1 Hispanic Studies Department SPA 201 Intermediate Spanish I University of Kentucky Fall 2004 This syllabus is also available on the World-Wide Web: Class Meeting Time and Place: Instructor: Office: Phone: Office hours: REQUIRED MATERIALS -Atando Cabos: Curso Intermedio de Español, with Interactive Atando Cabos: Activity CD-Rom Marta Rosso and Conchita Lagunas Davis. Prentice Hall, Atando Cabos: Workbook/Lab Manual Marta Rosso and Conchita Lagunas Davis. Prentice Hall, Atando Cabos: Workbook Answer Key, Marta Rosso and Conchita Lagunas Davis. Prentice Hall, Tapes for Atando Cabos: Lab Manual. To be purchased at the language lab. -A bilingual dictionary, Spanish-English / English-Spanish. COURSE DESCRIPTION AND OBJECTIVES SPA 201 is designed to provide students with an intermediate knowledge of the Spanish language with an emphasis on these four skills: listening, speaking, reading and writing. The textbook emphasizes the use of the functional-notional approach and content-based information approach, which stress oral and written communication. The workbook and lab manual integrates and expands upon the theme and material presented in the textbook, giving students the opportunity to practice their listening and writing skills at their own pace. Furthermore, the course aims to enhance student s ability to use the resources of the World Wide Web and in turn, develop their cultural awareness of the Hispanic world. COURSE GOALS After completing SPA 201, students should be able to utilize all four language skills to: 1. obtain and exchange information with different degrees of formality 2. narrate in the present and past 3. express opinions 4. ask for information and give orders (formal and informal) 5. express obligation and necessity 6. discuss what is unknown (how to influence others)
2 METHOD TO: Students enrolled in SPA 201 and 202 FROM: Dr. Paz, Basic Director of Elementary Language Instruction SUBJECT: Elementary Language Instruction The goal of the first and second year language program is to develop the ability of the student to communicate in Spanish (orally and in writing) at a basic and intermediate level with an appropriate level of linguistic accuracy. The emphasis will be on negotiating meaningful communication, rather than on learning isolated grammatical structures. Research in second language acquisition suggests that two of the most important factors in second language acquisition are: 1) input and 2) student motivation 1) As comprehensible input is one of the crucial factors in second language acquisition, classes will be conducted entirely in the target language, Spanish. Comprehension will be facilitated through the use of simple, contextualized language and with the help of visual cues. Although it may be frustrating at first, the more you are exposed to the target language, the more you will understand. Remember, it is assumed that you will not understand and be able to respond to everything that the instructor says. You must be patient with yourself and try to capture as much as possible. This leads to the second important factor involved in the process of language acquisition-motivation. 2) Motivation implies various things. The students who excel in first and second year Spanish are those who make a serious effort to understand and use the language; they are open to new learning experiences and put in the time required to be able to participate actively in class activities. The three hours of class time per week will be dedicated to using the language and not to talking about the language. This means that it is imperative that students come to class prepared. The instructor will organize communicative activities for the class hour; s/he will not spend the time explaining grammar. Very clear grammar explanations are provided in the text and workbook; it is the students' responsibility to study and learn the grammar, do the appropriate exercises at home, and come prepared to use this material in class. Your instructor will be more than happy to explain difficult grammar points during his/her office hours, if the need arises. Try to think of the class hour as the place to use the Spanish you have learned. 1) Attend all classes. Frequent absences and tardiness reduce your opportunity to receive Spanish input and practice the language (in addition, they substantially affect your grade). 2) Prepare grammar and other exercises at home. For each class hour you should put in at least two hours of home study. 3) Actively participate in class activities (remember participation constitutes 15% of your grade). 4) See your instructor if problems arise. 5) See the Academic Coordinator, Heather Campbell-Speltz 6) See the Program Director, Dr. Paz.
3 LA TELARAÑA AMPLIA Y MUNDIAL (WWW): There is a Web site designed specifically for this course. The location is: Our Web site contains all the information covered in this syllabus. On the Web site, there will be practical quizzes on specific vocabulary covered during the semester, as well as other writing assignments to be completed throughout the semester. A suggestion box has been placed on our Web site so that everybody can send the instructor his/her comments about any aspect of the course at any time. Even though we will have a mid-term anonymous evaluation in class, we encourage everybody to use the electronic suggestion box as many times as you feel it is appropriate to make any comments (positive or negative) about the course. ATAJO: A SPANISH WRITING ASSISTANT SOFTWARE: You will have the opportunity to use this writing assistant to develop better writing and grammar skills. Everybody will be able to access and use ATAJO from the computer labs at Young Library. A tutorial and worksheet can be found on the Spanish website: COURSE REQUIREMENTS: Class preparation: Homework is a fundamental part of any language course. You must complete it on time and do your best. Remember, making mistakes is a natural part of the learning process, especially language learning. You should complete all the homework as it is specified in the syllabus; nevertheless, you will only have to turn in the exercises that are marked with the title Para entregar on your syllabus. You must also be prepared to turn in your workbook any time it is requested by your instructor. Workbook and Lab Manual For every chapter of Atando Cabos there are reviews of basic grammatical concepts with exercises. Before doing the corresponding grammar activities in the Workbook, you should review each grammar point. Students must complete these assignments as specified in the syllabus. The answers to most of these exercises are included in the Workbook Answer Key for the Workbook exercises and at the back of the Workbook/Lab Manual for the Lab manual exercises. It is students responsibility to correct their own exercises using these answer keys. It is very important to do the exercises without help and then make corrections in a different pencil or color. These corrections will help you identify areas that you need to review. You are cheating yourself if you do not work out the exercises before you consult the answers. You will not receive any homework points if these assignments are not completed and corrected by you each day. The instructor will make spot-checks of the Workbook and Lab Manual to assess completeness, apparent effort, corrections, etc. and will use the assessment as part of the class-work grade. Grading Scale for Written Homework 5 pts. Assignment handed in on time, complete, and totally correct
4 4.5 Assignment handed in on time, complete, but with few (1-2) errors 4.0 Assignment handed in on time, complete, but with several (3-5) errors 3.5 Assignment handed in on time, complete, but with many (6+) errors OR Assignment handed in on time, done correctly, but partly incomplete 2.0 Assignment handed in on time, partly incomplete and with errors 1.0 Assignment handed in on time, but largely incomplete 0 Homework is NOT turned in on time or at all The interactive activity CD-ROM: Atando Cabos textbook comes with an exciting interactive program designed to provide you with further practice in the four language skills. Students should make use of this new multimedia resource to better prepare themselves for class, and to acquire a better understanding of the Spanish language and culture In order to study for this course you should count on spending at least two hours preparing for each class meeting. As part of class preparation, students will be allowed to attend to 2 extra-curricular activities, such as a tertulia, a movie in Spanish, or any other type of cultural event sponsored by the University. Please, keep in mind that these activities will substitute a maximum of 2 homework grades, and will not be counted as extra-credit. The instructor will evaluate your homework assignment according to the guidelines below. Please consult your teacher if you do not understand any aspect of your graded assignment. Homework is 15% of the final grade. Oral Presentation: For this presentation, the class will be divided into 5 groups. Each group will give a minute presentation based on one of the themes from Atando Cabos. After the presentation, there will be time for further discussion on the topics. Each member in the group will be expected to successfully demonstrate the ability to field questions in their topic area. Handouts, transparencies, or other visual aids are required as ways to display information during the presentation. Classmates are expected to question the presenters and give feedback on quality of presentation. Each group will provide an outline of their presentation to the class the day of the presentation. In addition, each person in the group will write a short essay in Spanish based on his/her oral presentation ( words) to be given to the instructor at the beginning of the presentation. Everybody in the group will have to present a different aspect of the topic based on his/her individual research. It is important that the group get together before the presentation in order to organize the information gathered by each person. Under no circumstances can two or more people in the group present the same information to the class during an oral presentation. Furthermore, nobody will be allowed to read the presentation from a paper or a note card.
5 If a member of the group misses class the day of his/her group presentation, he/she will not be able to make up the presentation and will get an E for this assignment. Presentation and essay are worth 15% of the final grade. Compositions: There will be 3 compositions during the semester. All composition drafts must be typed or done on a word processor and double-spaced. It is suggested that you do your preliminary drafts on a computer - it certainly makes revision easier. You will be given the opportunity to rewrite the 3 compositions, using the correction sheet attached to this syllabus. Even though the second version of each composition is OPTIONAL (you do not need to turn it in) students are encourage to rewrite them, since this exercise helps you gain an active command of Spanish. If you do decide to turn in a second version, remember you will have to give your instructor a copy of the first version, along with the final one, in order to receive credit for them. The instructor will indicate the errors on the first version. You will correct these errors and return both versions to the instructor within a week from the date you received the first version reviewed by your instructor. Second version compositions will not be taken for credit at any other time. 5 points per day will be the penalty for late first drafts compositions. (Actual day, weekends included, not class days). ** Note: Compositions must reflect the individual work of each student. No one should revise your composition before it is turned in to your instructor. Any composition that seems to have been corrected by somebody else, prior to the due date, will receive a cero (0) as a grade. It is also in your best interest to turn in as clean a first version as possible; any errors remaining in the second version will cause your grade to drop. Remember that the first version has to be a complete composition (60% of your grade). The final version of each composition (40% of your grade) will be used to address specific grammar, organization, spelling and content mistakes. Compositions are 15% of your total grade. Attendance Policy / Participation: Successful progress in a language course requires that students keep up with assigned material. Class discussions and exercises are also essential. For these reasons, daily attendance is strongly recommended. Failure to attend class regularly results in missed opportunities to practice the language. Please note that active participation is crucial in learning a second language, therefore if you are not in class you won t be able to participate. The Spanish program does not follow an attendance policy but participation guidelines will be strongly enforced. Students will be permitted to turn in late assignments three (3) times during the semester as long as they provide individual documentation for each of the three (3) EXCUSED ABSENCES no later than one (1) week after the absences (University Senate Rules , B -16). Examples of written documentation include a university letter, from your advisor or the dean of your college, a doctor s note, or a copy of the obituary in case of a death in the family. No excuses will be accepted to recover participation points lost because of any other absences. In case of an absence, it is the student s responsibility to contact a classmate and find out what was done and what is due next class.
6 Unannounced quizzes will be given throughout the semester, especially if attendance slips or students come unprepared to class, to reinforce important homework assignments. These pop quizzes will be graded as homework assignments. There will not be any make-ups for pop quizzes. After each regular quiz, your instructor will evaluate your participation and determine your grade based on the guidelines included in this syllabus. In order to ensure a good participation grade, students are expected to complete all homework and readings before every class period, and actively participate in all class activities. EXAMINATIONS: Quizzes: In the semester there will be two (2) one-hour exams that may include an audiovisual comprehension section. The three exams are 20% of your final grade. Unannounced quizzes will be given throughout the semester to reinforce important homework assignments. Oral Interview: Towards the middle of the semester, students will meet with the instructor outside of class to talk in Spanish about cultural topics covered in the chapters. More details about this interview will be given in class. This oral interview is 5% of your final grade. Interviews will be scheduled for the week of to Final exams: There will be a comprehensive common hour final exam for this class on Wednesday, December 15th from 6-8 P.M. GRADING BREAKDOWN: The course grade will be determined as follows: Exams 20% Oral presentation 10% Compositions 15% Oral presentation essay 5% Homework 15% Final exam 15% Participation 15% Oral Interview 5% The following grading criteria will be used to determine the final grades for this course: A B C D E 59 and below
7 CORRECCIÓN DE LA COMPOSICIÓN Número total de puntos: 100 Ideas y Contenido: knowledge of the subject, thorough development, relevance to assigned topic Excelente-Muy Buena Buena-Adecuada Regular-Mala Inadecuada Organización: fluent expression, use of supporting ideas, organization, logical sequence, cohesion Excelente-Muy Buena Buena-Adecuada Regular-Mala Inadecuada Uso del lenguaje : effective use of grammatical structures, agreements, tenses, number, articles, pronouns, preposition, word order Excelente-Muy Buena Buena-Adecuada Regular-Mala Inadecuada Vocabulario: effective use of acquired vocabulary, choice of words and register Excelente-Muy Buena Buena-Adecuada Regular-Mala Inadecuada Uso de convenciones: mastery of conventions: spelling, punctuation, capitalization, paragraphing 10-9 Excelente-Muy Buena Buena-Adecuada Regular-Mala Inadecuada 4 3 TOTAL: Adapted from Jacobs, Holly et al. Testing ESL Composition. Newbury House Publ.
8 CODE OF CORRECTIONS On your composition assignments you will notice that I am not correcting the errors but have indicated errors and included a hint for you to be able to figure out what your errors are. The following code will help you understand what needs to be corrected. You have the responsibility to correct your own errors. The re-writes will count as complete assignments (60% of your grade), so you should spend time correcting the original. AGR ART IP MW RP P Agreement: -number: singular or plural -gender: masc. or fem. Article: -incorrect form of article (definite or indefinite) -missing article where it should be used Incorrect Pronoun: -used the incorrect pronoun (direct, indirect, reflexive, object of preposition) -missing pronoun Missing Word, required by Spanish grammar (can be an article, personal a, prepositions like por or para, conjunctions like que, etc. Misuse of relative pronoun: -incorrect relative pronoun -omission of relative pronoun Punctuation: -incorrect punctuation or lack of punctuation. las botas verde = las botas verdes la casa es bonito = la casa es bonita esta niñas son altos = estas niñas son altas Tengo bicicleta en el garaje = Tengo la bicicleta en el garaje Mis padres ayudaron con mis problemas. = Mis padres me ayudaron... Escribí una carta a ella = Le escribí una carta a ella. Yo levanto a las seis = Yo me levanto a las seis. Vamos bailar esta noche = Vamos a bailar esta noche. Compré este libro Teresa. = Compré este libro para Teresa. El niño quien bebe Coca-cola es mi primo. = El niño que bebe... La historia te dije es cierta. = La historia que te dije es cierta. Dónde vivo? Vivo en Palencia España.= Dónde vivo? Vivo en Palencia, España. P/I Misuse of Preterite or Imperfect: Cuando fui pequeño, fui a la playa todos los días. = Cuando era pequeño, iba a la playa... PP Personal Pronoun: -unnecessary or inappropriate use of subject pronoun -omission of subject pronoun where it is needed Yo como a las doce, yo trabajo después y yo salgo a las 8. = Como a las doce, trabajo después y salgo a las 8. Salgo y salen también. = Yo salgo y ellos salen también.
9 S S/E SP STR Subjunctive: -incorrect use of subjunctive -failure to use subjunctive Misuse of Ser or Estar: -one of these verbs used incorrectly in place of the other Spelling mistake: -improper capitalization -improper use of lower-case -error in spelling -missing written accent or error in placing of written accent Structure mistake: -word placement or direct translation from English (when it s not Quiero que tú vienes a mi casa. = Quiero que tú vengas a mi casa. Tú estás moreno y muy alto. = Tú eres moreno y muy alto. madrid es una ciudaz facil de amar. = Madrid es una ciudad fácil de amar. Yo tuve un buen tiempo. = Yo me divertí. expressed that way in Spanish) SW Superfluous word(s) OMIT Juan él busca por empleo. = Juan busca empleo. VF VOC VT WC WO Verb form: -correct tense but incorrect form Vocabulary: -wrong word or poor choice of words -Spanglish Verb tense: -incorrect choice of tense -error in formation of tense -incorrect sequence of tenses Wrong word choice, from grammatical point of view: -por/para -buen/bueno -gran/grande etc. Word Order: -incorrect word position Mi novio y yo comen. = Mi novio y yo comemos. Juan dropeó su clase de física. = Juan canceló su clase de física. Yo tomé notas en clase. = Yo tomé apuntes en clase. La semana pasada voy a una fiesta. = La semana pasada fui a una fiesta. El niño gran es mi primo. = El niño grande es mi primo. Era un bueno ejemplo. = Era un buen ejemplo. Tengo una azul chaqueta. = Tengo una chaqueta azul. = Same mistake marked before? Illegible: what are you talking about?? You need to combine sentences and use complex sentences. Ella es mi hermana. Ella se llama Elena. Tiene 18 años. = Mi hermana, Elena, tiene 18 años.
10 NOMBRE: KEEPING TRACK OF YOUR WRITING PROGRESS COMPOSITIONS / CORRECTIONS TALLY SHEET After grading your composition, you must count the corrections according to the key. Attach this tally sheet with your composition every time they are due. In this way, you and your instructor will have a record of your progress. This exercise will help you (and your instructor) to identify specific problems that have to be treated. Composición Correcciones AGR ART IP MW RP P P / I PP S S / E SP STR SW VF VOC VT WC WO =?
11 PARTICIPATION GUIDELINES 1. Arrived for class on time 10 Always 8 Most Times 7 Sometimes 5 Rarely 0 Never 2. Spoke exclusively in Spanish during whole class and group discussion 10-9 Always 8 Most Times 7 Sometimes 5 Rarely 0 Never 3. Came to class with homework done and ready to discuss it with classmates and instructor 10-9 Always 8 Most Times 7 Sometimes 5 Rarely 0 Never 4. Initiated oral interaction by responding to classmates comments in addition to responding to instructor s questions without being called on Always Most Times 12 Sometimes 10 Rarely 0 Never 5. Participated in the discussions of readings and/or cultural topics and whole group discussions by presenting his/her ideas or opinions Always Most Times 12 Sometimes 10 Rarely 0 Never 6. Attended class 30 Every day 20 Missed one day 10 Missed two days 5 Missed three days 0 Missed more than three days ** If students are dissatisfied with their participation grade, they should contact their instructor immediately and resolve the discrepancies with him/her. Participation is 15% of your total grade.
12 Hispanic Studies Department SPA 201 Intermediate Spanish I Course Fall 2004 TENTATIVE SCHEDULE OF ASSIGNMENTS ** The instructor has the right to make any necessary changes to accommodate the material to the progress of the class. Fecha Actividades para clase: Tarea para completar para el día indicado antes de clase Texto: Atando Cabos WB= WorkBook LM=LabManual (with audio tapes/cds) AC=Atando Cabos Texto W C1: La identidad C I Introducción al curso 8-27 F Vocabulario en contexto pp. 3-6 C1: La identidad WB1-3 Vocabulario LM1 Vocabulario en contexto 8-30 Sin duda; Así se dice pp 7-9 AC 382 Describing people and things WB3 Referencia gramatical I LM4 Referencia gramatical I 9-1 W Práctica y comunicación: el presente de los verbos irregulars, pp AC Regular and irregular verbs WB4 Referencia gramatical II LM4-5 Referencia gramatical II 9-3 F Conexiones: Comparaciones con ser y estar pp AC Ser y Estar WB5-6 Conexiones Para entregar: 1-9 LM2 Conexiones 9-6 M LABOR DAY NO HAY CLASES 9-8 W Manos a la obra: antes de leer, pp AC Comparaciones WB7-9 Conexiones Para entregar: 1-11 y 1-13 LM3 Conexiones Recommended: Atando Cabos CD-Rom C1: La identidad Así se dice 1 Conexiones 1: Ser y Estar Conexiones 2: Comparaciones Así se dice 2 11
13 9-10 F Lectura: El bueno, el feo y el malo, pp AC23-25 Lectura: El bueno, el feo y el malo AC Cierto o falso? Quiosco 9-13 M Al fin y al cabo, pp LM6-8 Al fin y al cabo Video Video 1: Las madres de la Plaza de Mayo (presentar A escribir, pp ) 9-15 W Presentación 1 AC30-31: A escribir Cabos sueltos Retrato: Carta de Recomendación Para entregar: 1-51 La carta de recomendac Extensión palabras. A máquina F C2: Relaciones interculturales C2: Relac. C2 interculturales C2: Relaciones interculturales Vocabulario en contexto; Sin duda pp WB15-17 Vocabulario LM9-10 Vocabulario en contexto 9-20 M Así se dice; reflexivos, recíprocos, inesperados, AC Reflexive and reciprocal verbs AC45-Unplanned ocurrences WB18-19 Referencia Gramatical I y 2 LM11-12 Referencia Gramatical I y W Video 2: WB19-21 Conexiones Los gustos personales, pp LM13-14 Conexiones Opcional, Comp (Both versions) 9-24 F Manos a la obra: antes de leer, pp WB22-23 Conexiones Así se dice 1 Conexiones 1: Unexpected events Para entregar 2-13 y 2-14 pp. 2Conexiones 2: LM15-16 Conexiones Gustar 9-27 M Lectura: No Speak English, pp AC53-54 Lectura: No Speak English AC Quién es quién? 9-29 W Al fin y al cabo, (presentar A escribir, pp. 61) LM16-18 Al fin y al cabo Quiosco 10-1 F FALL BREAK -- NO HAY CLASES 10-4 M Presentacion 2 AC61: A escribir Escribir un diario Para entregar: 2-46!Qué día! pp. 61 Extensión palabras. A máquina. Así se dice 2 Video 12
14 10-6 W EXAMEN 1 (Capítulos 1 y 2) Traer la tarea de WB y LM a clase Cabos sueltos y W 10-8 F C 3 C3: Trotamundos Vocabulario en contexto, pp C3: Trotamundos WB29-30 Vocabulario C3: Trotamundos Así se dice 1 LM19-20 Vocabulario en contexto M Sin duda; Así se dice, pp AC The preterite Así se dice 2 WB31 Referencia gramatical 1 LM20 Referencia gramatical W Práctica y comunicación: expresiones de tiempo, pp Video 3 AC 402 Hace + time expressions WB33 Referencia gramatical 3 WB39 Cultura Para entregar 3-12, pp. 39 LM21 Referencia gramatical F Conexiones: el pasado I, pp AC The imperfect WB32 Referencia gramatical 2 LM21 Referencia gramatical 3 Opcional, Comp (Both versions) M MT Conexiones: el pasado II Manos a la obra: antes de leer pp WB34-38 Conexiones Para entregar A, pp. 36 Para enrtegar B, pp. 37 LM22-24 Conexiones W Lecturas: Viajes, Poema: Cantares, pp AC84; 86 Lecturas: Viajes y Cantares AC Cómo viajas? AC Qué nos dice el poema? F Al fin y al cabo, LM26-28 Al fin y al cabo (presentar A escribir, pp. 91) Video M Presentación W C 4 ** Comienzan las entrevistas orales con el profesor C4: Salud y nutrición Vocabulario en contexto; Sin duda, pp AC91: A escribir Carta para hacer reservas Para entregar: 3-45 Necesitamos un cuarto, Extensión palabras. A máquina. WB51-53 LM29-30 C4: Salud y nutrición Vocabulario Para entregar 4-4, pp. 53 Vocabulario en contexto Quiosco Conexiones 1: Preterite and Imperfect Conexiones 2: The past Video Cabos sueltos C4: Salud y nutrición Así se dice 1 13
15 10-29 F Así se dice; por y para, pp AC 406 Por y Para WB53-54 Referencia gramatical 1 Así se dice 2 LM31 Referencia gramatical M Conexiones: mandatos, pp AC Commands Video Video 4 WB55 Referencia gramatical 2 LM32-33 Conexiones Opcional, Comp (Both versions) 11-3 W Manos a la obra: antes de leer, pp WB55-58 Conexiones Para entregar 4-11 B, pp. 57 Para entregar 4-12, pp. 58 Conexiones 1: Commands LM34-35 Conexiones 11-5 F Lectura: La actitud mental, pp AC Lectura: La actitud mental Conexiones 2: AC Qué piensas? Nosotros commands 11-8 M Al fin y al cabo, pp (presentar A escribir, pp. 122) LM35-36 Al fin y al cabo Quiosco W Presentación 4 AC 122: A escribir Para dar instrucciones Para entregar: 4-42 Hay soluciones para el hambre en el mundo?, pp. 123 Extensión: palabras. A máquina F EXAMEN 2 (Capítulos 3 y 4) Traer la tarea de WB y LM a clase Cabos sueltos y W M C5: El medio ambiente C5: El medio ambiente C 5 Vocabulario en contexto; Sin duda, pp WB65-68 Vocabulario LM39-40 Vocabulario en contexto W Así se dice; a personal; Pronombres de objeto directo, pp AC 411 The personal a WB68 Referencia gramatical 2 AC 136 Direct object pronouns WB69-70 Conexiones LM41 Conexiones F Pronombres de objeto indirecto, pp AC Indirect Object Pronouns WB71-72 Conexiones LM42 Conexiones Opcional, Comp (Both versions) C5: El medio ambiente Así se dice 1 Conexiones 1: Direct Object Pronouns Conexiones 2: Indirect Object Pronouns 14
16 11-22 M Manos a la obra: Antes de leer, pp Video 5 WB73-75 Conexiones Para entregar 5-14, pp. 75 Video LM43-44 Conexiones W Lectura: Preciclar, un nuevo verbo que conjugar, pp AC Lectura: Preciclar, un nuevo ver Conexiones 2: (presentar A escribir, pp. 151) que conjugar. Direct and Indirect AC Qué podemos hacer..? Object Pronouns FESTIVIDAD DEL DÍA DE ACCIÓN DE GRACIAS -- NO HAY CLASE M Al fin y al cabo, pp Presentación 5 AC 151 A escribir: El resumen Cabos sueltos y W 12-1 W C F C6: Los derechos humanos Vocabulario en contexto; Sin duda, pp Así se dice; Expresando deseo y esperanza, pp Para entregar 5-42 Reseña, pp. 151 C6: Los derechos humanos WB83-86 Vocabulario LM47 Vocabulario en contexto AC Present subjunctive WB87-88 Referencia gramatical 1 LM48-49 Referencia gramatical M Ofreciendo consejos, sugerencias y peticiones, pp AC 419 Expressing feelings WB88-89 Referencia gramatical 2 LM49-50 Conexiones C6: Los derechos humano Así se dice 1 Así se dice 2 Conexiones 1: Giving advise 12-8 W Duda, negación, inseguridad, pp WB89-92 Conexiones LM50-51 Conexiones Conexiones 2: Expressing doubt F Video 6 Presentación 6 Traer la tarea de WB y LM a clase Video SPA 201 Examen final comprensivo, miércoles el 15 de diciembre, 6:00-8:00 PM 15