typed with

correct format as specified. Oral: Fluent according to the level.

Grade B

The student shows a good understanding. Interesting content; adequate range. Could improve

with the addition of several sentences or paragraphs

Effective but simple syntax, minor problems in complex constructions, several errors of

agreement, tense, mood, word order, but meaning seldom obscured.

Logical progression of ideas but often lacks transitions. Loosely organized but main ideas stand

out, logical but incomplete sequencing.

Vocabulary: Adequate range with some variety; occasional errors of word, form, choice,

usage, but meaning not obscured.

Occasional errors of punctuation, capitalization, paragraphing, spelling. Errors of pronunciation

don’t affect comprehensibility.

Grade C

Work is acceptable and shows a basic grasp of the research problem.

Errors frequently affect comprehensibility. Problems in complex constructions, tense,

agreement, word order, articles, pronouns and prepositions. Some control of basic structures,

tense, agreement, word order, articles, pronouns, and prepositions, Gaps in logic transitions.

The work fails to organize findings coherently and is in need of improvement. Non-specific

vocabulary. Word repetitions, false cognates. Errors of punctuation, capitalization,

paragraphing, spelling. Some English spelling. Frequent errors of pronunciation affect

comprehensibility.

Grade D

The work passes because some relevant points are made. However, there may be a problem

of poor definition, lack of critical awareness, poor research. Inadequate development of topic,

redundancy, shift in point of view, points not sustained or not fully developed. Details do not

support ideas. Short. Errors affect comprehensibility. Very little control of basic structures,

frequent problems in simple and complex constructions, tense, agreement, word order,

articles, pronouns, and prepositions. Gaps in logic or no transitions, somewhat choppy;

illogical sentence structure, ideas disorganized; examples, details, explanation follow an

illogical order. Lack of variety in word choice, frequent errors of word, form, choice, usage,

meaning confused or obscure. Problems with ser/estar, por/para, false cognates, etc. Literal

translations. Numerous errors of punctuation, capitalization, paragraphing. Numerous English

spelling. Numerous errors of pronunciation affect comprehensibility.

Grade F

Cursory; gives the impression of writing just to complete the assignment. Little substance, no

development of topic, directions not followed. Too short.

Message is largely incomprehensible due to inaccurate grammar which alters or obscures it.

Reader must know English to comprehend much of the message. Disorganized; appears to

have been written as thoughts occurred to the writer, non-fluent, ideas confused or

disconnected, lacks logical sequencing and development. Few, if any logical connections.

Only elementary vocabulary. Use of words in English. Numerous and serious errors of

pronunciation affect comprehensibility.

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Grade

conversion

100-93 A 76-73 C

92-90 A- 72-70 C-

89-87 B+ 69-67 D+

86-83 B 66-60 D

82-80 B- 59-0 F

79-77 C+

Exams and

Submission

of work

Exams and Final Exam dates cannot be changed under any circumstance.

Unexcused absences from exams are not permitted and will result in failure of the exam. If

you are granted an excused absence from examination (with authorization, as above), your

lecturers will decide how you will make-up the assessment component, if at all (by make-up

examination, extra coursework, or an increased weighting on an alternate assessment

component, etc.).

Written work due in class must be submitted during the class time to the lecturer.

Attendance

Policy

● NYU’s Global Programs (including NYU Buenos Aires) must adhere to a strict policy

regarding course attendance. No unexcused absences are permitted.

● Each unexcused absence will be penalized by deducting 1% from the student’s final

course grade.

● Absences are only excused if they are due to illness, religious observance or

emergencies.

● Absences due to illness or mental health issues must be discussed with the Assistant

Director for Academic Programs, Julia Tomasini, jt145@nyu.edu, within one week of

your return to class.

● A doctor’s note excusing your absence is mandatory.

● The date on the doctor’s note must be the date of the missed class or exam.

● Being absent to any kind of examination must be informed at or before the time of

said examination via email to Assistant Director for Academic Programs, Julia

Tomasini, jt145@nyu.edu.

● Requests to be excused for non-illness purposes must be discussed with your lecturers

prior to the date(s) in question. (If you want the reasons of your absence to be

treated confidentially and not shared with your lecturer, please contact the the

Assistant Director for Academic Programs, Julia Tomasini, jt145@nyu.edu.

● If students have more than four unexcused absences, they will fail the course.

● Each class lasts one hour and half or two hours. Missing one class represents one

absence. For those courses that meet once a week (three-hour block),

missing one class represents two absences.

● Students are responsible for making up any work missed due to absence.

● NYUBA also expects students to arrive to class promptly (both at the beginning and

after any breaks) and to remain for the duration of the class. Three late arrivals or

early departures (10 minutes after the starting time or before the ending time) will be

considered one absence. Missing more than 20 minutes of a class will count as a full

absence.

● Please note that for classes involving a field trip or other external visit,

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transportation difficulties are never grounds for an excused absence. It is the student’s

responsibility to arrive at an agreed meeting point in a punctual and timely fashion.

● Make-up classes for Holidays are mandatory as regular scheduled classes.

● Students observing a religious holiday during regularly scheduled class time are

entitled to miss class without any penalty to their grade. This is for the holiday

only and does not include the days of travel that may come before and/or after the

holiday. Students must notify their lecturer and the Office of Academic Support in

writing via email one week in advance before being absent for this purpose.

Academic

Accommodat

ions

Academic accommodations are available for students with documented disabilities. Please

contact the Moses Center for Students with Disabilities at 212-998-4980 or see their website

(http://www.nyu.edu/life/safety-health-andwellness/students-with-disabilities.html) for further

information. Students with disabilities who believe that they may need accommodations in a

class are encouraged to contact the Moses Center for Students with Disabilities at (212) 998-

4980 as soon as possible to better ensure that such accommodations are implemented in a

timely fashion. For more information, see Study Away and Disability

Plagiarism

Policy

Academic Integrity

Academic Integrity is intimately related to the teaching and learning process. Especially in

acquiring skills in a foreign language, what matters is not “perfection” as much as each

student’s natural, authentic expression in and use of the new language. Objectives for the

learning process are set in accord with what would be expected for foreign speakers’ levels,

not with “perfect” use.

This is why it is so important that the work you do for your language class – organizing,

writing, and rewriting compositions, as well as preparing oral presentations and homework –

be your own, done without the help of others. This includes tutors, friends, family members,

and on-line tools as well. The use of electronic translators and the excessive use of dictionaries

are counter-productive for the learning process and hence must be avoided (unless otherwise

indicated by your lecturer).

When writing research papers, you need to keep in mind that plagiarism also includes

presenting and/or paraphrasing discourse or ideas from a published work (in print or on

internet) without quotation marks and clear acknowledgment of the original source. For

formatting in your papers, refer to MLA guidelines.

On matters regarding academic integrity, refer to the section “Academic Standards and

Discipline” in the College of Arts and Science Bulletin

http://bulletin.cas.nyu.edu/page/academic.policies#STANDARDS and to “Statement on

Academic Integrity” in NYU Expository Writing Program: Policies and Procedures:

http://www.nyu.edu/cas/ewp/html/policies___procedures.html#statementacademicintegrity

http://www.nyu.edu/cas/ewp/html/policies___procedures.html - statementacademicintegrity

Required

Text(s)

1. Mary Ann Blitt and Margarita Casas, Exploraciones. Boston, Cengage Learning, 2012.

ISBN 9781305128644

2. This class requires technology access. The iLrn: Heinle Learning Center course site

allows you to complete and submit assignments, access an interactive online version of the

textbook, and access all media and study tools. On the first day of class you must set up an

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account with our textbook website. In order to do so, you must:

-Go to http://ilrn.heinle.com

-Click on LOGIN.

-Click the Create account button.

-Enter your user information and click submit. You will be prompted to enter your book key

printed inside the sleeve that came with your bundled book.

-Click go.

The book requires this lecturer’s course code. More detailed instructions can be found in NYU

Classes.

Supplement

al Texts(s)

Alejandro Castañeda Castro et alia. Gramática básica del estudiante de español, edición

norteamericana. New Jersey, Pearson, 2008. Available at NYUBA Book Collection.

You will find supplemental texts in NYU CLASSES:

This course has been designed with an NYU Classes site. It is imperative that all students get

an NYU e-mail account for access to NYU Classes. The Web page for this curse, can be found

as follows:

1. Log-in NYU home (http://home.nyu.edu)

2. Click on ACADEMICS (upper right hand corner of the screen)

3. Click NYU CLASSES. All classes that you take that use an NYU Classes site will appear under

this heading. Just click on Intensive Elementary Spanish on the top part of the screen to enter

the site.

Please familiarize yourself thoroughly with the contents of the course web page during the first

week of classes.

NOTE: This syllabus is subject to change

Key to the syllabus:

Exploraciones léxicas (Ebook)

Grammar Tutorial (Practice)

Grammar Podcast (Practice)

Grammar Movie (Practice)

Exploraciones Gramaticales (Ebook)

Más Práctica (Activities/Assignments)

SAM

Student Activities Manual

CCC

Contenidos culturales y comunicativos

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Week 1

Feb 5-9

Class 1

Mon 2/5

Introduction to the course

CCC: Conocer a nuestros/as compañeros/as. Argentina y América Latina.

Role-play saludos y despedidas

Class 2

Tue 2/6

CCC: Canción “Eres para mí” by Julieta Venegas

Chapter 1

• EL 1: Greetings, introductions, goodbyes, and the classroom, p. 4

• EG 1: Gender and number of nouns, pp. 7-8

• EG 3: Subject pronouns and the verb

ser

, pp. 21-22

eBook 1.2, 1.6, 1.7, 1.8, 1.23, 1.24, 1.25, 1.26

Homework

• GT: Nouns

• GM: The present indicative of the verb

ser

SAM 1.12, 1.13, 1.18, 1.19, 1.20, 1.21, 1.22

MP 34, 155

Class 3

Wed 2/7

CCC: Vocabulario de objetos cotidianos en NYU BA

Los precios y las cantidades de las comidas en Argentina

Descripción de imágenes

Chapter 1

• EG 2: Definite and indefinite articles and hay, pp. 12-13

• EL 2: Descriptive adjectives, p. 18

• EG 4 Adjective agreement, p. 26

eBook 1.11, 1.12, 1.17, 1.19

Homework

• GP: Adjectives

SAM 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.15, 1.24, 1.27, 1.28, 1.30

MP 100, 101

Class 4

Thu 2/8

CCC: Las materias del semestre en NYU BA

Corto “Historia de un oso” by Gabriel Osorio

Chapter 2

•EL 2 Academic subjects, p. 40

•EG 1 The verb

tener

, p. 43

•EG 2 Adjective placement, p. 48

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eBook 2.1, 2.2, 2.6, 2.7

Homework

• GM: Verbs:

tener

• GT: Adjectives (from 3:00-6:40)

SAM 2.1, 2.5, 2.7, 2.8, 2.10, 2.12, 2.15

(Ch 1) MP 102

(Ch 4) MP 78

Class 5

Fri 2/9 (make-up Monday 2/12)

CCC: La familia de Martín, un chico porteño (lectura y actividades).

Las familias en historietas argentinas.

Chapter 2

• EL 2 Family members and pets, p.54

• EG 3 Regular

-ar

verbs, p. 57-58

• EG 4 Possessive adjectives, p. 62

eBook 2.20, 2.21, 2.22, 2.26, 2.29, 2.30, 2.31, 2.32

Homework

• GM: The present indicative of regular

–ar

verbs

• GT: Possessive adjectives and pronouns

SAM 2.16, 2.17, 2.20, 2.23, 2.24, 2.25, 2.26, 2.27, 2.28, 2.30

MP 36, 171

Week 2

Feb 14-15

Class 6

Wed 2/14

CCC: Primeras impresiones sobre Buenos Aires y los porteños

El Carnaval en Argentina

Chapter 2

SAM P1-Diphtongs

P2- la acentuación

MP 19, 35, 172, 173

Write Redacción 1 (Composition 1) in class

Instructions will be given in class.

Homework

Handout

Class 7

Thu 2/15

CCC: Mi nueva rutina en Buenos Aires

CCC: Cartelera de cine: arreglar el horario para ver una película.

Chapter 3

• EL 1 Time, p.76

• EG 2 Regular

-er

and

-ir

verbs, p. 84-85

eBook 3.1, 3.2, 3.3, 3.12, 3.13

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Homework

• GM: The present indicative of regular

–er

verbs

• GM: The present indicative of regular

–ir

verbs

SAM 3.3, 3.10, 3.12

Week 3

Feb 19-22

Class 8

Mon 2/19

CCC: Las regiones en Argentina, diferentes culturas y lengua.

CCC: ¿Parejas compatibles?

Chapter 3

• EL 2 Clothing, colors, weather, p.90

• EG 1 me gusta/ te gusta/ le gusta, p. 79

eBook 3.6, 3.7, 3.20 SAM 3.4, 3.16, 3.17, 3.30

Devolución Redacción 1

Homework

Entrevista a un argentino/a: ¡Cómo pasa el tiempo! Actividades y épocas del año.

• GP: Gustar

MP 124

Class 9

Tue 2/20

CCC: Entrevista a un/a compañero/a: ¿Somos parecidos?

CCC: La biblioteca en NYUBA

Chapter 3

• EG 3 Interrogatives, p. 93-94

• EG 4 Stem changing verbs

e-ie

and

e-i

, p. 98-99

eBook 3.25, 3.26, 3.30 - SAM 3.19, 3.23, 3.24, 3.25, 3.29

Quiz 1 (Presente regular e irregular)

Homework

• GP: Interrogative words

• GT: Interrogative words (Qué vs. Cuál)

Class 10

Wed 2/21

CCC: Buenos Aires: el norte y el sur.

Características de mi barrio en Buenos Aires.

Chapter 4

• EL 1 Places in a city, p. 112

• EG 1 The verb

estar

with prepositions, p. 115-116

eBook 4.1, 4.8

Redacción 1 (2nd version)

Homework

SAM 4.2, 4.3, 4.4, 4.5, 4.6, 4.12, 4.15

(Ch 3) MP 152

Page 12 of 23

eBook 4.13, 4.19, 4.20

Class 11

Thu 2/22

CCC: Mi casa en Buenos Aires y mi casa en…

CCC: Nuestras próximas vacaciones. Revistas de turismo.

Chapter 4

• EL 2 Rooms of a house, p.126

• EG 2 The verb ir and ir+a+infinitive, p. 120

Homework

• GM: Ir+a+infinitive

SAM 4.8, 4.17, 4.18

Week 4

Feb 26- March

1st

Class 12

Mon 2/26

CCC: Viviendas porteñas: Casa colonial, casa chorizo y PH.

Salida: Museo Casa de Ricardo Rojas

Chapter 4

•EG 3 Stem-changing verbs (o-ue), p. 129-130

eBook 4.24, 4.25, 4.34, 4.36

Homework

SAM 4.19, 4.20, 4.21

MP 179, 181, 182

Class 13

Tue 2/27

CCC: Plaza de Mayo. Edificios emblemáticos. Lectura, trabajo con imágenes y mapas.

Review Chapter 4

• EG 4 Adjective Placement, p.134

eBook 4.31

1st version of Redacción 2

Homework

SAM 4.23, 4.24, 4.26

MP 4, 75, 76, 77, 157

Class 14

Wed 2/28

CCC: Las capitales de América Latina. Barrios y sitios históricos.

Review Chapters 1-4

Homework

MP 78, 79, 158, 183

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Class 15

Thu 3/1

EXAMEN 1 (Chapters 1, 2, 3, 4)

Devolución Redacción 2

CCC: Actividades de los fines de semana en Buenos Aires.

Week 5

March 5-9

Class 16

Mon 3/5

Chapter 5

• EL 1 Adjectives of emotion and physical states, p. 148

• EG 1

Estar

with adjectives and present progressive, p. 151-152

eBook 5.1, 5.2, 5.7

Homework

• GT The Present Progressive

SAM 5.1, 5.4, 5.6

MP 37, 39

Class 17

Mon 3/6

CCC: El empleo en Capital Federal y el Gran Buenos Aires

Perfiles profesionales

Chapter 5

• EL 2 Professions, p. 162

• EG 2

Ser

and

Estar

, p. 156

eBook 5.12, 5.13, 5.15, 5.18, 5.19,

Redacción 2 (2nd version)

Homework

• GT The Verbs

ser

and

estar

SAM 5.8, 5.9, 5.12, 5.16, 5.17, 5.19, 5.27

MP 246, 247, 249

Class 18

Wed 3/7

CCC: Test vocacional

Roleplay: Una entrevista de trabajo

Homework

Mi trabajo ideal

Class 19

Thu 3/8

CCC: Experiencias y saberes personales.

Page 14 of 23

Chapter 5

• EG 3 Verbs with changes in the first person, p. 165

• EG 4

Saber

and

Conocer

, p. 170

eBook 5.24, 5.25, 5.29, 5.30, 5.31

Homework

• GM Verbs with irregular

forms in the Present Ind.

• GM Verbs:

saber / conocer

SAM 5.20, 5.23, 5.24, 5.25

MP 176, 177, 178

Class 20

Fri 3/9 (make-up Mon 4/2)

CCC: Las rutinas y los trabajos: La vida de un maestro rural en la provincia de

Entre Ríos.

• EG 1 Reflexive verbs, p. 187-188

eBook 6.1, 6.3, 6.7, 6.11

Homework

• GT Reflexive verbs and pronouns

SAM 6.2, 6.3, 6.4, 6.6

MP 207, 209, 211

Week 6

March 12-16

Class 21

Mon 3/12

CCC: Un partido de fútbol Boca-River

Los deportes más populares

Chapter 6

• EL 2 Sports & Sporting equipment, p. 198

• EG 2 Indefinite and negative words, p. 192-193

eBook 6.21, 6.23, 6.13, 6.14, 6.18

Homework

• GM Indefinite expressions and their negative

SAM 6.8, 6.13, 6.15, 6.16, 6.17

Class 22

Tue 3/13

CCC: Un fin de semana en el Tigre

Chapter 6

• EG 3 The preterite, p. 201

eBook 6.27

Homework

• GM The preterite of regular verbs

SAM 6.20, 6.21

Page 15 of 23

Class 23

Wed 3/14

CCC: Anécdotas compartidas: “¡No sabés lo que me pasó!”

Chapter 6

• EG 4 Stem changing verbs in the preterite, p. 170

eBook 6.32, 6.33

Homework

• GM The preterite of stem-changing verbs

SAM 6.24, 6.25, 6.29

Class 24

Thu 3/15

CCC: Mis últimas vacaciones

Chapter 7

• EL 1 Hotel & numbers above 100 p. 220

• EG 1 Irregular verbs in the preterite, p. 223

eBook 7.1, 7.2, 7.6

eBook 5.35, 6.40

Quiz 2 (the preterite of regular & stem-changing verbs)

Homework

SAM 6.31

MP 208

• GT The preterite tense

SAM 7.1, 7.3, 7.4, 7.5, 7.6

Class 25

Fri 3/16 (make-up for Mon 4/30)

CCC: Las comidas típicas de las diferentes regiones en Argentina

Un cocinero presenta su restaurante

Chapter 7

• EL 2 Meals and utensils, p. 234

• EG 2

Por

and

para

and prepositional pronouns, p. 228

eBook 7.11, 7.12, 7.18, 7.19, 7.20

• EG 3 Direct object pronouns I, p. 237

• EG 4 Direct object pronouns II, p. 242

eBook 7.23, 7.24, 7.28

Homework

• GT & GP

Por

vs.

para

SAM 7.8, 7.10, 7.11, 7.18, 7.19

MP 65, 168

• GT & GM Direct object pronouns

SAM 7.20, 7.21, 7.24, 7.26,

MP 109, 110

Page 16 of 23

Week 7

Class 26

Mon 3/19

CCC: Mis platos preferidos

Review Chapter 7

eBook 7.29, 7.31

Homework

SAM 7.28, 7.29

MP 111

Class 27

Tue 3/20

EXAMEN 2 (Chapters 5, 6, 7)

Chapter 8

• EL 1: Fruits, vegetables, and condiments, p. 256

Class 28

Tue 3/20, 7:00pm (make up Tue 2/13)

Lecture Series: Music in Latin America.

Guest speaker: Coco Romero

Class 29

Wed 3/21

CCC: Presentar una receta especial

Chapter 8

• EG 2: Constructions with

, p. 264

eBook 8.13, 8.15

Homework

• GM: Constructions with

SAM 8.1, 8.2, 8.8, 8.9, 811

Class 30

Thu 3/22

CCC: Un día de trabajo en la cocina de un restaurante porteño (adaptación de un artículo

publicado en el diario La Nación).

Chapter 8

• EG 1: Indirect object pronouns, pp. 259-260

eBook 8.9, 8.11

Homework

• GT: Indirect object pronouns (up to 3:15 mins.)

• GM: Indirect object pronouns (Optional)

SAM 8.4, 8.5

MP 3, 141

Page 17 of 23

SPRING BREAK: MARCH 26 – 30

Week 8

April 3-6

Class 31

Tue 4/3

CCC: Preparamos una fiesta de egresados

CCC: Preparación Conferencia artista Jorge Macchi

Chapter 8

• EG 4: Double object pronouns, p. 278

eBook 8.23, 8.32, 8.33

Homework

• GM: Double object pronouns

SAM 8.15, 8.22, 8.23 8.24

MP 142

Homework

Tue 4/3, 7:00 pm: Asistencia a Lecture Series: Argentinian Art

Guest speaker: Jorge Macchi.

Class 32

Wed 4/4

CCC: Los juegos de mi infancia

Quiz 3 double object pronouns

Chapter 8

• EL 2: Hobbies and pastimes, p. 270

• EG 3: Imperfect, pp. 273-274

eBook 8.23

Homework

• GT: Imperfect tense

SAM 8.16, 8.18, 8.19

MP 143

Class 33

Thu 4/5

CCC: La vida en Buenos Aires en 1920

Chapter 8

Antes y ahora

: the imperfect & the present

eBook 8.27, 8.28, 8.35

Homework

MP 137, 138 (Chapter 9)

Class 34

Fri 4/6 (make-up for Tue 5/1)

Page 18 of 23

Week 9

April 9-13

Field trip: Recoleta

Class 35

Mon 4/9

Situaciones 1 (oral presentations) - Instructions will be given in class and

will be available on NYUClasses

Activity on field trip.

Homework

Review Chapter 8

Class 36

Tue 4/10

Review Chapter 8

1st version of Redacción 3

Class 37

Wed 4/11

CCC: Celebraciones tradicionales en Latinoamérica

Una fiesta especial

Chapter 9

• EL 1: Parties and celebrations, p. 292

• EG 1: A comparison of the preterite and the imperfect, p. 295

• EG 2: Uses of the preterite and the imperfect, p. 300

eBook 8.41, 9.1, 9.2, 9.3, 9.6, 9.7, 9.12

Devolución Redacción 3

Homework

• GT: the preterite vs. the imperfect (up to 3:17)

SAM 9.2

Class 38

Thu 4/12

CCC: Cuentos tradicionales

Chapter 9

Uses of the preterite and the imperfect (continued)

Homework

• GM: the preterite vs. the imperfect (from 2:22 to end)

SAM 9.4, 9.8, 9.9

MP 234

Class 39

Fri 4/13 (make-up Wed. “week 14

”)

CCC: Un día con problemas en la ciudad.

Corto “Luminaris” by Juan Pablo Zaramella (Argentina, 2011)

Chapter 9

• EL 2: Navigating the city, p. 306

Page 19 of 23

• EG 3: Preterite and imperfect with emotions and mental states, pp. 309-310

• EG 4: Preterite and imperfect: An overview, p. 314

eBook 9.18, 9.19, 9.27, 9.28, 9.31, 9.33

Redacción 3 (2nd version)

Homework

• GT: the preterite vs. the imperfect (from 3:17 to end)

Week 10

April 16-20

Class 40

Mon 4/16

CCC: Leyendas urbanas

Review Chapter 9

eBook 9.23, 9.29, 9.35

Homework

SAM: 9.20, 9.22, 9.23, 9.24, 9.27

MP 134, 135, 136, 224, 227, 233, 235

Class 41

Tue 4/17

CCC: Publicidades en Argentina: productos y destinatarios

Chapter 10

• EG 2: Formal and

nosotros

commands, pp. 336-337

eBook 10.13, 10.15 SAM 10.6, 10.8, 10.9, 10.12

Homework

• GT: Formal and

nosotros

commands

(0’-3: 40 and 4:25-6:00)

Class 42

Wed 4/18

CCC: Preparamos un evento en el trabajo

Chapter 10

Formal and

nosotros

commands (continued)

Quiz 4 Formal commands

Homework

MP 26, 119

Class 43

Thu 4/19

CCC: ¡La vida de los estudiantes es muy dura!

Mi compañero/a de cuarto es un desastre (role-plays).

Chapter 10

• EL 2: Household chores, p. 342

• EG 3: Informal commands, pp. 345-346

eBook 10.20, 10.21, 10.27,10.31, 10.32

Page 20 of 23

Homework

• GT: Informal commands

SAM 10.14, 10.15, 10.17

10.19, 10.20, 10.21, 10.22, 10.23, 10.25

MP 27, 145, 147,148

Week 11

April 23-27

Class 44

Fri 4/20 (make-up Monday “week 14

”)

Review Examen 3

Class 45

Mon 4/23

EXAMEN 3 (Chapters 8, 9, 10)

Chapter 11

• EL 1: Shopping for clothing, p. 364

Class 46

Tue 4/24

CCC: ¿Qué ropa te gusta?: Diseñadores locales

Chapter 11

• EG 1: Demonstrative adjectives and pronouns, pp. 367-368

eBook 11.1, 11.2, 11.3, 11.7

Homework

• GT: Demonstrative pronouns and adjectives

SAM 11.10

MP 1, 2, 104, 106

Class 47

Wed 4/25

CCC: El mundo del futuro: artículos periodísticos.

CCC: Mi vida en 10 años

Chapter 12

• EG 1: Future tense, pp. 403-404

eBook 12.7

Homework

• GM: The future

SAM 12.4

Class 48

Thu 4/26

Presentación oral 2 - Instructions will be given in class and

will be available on NYUClasses

Page 21 of 23

Week 12

May 2-4

Chapter 12

• EG 2: Present perfect, pp. 408-409

eBook 12.13, 12.37

Homework

• GT: The present perfect tense

• GM: The present perfect

SAM 12.8, 12.13

MP 188, 189, 190

Class 49

Fri 4/27 (Make up Thursday “week 14

”)

CCC: Experiencias de un semestre en Buenos Aires.

Primera etapa del Proyecto Final.

Class 50

Wed 5/2

CCC: Campañas para el medio ambiente en Argentina

Los recursos naturales del país

Chapter 12

• EL 2: Animals, p. 414

• EG 3: Subjunctive with impersonal expressions, pp. 417-418

eBook 12.20, 12.21, 12.26, 12.27

Homework

• GT: The subjunctive in impersonal expressions

• GP: Subjunctive mood (chapter 13)

SAM 12.18, 12.24, 12.25

Class 51

Thu 5/3

CCC: Los nuevos zoológicos

Chapter 12

• EG 4: Subjunctive with expressions of doubt, p. 422

eBook 12.31, 12.32, 12.34, 12.39

Homework

• GM: The present subjunctive (doubt)

• GT: The present subjunctive (chapter 13)

SAM 12.21, 12.27

Class 52

Fri 5/4 (make-up Tuesday “week 14

”)

Presentación del Proyecto Final

NYC: Present Subjunctive

Page 22 of 23

Week 13

May 7-10

Homework: NYUClasses

Class 53

Mon 5/7

CCC: Deseos para un futuro mejor

Chapter 13

• EG 2: Subjunctive with expressions of desire, pp. 444-445

eBook 13.11, 13.12 - SAM 13.8, 13.15, 13.16

Homework

NYUC: Review Chapters, 11, 12, 13

Class 54

Tue 5/8

Redacción 4 (only version)

Review chapters 11, 12; 13

Class 55

Wed 5/9

EXAMEN 4 (Chapters 11, 12, 13)

Class 56

Thu 5/10

Final review

Week 14

FINAL EXAM: MONDAY, MAY 14, 9:00AM

May 14-17

Classroom

Etiquette

Classroom etiquette is meant to optimize the learning environment and help create a sense of

community, mutual respect and clear cooperation for all.

In that spirit, it is required that students not consume food or gum in the class. Also, electronic

devices can only be used if the lecturer deems them appropriate. Cell phone calls, text

messaging, social media, etc. have no place in the class and are obstacles to a learning

community’s group dynamic. Please use them only outside the classroom and with your

lecturer’s authorization.

Required

Co-

curricular

Activities

Lecture Series: Music in Latin America. Guest speaker: Coco Romero. March 20, 7:00pm

Lecture Series: Argentinian Art. Guest speaker: Jorge Macchi. April 3, 7:00pm

Field Trip: Recoleta, April 6

Page 23 of 23

Suggested

Co-

curricular

Activities

Non-mandatory Conferences of

Lecture and Outings Series

as well as activities organized

by Student Life are strongly recommended in order to gain more contact with Spanish and

local reality.

Your Lecturer

Guadalupe Molina has a degree in Literature and Linguistics from Universidad de Buenos Aires (UBA). She

joined NYUBA in 2008. She also works as a Spanish lecturer at Facultad Latinoamericana de Ciencias Sociales

(CIEE-FLACSO), where she is administrator for the COPI exam. She taught Psycholinguistics at Universidad de

Buenos Aires and designed an online Spanish course for Universidad Nacional de Tres de Febrero (UNTREF).

She is currently an M.A. student at FADU (UBA's Faculty of Design) and she is writing her dissertation on the

use of images on Spanish textbooks.