Second Year Spanish - Second Term

Course Number: SPA 202
Transcript Title: Second Year Spanish-2nd Term
Created: February 27, 2013
Updated: August 26, 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 201 or instructor permission

Course Description

Continues to expand structure and vocabulary for the purpose of active communication. Includes practice in reading and writing. Prerequisites: SPA 201 or instructor permission. Audit available.

Intended Outcomes

Upon successful completion of this course, students will be able to:

  1. Handle a wider range of communicative tasks in selected social situations.
  2. Communicate more effectively with some rephrasing and circumlocution with native speakers accustomed to dealing with non-native speakers.
  3. Further develop discourse to narrate and describe in more detail and length using a variety of time frames and modes with greater accuracy.
  4. Expand understanding of cultural similarities and differences within the Spanish-speaking world in relation to one’s own cultural perspective.
  5. Deepen understanding of historical and cultural movements through analysis of selected works of art, literature, music, film and/or performing arts from the target culture.
  6. Analyze and develop responses to selected 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. Social and cultural activities, and sports
  2. Travel
  3. Narrating a sequence of events in the past (imperfect versus preterite)
  4. Shopping for food, and ordering food in a restaurant
  5. Indicating one's preferences (verbs like "gustar")
  6. Describing medical, dental, and hospital care
  7. Shopping for clothes: explaining one's needs: style, size, etc.
  8. Compound tenses (present perfect, pluperfect)
  9. Subject, object, and double object pronouns
  10. Subordinate noun and adjectival clauses and the subjunctive (present, imperfect)
  11. Comparisons

Competencies and Skills

  1. Manages personal interactions
  2. Discusses activities in future, present and past
  3. Gives recommendations and suggestions
  4. Recognizes and appreciates cultural and linguistic differences in the Spanish speaking world
  5. Writes paragraphs given a context and a model
  6. Reads and understands a variety of texts
  7. Comprehends slow native speech in a contextual setting
  8. Makes herself/himself understood by a native speaker accustomed to non-native speakers