Guidelines and Topics for Final Oral Exam SPN 102
29 de Noviembre, 2010
You will have ten minutes to have an oral interview with the instructor. Please prepare your questions for the following topics. We will pick ONE topic for your interview. Your answers will be assessed following the same criteria for your oral skit: relevance (30), creativity (40), and Spanish language performance (50).
Tema 1: Su pasado reciente. Dígame qué hizo la semana pasada o recientemente. Describa lo que hizo. ¿Qué hiciste el sábado pasado? ¿Qué hiciste para Thanksgiving? ¿Qué hizo el fin de semana? ¿Fuiste a algún lugar especial? ¿Con quién fuiste?
Tema 2: Su niñez. Dígame algunos eventos importantes de su niñez. Describa lo que hacía de niña/o. Algunas preguntas: ¿Qué juegos jugaba? ¿Dónde iba? ¿Qué le gustaba hacer? ¿Por qué? ¿Qué tipo de memorias tiene?
Tema 3: Su futuro. Dígame qué planes tiene para su futuro cercano o lejano. Algunas preguntas: ¿Qué planes tiene para Navidad? ¿Qué va a hacer? ¿Cuándo se graduará? ¿Dónde le gustaría estar en 10 años?
Monday, November 29, 2010
FINAL ORAL EXAMINATIONS – SPN 101 Fall 2010
Guidelines and Topics: Final Oral Interview
You will have five minutes to have an oral interview with the instructor. Please prepare your questions for the following topics. We will pick ONE topic for the interview. Your answers will be assessed following the same criteria for your oral skit: relevance (30), creativity (40), and Spanish language performance (50).
Tema 1: La universidad. Dígame acerca de sus estudios universitarios. Algunas preguntas: ¿Qué estudia aquí en la universidad? ¿Qué clases toma en la semana? ¿Cuáles son sus cursos favoritos? ¿Cuál es su clase favorita? ¿Por qué?
Tema 2: La familia. Dígame de su familia. Algunas preguntas: ¿Cuántas personas hay en su familia? ¿Dónde viven? ¿Con quién vive usted? ¿Cuándo visita a sus padres? ¿Cómo se llaman sus padres?
Tema 3: Los pasatiempos. Dígame de sus pasatiempos. Algunas preguntas: ¿Qué hace en su tiempo libre? ¿Cuál es su deporte o pasatiempo favorito? ¿Por qué? ¿Qué hace con sus amigos o con su familia? ¿Qué hiciste el sábado pasado? ¿Qué hiciste para Thanksgiving?
You will have five minutes to have an oral interview with the instructor. Please prepare your questions for the following topics. We will pick ONE topic for the interview. Your answers will be assessed following the same criteria for your oral skit: relevance (30), creativity (40), and Spanish language performance (50).
Tema 1: La universidad. Dígame acerca de sus estudios universitarios. Algunas preguntas: ¿Qué estudia aquí en la universidad? ¿Qué clases toma en la semana? ¿Cuáles son sus cursos favoritos? ¿Cuál es su clase favorita? ¿Por qué?
Tema 2: La familia. Dígame de su familia. Algunas preguntas: ¿Cuántas personas hay en su familia? ¿Dónde viven? ¿Con quién vive usted? ¿Cuándo visita a sus padres? ¿Cómo se llaman sus padres?
Tema 3: Los pasatiempos. Dígame de sus pasatiempos. Algunas preguntas: ¿Qué hace en su tiempo libre? ¿Cuál es su deporte o pasatiempo favorito? ¿Por qué? ¿Qué hace con sus amigos o con su familia? ¿Qué hiciste el sábado pasado? ¿Qué hiciste para Thanksgiving?
Tuesday, November 2, 2010
GUIDELINES FOR FINAL ORAL EXAM F10
Please bring a hard copy of your script in Spanish and English the day of the Oral Exam.
As part of your FINAL ORAL EXAMININATION, you and your partner will perform a small interaction/dialogue the last week of classes. This performance aims to make you practice your acting and easiness with a topic/topics with Spanish language and culture. You and your classmate/s will create a dialogue/interaction/interchange that focuses on a specific situation/situations focused on the objectives of one/two or various lessons covered in SPN 101-102. You are required to include SIX QUESTIONS/ANSWERS/SENTENCES (connected with the GRAMMAR ESTRUCTURAS) practiced during the semester in your final script.
What is the format for a Performance script?
Imagine a situation in which you are having problems in communication. Imagine the situation to be happening here in the US. Therefore adopt different roles (one person who speaks more English and a person who speaks more Spanish interacting in a gathering, party, class, store, doctor’s room, social services office, prison, courtroom, etc). Imagine the person to be from a country familiar to you (you researched one already; the country of your amigo, co-worker). Write a small description of the situation and the characters. Be sure that the dialogue has a flow. You are required to write a very RELEVANT, CREATIVE, and EDGY script for your performance. Imagine this performance will be posted on YouTube and you can win a PRIZE for IT. If necessary, you are also encouraged to provide some notes (in English) for situation changes, characters’ new identities and emotions, or the like to provide a sense of the interaction and why some scenes change during the performance.
What is the format of your actual PERFORMANCE?
Students are required to REHEARSE their lines prior to their final performance. In the actual oral exam, you will act out, perform, enact your momentary new identities/roles as it were a REAL-LIFE SITUATION/INTERACTION. Imagine yourself as a potential ACTOR. Your intonation, voice, and use of props are closely associated with the RELEVANCY, CREATIVITY and EDGYNESS of your performance. You won’t be able to read any lines from your script.
How are PERFORMANCES graded?
Area Total points Needs help Very Good Outstanding
RELEVANCE of performance to question/ task/ assignment. Background sections are helpful. 10 15 20
CREATIVITY Students created a difference with their performance; they acted in unique way and caught the audience’s attention. 20 25 30
SPANISH LANGUAGE PERFORMANCE
Students act, pronounce and enunciate clearly and use their acting and bodies to convey their meanings clearly. They improvise their lines if they forgot the scripts and achieved their communication goal. 30 35 40
SCRIPT QUALITY: Edited, clear sentences, accent marks, and handed in on time. 4 7 10
As part of your FINAL ORAL EXAMININATION, you and your partner will perform a small interaction/dialogue the last week of classes. This performance aims to make you practice your acting and easiness with a topic/topics with Spanish language and culture. You and your classmate/s will create a dialogue/interaction/interchange that focuses on a specific situation/situations focused on the objectives of one/two or various lessons covered in SPN 101-102. You are required to include SIX QUESTIONS/ANSWERS/SENTENCES (connected with the GRAMMAR ESTRUCTURAS) practiced during the semester in your final script.
What is the format for a Performance script?
Imagine a situation in which you are having problems in communication. Imagine the situation to be happening here in the US. Therefore adopt different roles (one person who speaks more English and a person who speaks more Spanish interacting in a gathering, party, class, store, doctor’s room, social services office, prison, courtroom, etc). Imagine the person to be from a country familiar to you (you researched one already; the country of your amigo, co-worker). Write a small description of the situation and the characters. Be sure that the dialogue has a flow. You are required to write a very RELEVANT, CREATIVE, and EDGY script for your performance. Imagine this performance will be posted on YouTube and you can win a PRIZE for IT. If necessary, you are also encouraged to provide some notes (in English) for situation changes, characters’ new identities and emotions, or the like to provide a sense of the interaction and why some scenes change during the performance.
What is the format of your actual PERFORMANCE?
Students are required to REHEARSE their lines prior to their final performance. In the actual oral exam, you will act out, perform, enact your momentary new identities/roles as it were a REAL-LIFE SITUATION/INTERACTION. Imagine yourself as a potential ACTOR. Your intonation, voice, and use of props are closely associated with the RELEVANCY, CREATIVITY and EDGYNESS of your performance. You won’t be able to read any lines from your script.
How are PERFORMANCES graded?
Area Total points Needs help Very Good Outstanding
RELEVANCE of performance to question/ task/ assignment. Background sections are helpful. 10 15 20
CREATIVITY Students created a difference with their performance; they acted in unique way and caught the audience’s attention. 20 25 30
SPANISH LANGUAGE PERFORMANCE
Students act, pronounce and enunciate clearly and use their acting and bodies to convey their meanings clearly. They improvise their lines if they forgot the scripts and achieved their communication goal. 30 35 40
SCRIPT QUALITY: Edited, clear sentences, accent marks, and handed in on time. 4 7 10
Wednesday, April 7, 2010
FINAL PAPER OPTIONS: SPN 101-102
Guidelines for Final Paper SPN 101-102 Spring 2010
Option 1: Latino Interview paper
Write an essay based on the interview with a dominant Latino Spanish/English speaker who speaks, understands, and uses Spanish in the US. If you have a question on your informant ask the professor. See syllabus for guidelines.
Option 2: Spanish language landscape paper
Write an essay based on your analysis of Spanish language use in KY. Take pictures (ads, announcements, booklets) where Spanish is used in Owensboro or another KY town. You divide your essay as follows: (1) Socio-cultural context: Explain your decision for your option. Then suggest the possible reasons for the use of Spanish in these texts. You can argue that the pictures are produced by different groups (such as immigrant business or social services agencies) that target certain objectives. (2) Analysis of pictures: Categories and Language. Group your pictures into categories such as Using Spanish for selling products, Using Spanish for advertising products, etc. Then identify some of the estructuras used in our course to describe the sentences/comments/phrases/questions in Spanish in the pictures; and (3) Reflections: Offer reflections/comments on what you have learned from this final project on Spanish language use.
Option 3: Media Spanish language performance paper
Write an essay based on your analysis on Spanish language media performance. Watch a film in Spanish with English subtitles. You can also use a you-tube performance of a song in Spanish. You divide your essay as follows: (1) Contents of the media product. Explain your decision for your option. Describe in English the general plot/contents of the movie/song; (2) Analysis of performance: Choose specific segments and interactions to describe the use of Spanish to convey certain communicative functions (e.g. describe people, make a complaint, express happiness, etc). You can choose certain portions that are touching to you. Then identify some of the estructuras used in our course in the sentences/comments/phrases/questions in Spanish in these specific interactions (quote the interactions if necessary); and (3) Reflections: Offer reflections/comments on what you have learned from this final project on Spanish language use.
Option 1: Latino Interview paper
Write an essay based on the interview with a dominant Latino Spanish/English speaker who speaks, understands, and uses Spanish in the US. If you have a question on your informant ask the professor. See syllabus for guidelines.
Option 2: Spanish language landscape paper
Write an essay based on your analysis of Spanish language use in KY. Take pictures (ads, announcements, booklets) where Spanish is used in Owensboro or another KY town. You divide your essay as follows: (1) Socio-cultural context: Explain your decision for your option. Then suggest the possible reasons for the use of Spanish in these texts. You can argue that the pictures are produced by different groups (such as immigrant business or social services agencies) that target certain objectives. (2) Analysis of pictures: Categories and Language. Group your pictures into categories such as Using Spanish for selling products, Using Spanish for advertising products, etc. Then identify some of the estructuras used in our course to describe the sentences/comments/phrases/questions in Spanish in the pictures; and (3) Reflections: Offer reflections/comments on what you have learned from this final project on Spanish language use.
Option 3: Media Spanish language performance paper
Write an essay based on your analysis on Spanish language media performance. Watch a film in Spanish with English subtitles. You can also use a you-tube performance of a song in Spanish. You divide your essay as follows: (1) Contents of the media product. Explain your decision for your option. Describe in English the general plot/contents of the movie/song; (2) Analysis of performance: Choose specific segments and interactions to describe the use of Spanish to convey certain communicative functions (e.g. describe people, make a complaint, express happiness, etc). You can choose certain portions that are touching to you. Then identify some of the estructuras used in our course in the sentences/comments/phrases/questions in Spanish in these specific interactions (quote the interactions if necessary); and (3) Reflections: Offer reflections/comments on what you have learned from this final project on Spanish language use.
SPN 101-Lección 6 Performance and Tareas
Lección 6: De Compras
Scenario Title: Going to buy
Describe in a small paragraph in Spanish where you are, and how you and your friend are feeling.
Role A: You went to a clothing store last weekend. You bought a number of items at very low prices. You are taking your new friend to this store. S/he does not speak English that much. So use gestures and body to convey some ideas. Prepare your questions/answers/comments.
Role B: You have been invited to go to a store with your new KY friend. You are still learning English and this is a good opportunity to learn clothing and shopping language. You had an ear infection. This day shopping you cannot hear very well so you ask for clarifications sometimes. Prepare your questions/answers/comments.
TAREAS L6: De Compras
Contextos: Práctica 3: 191. Comunicación 1 (Preguntas 1-8): 193. WB
6.1. Saber y Conocer: Sección Azul: 200. Práctica 1, 3: 201. WB
6.2. Indirect Object Pronouns: Sección Azul: 203. Práctica: 2 (1-5), Comunicación 6: 205. WB
6.3. Preterite Tense of regular verbs: Sección Azul: 207. Práctica 1, 3 (1-5): 208. WB.
6.4. Demonstrative adjectives and pronouns: Sección Azul: 211. Práctica 1, 2 (1-8): 212.
Scenario Title: Going to buy
Describe in a small paragraph in Spanish where you are, and how you and your friend are feeling.
Role A: You went to a clothing store last weekend. You bought a number of items at very low prices. You are taking your new friend to this store. S/he does not speak English that much. So use gestures and body to convey some ideas. Prepare your questions/answers/comments.
Role B: You have been invited to go to a store with your new KY friend. You are still learning English and this is a good opportunity to learn clothing and shopping language. You had an ear infection. This day shopping you cannot hear very well so you ask for clarifications sometimes. Prepare your questions/answers/comments.
TAREAS L6: De Compras
Contextos: Práctica 3: 191. Comunicación 1 (Preguntas 1-8): 193. WB
6.1. Saber y Conocer: Sección Azul: 200. Práctica 1, 3: 201. WB
6.2. Indirect Object Pronouns: Sección Azul: 203. Práctica: 2 (1-5), Comunicación 6: 205. WB
6.3. Preterite Tense of regular verbs: Sección Azul: 207. Práctica 1, 3 (1-5): 208. WB.
6.4. Demonstrative adjectives and pronouns: Sección Azul: 211. Práctica 1, 2 (1-8): 212.
Tuesday, April 6, 2010
SPN 102-Lección 14 Performance and TAREAS
Lección 14: El bienestar
Essay Title: My Middle/High School years
Write an autobiographical essay about your time in school. Address: things that you have done that you are proud of and things you are not (use the present perfect), and things that you had done by age eight and by age sixteen (use the present perfect). Use expressions such as me alegro, me sorprende, siento, es una lástima, etc. and the present subjunctive. Cover topics as academic and extracurricular achievements and discontents, as well as achievements and discontents in your social life. Share and perform it with your partner.
TAREAS Lección 14:
Contextos: El bienestar. 4 Práctica: Combinar (4): 509. Preguntas (6): 1-3-6: 510. WB 170-4
15.1 Present Perfect: Sección Azul: 519. Práctica: 1-3 (Escoge 6 preguntas): 520. WB: 172-4
15.2 Past perfect: Sección Azul: 522: Práctica: 1-3(Escoge 6 cosas): 523. WB: 174-4
15.3 The present perfect subjunctive: Sección Azul: 525. Práctica: 1-2: 526. WB: 175-2
Essay Title: My Middle/High School years
Write an autobiographical essay about your time in school. Address: things that you have done that you are proud of and things you are not (use the present perfect), and things that you had done by age eight and by age sixteen (use the present perfect). Use expressions such as me alegro, me sorprende, siento, es una lástima, etc. and the present subjunctive. Cover topics as academic and extracurricular achievements and discontents, as well as achievements and discontents in your social life. Share and perform it with your partner.
TAREAS Lección 14:
Contextos: El bienestar. 4 Práctica: Combinar (4): 509. Preguntas (6): 1-3-6: 510. WB 170-4
15.1 Present Perfect: Sección Azul: 519. Práctica: 1-3 (Escoge 6 preguntas): 520. WB: 172-4
15.2 Past perfect: Sección Azul: 522: Práctica: 1-3(Escoge 6 cosas): 523. WB: 174-4
15.3 The present perfect subjunctive: Sección Azul: 525. Práctica: 1-2: 526. WB: 175-2
Thursday, March 25, 2010
SPN 102 Lección 14: En la ciudad Performance
25 de marzo, 2010 9am
Lección 14: En la ciudad
Scenario Title: Going to visit your friend in Mexico
Describe in a small paragraph in Spanish your setting and how you are feeling.
Role A: You are going to visit your friend for the first time. You have many questions about Mexico. Tell him/her the preparations you have made using the present participles used as adjectives. Use nosotros/as commands to describe preparations you need to complete and other questions about the logistics of the trip. She/he will invite you to have a different trip experience. Prepare your questions/comments/reactions.
Role B: Your Kentucky friend is visiting soon in your Mexican hometown. Be ready to comment on her preparations, invite to do something together, and logistic questions about the trip. You are going to tell him/her that she/he will be staying in your small town for a few days. Your house is small and does not have many urban places to go. Prepare your questions/comments/reactions.
Lección 14: En la ciudad
Scenario Title: Going to visit your friend in Mexico
Describe in a small paragraph in Spanish your setting and how you are feeling.
Role A: You are going to visit your friend for the first time. You have many questions about Mexico. Tell him/her the preparations you have made using the present participles used as adjectives. Use nosotros/as commands to describe preparations you need to complete and other questions about the logistics of the trip. She/he will invite you to have a different trip experience. Prepare your questions/comments/reactions.
Role B: Your Kentucky friend is visiting soon in your Mexican hometown. Be ready to comment on her preparations, invite to do something together, and logistic questions about the trip. You are going to tell him/her that she/he will be staying in your small town for a few days. Your house is small and does not have many urban places to go. Prepare your questions/comments/reactions.
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