Second Year Spanish - Third Term

Course Number: SPA 203
Transcript Title: Second Year Spanish-3rd Term
Created: September 1, 2012
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 202 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 202 or instructor permission. Audit available. 

Intended Outcomes

Upon successful completion students should be able to:

  1. Manage most communicative tasks in a variety of social situations.
  2. Communicate effectively with some rephrasing and circumlocution with most native speakers.
  3. Narrate and describe with increased detail and length using a variety of time frames and modes with consistent accuracy.
  4. Understand the values underlying cultural behaviors and attitudes within the Spanish-speaking world and how it relates to one’s cultural perspective.
  5. Compare and contrast 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 abstract and complex ideas in a variety of 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 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. Greetings, introductions and leave-taking.
  2. Age and nationality, geography of the Hispanic world.
  3. Personal descriptions, daily routines, interests and activities.
  4. Household items and domestics chores.
  5. The Hispanic city, asking and giving directions, and commands.
  6. Family members and Hispanic last names.
  7. Time and weather.
  8. Classes, studies and professions.
  9. Definite and indefinite articles. Noun/adjective agreement.
  10. Regular and irregular verbs in present, immediate future, present progressive and preterite.
  11. Introduction to present subjunctive, and subordinate clauses.

Competencies and Skills:

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