Spanish (SPAN) |
101 Friendly, 541-346-4021
Romance Languages
College of Arts & Sciences
|
|
|
|
Course Data
| SPAN 203 2nd Year Spanish >1 |
4.00 cr. |
| Continued development of Spanish-language skills; emphasis on diversity of Hispanic cultures. Sequence. Conducted in Spanish. |
| Grading Options: |
Optional; see degree guide or catalog for degree requirements
|
| Instructor: |
Whalen N |
Office:
192H Esslinger Hall
Phone:
(541) 346-4257
|
 Prereqs/Comments: |
Prereq: SPAN 202. |
| Course Materials |
|
| |
| |
CRN |
Avail |
Max |
Time |
Day |
Location |
Instructor |
Notes |
| |
35388 |
0 |
26 |
1200-1250 |
mtwr |
102 PETR |
Whalen N |
! |
Final Exam: |
1015-1215 |
r 6/15 |
106 FR |
|
Academic Deadlines
| Deadline |
Last day to: |
| April 2: |
Process a complete drop (100% refund, no W recorded) |
| April 8: |
Drop this course (100% refund, no W recorded; after this date, W's are recorded) |
| April 8: |
Process a complete drop (90% refund, no W recorded; after this date, W's are recorded) |
| April 9: |
Process a complete withdrawal (90% refund, W recorded) |
| April 9: |
Withdraw from this course (100% refund, W recorded) |
| April 10: |
Add this course |
| April 10: |
Last day to change to or from audit |
| April 16: |
Process a complete withdrawal (75% refund, W recorded) |
| April 16: |
Withdraw from this course (75% refund, W recorded) |
| April 23: |
Process a complete withdrawal (50% refund, W recorded) |
| April 23: |
Withdraw from this course (50% refund, W recorded) |
| April 30: |
Process a complete withdrawal (25% refund, W recorded) |
| April 30: |
Withdraw from this course (25% refund, W recorded) |
| May 21: |
Withdraw from this course (0% refund, W recorded) |
| May 21: |
Change grading option for this course |
 | You can't drop your last class using the "Add/Drop" menu in DuckWeb. Go to the “Completely Withdraw from Term/University” link to begin the complete withdrawal process. If you need assistance with a complete drop or a complete withdrawal, please contact the Office of Academic Advising, 101 Oregon Hall, 541-346-3211 (8 a.m. to 5 p.m., Monday through Friday). If you are attempting to completely withdraw after business hours, and have difficulty, please contact the Office of Academic Advising the next business day. |
|
|
Expanded Course Description
The Spanish 200-level sequence is an intermediate-level course designed to provide you with an active and rewarding learning experience as you (1) strengthen your language skills (real-world, or instrumental, use of Spanish), (2) deepen your knowledge of the cultures of the Spanish-speaking world, and (3) use a second language to improve your overall literacy (reading and writing). This completion of this sequence (SPAN 203) is one means of satisfying the UO BA language requirement.
(1) Many students' main reason to study Spanish is to improve their conversational skills. These courses devote extensive practice to oral skill development in real-world contexts; by the end of the sequence, the average student should be able to converse with native speakers on many topics of everyday interest (family, studies, travels, holidays, etc.). The goal we set for most students corresponds roughly to the Intermediate Mid level of the ACTFL Proficiency Guidelines (see below), although many students may surpass this basic level, depending on their personal investment in the course and hours of study.
(2) Our departmental philosophy supports second-language study as a crucial part of a humanities education. As a core part of a humanities curriculum, these courses expose students to the diversity of cultures of the Spanish-speaking world. Students will be evaluated on content in geography, history, anthropology, ethnography, art, music, and other related areas.
(3) These courses aim to promote the continued development of students' overall literacy. Students are exposing to literary and journalistic texts from all over the Spanish-speaking world; reading and writing are included to support the development of oral and listening skills and to prepare students to continue their study of Spanish at more advanced levels. Film plays a crucial role in the program, with specific activities devoted to visual literacy. On-line activities, research using the Internet, and the preparation of a variety of projects using digital resources ensure that students develop digitial literacy that can transfer to other real-world applications.
ACTFL Proficiency Guidelines: Speaking
Level: INTERMEDIATE MID
Speakers at the Intermediate-Mid level are able to handle successfully a variety of uncomplicated communicative tasks in straightforward social situations. Conversation is generally limited to those predictable and concrete exchanges necessary for survival in the target culture; these include personal information covering self, family, home, daily activities, interests and personal preferences, as well as physical and social needs, such as food, shopping, travel and lodging.
Intermediate-Mid speakers tend to function reactively, for example, by responding to direct questions or requests for information. However, they are capable of asking a variety of questions when necessary to obtain simple information to satisfy basic needs, such as directions, prices and services. When called on to perform functions or handle topics at the Advanced level, they provide some information but have difficulty linking ideas, manipulating time and aspect, and using communicative strategies, such as circumlocution.
Intermediate-Mid speakers are able to express personal meaning by creating with the language, in part by combining and recombining known elements and conversational input to make utterances of sentence length and some strings of sentences. Their speech may contain pauses, reformulations and self-corrections as they search for adequate vocabulary and appropriate language forms to express themselves. Because of inaccuracies in their vocabulary and/or pronunciation and/or grammar and/or syntax, misunderstandings can occur, but Intermediate-Mid speakers are generally understood by sympathetic interlocutors accustomed to dealing with non-natives.
© 1999 American Council for the Teaching of Foreign Languages
|
|
|
