1. 1
University of Notre Dame
Department of Romance Languages and Literatures
ROSP 20201‐02 Intermediate Spanish I – Syllabus
Spring 2014
Profesora: Deborah Forteza E‐mail: dforteza@nd.edu
Office Hours (CSLC): M 11:30am‐12:30pm, 1‐2pm; W 12:30‐1:30pm; and by appointment
Texts: Bundle: Fuentes: Conversación y gramática, 4th ed. + Fuentes: Lectura y redacción, 4th ed. + iLrn™ Heinle
Learning Center Printed Access Card, 1111291780. Course Code: THFPA338
Cengage webpage: http://www.cengagesites.com/academic/?site=5212
Additional Materials/Resources: if your computer is not equipped with a microphone, you will need one
throughout the semester (this can be borrowed from the CSLC, room 329 DeBartolo, or you can use a hands‐
free phone microphone). In Sakai (the course website) you will find many resources, including all the lesson
presentations that will be used in class and outside of class.
Course Description: ROSP 20201 is a third semester, intermediate Spanish course. Speaking, listening,
reading, and writing are taught in cultural contexts. Spanish will be used at all times in class.
Course Goals: Provided that you maintain a diligent work ethic and dedicated commitment to the course and all of its
components, you may look forward to achieving the following goals by the end of the semester:
Listening: Understanding the main points of clear standard speech on familiar matters regularly encountered
in daily life.
Reading: Grasping the most important ideas of authentic texts from a variety of sources and of different
genres.
Speaking: Conversing on topics that are familiar, of personal interest, or pertinent to routines.
Writing: Practicing the writing of a variety of texts on topics that are customary or cultural with increasing
attention to accuracy.
Grammar: Learning the major grammar points that will be addressed and practiced in class; such as, the
present tense, progressive forms, object pronouns, reflexive verbs, past tenses, subjunctive, commands,
comparisons, the future, etc.
Cultural Awareness: Demonstrating a basic understanding of the impact of historical events, how cultures
change over time, how they are transmitted, and how they influence each other.
Reflectivity: Comprehending the correlation between language and culture by embracing its commonalities
and differences.
Course Requirements:
1) Essays:
Students will write 4 essays during the course. You will receive a maximum of 50 points for each one.
The second one will be written in class (you should bring your laptop), and the rest outside of class
on the dates assigned on the syllabus. No late work will be accepted without penalty, unless you
have a written medical condition, proof of an emergency, or an official excuse. You will be able to
rewrite the first and third essays with a slight improvement of your grade at your professor’s
discretion.
General Guidelines:
 Your submission must be entirely your own work. Students/friends cannot help you with your
essays (online translation programs or aids are not allowed).
 If your professor suspects you have received help, you might be asked to write another essay with a
similar prompt during office hours or during a scheduled appointment.
 You may use a tutor from the Center for the Studies of Languages and Cultures (CSLC) in DeBartolo
329, after your original essay has been corrected and returned by your professor.

2. 2
 Use the textbook, grammar references/websites, or dictionaries as resource materials (do not make up
words).
 Complete all the steps on the checklist included in the information packet (in Sakai) before
submitting your essay.
 Your work may be returned to you ungraded if you have excessive errors, if you have not divided your essay
into appropriate paragraphs (5‐8 lines each), or if the length indicated for your composition is too short.
 Plagiarism consists of using another’s ideas or words without crediting the source (including the internet,
books, or somebody else’s help or essays). If a student plagiarizes his/her work, he/she will receive a failing
grade for that assignment.
** Refer to the essay checklist, common errors, and writing rubric in the information packet for a more
detailed understanding of the components that will be considered for your essays’ grades.
The Tutoring/Writing Program in the CSLC (Center for the Study of Languages and Cultures/329
DeBartolo):
The Tutoring/Writing Program in the CSLC has helped undergraduate students of French, Italian,
Portuguese, and Spanish to improve their language skills. You are encouraged to schedule an appointment
with one of the tutors. This is a good opportunity to enhance your foreign language speaking and/or writing
skills. Tutors will work with you on grammar rules, conversation and pronunciation. They will send your
instructor a report or note after you meet with him/her about your session. Make an appointment well in
advance at http://cslc.nd.edu/request‐and‐reservation‐forms or call 1‐5881. (Tutors will not correct your
essays before you turn them in to your professor. They will help you understand your errors after you receive
your grade).
2) Exams/Tests:
a) Written Exams. There will be five written exams. With the exception of the final exam (cumulative), all of
them will take place during class time. If you are absent, you must contact your instructor immediately. You
may take a make‐up exam with valid documentation to excuse your absence. Other extensions may be
granted only in highly unusual cases and will be made at the discretion of your instructor. If an absence is
unexcused, the exams may be taken with a 10% deduction, if your professor is willing.
b) Oral Exams and Final Conversation Exam: There will be two pronunciation exams that will assess
progress in this area, via the Sakai Voice Board. Students must practice their pronunciation often by
imitating the vowel/consonant sounds in the website http://www.uiowa.edu/~acadtech/phonetics/, as
indicated in the syllabus, and using any other audio materials included in Sakai.
You will have a conversation exam at the end of the semester. Typically, students will complete the
conversation exam in groups of two or three or individually (this will be determined by your professor).
Conversation topics related to what was covered in class will be picked at random, and students will be asked
to speak on that topic for several minutes.
3) Class Performance/Attendance:
Attendance and class performance are evaluated differently. Students who accumulate more than three
absences without an official excuse will have a reduction of the participation grade at the end of the semester.
After the fourth absence one letter grade can be deducted from your final grade (for example: B to B‐), and if
the student has missed class six times he/she could fail the class. Being late more than twice might also
result in a reduction of your final grade. Participation is not limited to just coming to class or simply
answering the professor’s questions when called upon, but it includes paying attention, volunteering
responses, asking questions, and providing insightful opinions during discussion time. Students are expected
to come prepared knowing the grammar and vocabulary that has been covered. They should participate
actively entirely in Spanish for the whole classroom and in small groups on their own initiative.

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**Being distracted, communicating ideas that are irrelevant or talking to classmates when the class is in
session, or when not appropriate, will result in a significant reduction of the class performance final grade.
Speaking in English with other classmates or with the professor during class time should be limited or
minimal (only for clarification purposes). Choosing not to speak as a volunteer in class when questions are
asked or when topics are debated will result in a low or failing participation grade and/or dismissal from
the classroom with an absence for that day.
** Please read the participation rubrics in the information packet for a greater understanding of what
is expected of each student.
a) Classroom conduct:
Disrespectful behavior or disturbing the class in any way (including making jokes that are not appropriate or
talking to classmates when the class is in session) could result in the student being asked to leave for the time
period. The student will have to make an appointment to meet with the professor outside of class to discuss
their behavior and to obtain permission from him/her to return to class. If a student is asked to leave the class,
this is considered an unexcused absence. The professor reserves the right to contact your dean if improper
behavior does not change.
b) Textbooks/Cell Phones/laptops:
Always bring both textbooks to class. Cell phones should be turned off. Text messaging during class or
using laptops without permission is not allowed (take notes as necessary).
c) Honor Code:
Students are expected not to give or receive help during tests or for any written/oral assignments unless a
specific group project is designated. All source material (including internet information) must be cited
properly. Students should submit only “original work” and follow the guidelines included in the honor code
(www.nd.edu/~hnrcode/). Infractions will lead to disciplinary action and a possible failing grade.
4) Homework:
All of the iLrn online site homework must be completed by 8:00 am on the day class begins, which is
indicated in program’s left column under “Fecha.” Students will have three attempts to complete each
online exercise. The professor may assign extra homework as needed. If you have been absent, it is advised
that you get the email addresses or phone numbers of several classmates to inform you of what you have
missed. You may also contact your professor. Extensions will not be granted unless you have an official
written excuse for not having completed your homework on time. Correctness and completion of all
assignments will be taken into account when determining your homework grade. Late or not credited
homework will result in the deduction of points for your final homework grade unless you have an official
excuse.
5) Oral presentations:
Students will select in advance a topic related to what will be covered in class to be presented with audio‐
visual aids (a power point presentation, for example) or with activities that will be used to practice the class
material. Each individual presentation should last about 5‐8 minutes and it should include two questions to
be asked to the classroom. This will be explained in greater detail in class.
6) Experiential/Service Learning:
A central goal of this course is to further develop each studentʹs ability to improve his/her speaking, listening
skills, and contact with the Hispanic community. The most effective way to achieve this goal is to use the
target language outside of the classroom to increase exposure to the Spanish language in a more natural and
meaningful environment.

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For the experiential learning component of this course students must practice speaking Spanish outside of
class, for about one hour per activity, by choosing some of the options indicated in the Sakai resources page
under “Experiential Learning/CBL Service.”
Participating in a variety of activities provides a greater success in learning Spanish. It is required that
students participate in four (4) different activities during the semester, with the exception of students who
decide to do CBL service (Community Based Learning) in organizations/hospitals, etc. *Please read the
introduction and specific guidelines for these activities on the Sakai homepage.
Note: When possible try to connect your experiential learning activities with the themes that you are covering
in class. In each of your written reflections on these experiences it is expected that you use the grammatical
points that you are studying in class.
You will write four (4) reflection reports in Spanish of one to two paragraphs (minimum 10‐12 lines in
total) about your experiences that will be turned in to Sakai (under assignments) by 8:00am on the dates
shown on the program. Late reports without a written excuse will receive a late grade (do not e‐mail any of
them). Students are expected to find their Spanish‐speaking partners or make arrangements for their service
learning activities themselves or with the help of your professor or Professor Rachel Parroquin
(parroquin.1@nd.edu) for community based learning. Tentative dates for Tertulia (Spanish gathering): 2/13,
Th.; 3/27, Th., 4/15, T (4:00‐5:00 pm in Decio Commons)
**No extra credit activities will be allowed during or after the semester.
Grading:
Grades will be primarily assigned on a point system as follows:
Class Performance (attendance and participation) 110 points
Homework 100 points
Chapter Exams (5 x 50) 250 points
Experiential Learning (4 reports x 10) 40 points
Essays (4 x 50) 200 points
Pronunciation Exams I and II (20 each) 40 points
Oral Presentation 20 points
Conversation Exam 40 points
Written Final Exam 200 points
1000 points
Romance Language Departmental Grading Scale:
96‐100 =A 90‐95.9=A‐ 87‐89.9=B+ 84‐86.9=B 80‐83.9=B‐ 77‐79.9=C+ 74‐76.9=C 70‐73.9=C‐ 60‐69.9=D 59.9 <=F
A= Truly exceptional (work meets or
exceeds the highest expectations for the
course)
A‐= Outstanding (superior work in all
areas of the course)
B+= Very good (Superior work in most
areas of the course)
B= Good (Solid work across the board)
B‐= More than acceptable… (but falls
short of solid work)
C+= Acceptable: Meets all basic standards …(all the
basic requirements and standards for the course)
C= Acceptable: Meets most basic standards (basic
requirements and standards in several areas)
C‐= Acceptable: Meets some (falls short of meeting basic
standards in several areas)
D= Minimally passing (work just over the threshold of
acceptability)
F= Failing (unacceptable performance)

5. 5
Programa del Curso
The instructor reserves the right to make changes to the daily syllabus as needed and to assign extra homework on
a daily basis. It is the student’s responsibility, if absent, to contact the instructor or a classmate to determine if any
changes to the syllabus have been announced in class.
*All the online homework must be done by 8:00am on the day class begins.
CG= Conversación y gramática
LR= Lectura y redacción
ACT=Actividades en línea (iLrn)
LAB= Actividades de laboratorio (iLrn)
Semana 1
Fecha Actividades en clase Tareas: Remember that all the online homework must
be finished by 8:00 am on the day class begins, which is
indicated in the left column.
1/15 Introducción al curso (Debes hacer la tarea señalada para el 1/17 y leer las
rúbricas incluidas en las pgs. 8‐13 del paquete de
información). Las tareas de ACT de iLrn del 1/17 deben
completarse para las 8:00 am del 1/17.
Si todavía no tienes el libro, el cap. preliminar, el cap. 1 y
la tarea están en Sakai. (Print your homework and give it
to me until you have your textbook).
1/17 Cap. Preliminar: La vida universitaria
CG: pgs. 2‐11: Presentaciones y materias; gustar
y verbos similares y vocabulario
CG: estudiar pgs. 2‐11
Cap. Preliminar:
ACT: 4; 5; 6; 7; 8; 9 (A, B, C); 10; 11; LAB: 4 (A y B)
Para 1/20: Escribir en la computadora: ensayo
autobiográfico de 1 pg. (250 palabras en Times New
Roman, doble espacio): escribe sobre tu vida, tu familia,
tus intereses, la razón por la que tomas español, etc.
Semana 2
1/20 Cap. 1: Nuestras costumbres
CG: distribución de hispanos; el presente;
construcciones reflexivas, pgs. 16‐30
LR: pgs. 8‐10 (actividades 11 y 12)
Práctica de pronunciación de las vocales /a/, /e/,
/o/, /i/, /u/
Entregar el ensayo autobiográfico de 1 pg.
(Este ensayo no será regresado ni tendrá una
nota, es para diagnosticar tu nivel de español).
CG: estudiar pgs. 16‐30, Cap. 1
ACT: 2, 3, 4, 5, 10, 14; LAB: 7 (parte A)
LR: leer pgs. 8‐9
Práctica de las vocales /a/, /e/, /o/, /i/, /u/ en Sakai
www.uiowa.edu/~acadtech/phonetics
(ir a vocales, baja /a/, medias /e/, /o/ y altas /i/, /u/;
escuchar las palabras con esas vocales y repetirlas en voz
alta)
1/22 CG: 31‐38: ¿Qué y cuál?, objeto directo
Errores comunes 1‐5
Estudiar errores comunes 1‐5 en el paquete de
información (pg. 7)
CG: estudiar pgs. 31‐38
ACT: 17, 18, 19 (A,B), 20, 22
Para 1/24: En un párrafo describe las actividades que
vas a hacer para el Aprendizaje a través de la
experiencia o CBL (Community Based Learning).
1/24 CG: pgs. 39‐41: Más allá
Repaso para el examen 1 (capítulo preliminar;
cap. 1 y errores comunes 1‐5)
Subir a Sakai el párrafo del Aprendizaje
Experimental
CG: pgs. 39‐41 (Más allá: Gloria Estefan y ver el video
¿Cómo te identificas?)
Repasar el vocabulario y la gramática del cap. preliminar
y cap. 1

6. 6
Semana 3
1/27 Examen 1 (cap. preliminar; cap. 1 y errores
comunes 1‐5)
Estudiar para el examen 1 (Cap. preliminar, cap. 1 y
errores 1‐5)
1/29 Taller de escritura
Leer las pgs. 1‐3 (checklist); pg. 5 (capitalization and
punctuation) y pg. 7 (artículos definidos, “y/e, o/u” y
consonantes dobles) en el paquete de información
Para 1/31: escribe el ensayo #1 de 1 pg. Las instrucciones
están en Sakai bajo “Ensayos”.
1/31 Subir a Sakai el ensayo #1 de una pg.
Practicar palabras con consonantes oclusivas
(/p/, /b/, /t/, /d/, /k/, /g/)
Cap. 2: España: pasado y presente
CG: pgs. 42‐49: Narrar en el pasado (parte una)
CG: estudiar pgs. 42‐49 (hacer las actividades 1 y 2 de
CG, del libro de texto). Cap. 2
ACT: 2, 4, 5, 7; LAB: 7 (parte A)
Practicar las consonantes oclusivas (/p/, /b/, /t/, /d/, /k/,
/g/) en www.uiowa.edu/~acadtech/phonetics, escuchar y
repetir las palabras asociadas a esas consonantes
Semana 4
2/3 CG: pgs. 50‐60: Expresiones de tiempo,
adverbios de tiempo, el pluscuamperfecto,
Almodóvar, Lo sabían, el cine
Presentación oral: Pedro Almodóvar y su cine
CG: estudiar pgs. 50‐60
ACT: 8, 9, 10
2/5 Comentar la película Volver
CG: pgs. 61‐63: El imperfecto
Ver la película Volver de Almodóvar en Sakai
CG: estudiar pg. 61
ACT: 13, 15, 16 (A,B)
2/7 LR: pgs. 24‐29: Brevísima historia de España
Presentaciones orales: a) Los romanos y su
influencia en España b) Los árabes y su
influencia en España c) Los Reyes Católicos
Isabel y Fernando
LR: leer pgs. 24‐29
Semana 5
2/10 LR: pgs. 30‐35: El criado del rico mercader
Repaso para el examen 2 (Cap. 2)
LR: leer pgs. 30‐35; estudiar CG: pg. 64 (vocabulario)
2/12 Examen 2 (Cap. 2) y preguntas sobre la lectura
cultural y de literatura
Estudiar para el examen #2
Para 2/17: hacer el reporte de aprendizaje experimental o
servicio a la comunidad #1 (CBL)
2/14 Cap. 3: La América precolombina
CG: pgs. 68‐73: Narrar en el pasado (parte dos)
LR: pgs. 42‐45: Autopsia de una civilización
Presentaciones orales: a) Los conocimientos de
los mayas b) la arquitectura maya c) La
organización de la sociedad maya y su posible
desaparición
Discutir Videofuentes: los mayas
CG: estudiar pgs. 68‐73, Cap. 3
ACT: 1 (parte A y B), 2, 3; LAB: 10
LR: leer pgs. 42‐45
Ver Videofuentes: Los mayas

7. 7
Semana 6
2/17 Subir a Sakai la reflexión #1
Presentaciones orales: a) La Virgen de
Guadalupe b) El fin del Imperio Azteca,
Cuauhtémoc contra Hernán Cortés c) El
presidente de Bolivia Evo Morales
LR: pgs. 46‐51
CG: pgs. 74‐80: preterite and imperfect (part
two)
LR: leer pgs. 46‐51
CG: estudiar pgs. 74‐80
ACT: 4, 5, 7, 8
2/19 Practicar palabras con consonantes africadas
(/tʃ/, /dʒ/); espirantes (/β̞/, /ð̞/, / / y vibrantes
(/ʳ/, /r/)
CG: pgs. 81‐94: describir, participio pasado com
adjetivo; ser y estar+ adjetivos; el objeto
indirecto
Practicar palabras con consonantes africadas (/tʃ/, /dʒ/);
espirantes (/β̞/, /ð̞/, / / y vibrantes (/ʳ/, /r/) en
www.uiowa.edu/~acadtech/phonetics
CG: estudiar pgs. 81‐94
ACT: 9, 10, 12 (A, B, C), 14, 15, 16, 17, 18, 20
2/21 LR: pgs. 54‐56 (El eclipse de Augusto
Monterroso)
Errores comunes 6‐10 en el paquete de
información
Repasar el Cap. 3 para el examen
CG: estudiar el vocabulario de la pg. 95
LR: leer pgs. 54‐56
Errores comunes 6‐10 en la pg. 7 del paquete de
información
Semana 7
2/24 Examen del Cap. 3 (incluye las lecturas
culturales y de literatura, errores 6‐10 y
videofuentes)
Estudiar para el examen del Cap. 3
2/26 Ensayo #2 en clase: la gramática está
relacionada con el pasado (pto/imperf.). El tema
será indicado en la clase.
Prepararse para el ensayo #2 en la clase (el enfoque
gramatical es el pto./imperf.)
Para 2/28: hacer la reflexión #2 del aprendizaje
experimental
2/28 Práctica para el examen de pronunciación I
Subir a Sakai la reflexión #2
LR: pgs. 63‐66; Videofuentes
LR: pgs. 63‐65
Mira Videofuentes y piensa en las preguntas de la pg. 66
Semana 8
3/3 Presentaciones orales: a) Los africanos en El
Caribe, b) La santería c) Presentar y debatir
Habanasis de Richard Blanco (preparar
preguntas para la clase)
LR: pgs. 68‐72: El sabor africano del Caribe y pgs.
74‐76: Habanasis
LR: leer pgs. 68‐72 y pgs. 74‐76
3/5 Practicar palabras con consonantes fricativas
(/f/, /θ/, /s/, /ʃ/, /ʒ/, /j/, /x/, /h/)
Cap. 4: Llegan los inmigrantes
CG: pgs. 100‐111 Discussing immigration;
Expressing Past Intentions: Preterite and
imperfect (part III)
Escuchar y practicar en
www.uiowa.edu/~acadtech/phonetics consonantes,
modo, fricativas (/f/, /θ/, /s/, /ʃ/, /ʒ/, /j/, /x/, /h/)
CG: estudiar pgs. 100‐111, Cap. 4
ACT: 1, 2, 5, 6; LAB: 6
Para 3/7: hacer el examen de pronunciación I
3/7 Actividades diversas
Hacer el examen de pronunciación I en el
Voiceboard de Sakai
Hacer el examen de pronunciación I en Sakai
Descanso de Primavera 3/8‐3/16

8. 8
Semana 9
3/17 Discutir el corto asignado
CG: pgs. 112‐120: lo + adjective and lo que;
unintentional se; summary of preterite and
imperfect
Ver el corto asignado
CG: estudiar pgs. 112‐120
ACT: 7, 8, 9, 11, 13
3/19 Errores comunes 11‐15
CG: 121‐124: The present perfect
Estudiar errores comunes 11‐15 en la pg. 7 del paquete de
información
CG: estudiar pgs. 121‐124 y 125
ACT: 14, 15, 16 (escuchar Lamari Papeles mojados)
Para 3/21: escribir el ensayo #3 de 1.5 pg. (El tema está en
Sakai bajo “ensayos”)
3/21 Subir a Sakai el ensayo #3 de 1.5 pg.
Repaso para el examen #4 (incluidos errores
comunes 6‐15, el corto, lecturas y cultura)
Estudiar para el repaso del examen #4
Semana 10
3/24 Examen #4 Estudiar para el examen #4
3/26 Practicar las palabras con consonantes nasales
Cap. 5: Los Estados Unidos: sabrosa fusión de
culturas
CG: pgs. 130‐140: The present subjunctive
Practicar todas las palabras con consonantes nasales en
www.uiowa.edu/~acadtech/phonetics
CG: estudiar pgs. 130‐140, Cap. 5
ACT: 1, 2, 3, 4, 5; LAB: 7
3/28 LR: pgs. 86‐91: El sabor latino de los Estados
Unidos
Presentaciones orales: a) El origen de los
mexicanos en los EEUU b) El arte muralista, sus
orígenes y su influencia hoy en día c) El origen
de los puertorriqueños en los EEUU y su estatus
LR: leer pgs. 86‐91
Para 3/31 : preparar la reflexión de aprendizaje
experimental #3
Semana 11
3/31 Subir a Sakai la reflexión #3 del aprendizaje
experimental
CG: pgs. 141‐151: Affirmative and Negative
Commands
Comentar el corto asignado
CG: estudiar pgs. 141‐151
ACT: 8, 9, 10, 11, 12, 17
Ver el corto asignado
4/2 Practicar palabras con consonantes laterales
CG: pgs. 152‐160: Impersonal and Passive se;
práctica de vocabulario y Más allá
Errores comunes 16‐20
Repaso para el examen del capítulo #5
Practicar y repetir las palabras con consonantes laterales
en www.uiowa.edu/~acadtech/phonetics
CG: estudiar pgs. 152‐160 (hasta la actividad 4, incluida)
ACT: 19, 22
Estudiar errores comunes 16‐20
4/4 Examen #5 (incluidas las lecturas, los cortos y
los errores comunes 16‐20)
Estudiar para el examen #5
Semana 12
4/7 Cap. 6: Nuevas democracias
CG: 161‐168: Expressing Feelings and Opinions,
etc.
(Present Subjunctive)
Errores comunes 21‐25
CG: estudiar pgs. 161‐168, Cap. 6
ACT: 1, 2, 3, 4 (parte A y B); LAB: 4 (A,B,C)
Estudiar errores comunes 21‐25
Para 4/9: Hacer la reflexión #4 del aprendizaje
experimental

9. 9
4/9 LR: pgs. 103‐105: Silencio y obediencia por Carlos
Ramos; pgs. 115‐118
Discutir Videofuentes
Presentaciones orales: a) La dictadura de
Pinochet en Chile b) La presidencia de Allende
en Chile c) La Junta Militar y los
“desaparecidos”
Subir a Sakai #la reflexión #4
LR: leer pgs. 103‐105 y ver Videofuentes, pg. 106
LR: Literatura: leer pgs. 115‐118
Para 4/11: hacer el examen de pronunciación #2 en Sakai
4/11 CG: pgs. 169‐175: The Present Perfect
Subjunctive; Otras palabras; Expressing Belief
and Doubt
Hacer el examen de pronunciación II en el
Voiceboard
CG: estudiar pgs. 169‐175
ACT: 5, 6, 10, 11
Semana 13
4/14 CG: pgs. 180‐188: Relative Pronouns que and
quien,
Por and Para, vocabulario
CG: estudiar pgs. 180‐188
ACT: 16, 17, 18, 19
4/16 Actividades diversas
Celebración de Pascua 4/18‐4/21
Semana 14
4/23 LR: pgs. 115‐118: Los mejores calzados de Luisa
Valenzuela
Repaso del Cap. 6
LR: leer pgs 115‐118
Estudiar el capítulo 6 para el repaso
Para 4/25: Escribir el ensayo #4 (las indicaciones están
en Sakai bajo Ensayos)
4/25 Subir a Sakai el ensayo #4
Repaso para el examen final (todos los errores
comunes (1‐25) estarán incluidos en el final)
Estudiar para el examen final
Semana 15
4/28 Examen de conversación Prepararse para el examen de conversación
4/30 Examen de conversación Prepararse para el examen de conversación
Examen Final: viernes, 9 de mayo, 8:00‐10:00 am (salón: TBA)
Feliz Verano