95116459 Spanish for Everyday Use

951164 Spanish for Communication I

Hugh Fox III

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TABLE OF CONTENTS
TOPIC PAGE
Introduction 3-5
Test 1 5-8
Test 2 9 - 10
Test 3 11
Test 4 12
Test 5 13
Pans Labyrinth Literary Elements 14 -15
The Motorcycle Diaries Literary Elements 16

Selena Literary Elements 17-18

El Norte Literary Elements 19

Autobiography of Hugh Fox III 20 - 23
Syllabus 25 - 27
Dr. Hugh Fox III - Schedule 27
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Introduction
https://foxhugh.com/about-me/my-teaching-philosophy/

My philosophy of second language teaching is to combine a high interest message + high

touch media + high tech media! For media I combine high touch and high technology.
Motivation is extremely important in the second language learning and the appropriate choice
of message and media can help motivate students.

The high touch media part of my lessons includes the use of props and video. I use props and
costumes to engage all the senses including the kinesic sense. Teaching with multiple
modalities accommodates different perceptual learning styles. The use of costumes is a fun
activity that lowers anxiety, boredom and doubt and lowers the affective filter. According to
Krashens Input Hypothesis, a lowered affective filter should enhance second language
learning. I also use video as the common classroom experience of a Language Experience
Approach (LEA) lesson in order to engage all the senses of the students prior to discussion.

The high tech media part of my lessons includes both hypermedia and student centered
technology projects. I use my blog to provide a hypermedia mode of instruction and this
increases teacher control over lesson content. The use of online hypermedia content means
the instructor can more readily control the difficulty level of text presented in the classroom
for lecture and/or discussion purposes. The instructor can easily share lecture and/or
discussion notes by sending links to the notes via social media. The students can access
information that was not presented in class through hyperlinks in the online lesson. The
hyperlinks are designed as extensions for remediation or enrichment.

When appropriate the students in my classes do technology based communication projects.

Second language learners may be unsure of their English skills but still have a strong interest
in technology that motivates them to try to communicate to their fellow students via
technology based communication projects. The infusion of technology as a communication
tool in the second language classroom also improves the technological competence of the
students. Finally, the best way to teach second language learners how to talk about
technology is through technology projects.
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If the main second language objective of the class is the development of Basic Interpersonal
Communication Skills (BICS) then I pick topics from pop culture. I also use more high touch
media rather than a high tech media when BICS are the main goal.

If the main second language objective of the class is the development of Cognitive Academic
Language Proficiency (CALP) then I use authentic academic materials. I also rely more on
hypermedia to communicate complex material in a fun and interesting way in which the pace
of comprehensible input is tightly controlled. I am also more likely to put an emphasis on
technology based communication projects.

In either case, I use prior research that I have done on what EFL students find interesting in
order to guide my lesson content decisions. In Fox (2004) the focus was just on student
interests. The follow up article Fox and Miller (2007) compared student interests with
textbook content and found there was a poor match. This packet is an attempt to provide
research based high interest topics that is superior to that of most textbooks. In my opinion,
effective second language teaching is the masterful synergy of message and media to create
optimal conditions for learning!

In all my lesson plans there will be both a BICS and CALP activity but I vary the ratio of
time spent on the BICS versus CALP objective depending on the level. The table below is an
approximation of the ratio of time this instructor will spend on BICS versus CALP activities
depending on the ESL level.

If the level of the students is very low then I might focus on the BICS activity and forego the
CALP activity altogether. On the other hand, even with a very high level class, I would never
neglect the BICS activity altogether. The BICS activity acts as a natural motivational warm
up activity that introduces the CALP activity even in the case of very high level ESL learners.

References
Fox, H. & Miller, A. (2007). What EFL Topics do Students find Interesting? Hwa Kang
Journal, 13, 99-110

Fox, H. (2004). A Study of ESL Teachers and Their Attitudes about Computer-Assisted
Language Learning Usage, Hwa Kang Journal of TEFL, 10. 37-56
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Test 1 (20 points)

http://foxhugh.com/spanish/001a-spanish-basic-phrases/

1) The students will take the test one by one.

2) The instructor will have 50 flashcards. Four flashcards will be picked randomly.
3) Each correct response is worth five points.

1a) Buenos dias! buayn-ohs dee-ahs Hello! / Good morning!

2a) Buenas tardes! buayn-ahs tard-ays Good afternoon!
3a) Buenas noches! buayn-ahs nohch-ays Good evening / Good night
4a) Hola! oh-lah Hi!
5a) Como se llama usted? coh-moh say yah-mah oo-sted What is your name? (formal) -
?
6a) Como te llamas? coh-moh tay yah-mahs What is your name? (informal) ?
7a) Me llamo may yah-moh I am called -
8a) Mi nombre es mee nohm-bray ays My name is -
9a) Cmo est usted? - coh-moh ay-stah oo-sted How are you? (formal) - ?
10a) Cmo ests? - coh-moh ay-stahs How are you? (informal) ?
11a) Qu tal? - kay tahl Whats up? ?
12a) Yo estoy yoh ay-stoy I am (when talking about your mood)
13a) Bien bee-ayn Good
14a) Muy Bien - moy bee-ayn Very Good
15a) Mal Bad
16a) Muy mal Very Bad
17a) Mas o menos mahs oh may-nohs - OK
18a) Adis - ah-dee-ohs Good bye
19a) Chao chow Bye
20a) Hasta la vista ah-stah lah vee-stah Until we meet again.
21a) Hasta luego ah-stah loo-ay-go See you later.
22a) Hasta maana ah-stah mahn-yahn-ah See you tomorrow.
23a) Seor sayn-yor Mister
24a) Seora sayn-yor-ah - Mrs.
25a) Seorita sayn-yor-ee-tah - Miss
26a) Mucho gusto moo-choh goo-stoh Nice to meet you
27a) Encantado/a ain-cahn-tah-doh/dah Delighted to meet you /
28a) Igualmente ee-guahl-main-tay Same here
29a) Yo tambin yoh tahm-bee-ain Me too.
30a) De dnde es usted? day dohn-day ays oo-sted Where are you from? (formal)
?
31a) Cuntos aos tiene usted? quahnt-ohs ahn-yohs tee-ayn-ay oo-sted How old are
you? (formal)
32a) Cuntos aos tienes? quahnt-ohs ahn-yohs tee-ayn-ays How old are you?
(informal)
33a) Yo tengo _____ aos yoh tayn-goh _____ ahn-yohs I am _____ years old.
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_____
34a) Gracias grah-see-ahs Thank you.
35a) Por favor por fah-bor Please.
36a) Y usted? ee oo-sted And you? (used when asking the same question)(formal)
- ?
37a) Y t? ee too And you? (informal) ?
38a) Te amo tay ah-moh I love you.
39a) Que es su nacionalidad? What is your nationality? - ?
40a) De dnde eres? Where are you from? ?
41a) Yo soy Tailands I am Thai
42a) Yo soy de Tailandia I am from Thailand
43a) Yo soy Chino I am Chinese
44a) Yo soy de China I am from China
45a) Yo soy Americano I am American
46a) Yo soy de los Estados Unidos I am from the US
47a) Dnde estudias? Where do you study? ?
48a) Yo soy estudiante de Burapha I am a student at Burapha
49a) Dnde vives? Where do you live? ?
50a) Yo vivo en Bangsean I live in Bangsean
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Test 2 (20 points)

http://foxhugh.com/spanish/001b-spanish-basic-phrases-thai-version/

1) The students will take the test one by one.

2) The instructor will have 50 flashcards. Five flashcards will be picked randomly.
3) The student will receive two points for the correct pronunciation of the Spanish
word/phrase and two points for translating the word/phrase into English.

1b) Perdone! Excuse me

2b) Cmo se dice en Espaol? How do you say it in Spanish?

3b) Cunto cuesta? How much does it cost? ?

4b) Cuntos hay? How many are there? ?
5b) Dnde est el bao? Where is the restroom?
6b) Dnde est el telfono? Where is the telephone?
7b) Puedo? Can I/May I ?
8b) Quin? Who? ?
9b) Quiere comprarlo usted? Will you buy this? ?
10b) Adis Goodbye
11b) All There
12b) Aqu Here
13b) Ayer Yesterday
14b) Bueno Good
15b) Claro Of course
16b) Con permiso Excuse me
17b) Cuando When
18b) Cuanto questa? How much ?
19b) Creo que si I think so
20b) De nada You are welcome (it was nothing)
21b) Dnde Where
22b) Dnde esta el hotel x? Where is the hotel x? ?
23b) Dnde esta el restaurante x? Where is the restaurant x?
?
24b) el aeropuerto the airport
25b) el hotel the hotel
26b) el restaurante the restaurant
27b) Es verdad True
28b) Eso That
29b) Esto This
30b) Estoy perdido. I am lost
31b) Gracias Thank you
32b) Muchas gracias Thank you very much
33b) Hay muchos. There are many
34b) Hoy Today
35b) la embajada americana the American embassy
36b) Lo siento Im sorry
37b) y And
38b) Maana Tomorrow
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39b) ms despacio por favor Slower please ?

40b) No importa It doesnt matter
41b) No No
42b) Claro! Of course!
43b) Perdname Pardon me
44b) Por favor Please
45b) Qu What
46b) Salud Bless you (sneeze)
47b) S Yes
48b) Yo no entiendo I dont understand
49b) Yo no s I dont know
50b) Dnde puedo comprar X? Where can I buy X?
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Test 3 (20 points)

https://foxhugh.com/spanish/008-spanish-numbers-ordinals-thai-version/

1) The students will take the test one by one.

2) The instructor will have 27 flashcards. Four flashcards will be picked randomly.
3) Each correct response is worth five points.

A a
B be
C ce
D de
E e
F efe
G ge
H - hache
I I
J jota
K ka
L ele
M eme
N ene
ee
O o
P pe
Q cu (+)

R erre
S esse
T te
U u
V ve
W dobleve /

X equis
Y igriega
Z zeta
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Test 4 (20 points)

https://foxhugh.com/spanish/008-spanish-numbers-ordinals-thai-version/

1) The students will take the test one by one.

2) The instructor will have 30 flashcards. Four flashcards will be picked randomly.
3) Each correct response is worth five points.

1 uno
2 dos
3 tres
4 cuatro
5 cinco
6 seis
7 siete
8 ocho
9 nueve
10 diez
11 once
12 doce
13 trece
14 catorce
15 quince
16 - diez y seis -
17 - diez y siete
18 - diez y ocho
19 - diez y nueve
20 veinte
21 veinte y uno
22 veinte y dos
23 - veinte y tres
24 veinte y cuatro
25 veinte y cinco
26 veinte y seis
27 veinte y siete
28 veinte y ocho
29 veinte y nueve
30 treinta
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Test 5 (20 Points)

The movie test will be an oral exam. The student will be evaluated in the areas of content,
grammar, fluency and pronunciation.
1) The students will watch Pans Labyrinth. The student will describe the POV, plot,
characters, theme, setting of the movie, and the cultural lessons we can learn from this
movie.

2) The students will watch The Motorcycle Diaries. The student will describe the POV,
plot, characters, theme, setting of the movie, and the cultural lessons we can learn from
this movie.

3) The students will watch Selena. The student will describe the POV, plot, characters,
theme, setting of the movie, and the cultural lessons we can learn from this movie.

4) The students will watch El Norte. The student will describe the POV, plot, characters,
theme, setting of the movie, and the cultural lessons we can learn from this movie.
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Pans Labyrinth Literary Elements

http://foxhugh.com/tv-series-esl-discussion-questions/pans-labyrinth/

1) What is the point of view of the movie?

2) What is the plot of the movie?

3) Describe the following characters using the Fox Character Analysis Pyramid which
includes name/title, physical appearance, personality, characters role, characters
problems/challenges, major accomplishments, cultural context, and world view.

Ivana Baquero as Ofelia / Princess Moanna

Sergi Lpez as Captain Vidal

Maribel Verd as Mercedes

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Doug Jones as the Faun and the Pale Man

4) What is the theme of the movie?

5) What is the setting of the movie? How important is the setting?

6) What is the genre of the movie?

7) Does the movie have any cultural lessons?

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The Motorcycle Diaries Literary Elements

http://foxhugh.com/tv-series-esl-discussion-questions/the-motorcycle-diaries/

1) What is the point of view of the movie?

2) What is the plot of the movie?

3) Describe the following characters using the Fox Character Analysis Pyramid which
includes name/title, physical appearance, personality, characters role, characters
problems/challenges, major accomplishments, cultural context, and world view.

Gael Garca Bernal as Ernesto "Fuser" Guevara

Rodrigo de la Serna as Alberto "Mial" Granado

4) What is the theme of the movie?

5) What is the setting of the movie? How important is the setting?

6) What is the genre of the movie?

7) Does the movie have any cultural lessons?

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Selena Literary Elements

http://foxhugh.com/tv-series-esl-discussion-questions/selena-literary-elements/

Selena was a Tejano singer who rose from cult status to performing at the Astrodome, as
well as having chart topping albums on the Latin music charts.
1) What is the point of view of the movie?

2) What is the plot of the movie?

3) Describe the following characters using the Fox Character Analysis Pyramid which
includes name/title, physical appearance, personality, characters role, characters
problems/challenges, major accomplishments, cultural context, and world view.

Jennifer Lopes as Selena

Edward James Olmos as Abraham Quintanilla Jr.

4) What is the theme of the movie?

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5) What is the setting of the movie? How important is the setting?

6) What is the genre of the movie?

7) Does the movie have any cultural lessons?

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El Norte
https://foxhugh.com/tv-series-esl-discussion-questions/el-norte/
1) What is the point of view of the movie?

2) What is the plot of the movie?

3) Describe the following characters using the Fox Character Analysis Pyramid which
includes name/title, physical appearance, personality, characters role, characters
problems/challenges, major accomplishments, cultural context, and world view.

Zaide Silvia Gutirrez as Rosa Xuncax

David Villalpando as Enrique Xuncax

4) What is the theme of the movie?

5) What is the setting of the movie? How important is the setting?

6) What is the genre of the movie?

7) Does the movie have any cultural lessons?

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Autobiography of Hugh Fox III

https://foxhugh.com/about-me/about/
Introduction

This autobiography is divided into five sections that include this introduction, my family
background, fifth ward and professor days. The approach is basically chronological but I do
believe that each stage in my life has had a central theme. The focus of each section will be
on what I learned from that particular stage in my life.

Family Background

Both my parents were professors. The house was always filled with books and
intellectuals. They both had extremely successful careers at Michigan State University. My
father is Hugh Fox Jr. and had a Ph.D. in American Thought and Language. My grandfather
was an MD and was Hugh Fox senior. I am Hugh Fox III. I think from my earliest years it
was expected that I would get a doctorate and continue the family tradition. I suppose if I
had a son then he would be Hugh B. Fox IV and would also be expected to get a doctorate.

I spent several summers in Sun City, California with my grandparents. My grandfather

Hugh Fox senior was very different from my father and humble about his education. I would
like to think I learned some life lessons from my grandfather in this regard but probably not!

My most vivid memories summers of that time were swimming at the community pool in Sun
City.
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Some of my father's friends include the famous American beatnik authors Allen Gingsberg,
and Charles Bukowski. I talked with Allen Gingsberg and Charles Bukowski and got a lot of
interesting ideas about life from them and other similar friends of my fathers. I also met
James T. Farrell, Issac Asimov, Ray Bradbury, Diane de Prima, Richard Brautigan and
countless other poets and novelists while growing up. I really didnt appreciate how lucky I
was to meet some of the great writers of the US while growing up.

My mother is Lucia Fox Lockert and is from Peru originally but got her Doctorate at Illinois
State University and spent the next 30 plus years of her life doing research and teaching in
the area of Spanish Literature. The fact that my mother is from Peru means that I basically
grew up in a bilingual/bicultural household. I was very aware of both US and Latin American
intellectual traditions. My mother had very different friends than my father including Luis
Borges. Below is a picture of me as a teenager with Borges. I am the one with a beard.
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Borges viewed the world in a totally different way than someone like Gingsberg or Bukowski
and he would often ask very enigmatic questions in the middle of a conversation. Years later
I realized how lucky I was to have an opportunity to talk with some of the great thinkers of
our generation as a teenager.

My mother did make sure that I went to Latin American schools for three years. I did realize
at an early age that there was big world beyond the borders of the US. My mother was
determined that I learn Spanish. I spent fourth grade studying at Colegio Schnthal in
Caracas, Venezuela. I studied at Colegio Claret a Venezuelan school for fifth
grade. I studied at a public school (Escuela Emilio Lamarca) in Buenos Aires, Argentina for
seventh grade. I also spent a year in the Sierra Madre of Mexico when I was three. I spent
summers in Peru with my mother's family. I do speak, read and write Spanish fluently thanks
to my mothers efforts.

My mother and father were connected to very different intellectual traditions but from both of
them I gained an enduring belief and love in the intellectual method for figuring out problems
both cosmic and mundane. I was lucky enough to graduate from an excellent high school,
East Lansing High School. One of the alumni of East Lansing High School is Larry Page:
CEO and co-founder of Google Inc.

Fifth Ward

I got my bachelors and teaching certification from Michigan State University in East
Lansing Michigan but did not go straight on to get a Masters and Doctorate and then become
a professor as my parents expected. I felt that I needed some life experience above and
beyond going to school. I taught English as a Second Language to refugees from SE Asia
including the Vietnamese boat people and Cuban Mariel boatlift for one year at Tri-City/Ser-
Jobs For Progress Inc. I saved some money and with my brand new teaching certificate, a
brand new wife and a 20-year old car, I drove to Texas from Michigan. At the time the Texas
economy was booming and teaching jobs abounded. Michigan was the rust belt and teachers
were being laid off. I could justify my move on economic grounds but in truth it was time to
hit the open highway like so many young Americans before me. I am sure Bukowski would
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have approved and asked to have a beer in Texas for him. Borges probably would have asked
some question like Are you looking for a job or yourself? Both views have their place.

I taught ESL and social studies in Fleming Middle School in the Fifth Ward of Houston for
five years. The room next to mine saw ten teachers come and go in that period. Fleming
Middle School was a tough inner city school. I learned that courage and calm can get your
through just about any experience. I also learned that sometimes you are most needed where
you are least expected. Any good karma I have garnered in this lifetime was during those
five years teaching at Fleming Middle School.

Professor Days

I went to Texas A&M University for five years from which I received a Masters (Educational
Psychology) and Doctorate (Curriculum and Instruction). My main area of specialization is
computer assisted language learning. After I graduated, I was an Assistant Professor at
Texas Tech University in Lubbock Texas for a year but the desert terrain soon got on my
nerves. They have no sewers in Lubbock because it never rains, literally. One of my favorite
cities in the world is San Antonio and when I saw a job opening in that city I jumped at it.

I was an Associate Professor at Our Lady of the Lake University (OLLU) in San Antonio in
the teacher education program for six years. I taught ESL methodology and language
acquisition theory. I created and administered a M.Ed. in educational technology at OLLU. I
was on the committee which set up a computer based language lab at OLLU. I was 39 in
1999 and decided to do a sabbatical year in China. I suppose seeing so much of Latin
America when I was young created a taste for exploration.

I got a job at Suzhou Railway Teacher College in Suzhou, China as a Visiting Professor. I
spent one incredible year there. China was great and I would still be there except for the
small problem, money. At the time, a well-paid professor in China made three thousand
dollars a year! China is cheap but not that cheap. I liked the Chinese adventure but I also
like money. Also you need more than three hundred a month to have adventures in other
Asian countries. I started to write a novel while in China. The novel was Half Square and I
finished the novel years later in Taiwan. I learned more in one year in China than in ten years
in the US. I craved more adventure and did not want to go back to the US.

I applied for a university job in Taiwan. I was an Assistant Professor at Tunghai University
for a year in Taichung, Taiwan. I was later an Assistant Professor at Chinese Culture
University in Taipei for six years. Taiwan offered good pay and a perfect base from which
to explore Asia due to its central location. During my years in Taiwan, I visited Australia,
Bali, Brunei, Guam, Hong Kong, India, Japan (Hokkaido, Fukuoka), Laos, Malaysia, the
Philippines (Angeles City, Cebu and Manila), Singapore, Thailand, Macau, and
Vietnam. After seven years in Taiwan, I had finished my novel Half Square and felt I had
gotten into a rut.

I opted for more money and more adventure at Chungnam National University in Dajeon,
South Korea for a year. I then taught at the Nagoya University of Commerce and Business in
Nagoya, Japan for a semester. I decided I had enough of the cold of NE Asia and relocated to
 24

the warm climes of Thailand. Ironically I could make more money as a school teacher than a
professor in Thailand unlike NE Asia. I gave the K-12 system one more shot at Sunflower
Trilingual School for a semester. Children are fun but exhausting and I then applied to the
one major university in Thailand that was next to a beach. I have been teaching at Burapha
International College in Bangsaen, Thailand for over seven years. I would say that there are
many ways to live life and one should be totally open to new experiences.
 25

Burapha University International College

Section 1: General Information
1.1) Old Course Name: 951164 Spanish for Communication I
1.2) New Course Name: 95116459 Spanish for Everyday Use
1.3) Type of course: GE (language)
1.4) Term: Fall 2017
1.5) Instructors Name: Hugh Fox III
1.6) E-mail: foxhugh@yahoo.com, Website: http://foxhugh.com/
1.7) Office Hours: Wednesday 12-2 pm
1.8) Pre-requisite course: none
1.9) Co-requisite course: none
1.10) Classroom: 210
1.11) This course syllabus was last updated on January 7, 2017
1.12) Class meets Monday, 9-12 am

Section 2: Course objectives

2.1) The focus of this course will be on listening and speaking.
2.2) The focus of the follow up course will be reading and writing.

Section 3: Teaching Approaches

3.1 Course description:
Providing students a foundation of Spanish grammar. Practicing listening, speaking, and
reading short sentences and short paragraphs. Learning how to write basic sentences.
3.2 Course credits: 3
Section 4: How does your student apply the knowledge from the class into everyday
lives?
1.0) Ethics
1.1) Display punctual, and discipline skills and responsible for self, profession and society
1.2) Has moral and ethical behavior
1.3) Respect national and international rules and regulations of the organization and society

2.0) Knowledge
2.1) Understand and able to apply basic principles and theory for usage
2.2) Understand and able to analyze principles of science in various fields to be used as a
basic for living effectively
2.3) Understand current knowledge and research concerning problems in modern society

3.0) Intellectual Skills

3.1) Has ability to conduct situational analysis using principles and able to apply knowledge
in real situations
3.2) Able to solve problems using appropriate reference
3.3) Continuous learning

4.0) Interpersonal skills

And responsibility
4.1) Has good interpersonal skills and adaptability in various situations and organization
culture ability
4.2) Responsible for work that has been assigned
4.3) Possess leadership and good role model skills
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5.0) Analytical skills, communication and information technology

5.1) Able to use language effectively
5.2) Able to use information technology in data collection and presentation
5.3) Possess mathematical and statistical knowledge, analysis and presentation skills

Section 5: Lesson Plan and Course Evaluation

5.1 Lesson plan
Week Topic/description Date
1 Introductions Aug. 21
2 Basic Vocabulary A Aug. 28
3 The students will watch Pans Labyrinth. The student will describe the Sept. 4
plot, characters, theme, setting of the movie, and the cultural lessons
we can learn from this movie.
http://foxhugh.com/tv-series-esl-discussion-questions/pans-labyrinth/
4 Test 1- Basic Vocabulary A - 50 Words Sept. 11
http://foxhugh.com/spanish/001a-spanish-basic-phrases/
5 Basic Vocabulary B Sept. 18
6 The students will watch The Motorcycle Diaries. The student will Sept. 25
describe the plot, characters, theme, setting of the movie, and the
cultural lessons we can learn from this movie.
http://foxhugh.com/tv-series-esl-discussion-questions/the-motorcycle-
diaries/
7 Test 2- Basic Vocabulary B - 50 Words Oct. 2
http://foxhugh.com/spanish/001b-spanish-basic-phrases/
8 Alphabet in Spanish Oct. 9
9 The students will watch El Norte. The student will describe the POV, Oct. 16
plot, characters, theme, setting of the movie, and the cultural lessons
we can learn from this movie.
https://foxhugh.com/tv-series-esl-discussion-questions/el-norte/
10 Chulalongkorn - Holiday Oct. 23
11 Test 3 Alphabet in Spanish Oct. 30
http://foxhugh.com/spanish/3-alphabet/
12 Numbers 1-25 Nov. 6
13 The students will watch Selena. The student will describe the POV, Nov. 13
plot, characters, theme, setting of the movie, and the cultural lessons
we can learn from this movie.
https://foxhugh.com/tv-series-esl-discussion-questions/selena-literary-
elements/
14 Test 4 Numbers 1-25 Nov. 20
http://foxhugh.com/spanish/8-numbers-ordinals/
15 Review for Test 5 Nov. 27
16 Test 5 Questions about the movies Dec. 4

5.2 Course Evaluation:

Course Description Points

Attendance If a student has perfect attendance then they will receive 20 20

extra credit points applied to their final grade. This is an all or
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nothing offer. If the student has six absences or more then

they will fail the course!
Test 1 Survival Spanish 1 20

Test 2 Survival Spanish 2 20

Test 3 Spanish alphabet 20

Test 4 Spanish numbers 20

Test 5 Movie Test 20

Penalties You will lose five points for missing the exam, test and/or
presentation per day late. You can take the test earlier without
penalty.

Grading system: For example (Fixed-score or T-score)

80-100 = A 75-79 = B+ 70-74 = B 65-69 = C+ 60-64 = C
55-59 = D+ 50-54 = D 0-49 = F Incomplete = I

Section 6: Course materials

https://foxhugh.com/workbooks/spanish-for-communication-i-workbook/