Below is a list of goals for Spanish 13 student progress
in interpretive language. Use this checklist as your "Progress Card"
to track your development in Spanish. As you learn to do each item, note
your confidence level in performing each task. You will want to practice
and review these objectives repeatedly on your own, with your native-speaking
conversation partner, and with your instructor.
|
Language Learning Objectives:
Click on an objective for a list of key phrases to learn
|
See text pages
|
Examples in context
(text, audio and video samples)
|
Your confidence level:
1 (low) to
5 (high)
|
|
| I can... |
|
connect and synthesize information gathered when I listen to extensive and complex oral interactions between speakers
|
|
video: La cardiología en España |
|
|
|
follow and summarize shifting topics in a conversation
|
|
video: Debate televisivo sobre la ley antitaurina |
|
|
|
evaluate and take notes on language use (register, tone, syntax) and content of extended texts such as academic lectures, professional presentations, and documentary and feature films
|
|
video: Debate televisivo sobre la eutanasia
audio files: Español, lengua mestiza
audio files: La inmigración indocumentada a los Estados Unidos
|
|
|
|
comprehend academic and professional presentations on a variety of topics by speakers from a variety of regions
|
|
video: Discusión de los niños Índigo y de varios remedios holísticos (México)
audio files: Segmentos sobre el cine, la política y mucho más (España) |
|
|
|
anticipate and contrast arguments conveyed in oral presentations
|
|
audio files: Rosa Montero: "Escribir es amar"
audio files: Entrevista a Mario Vargas Llosa |
|
|
|
take detailed notes on oral and written texts (e.g., articles, academic or professional presentations, news reports)
|
|
video: Juicios por los desaparecidos (Uruguay)
video: Manifestaciones estudiantiles (Chile)
|
|
|
|
read authentic texts (texts designed for Spanish-speakers and not necessarily for language learners) and:
|
|
|
|
|
|
analyze and synthesize the
main ideas and supporting
data
|
|
|
|
|
|
answer all fact-based and
all analytical reading
comprehension questions
|
|
|
|
|
|
connect knowledge from
texts with knowledge in a
variety of areas
|
|
|
|
|
|
demonstrate some
understanding for the
cultural nuances of
meaning in the text
|
|
|
|
|
|
identify more subtle
nuances of tone and
stance typical of formal,
professional or academic
writing
|
|
|
|
|
|
compare different regional varieties and social registers (e.g., slang versus formal speech) of Spanish
|
|
Dialectoteca del español |
|
|
|
become increasingly aware of phrases and other language use typical of formal, academic writing
|
|
|
|
|
|
research topics (using the Internet, library materials, newspapers, etc.) related to my academic and professional fields of interest
|
|
|
|
|
