This document provides information about a Beginning Spanish II course offered in the Spring 2018 term. The course is 4 credit hours and meets Monday, Wednesday, and Friday at either 7:50-9:00am or 10:40-11:50am. Students will develop their Spanish communication skills through activities, assignments, and assessments focused on speaking, listening, reading, writing, and culture. Evaluation will be based on exams, homework, participation, and a final interview. The instructor's contact information and policies on attendance, academic honesty, and grading are also outlined.

1. Course Prefix: SPN 1020 (18 & 19) Course Name: BeginningSpanish II
Course Credit Hours: 4 credits Term: Spring2018
Instructor: Mariana Murty Email: mmurty@highpoint.edu
Office Phone Number: 336-840-9460
Mobile: 919-656-3254
Office: Wilson Commerce Building,120-L
Meeting Time:
(18) Monday, Wednesday, Friday 7:50-9:00am
(19) Monday, Wednesday, Friday 10:40-11:50am
Office Hours: MWF 9:05-10:05am
TTH 8:30-9:30am
Course
Description:
This course will continue the development in and improvement of basic communication skills in listening,
speaking,reading, and writing. It is also designed to provide the students with the tools necessary to develop a
level of competency sufficientto meet survival needs and limited social demands in thetraditional classroomand
online environment. Online component and partial independent study of materials required. (4 credits)
Student
Learning
Outcome:
By the end of the course students should be able to: Method for Assessing
this Learning Outcome:
Speaking ● Handlesuccessfully a variety of uncomplicated,basic and communicativetasks
and social situations.
● Can talk simply aboutself and family members
● Ask and answer questions and participatein simpleconversation on topics
beyond the most immediate needs; e.g., personal history and leisuretime
activities.
Oral Interviews
Live Chats
Listening ● Understand sentence-length phrases thatconsistof a recombination of learned
phrases and shortparagraphs thematically oriented on a variety of topics.
● Comprehend basic personal background and needs, personal interests and
activities;and social conventions amongothers.
MySpanishLab
Chapter Tests
Final
Reading ● Interpret written target language in areas of practical need.
● Read for instructional and directional purposes.
● Read simple connected texts that are still linguistically non-complex and have a
clear and underlying structure.
Chapter Reading
Assignments
Chapter tests
Final Exam
Writing ● Meet a number of practical writingneeds such as describingfamily,eatinghabits,
daily routine,free time activities,social interactions,and university lifeand class
schedule.
● Can express present time and one other time frame.
Chapter tests
Final Exam
Culture ● Recognize and explain some socio-cultural traitsof the region(s) where the target
languageis spoken.
● Identify traits including,butnot limited to, geography, and folklore,social values,
aspects of daily life,pop culture,religious and culinary traditions.
● Discuss somedifferences and commonalities between their own cultureand the
cultures of the target language.
- Develop an awareness of current events in regions/countries where the target
language is spoken.
Cultural Project

2. Required course materials:
● De la Fuente, Martin, Sans. GENTE. 3rd ed © 2011 (Fall 2011) | Prentice Hall.
● Student access key to My Spanish Lab for GENTE. (e-workbook and lab manual)
● A good bilingual online dictionary such as www.wordreference.com or www.spanishdict.com
Course Description:Studentswill developspontaneity,flexibilityandlengthinspeakingSpanish,will developtheir
abilitytoformulate questions,andwill developexpressionof basicsurvival needs.Theywill increasetheirabilityto
understand simplequestionsandanswers,andwillunderstandthe mainideasof longerconversationsornarratives.
Studentswill begintowrite sentencesandguidedcompositionsandwilldevelopbasicreadingskills,workingwitha
varietyof readingmaterials.They will alsoincreasetheirawarenessof Hispanicgeographyandculture.
COURSE CONTENT: Oral and writtenwork,classparticipation,communicationactivities,listeningactivities,audio-video
homework,pronunciationpractice,individual projects,videosegmentsandassignedreadings. Therewill be 5 tests&, 1
oral interview,pop quizzesand online quizzes,and a final exam.
PARTICIPATION: Although it is difficultto transcend subjectivefactors in evaluatingclass participation in a classroomenvironment,
there are several explicit criteria. They include:
1. Preparedness – bring textbook, writing utensil, notebook, paper, dictionary, and assignments, as well as having
reviewed the In-class activities for the next class (i.e. grammar, vocabulary, or culture).
2. The subsequent ability to make valuablecontributionsin thetarget languageto the class. Thesecontributions include,
but are not limited to the following:
a. Using the classroom as a space to actively practice the target language, Spanish.
b. Volunteering relevant information
c. Asking questions whose answers benefit the group at large
d. The ability to provide intelligent answers to the teacher’s and peers’ questions
e. The ability to engage in productive group and pair work (i.e. using the target language)
f. The contribution of relevant personal experiences and observations
ATTENDANCE:
The Department of Modern Foreign Languages does not distinguish between excused and unexcused absences. Any student who
accumulates three (3) absences for any reason will beplaced on attendanceprobation.Any student who accumulates two (2) absences
after being put on probation may be dropped from the course.
In-classwork missed becauseof absencecannot be made up. Written assignments aredue as stipulated by the instructor.Absenceis
not an excusefor failureto complete assigned work. Students who miss classareexpected to obtain the assignmentfor the following
class and any materials handed out during the class missed, and should come prepared for the class following the absence.
Students who must miss class becauseof required university activities (such as participation on an inter-varsity sports team) should
notify the instructor prior to the absence and make any necessary special arrangements for work missed.
Evaluation of performance: Students will beevaluated on their developingcompetency in basic communication in thetargetlanguage
throughout the course. Evaluation will bedoneon tests, pop quizzes, final exam,final interview,homework, and oral commun ication
in class.
Interviews: The Oral interviewwill beconducted in pairs. Thepurpose of the oral interviewis to reinforce the speaking component of
the language classroom. You will be given topics and related questions ahead of time to help prepare for the interview.
Homework: Language learningis an activeprocess through which you learn by practicing,interacting,and communicating. For that
reason,itis importantthatyou participatein class. Languagelearningalso involves a good deal of studying. The listeni ngassignments
that your instructor assigns will help you understand a variety of speakers and encourage you to practiceyour pronunciation. Written
homework is designed to help you practicein a meaningful way the vocabulary and grammar that you have learned. Class timec an
be used productively only if you have reviewed the assigned material carefully and are well prepared to use it in class. You must
therefore complete all homework assignments.

3. Any written assignment (homework, test, pop quizzes, etc.) must be your own work. The help of a tutor and/or electronic
translation devices is not permitted and its use constitutes a violation of the Honor Code. Due dates for assignments will be
determined by individual instructor.
HONOR CODE: The instructor supports and will enforce the student honor code in every aspect of student evaluation. Every High
Point student is honor-bound to refrain from cheating, collusion,and plagiarism. In addition, students are honor-bound to confront
violations of the University Honor Code if they observe them. If you are unsure about what constitutes cheating, plagiarism, or
collusion, definitions (and the entire Honor Code) can be found in the Guide to Campus Life.
EVALUATION:
50% Chapter Exams
20% Final Exam
15% Homework (online, and out-of-class assignments), Pop Quizzes, & Written work
15% Oral Communication and class participation
Grading Scale: 97-100 = A+ 94-96 = A 90-93 = A- 87-89 = B+ 84-86 = B
80-83 = B- 77-79 = C+ 74-76 = C 70-73 = C- 67-69 = D+
64-66 = D 60-63 = D- Below 60 = F
GRADING CRITERIA: The Modern Foreign Language Department follows the University grading criteria system as found in the High
Point University Undergraduate Bulletin and as outlined below:
A= (superior/outstanding) is thehighest gradegiven; itis reserved for those students whose work is of a markedly outstandingquality
in all the different components of the course.
B= (excellent/very good) is the grade given for work which, while not notably superior, is clearly above average in all the different
components of the course.
C= (average) is the grade given for satisfactory work in all or almostall components of the course. It is the work done by the average
student.
D= (inferior/below average) is the grade for work which, while not altogether satisfactory, is good enough to receive credit for the
course.
F= (failure) is the grade given for failureand indicates that no credit can be received for the course except by repetition. The student
failed the majority of the course components.
GRADING COMPONENTS:
Tests: There will be an exam at the end of each full chapter, totaling5. You will have 1 hour and 5 minutes to complete the exam and
the exam will be timed.
Final exam: The final exam will be held at the end of the course. It will be cumulative. You will have 3 hours to complete the exam
and the final exam will be timed.
Final Interview: In pairs,students will meet with the instructor atthe end of the semester the student will answer personal questions
in Spanish from the instructor. The interviews should last 10 minutes each.
Class Participation:Itwill bedetermined by activeparticipation in individual and group activities,speakingin thetarget language, and
preparedness.
MySpanishLab: Instructions for setting up your MySpanishLab account will be given on the first day of class.
Pop Quizzes: There will bereadiness quizzes for all Chapters covered. These will betimed 15-20 mins. In accordancewith the Flipped
Classroommodel,pop-quizzes are given at the beginningof class to check if student is on track with material they have prepared for
prior to each class meeting. Also, pop-quizzes can be given at random. Quizzes cannot be made up.

4. Class Etiquette:
1. Due to the interactivenature of the courseand out of courtesy for all present, all electronic devices (cell phones, iPods, etc.) must
be silenced and put away before entering the classroom.
2. Out of respect for your classmates and theinstructor,makesurethat you arriveto classon time.Once the classhasstar ted students
should refrain from leaving the classroom. If there is a medical need or another reason for you to leave the classroom, please
discuss it with the instructor beforehand.
3. To avoid distraction limityour food consumption to snacks such as granola barsand beverages. Please,avoid bringinglunch to the
classroom.
Students with Disabilities:
Students with Disabilities:Students who requireclassroomaccommodations dueto a diagnosed disability mustsubmittheappropriate
documentation to the Disability Support Office located on the 4th floor of Smith Library or by contacting Birshari Cox, Director of
Disability SupportServices,at bcox@highpoint.edu.A student’s request for accommodations should bemadeatthe beginni ngof each
semester/course. Please note that accommodations are not retroactive.
CAMPUS/ONLINE RESOURCES
ACADEMIC DEVELOPMENT
· Academic Advising:Ms. Sarah Bryce,Academic Planner and Advisor,336-841-9510,415 Smith Library,sbryce@highpoint.edu [also
see: www.highpoint.edu/academicadvising]
· Disability Support: Ms. Birshari Cox, Director of Disability Support Services, 336-841-9061, 407 Smith Library,, Ms. Dana Bright,
Disability Support Specialist, 336-841-9361, 424 Smith Library, dbright@highpoint.edu [also see:
www.highpoint.edu/disabilitysupport]
· Student Progress: Ms. Karen Naylon, Coordinator, 336-888-6388, 411 Smith Library knaylon@highpoint.edu;[also see:
www.highpoint.edu/academicdevelopment]
· Tutoring Services: Dr. Craig Curty, Director, 336-841-9014, 400 Smith Library, ccurty@highpoint.edu
· Writing Center: https://highpoint.edu.mywconline.com/, Smith Library and U.C.
CAMPUS CONCIERGE
· Student Services: 336-841-4636, concierge@highpoint.edu
EXPERIENTAL LEARNING
· Career & Internship Services: Mr. Eric Melniczek, Director, 336-841-4558, 325 Slane, emelnicz@highpoint.edu
INFORMATION TECHNOLOGY
· Officeof Information Technology: 336-841-9147,http://it.highpoint.edu/, helpdesk@highpoint.edu
LIBRARY
· Smith Library: 336-841-9102, http://library.highpoint.edu
· University Center Library: 336-841-9002, http://library.highpoint.edu
STUDENT LIFE
· Counseling Center: 336-841-9121, 3rd Floor Slane, Room 330, counseling@highpoint.edu
· Dietary Concerns: Mr. Peter Mandala, Director of Food Services – Aramark, 336-841-4654, pmandala@highpoint.edu
· Residence Life: Ms. Erica Lewis, Senior Director of Student Life, 336-841-9039,335 SlaneCenter, elewis@highpoint.edu; Ms. Lucy
Weigel, Assistant Coordinator of Residential Services, 336-841-9441, 302 Slane, lweigel@highpoint.edu
· Student Life: Mrs. Gail Tuttle, Vice-President for Student Life, 336-841-9141, 334 Slane Center, gtuttle@highpoint.edu; Dr.
Paul Kittle, Dean of Students, 336-841-9107, 336 Slane Center, pkittle@highpoint.edu
SKYPE
· Technical Support: https://support.skype.com/en/
MySpanish Lab
· Technical Support: http://www.myspanishlab.com/support/student-support.html
COURSE EVALUATIONS: It is importantfor every student to fill outan on-line course evaluation. Toward the end of the semester, the
Office of Institutional Research and Assessmentwill send a notice to the student’s High Point University e-mail address regarding
the on-line evaluation process.
The accompanying course schedule provides an outline of the course activities. The instructor may vary the schedule occasionally i
circumstances call for it.

5. SPANISH 1020 WORK PLAN Spring 2018
Date Communicative Objectives Grammatical/ Functional /
Vocabulary Goals
In-class Assignments from
textbook
W 1/10 Review (Chapters 1 - 6)
F 1/12 Review (Chapters 1 - 6)
M 1/15 MLK Jr. Day (No classes) LAST DAY TO DROP/ADD
W 1/17 Capítulo 7: Gente que viaja
Getting ready to travel in the
Dominican Republic.
Describingspatial references.
Acercamientos:
7-1 to 7-3
F 1/19 Indicatingperiod of the day,
Tellingtime and days of the
week
Spatial references Time
references (dates and months,
periods of time, parts of the
day) The time
Vocabulario en contexto:
7-4 to 7-6
M 1/22 Expressingfuture actions Talking about the future (ir a +
infinitive) Estar a punto de...,
acabar de...
Gramática en contexto:
7-8 to 7-11
W 1/24 Askingquestions and giving
recommendations
Trips Transportation Interacciones:
7-12 to 7-14
F 1/26 Planninga trip to the
Dominican Republic
Travellingto the Dominican
Republic
Activities related to travel Tarea: Pasos 1 to 7
M 1/29 Writingan articleaboutyour
state or region.
Highlightingthe culture and
interests of the people in the
Dominican Republic
Review of chapter 7 contents
W 1/31 Exam 1 (Ch.7)
F 2/02 Capítulo 8:
Gente que come bien
Learning about Cuban cuisine
and traditions,and food in
general
Recycling gustar
Buying food in the market
Eating healthy and explaining
how to prepare food
In a restaurant,Impersonal se
Quantifying: poco/un poco de,
suficiente(s), bastante, mucho,
demasiado, ninguno (ningún)/
nada Weights and measures
Acercamientos:
8-1 to 8-3
Vocabulario en contexto:
8-4 to 8-9
Gramática en contexto:
8-10 to 13

6. M 2/05 Practicingverbal courtesy
Orderingin a restaurant
Selecting a restaurant
Creating and sharingyour
favoriterecipe
Foods and drinks
Cooking and restaurants
Measures and containers
Interacciones:
8-14 to 8-16
Tarea: Pasos 1 - 5
W 2/07 VisitingCuba
Findingout about Cuban
cigars and rum
Nuestra gente:
8-20 to 8-23
F 02/9 Writinga restaurantreview
Review for exam
Review of chapter 8 content Comparaciones:
8-24 to 8-25
M 2/12 Exam 2 (Ch. 8)
W 2/14 Capítulo 9:
Gente de ciudad
Getting to know the major
Peruvian cities
Describinga city,
characteristicsand issues.
Comparatives The superlative
Comparisons of equality
Acercamientos:
9-1 to 9-3
Vocabulario en contexto:
9-4 to 9-5, 9-7
F 2/16 Comparingcities
Connecting sentences
Expressingpreferences
Relative pronouns Expressing
and contrastingopinions
The weather
Gramática en contexto:
9-8 to 9-14
M 2/19 Strategies for collaboration in
conversation
VisitingLima’s neighborhoods
ComparingNew York and Los
Angeles
Cities and services Weather
and environment Problems in
the city
Interacciones:
9-15 to 9-17
Tarea: Pasos 1 to 6
W 2/21 Evaluatingissues and
problems in a collegetown,
proposing solutions
Strategizing for reading
comprehension
Nuestra gente:
9-18 to 9-23
F 2/23 Getting to know the city of
Lima
Writinga letter to the
Mayor of your city
Comparingmillennial cities
Review for exam
Review of chapter 9 content
Writingstrategy
Comparaciones:
9-24 to 9-25
M 2/26 Exam 3 (Ch. 9)
W 2/28 Capítulo10:
Gente e historias (I)
Narratinghistorical and
political events
The Preterit tense Acercamientos:
10-1 to 10-3
Vocabulario en contexto:
10-4, 10-6

7. F 3/02 Talkingaboutdates and
events in the past
Uses of the Preterit Talking
about dates - Sequencing past
events
Gramática en contexto:
10-7 to 10-8,
10-10 to 10-11
3/03  3/11 SPRING BREAK
M 3/12 Strategies for approximation
and circumlocution
Askingquestions about past
events
Biographies Historical and
socio-political events
Interacciones:
10-12 to 10-15
W 3/14 Writinga biography of a
famous person
Writingstrategy Tarea: Pasos 1 to 6
F 3/16 LAST DAY TO DROP! Findingout about the legends
of Easter Island
Writinga narrativein the past
LAST DAY TO DROP! Nuestra gente:
10-16 to 10-21
M 3/19 Comparingindigenous heroes
in Chileand in the United
States
Review for exam
Review of chapter 10 content Comparaciones:
10-22 to 10-23
W 3/21 Exam 4 (Ch. 10)
F 3/23 Maintaininga healthy
lifestyle
Acercamientos:
12-1 to 12-3
M 3/26 Comparinglifethen and
now
Medical history Vocabulario en
contexto: 11-6, 11-7,
12-4- 12-6
W 3/28 Strategizing for collaboration
in conversations and
narratinganecdotes
Review of chapter 11
The imperfect tense
12-7- 12-8
Interacciones:
11-12
Fotocopias: Ejercicios
de imperfecto
M 3/30  M 4/2 Easter Break No Classes
W 4/4 Quiz: The imperfect Quiz: The imperfect Quiz: The imperfect
F 4/6 Narratingin the past:
events and circumstances
Uses of the Imperfect
ContrastingPreterit vs.
Imperfect Relatingpast
events: causeand
consequence
Gramática en
contexto:
11-8 to 11-9
Cuadro de gramática
p. 187
M 4/9 Quality of lifein Costa Rica Recommendations, advice,
and warnings Impersonal
tú
Talkingabouthealth
Adverbs ending in –mente
Vocabulario en
contexto:
12-10 to 12-12
W 4/11 Visitingthe health clinic Writingstrategy Tarea: Pasos 1 to 5

8. Designinga health campaign
Nuestra gente:
12-17
F 4/13 Findingout about Costa Rica’s
health system
Writingan articleto
promoting good health habits
Exploringthe relationship
between biodiversity and
health
Review of chapter 11 and 12
content
Nuestra gente:
12-20 to 12-22
Comparaciones:
12-23 to 12-24
M 4/16 Speaking IntensiveDay-
Findinga travel companion
with whom to go to Costa Rica
W 4/18 Exam 6 (Ch. 11 and 12)
F 4/20 Final Interview & Review Day
M 4/23 Final Interviews
W 4/25 Reading Day
SPN 1020 FINAL EXAM:
Section 18 (Meets MWF 7:50 – 9:00am)  Your final exam is on FRIDAY, APRIL 27TH @ 8:00AM
Section 19 (Meets MWF 10:40-11:50am)  Your final exam is on THURSDAY, APRIL 26TH @ 8:00AM