First Year Spanish-Second Term

Course Number: SPA 102
Transcript Title: First Year Spanish-Second Term
Created: September 1, 2012
Updated: August 27, 2019
Total Credits: 4
Lecture Hours: 40
Lecture / Lab Hours: 0
Lab Hours: 0
Satisfies Cultural Literacy requirement: No
Satisfies General Education requirement: Yes
Grading options: A-F (default), P-NP, audit
Repeats available for credit: 0


SPA 101 or instructor permission, MTH 20 or equivalent placement test.

Prerequisite / Concurrent

Course Description

Continues the work of SPA 101. Emphasizes active communication in Spanish. Includes listening, speaking, reading, writing, pronunciation, structure, vocabulary, and culture. Prerequisites: Completion of SPA 101 or instructor permission; MTH 20 or equivalent placement test scores. Prerequisite/concurrent: WR 121. Audit available.

Intended Outcomes

Upon successful completion students should be able to:

  1. Manage common interactions, in both oral and written forms, in predictable settings using the present and beginning work in the past tense.
  2. Apply circumlocution and inference skills, at a beginning level, when navigating selected real world situations in Spanish.
  3. Identify a limited range of linguistic and cultural diversity within the Spanish-speaking world and how it differs and/or relates to one’s own culture.
  4. Apply a limited understanding of selected historical and cultural movements in the target culture through exposure to literature, art and performing arts in the target language.
  5. Apply some strategies for analyzing authentic materials in the target language.

Alignment with Institutional Core Learning Outcomes

Major 1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)


2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)

Not addressed

3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)


4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)


5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Core Learning Outcomes (CLOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

  1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
  2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

  1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
  2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Outcome Assessment Strategies

Students will be assessed by any combination of the following:

  1. Active participation in class.
  2. Individual and group presentations.
  3. Contextual written tasks (in or outside of class) to assess reading, writing, cultural, and aural competencies.
  4. Oral interviews with partner or instructor.
  5. In class, interactive student role-plays.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content (Themes, Concepts, Issues and Skills)

Include all or most of the following:

  1. Careers and activities at work
  2. Domestic settings and activities
  3. Comparisons and superlatives
  4. Food, cooking and restaurant settings
  5. Food in the Spanish speaking world
  6. Direct and indirect object pronouns
  7. Expressing obligation and duty
  8. Expressing plans for the future
  9. Geography and climates
  10. Transportation and traveling
  11. Holidays and celebrations of the Spanish speaking world
  12. Pastimes
  13. Parts of the body, health, personal care and habits
  14. Reflexives verbs
  15. Preterit and imperfect
  16. Commands

Competencies and Skills

  1. Manages very basic interactions in restaurants, shops, domestic settings, travel related environments.
  2. Discusses future plans and preferences
  3. Describes daily routine
  4. Begins to talk about past events and childhood
  5. Follows basic directions
  6. Recognizes cultural and linguistic differences in the Spanish-speaking world.
  7. Formulates questions and answers.
  8. Identifies and names people and objects.
  9. Writes strings of sentences
  10. Reads and understands the main ideas in simple texts
  11. Comprehends slow native speech in a highly contextual setting