Tulsa COMMUNITY COLLEGE, SOUTHEAST

Syllabus
2011
Roberto Maduro,
Instructor
[TULSA COMMUNITY COLLEGE, SOUTHEAST CAMPUS]
SPAN_1103_310_24252_201120: Spanish I
Spring 2011
1
INDEX INDEX
R. Maduro
SPA 1103
Call No. 24252
1.
General Info …3 GO
2.
Course and Program Description …3 GO
3.
Textbooks and supplies …4 GO
4.
Course Objectives …5 GO
5.
Teaching Methods…6 GO
6.
Technical Skill Requirements…7 GO
7.
Grading Policy…8 GO
8.
Program of Topics/Calendar…10 GO
9.
Language Labs…14 GO
10 .
Transferability…14 GO
11 .
Communications…14 GO
12 .
General Education Goals…14 GO
13 .
Special Needs…14 GO
14 .
Academic Integrity…15 GO
15 .
Institutional Statement…15 GO
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SYLLABUS
Tulsa Community College, Southeast Campus
Spring 2011
Course: SPA 1103, Spanish I
Section #: 390
Call #: 24252
Days(s) & Time(s): Online class. For office
hours (in person, by Skype, phone, or Wimba
Classroom, make appointment via email or phone.
Start and End Dates: 1/12/11 – 5/06/11
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Course Delivery Method: Standard
Course Format: 3 credits - 16 weeks
Instructor: Roberto E. Maduro
Office Hrs: M – F, 8:00 A.M. – 5:00 P.M. (appointment needed)
Office Email: [email protected]
Office Phone: (918) 595-7750
Office Location:
Skype name:
Southeast Campus Room 1120
roberto.maduro
TO CONTACT ACADEMIC AND CAMPUS SERVICES:
Director: Ann Craig
Office: Southeast Campus Room 2202
Phone: (918) 595-7673
TO CONTACT THE DIVISION OFFICE:
Division Name: Communications
Division Associate Dean: Judy Leeds
Division Office Location: SE 1202
Division Phone Number: (918) 595-7694
COURSE PREREQUISITE
None
COURSE DESCRIPTION
A beginning course in understanding, speaking, reading, and writing Spanish, the first in a sequence of
four related courses. This course covers ―Ante Todo‖ through Chapter 3 of the textbook. (Approximately
25% of class conducted in Spanish.)
PROGRAM DESCRIPTION
The growing need for multi-language skills has reached a critical point. More and more degrees and
career paths require applicants with sufficient competency to communicate with a native speaker of the
designated language. This program is designed for students who wish to acquire oral and written
language proficiency, an awareness of the Spanish-speaking culture, and who have plans to transfer to a
four-year university. TCC instructional methods infuse technology into the learning process.
NEXT COURSE IN SEQUENCE
SPA 1213, Spanish II.
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TEXTBOOKS, SUPPLIES, & OTHER SOURCES
Title
Puntos de Partida
(Textbook,
Digital Edition)
Puntos de Partida
Online Laboratory
Manual
Puntos de Partida
Online Workbook
Edition
8th
Author
Knorre, Dorwick, PérezGironés, and Villarreal
Publisher
McGraw-Hill
8th
QUIA
8th
QUIA
Students must purchase the digital components for Puntos de Partida, 8th Edition: a BOOK KEY for
the CENTRO™ Digital Textbook Edition (e-Book), the CENTRO™ Online Workbook, and the
CENTRO™ Online Laboratory Manual. With a single log-in authentication through CENTRO
<http://www.mhcentro.com>, students can access these three digital components. Students will need a
Course Code when registering their Book Keys in CENTRO. In addition, students have free access to
the Online Learning Center (OLC) Website <http://mhhe.com/puntos8> (Student Edition) and
other resources, which provides them with a wealth of supplementary exercises and activities specially
created for use with Puntos de Partida. Online exercises benefit students with self-scoring activities and
instant feedback.
Students are expected to have a basic level of computer proficiency to use Blackboard
<https://bb.tulsacc.edu>, Digital Textbook (eBook), Online Workbook & Laboratory Manual.
Instructions on how to enroll and start using the resources mentioned above follow.
Your instructor, Roberto Maduro, invites you to enroll in the following course.
Course: Spanish 1 - Spring 2011
Code: CAGFAA739
Books: Puntos de partida: An Invitation to Spanish (Digital Edition), 8th Edition
Puntos de partida: Online Workbook, 8th Edition
Puntos de partida: Online Laboratory Manual, 8th Edition
Creating a Centro Account
If you do not have an account, you need to create one. To do so, follow these steps:
1. Go to http://www.mhcentro.com and click Create an account.
2. Select a username and password and enter your information, then click Submit.
Note: Remember to write down your username and password and be sure to select the correct time zone.
Also, please enter a valid e-mail address so we can send you your password if you forget it.
Entering the Book Key and Course Code
Enter the book key and course code to complete the enrollment process. You may need to purchase a
book key, you may already have a book key that you purchased separately, or you may already have
activated the book for a previous course. Depending on your situation, use one of the procedures below.
The course code is listed at the top of this page.
Once you have completed this step, the system lists the course and book on the Student Workstation
home page. To enter additional books, enter a book key in the Enter field and click Go.
Note: Book keys can only be used once. Your book key will become invalid after you use it.
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I already have a book key
1. Go to http://www.mhcentro.com and log in.
2. At the top of the page, enter your book key and click Go.
3. Click Confirm to confirm your registration information. Your book will appear under the My
books heading.
4. Beside the book listing, enter the course code CAGFAA739 in the Enter course code field and
click Go.
5. If necessary, select a class or section and click Submit.
I need to purchase a book key
1. Go to http://www.mhcentro.com and log in.
2. At the top of the page, enter the course code CAGFAA739 and click Go.
3. If necessary, select a class or section and click Submit. The course and books will appear under
the My classes heading.
4. Locate the book and click buy.
5. Proceed through the purchase process.
Note: If the buy link does not appear in Step 4, contact your instructor for information about obtaining a
book key.
Using Centro
To access your Student Workstation in the future, go to http://www.mhcentro.com and log in. Here, you
can open your book, submit activities, view your results, and view your instructor's feedback. If you have
any questions, contact Quia CentroSupport at http://www.mhcentro.com/support.html
COURSE OBJECTIVES
The main course objective for this class is:
To develop oral proficiency in Spanish so that students can use this language
effectively in the real world
This course aims at preparing students to perform whole tasks in authentic contexts. In general, this
course’s main task is practical communication and socialization in Spanish, which involves knowledge of
basic content (vocabulary and grammar) and specific skills (conversation and comprehension). Authentic
contexts refer to real-life situations. Consequently, transfer of knowledge and skills from the classroom
to the workplace and everyday life is an essential goal of the instructional model used in Spanish 1.
Specifically, at the end of the semester, students should be able to converse, informally, with a native
Spanish speaker, in Spanish only, for at least five minutes, with the degree of flow expected for level 1,
covering the basic topics (greetings, polite expressions, farewells, likes and dislikes, school, family,
clothing) and using the grammatical tools (regular and some irregular verbs in present tense, nounadjective agreement, etc.) introduced in class.
Related goals for Spanish 1 are:
At least 95% of participating students should exit even the first level of language at TCC with a
measurable oral proficiency which is understandable to a native speaker of the target language.
At least 95% of participating students will develop proficiency in the four skills (listening, speaking,
reading, and writing) in the target language appropriate to the level of the course.
At least 95% of participating students will be able to understand the target language within the
vocabulary and structure limitations of the appropriate level when spoken by a native speaker at a
normal rate of speed.
At least 25% of the grade will be based on the student’s ability to write in Spanish without the aid of other
devices.
Students will have opportunities to acquire awareness and appreciation of the people who use the target
language.
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In this course, the Oral Proficiency Guidelines published by ACTFL (American Council for the Teaching
of Foreign Languages) are used as references to determine the functional level of students at different
points throughout the semester. In general it is expected that students will be able to perform at the
Novice-High level in the aforementioned scale. In the area of language production (speaking), ACTFL
describes that level as follows:
Speakers at the Novice-High level are able to handle a variety of tasks pertaining to the
Intermediate level, but are unable to sustain performance at that level. They are able to manage
successfully a number of uncomplicated communicative tasks in straightforward social situations.
Conversation is restricted to a few of the predictable topics necessary for survival in the target
language culture, such as basic personal information, basic objects and a limited number of
activities, preferences and immediate needs. Novice-High speakers respond to simple, direct
questions or requests for information; they are able to ask only a very few formulaic questions when
asked to do so.
Novice-High speakers are able to express personal meaning by relying heavily on learned phrases
or recombinations of these and what they hear from their interlocutor. Their utterances, which
consist mostly of short and sometimes complete sentences in the present, may be hesitant or
inaccurate. On the other hand, since these utterances are frequently only expansions of learned
material and stock phrases, they may sometimes appear surprisingly fluent and accurate. These
speakers' first language may strongly influence their pronunciation, as well as their vocabulary and
syntax when they attempt to personalize their utterances. Frequent misunderstandings may arise
but, with repetition or rephrasing, Novice-High speakers can generally be understood by
sympathetic interlocutors used to non-natives. When called on to handle simply a variety of topics
and perform functions pertaining to the Intermediate level, a Novice-High speaker can sometimes
respond in intelligible sentences, but will not be able to sustain sentence level discourse.
Degree Application: Spanish Associate of Arts, International Language Studies Certificate or
Associate of Liberal Arts (Spanish Option), International Studies Associate (Americas Option), and
others.
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TEACHING METHODS
This course is taught with a combination of short lectures to introduce key topics and skills and practice
activities, in which the instructor’s main roles are coaching and facilitating. As expressed before, the
emphasis is on the development of communication skills.
Three basic methods are used to develop language skills in this course:
Knowledge construction—students are encouraged to process the information received
and to react to the stimuli provided in class to generate their own conclusions and take
ownership of their learning. In other words, through knowledge construction, students will
turn the inputs received in class into their own outputs.
Repetition drills—these exercises pursue the automation of basic tasks (for instance,
vocabulary acquisition, verb conjugation, and noun-adjective agreement) and the
development of conversational reflexes.
Behavior modeling—students are encouraged to learn from observation as the instructor
and fellow learners solve the various communicative problems (or tasks) presented
throughout the course.
Instructional strategies may include:
Use of online study and homework resources (the Textbook, Digital Edition or eBook,
which is the main reference resource and contains a variety of graded recording activities, the
online Workbook, which includes reading and writing exercises, and the online Lab
Manual, which provides listening comprehension practice through audio materials)
Text-based lectures
Conversation activities including situational dialogs
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At least one field trip
Cultural projects
Audio presentations, including lectures, pronunciation segments, and conversations for
listening comprehension
Video presentations (with audio) with the same objectives as the audio materials with the
addition of non-verbal communication and settings
PowerPoint presentations and other multimedia products, narrated or non-narrated
Writing labs using blogs, through an utility built into Blackboard
The Chat-Lab, which consists of weekly on-campus meetings intended to foster learnerinstructor and learner-learner interaction with emphasis on oral skill development.
Consultation and tutoring in person or through use of the Wimba Classroom application (built
into Blackboard)
TECHNICAL SKILL REQUIREMENTS
Students should be comfortable with the following operations:
Sending email with attachments
Participating in threaded text-based discussions
Accessing internet resources and conducting searches
Recording their voice to a computer and posting or emailing the resulting audio clips
Performing basic word tasks– creating, saving and attaching documents.
Downloading, opening and viewing multimedia materials from a website (audio and video)
Opening and viewing PowerPoint presentations
Participating in real-time interactive environments, similar to chat rooms but enhanced with
web-conferencing features, including audio/video transmission
Blogging
Following a written set of technical directions
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GRADING POLICY
Each assessed item will be assigned a number of points. At the end of the semester, all points will be
totaled and a letter grade will be based on the total. Final grades will be determined on an individual
basis and not through competition with classmates. The final grade for this course will be calculated on
the following basis:
1. Chapter Portfolios (4), Plática No.1 (at midterm point), and Plática No.2 (at the end of
semester) (Total: 700 points)
PORTAFOLIOS
2 Pruebas de Vocabulario y Estructura (Vocabulary
& Structure Worksheets)
15 pts.
each
=30 pts.
2 Situaciones de la Vida Real
20 pts.
=40 pts.
(Real-Life Scenarios)
each
1 Práctica de Pronunciación
10 pts.
=10 pts.
(Pronunciation Practice; recorded exercise from
digital textbook)
1 Taller de Composición
20 pts.
=20 pts.
(Writing Workshop; short composition posted in
course blog)
TOTAL POINTS Preliminary Chapter Portfolio:
100 pts.
Capítulo 1-Portafolio (same structure as above)
100 pts.
Capítulo Preliminar
(Ante Todo)
Portafolio
Capítulo 2-Portafolio
100 pts.
Capítulo 7-Portafolio
100 pts.
PLÁTICAS
Plática No.1 (General Conversation at midpoint)
150 pts.
Plática No.2 (General Conversation at end of semester)
150 pts.
Tarea (Homework) and Participation (Total: 300 points)
TAREA (includes Workbook and Lab Manual in CENTRO or QUIA)
Capítulo Preliminar (Ante Todo)
Capítulo 1-Tarea
(same structure as above)
Workbook
25 pts.
Lab Manual
25 pts.
TOTAL POINTS Chapter 4 Tarea:
50 pts.
50 pts.
Capítulo 2-Tarea
50 pts.
Capítulo 3-Tarea
50 pts.
OTHER GRADED ITEMS
Class Participation*
100 pts.
TOTAL POINTS FOR THE COURSE: 1000
*This grade comes from a combination of attendance and full engagement in class activities.
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GRADING SCALE
90 – 100%
(900 – 1000 pts.)
80 – 89%
(800 – 899 pts.)
70 – 79%
(700 – 799 pts.)
60 – 69%
(600 – 699 pts.)
Below 60%
(> 600 pts.)
=
=
=
=
=
A
B
C
D
F
PLÁTICAS (GENERAL CONVERSATIONS)
These conversational activities must be done—no exceptions—for a student to receive a passing grade in
the course. If a student fails to complete any or both of those conversations, the student will receive a
failing grade.
WITHDRAWALS
The deadline to withdraw from a course shall not exceed 3/4 the duration of any class. Contact the
Counseling Office at any TCC campus to initiate withdrawal from a course ('W' grade) or to change from
Credit to Audit. Check the TCC Academic Calendar for deadlines. Students who stop participating in the
course and fail to withdraw may receive a course grade of ―F,‖ which may have financial aid consequences
for the student.
Students who are considering withdrawing the course are encouraged to notify the instructor. In some
cases, certain measures can be taken that will address the problem without having to resort to a
withdrawal. However, if the student decides to drop the class, s/he will have to complete all required
procedures with the Registrar office. No Administrative Withdrawals will be given in this class.
If a student simply ―disappears‖ from the class, s/he will receive the grade corresponding to the points
accumulated at the moment of dropping against the TOTAL points set for the entire course. In virtually
every case, this amounts to a failing grade.
LATE ASSIGNMENTS
Late completed assignments will be graded according to the following scale:
-1 day late (assignment turned in on the day after the deadline): up to 80% credit
-2 or 3 days late: up to 60% credit
-4 or 5 days late: up to 50% credit
-Over 5 days late: zero credit
No late assignments will be accepted on the last day of class.
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MAKE-UP POLICY
Students must make arrangements with their instructor concerning make-up coursework. Delay on
completing assignments is strongly discouraged since they are timed to coincide with the best
learning/performance period for the students. NOTE: Assignments must be made up by the deadline
established by the instructor as a result of the student contacting him to make
arrangements prior to the due date. Failure to make proper arrangements, provide acceptable
justification, or complete the assignment on the stipulated date and time will result in a grade of ZERO.
AUDIT OR CREDIT
Students may take this course on an audit or credit basis. Students who prefer to audit should request
and Audit Form during enrollment or on the first day of class. Audit students are expected to do the
same work as credit students, i.e., complete all assignments and engage fully in class interaction.
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PROGRAM OF TOPICS AND COURSE CALENDAR
The instructor may change the activity schedule AT ANY TIME with notification by email or through an
announcement posted in the ANUNCIOS section of the Blackboard class site.
(NOTE: Semana = week)
PROGRAM OF TOPICS
Semana
1
Módulo
1
2
2
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3
1
2
1
2
4
1
5
1
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6
7
2
Content
Listening Comprehension segment: Presentación Personal (Word
hunting + Gist extraction)
Course information
CAPÍTULO PRELIMINAR – Ante Todo
Language Materials & Speaking Strategies: Learning by MODELS (use
of handout)[Textbook connection: Ante Todo, Primera Parte: Saludos y
expresiones de cortesía]
Application of basic models [Textbook connection: Ante Todo, Primera
Parte: Saludos y expresiones de cortesía]
Textbook connection: Ante Todo, Primera Parte: Description  Los
cognados (some adjectives and nouns)
Textbook connection: Ante Todo, Primera Parte  El alfabeto español
Continuation with MODELS (handout) [Textbook connection: Ante
Todo, Primera Parte: Description]
Pronunciación: Las vocales
ANTE TODO, SEGUNDA PARTE
Los números 0–30; ¿hay? [connection to MODELS]
Gustos y Preferencias [connection to MODELS]
Continuation with MODELS (handout) [Textbook connection: Ante
Todo, Segund Parte: ¿Qué hora es? ¿A qué hora es?
Applications of MODELS in real-life situations
REPASO GENERAL de ANTE TODO and MODELS (Applications and
Transfer)
CAPÍTULO 1 – En la Universidad
Vocabulario: En la clase & Las materias
Listening Comprehension segment: En la Universidad de Costa
Rica (UCR)
Nota Comunicativa: Palabras interrogativas
Pronunciación: Diphthongs and Linking
Singular Nouns: Gender & Articles
Recycle of MODELS
1
Nouns and Articles: Plural Forms
Expressing Actions: Subject Pronouns; Present Tense of –ar Verbs
2
Negation, expnasion and other variations on basic sentence structure
Nota Comunicativa: The verb «estar»
Recycle of MODELS
Question formats: Inversion and Rising Intonation
Types of questions: Open Ended, Yes/No, and Tag
Dialog building
1
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2
8
1
2
1
9
2
10
11
1
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2
12
1
13
1
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14
2
1
2
15
1
2
16
1
2
“FINALS”
Call No. 24252
Perspectivas Culturales: Las Universidades en el Mundo Hispano
(Lectura)
Recycle of MODELS/Práctica para Plática No.1
REPASO GENERAL de ANTE TODO and MODELS (Applications and
Transfer)
CAPÍTULO 2 – La Familia
Vocabulario: La familia, los parientes y apellidos
Listening Comprehension segment: Mi Familia
Recycle of MODELS/Práctica para Plática No.1
Los números 31–100
Pronunciación: Stress & Written Accent Marks
Adjectives: Gender, Number, and Position
Adjectives with «ser»; Forms and Placement
PLÁTICA No.1
VACACIONES DE PRIMAVERA (Spring Break) Yay!
¡No hay clases, no hay tarea, nada!
Nota Comunicativa: nacionalidades latinoamericanas
Present Tense of «ser»; Summary of Uses
Pronunciación: Stress & Written Accent Marks (Part 1)
Adjectives: Gender, Number, and Position
Adjectives with «ser»; Forms and Placement
Possessive Adjectives (Unstressed)
Verbs that end in –er and –ir
Use and Omission of Subject Pronouns
Recycle of MODELS
REPASO GENERAL del CAPÍTULO 2 and MODELS (Applications and
Transfer)
CAPÍTULO 3 – De compras
Vocabulario: La ropa
Listening Comprehension segment: De compras en la tienda
virtual
¿De qué color es?
Nota Cultural: Clothing in the Hispanic World
Recycle of MODELS/Práctica para Plática No.1
Más allá del número 100
Pronunciación: Stress & Written Accent Marks (Part 2)
Demonstrative Adjectives & Pronouns
Stem-changing and irregular verbs: Tener, venir, preferir, querer &
poder
Some idiomatic expressions with «tener»
Recycle of MODELS/Práctica para Plática No.1
Expressing Destination: «ir» + a + place
Some idiomatic expressions with «tener»
The Contraction «al»
Expressing Future: «ir» + a + infinitive verb
Recycle of MODELS/Práctica para Plática No.1
REPASO GENERAL del CAPÍTULO 3, whole semester and MODELS
(Applications and Transfer)
Práctica para Plática No.1
PLÁTICA No.2
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CALENDAR OF ASSIGNMENTS (ASSESSED ACTIVITIES)
SEMANA 1
□ ¡NADA!
SEMANA 2
□ January 23 – Capítulo Preliminar (Ante Todo)-Portafolio Pa: Práctica de Pronunciación
(Pronunciation Practice: Digital Textbook Recording)
PUNTOS—digital textbook exercise: P.11D
SEMANA 3
□ January 26, before class session – Capítulo Preliminar (Ante Todo)-Portafolio Pb: Prueba de
Vocabulario y Estructura No.1 (Vocabulary & Structure Worksheet No.1)
□ January 26, during class session – Capítulo Preliminar (Ante Todo)-Portafolio Pc: Situaciones de la
Vida Real-Episodio No.1 (Real-Life Scenario No.1)
SEMANA 4
□ February 2, before class session – Capítulo Preliminar (Ante Todo)-Portafolio Pd: Prueba de
Vocabulario y Estructura No.2 (Vocabulary & Structure Worksheet No.2)
□ February 2, during class session – Capítulo Preliminar (Ante Todo)-Portafolio Pe: Situaciones de la
Vida Real-Episodio No.2 (Real-Life Scenario No.2)
□ Feburary 6 – Capítulo Preliminar (Ante Todo)-Portafolio Pf: Taller de Composición (Writing
Workshop; short composition posted on blog)
□ February 6 – Capítulo Preliminar (Ante Todo)-Tarea: All assigned CENTRO Workbook and Lab Manual
exercises, Preliminary Chp.
SEMANA 5
□ February 13 – Capítulo 1-Portafolio 1a: Práctica de Pronunciación (Pronunciation Practice: Digital
Textbook Recording)
PUNTOS—digital textbook exercise: 1.12D
SEMANA 6
□ February 16, before class session – Capítulo 1-Portafolio 1b: Prueba de Vocabulario y Estructura No.1
(Vocabulary & Structure Worksheet No.1)
□ February 16, during class session – Capítulo 1-Portafolio 1c: Situaciones de la Vida Real-Episodio No.1
(Real-Life Scenario No.1)
SEMANA 7
□ February 23, before class session – Capítulo 1-Portafolio 1d: Prueba de Vocabulario y Estructura No.2
(Vocabulary & Structure Worksheet No.2)
SEMANA 8
□ March 2, during class session – Capítulo 1-Portafolio 1e: Situaciones de la Vida Real-Episodio No.2
(Real-Life Scenario No.2)
□ March 6 – Capítulo 1-Portafolio 1f: Taller de Composición (Writing Workshop; short composition posted
on blog)
□ March 6 – Capítulo 1-Tarea: All assigned CENTRO Workbook and Lab Manual exercises, Chp.1
SEMANA 9
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□ March 9, during class session – PLÁTICA NO.1 (General Conversation, combining topics from the previous two
chapters)
□ March 13 – Capítulo 2-Portafolio 2a: Práctica de Pronunciación (Pronunciation Practice: Digital
Textbook Recording)
PUNTOS—digital textbook exercise: 2.31-2B
SEMANA 10
Vacaciones de Primavera (Spring Break)
SEMANA 11
□ March 23, before class session – Capítulo 2-Portafolio 2b: Prueba de Vocabulario y Estructura No.1
(Vocabulary & Structure Worksheet No.1)
□ March 23, during class session – Capítulo 2-Portafolio 2c: Situaciones de la Vida Real-Episodio No.1
(Real-Life Scenario No.1)
SEMANA 12
□ March 30, before class session – Capítulo 2-Portafolio 2d: Prueba de Vocabulario y Estructura No.2
(Vocabulary & Structure Worksheet No.2)
□ March 30, during class session – Capítulo 2-Portafolio 2e: Situaciones de la Vida Real-Episodio No.2
(Real-Life Scenario No.2)
□ April 3 – Capítulo 2-Portafolio 2f: Taller de Composición (Writing Workshop; short composition posted
on blog)
□ April 3 – Capítulo 2-Tarea: All assigned CENTRO Workbook and Lab Manual exercises, Chp.2
SEMANA 13
□ April 10 – Capítulo 3-Portafolio 3a: Práctica de Pronunciación (Pronunciation Practice: Digital
Textbook Recording)
PUNTOS—digital textbook exercise: 3.11D
SEMANA 14
□ April 13, before class session – Capítulo 3-Portafolio 3b: Prueba de Vocabulario y Estructura No.1
(Vocabulary & Structure Worksheet No.1)
□ April 13, during class session – Capítulo 3-Portafolio 3c: Situaciones de la Vida Real-Episodio No.1
(Real-Life Scenario No.1)
SEMANA 15
□ April 20, before class session – Capítulo 3-Portafolio 3d: Prueba de Vocabulario y Estructura No.2
(Vocabulary & Structure Worksheet No.2)
SEMANA 16
□ April 27, during class session – Capítulo 3-Portafolio 3e: Situaciones de la Vida Real-Episodio No.2
(Real-Life Scenario No.2)
□ May 1 – Capítulo 3-Portafolio 3f: Taller de Composición (Writing Workshop; short composition posted
on blog)
□ May 1 – Capítulo 3-Tarea: All assigned CENTRO Workbook and Lab Manual exercises, Chp.3
SEMANA 17 (―FINALS‖)
□ May 4, during class session – PLÁTICA NO.2 (General Conversation, combining topics from the entire semester)
Spring 11
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R. Maduro
SPA 1103
Call No. 24252
LANGUAGE LABORATORIES
Students can use the language labs located at Tulsa Community College’s four campuses at their
convenience (day or evening) and in accordance with course assignments. Many computer-based
resources as well as DVDs, videotapes, books and magazines are available for students. At the Southeast
Campus Language Lab, students can also receive one-on-one free tutoring (by appointment) or join the
Chat Lab to practice conversation.
To locate a language lab or contact its staff, use the following table:
CAMPUS
Metro
Northeast
Southeast
West
ROOM
MC430A
1521
1120
1244
PHONE
918-595-7068
918-595-7402
918-595-7750
918-595-8088
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TRANSFERABILITY
Students should verify transferability of this course with the college or university to which the credits are
to be transferred. In general, this is a standard course in the language department at most universities
through the nation.
COMMUNICATIONS
Email: All TCC students receive a designated ―MyTCC‖ email address (ex:
[email protected]). All communications to you about TCC and course
assignments will be sent to your MyTCC email address; and you must use MyTCC email
to send email to, and receive email from, the instructor regarding this course.
Inclement Weather: Although this is an online class, campus-based activities such as lab sessions and
tutoring may be impacted by weather. However, TCC rarely closes. If extreme weather conditions or
emergency situations arise, TCC always gives cancellation notices to radio and television stations. This
information is also posted on the TCC website (www.tulsacc.edu). In most cases when the campus is
closed due to weather, onsite lab sessions will be changed to an all-online format via the Wimba
Classroom tool embedded in Blackboard.
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GENERAL EDUCATION GOALS
General Education courses at TCC ensure that our graduates gain skills, knowledge, and abilities that
comprise a common foundation for their higher education and a backdrop for their work and personal
lives. TCC’s General Education goals are: Critical Thinking, Effective Communication, Engaged Learning,
and Technological Proficiency.
STUDENTS WITH SPECIAL NEEDS
Students with documented disabilities are provided academic accommodations through the disabled
Student Resource Center (918-595-7115) or Resource Center for the Deaf and Hard of Hearing (918-5957428), TDD-TTY (918-595-7434). If any student is in need of academic accommodations from either
office, it is the student’s responsibility to advise the instructor so an appropriate referral can be made no
later than the first week of class. Students may also contact the disabled Student Services Offices directly
at the telephone numbers indicated. ACADEMIC ACCOMMODATION WILL NOT BE PROVIDED
UNLESS APPROPRIATE DOCUMENTATION IS PROVIDED TO THE DISABLED STUDENT SERVICES
OFFICES TO SUPPORT THE NEED.
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Spring 11
14
R. Maduro
SPA 1103
Call No. 24252
ACADEMIC INTEGRITY - PLAGIARISM
The cornerstone for intellectual achievement is academic integrity. Tulsa Community College recognizes
that academic honesty is the vital key to a learner's true intellectual growth and ultimate personal
satisfaction and success.
Academic dishonesty (cheating) is defined as the deception of others about one’s own work or about the
work of another. Plagiarism is a specific type of academic dishonesty. It is claiming, indicating, or
implying that the ideas, sentences, or words of another are your own; it includes having another person
do work claimed to be your own, copying the work of another and presenting it as your own , or following
the work of another as a guide to ideas and expressions that are then presented as your own.
Academic dishonesty or misconduct is not condoned or tolerated at campuses within the Tulsa
Community College system. Tulsa Community College adopts a policy delegating certain forms of
authority for disciplinary action to the faculty. Such disciplinary actions delegated to the faculty include,
but are not limited to, the dismissal of disrespectful or disorderly students from classes. In the case of
academic dishonesty a faculty member may:
Require the student to redo an assignment or test, or require the student to complete a substitute
assignment or test;
Record a "zero" for the assignment or test in question;
Recommend to the student that the student withdraw from the class, or administratively
withdraw the student from the class;
Record a grade of "F" for the student at the end of the semester. Faculty may request that
disciplinary action be taken against a student at the administrative level by submitting such a
request to the Dean of Student Services.
INSTITUTIONAL STATEMENT
Each student is responsible for being aware of the information contained in the TCC Catalog, TCC
Student Handbook, TCC Student Code of Conduct Policy Handbook, and semester information listed in
the Class Schedule. All information may be viewed on the TCC website: www.tulsacc.edu.
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Spring 11
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