Intermediate Spanish I
I. Course Prefix/Number: SPN 201
Course Name: Intermediate Spanish I
Credits: 4 (3 lecture; 2 lab)
III. Course (Catalog) Description
Course continues development of basic skills. Content includes a general review and expansion of beginning grammar, along with conversation, vocabulary development, readings and writing exercises which focus on life in Spanish-speaking countries.
IV. Learning Objectives
- To actively communicate in Spanish, making spontaneous use of structures and vocabulary studied.
- To demonstrate an appreciation of contemporary Spanish culture through written and aural class work.
- To demonstrate spoken Spanish in everyday contexts through responding to complex questions.
- To illustrate reading comprehension through answering relevant questions on short literary passages.
- To use elements of intermediate grammar through listening, spoken, and written exercises.
- To write complex sentences within the context of what has been studied.
V. Academic Integrity and Student Conduct
• plagiarism (turning in work not written by you, or lacking proper citation),
• falsification and fabrication (lying or distorting the truth),
• helping others to cheat,
• unauthorized changes on official documents,
• pretending to be someone else or having someone else pretend to be you,
• making or accepting bribes, special favors, or threats, and
• any other behavior that violates academic integrity.
There are serious consequences to violations of the academic integrity policy. Oakton's policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years.
Please review the Code of Academic Conduct and the Code of Student Conduct, both located online at
VI. Sequence of Topics
(Face-to-face courses use ¡Avance!)
|1-3||1||Vocabulary related to stereotypes and character traits
Gender and number of nouns
Basic patterns of adjective agreement
Equivalents of “to be”–“ser” and “estar”
Cultural reading: contrasts between cultures
Subject pronouns and present indicative
Usage of the words “trabajar”, “funcionar”, “bajo”, “corto”, “breve”, “mirar”, “buscar”, “parecer”
Reading: Medellín, capital of Colombia
|4-6||2||Vocabulary related to diversity and diversity in the Hispanic world
Impersonal “se”, passive “se”
Sequence of object pronouns
Cultural reading: “The Crier”
Usage of the verbs “pensar”, “pensar en”, “pensar de”, “consistir en”, “depender de”, “enamorarse de", “casarse con”, “soñar con”
Reading: Spanish language and history
|7-8||3||Vocabulary related to medicine and alternative medicine in the Hispanic world
“Gustar” and similar verbs
Forms of the preterit
“Hacer” in time expressions
Relative prounouns “que” and “quien”
Usage of the words “hora”, “vez”, “tiempo”, “cuento”, “cuenta”, “pagar”, “prestar”, “atención”, “hacer caso”, “hacer visita”
Reading: Day of the Dead in Oaxaca, Mexico
|9-10||4||Vocabulary related to family and family matters and issues
Imperatives: formal direct commands
Subjunctive mood: concept, forms; use in noun clauses
Literary reading: “El nieto” by Antonio Benítez Rojo
Subjunctive in persuasion
Imperatives: informal direct commands
Usage of the words “soportar”, “mantener”, “apoyar”, “sostener”, “cerca”, “cercano”, “íntimo”, “unido”, “importer”, “cuidar”
Cultural passage: The “Casa de la Madre Soltera” in Guayaquil, Ecuador
|11-13||5||Vocabulary related to geography, demography, and technology
More relative pronouns
Positive, indefinite, and negative expressions
Reading: Contemporary Latin America
Uses of the subjunctive: certainty versus doubt, emotion
Usage of the verbs “volver”, “regresar”, “devolver”, “mudarse”, “trasladarse”, “moverse”, “sentir”, “sentirse”
Reading: Forests and care of the planet in the Hispanic world
|14-16||6||Vocabulary related to men and women, their roles in contemporary society
Reading on Marc Antony and Jennifer López
Present perfect indicative
Present perfect subjunctive
Reading: Rosamunda by Carmen Laforet
Subjunctive: adjective clauses
Usage of the verbs “tener éxito”, “lograr”, “suceder”, “asistir a”, “atender”, “ayudar”, “ponerse”, “volverse”, “llegar a ser”, “hacerse”
Reading: Alfareras of the Cañar province, Ecuador
Online courses use Imagina
|1-3||1||Feeling and living
In the train station
In the city
Good bye mom
Juchitán: The city of women
|7-9||3||Influence of the media
The desperation of letters
|10-12||4||Generations in movement
Points of interest in Venezuela
Colombia, Ecuador y Venezuela
VII. Methods of Instruction
Course may be taught as face-to-face, hybrid or online course.
VIII. Course Practices Required
Course may be taught face-to-face, hybrid or online course.
- Attend class regularly.
- Do assigned preparation in time for class: the students will read the text's explanations in order to be prepared for the drills and exercises included in each of the topic units detailed in section V.
- Accompanying listening and written exercises in the online and workbook lab manual (Connect or Websam) must be submitted to the instructor on the date specified by the instructor.
- Take the quizzes and the exams. They will include a mix of listening, reading, writing, and speaking elements.
The Oakton Community College catalog states: Oakton Community College does not discriminate on the basis of race, color, creed, religion, national origin, disability, age, sex, sexual orientation, or marital status in admission to and participation in its educational programs, college activities and services, or employment practices.
In keeping with this policy of tolerance and non-discrimination, in this class all of us (the instructor included) should strive to:
- Listen and give careful consideration to all ideas expressed in class, especially those that are different from our own, without attacking or demeaning the people who have those views, and
- Avoid using insulting terms or telling offensive jokes when talking to or about individuals or groups.
IX. Instructional Materials
Note: Current textbook information for each course and section is available on Oakton’s Schedule of Classes.
For face-to-face courses instructors will use the following text:
Bretz, M., Dvorak, T., Kirschner, C., Bransdorfer, R., & Kihyet, C. ¡Avance!: Intermediate Spanish (Textbook & Quia online workbook and lab manual), Latest Edition, Publisher: McGraw-Hill.
For online courses, instructors will use the following text:
Imagina, Vtext code + Supersite Code + WEBSAM (online workbook). Publisher: Vista Higher Learning, Latest Edition.
- Spinelli, Emily. English Grammar for students of Spanish, Latest Edition, Ann Arbor, MI:The Olivia and Hill Press.
- Harper Collings. Spanish Concise Dictionary, Latest Edition. Recommended for use in basic Spanish courses (first and second year courses).
- 501 Spanish Verbs by Christopher Kendris, Latest Edition.
X. Methods of Evaluating Student Progress
|1.||Attendance & Participation:||10%|
Final grade is based on quizzes, online workbook, and lab manual assignments from Connect or Websam, and exams. In this course at least one speaking exam is required.
Instructors might give other type of grades such as attendance, participation, attendance, or cultural presentations.
In order to practice the course content online workbook and lab assignments from Quia must be done by students outside of the classroom. These assignments will count as 25% of the course final grade. Students need to have at least a D (60%) in this section in order to pass this course.
XI. Other Course Information
In this section, each instructor should specify policies on attendance, make-up exams, and late assignments.
Oakton has two Language Labs to support your language study. The Language Labs offer the perfect atmosphere for doing your lab homework, meeting with a language tutor, attending a conversation group, or working on a computer. You can find a variety of language specific resources and equipment: language reference books and other supplementary language materials, headphones with microphones, keyboard covers for typing in another language, and more. Language Lab personnel are always available to help students working individually. Visit one of the Language Labs today:
Des Plaines, Room 2446, 847.635.1612
Ray Hartstein (Skokie) Campus, Room C132, 847.635.1493
If you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services. To request accommodations or services, contact the Access and Disability Resource Center at the Des Plaines or Skokie campus. All students are expected to fulfill essential course requirements. The College will not waive any essential skill or requirement of a course or degree program.
Oakton Community College is committed to maintaining a campus environment emphasizing the dignity and worth of all members of the community, and complies with all federal and state Title IX requirements.
Resources and support for
- pregnancy-related and parenting accommodations; and
- victims of sexual misconduct
Resources and support for LGBTQ+ students can be found at www.oakton.edu/lgbtq.
Electronic video and/or audio recording is not permitted during class unless the student obtains written permission from the instructor. In cases where recordings are allowed, such content is restricted to personal use only. Any distribution of such recordings is strictly prohibited. Personal use is defined as use by an individual student for the purpose of studying or completing course assignments.
For students who have been approved for audio and/or video recording of lectures and other classroom activities as a reasonable accommodation by Oakton’s Access Disabilities Resource Center (ADRC), applicable federal law requires instructors to permit those recordings. Such recordings are also limited to personal use. Any distribution of such recordings is strictly prohibited.
Violation of this policy will result in disciplinary action through the Code of Student Conduct.