Second Year > Spanlang 13 Progress Card: Interpretive Objectives

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.

Download a printable version of the entire Progress Card with interpersonal, intrepretive and presentational objectives.

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