951165 Spanish for Communication II

95116559 Spanish for Advanced Communication

Hugh Fox III

 2

TOPIC PAGE
Introduction 3-4
Test 1 - Spanish Syllables 5
Test 2 - 001a Spanish Basic Phrases 6-7
Test 3 - 001b Spanish Basic Phrases 8-9
Test 4 - 001c Spanish Basic Phrases 10 - 11
Test 5 - Spanish Culture 12
Maria Full of Grace - Literary Elements 13-14
Open Your Eyes – Literary Elements 15-16

El Mariachi - Literary Elements 17-18

La Misma Luna – Literary Elements 19-20

The Liberator – Cultural Lessons 21-22
Autobiography of Hugh Fox III 23 - 26
Syllabi 28-30
Hugh Fox Schedule 31
Academic Calendar 31
 3

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
Krashen’s 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.
 4

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
 5

Spanish Syllables
http://foxhugh.wordpress.com/spanish/0000-spanish-syllables-chart/
 6

001a Spanish Basic Phrases Thai

http://foxhugh.com/spanish/001a-spanish-basic-phrases-2/

1a) ¡Buenos dias! – buayn-ohs dee-ahs – Hello! / Good morning! บวยนอส ดีแอส
2a) ¡Buenas tardes! – buayn-ahs tard-ays – Good afternoon! บวยนาส ทาร์ เดส
3a) ¡Buenas noches! – buayn-ahs nohch-ays – Good evening / Good night บวยนาส นอชเชส
4a) ¡Hola! – oh-lah – Hi! โอ ลา
5a) Como se llama usted? – coh-moh say yah-mah oo-sted – What is your name? (formal)
โคโม เซ ยามา อุสเตด?
6a) Como te llamas? – coh-moh tay yah-mahs – What is your name? (informal) โคโม เต ยามาส?
7a) Me llamo… – may yah-moh – I am called… เม ยาโม…
8a) Mi nombre es… – mee nohm-bray ays – My name is… มี นมเบร เอส…
9a) ¿Cómo está usted? - coh-moh ay-stah oo-sted – How are you? (formal) โคโม เอสตา อุสเตด?
10a) ¿Cómo estás? - coh-moh ay-stahs – How are you? (informal) โคโม เอสตาส?
11a) ¿Qué tal? - kay tahl – What’s up? เก ตัล?
12a) Yo estoy… – yoh ay-stoy – I am… (when talking about your mood) โย เอาตอย…
13a) Bien – bee-ayn – Good เบียน
14a) Muy Bien - moy bee-ayn – Very Good มุย เบียน
15a) Mal – Bad มาล
16a) Muy mal – Very Bad มุย มาล
17a) Mas o menos – mahs oh may-nohs - OK มาส โอ มิโนส
18a) Adiós - ah-dee-ohs – Good bye อดิออส
19a) Chao – chow – Bye ชาว
20a) Hasta la vista – ah-stah lah vee-stah – Until we meet again. อาสตา ลา วิสตา
21a) Hasta luego – ah-stah loo-ay-go – See you later. อาสตา ลูเอโก
22a) Hasta mañana – ah-stah mahn-yahn-ah – See you tomorrow. อาสตา มาเนียนา
23a) Señor – sayn-yor – Mister เซ เนียร์
24a) Señora – sayn-yor-ah - Mrs. เซ เนีย ออรา
25a) Señorita – sayn-yor-ee-tah - Miss เซ เนีย ริ ตา
26a) Mucho gusto – moo-choh goo-stoh – Nice to meet you มูโช กุสตา
27a) Encantado/a – ain-cahn-tah-doh/dah – Delighted to meet you เอน คาน ตา โด/ดา
28a) Igualmente – ee-guahl-main-tay – Same here อี กวาล เมน เต
29a) Yo también – yoh tahm-bee-ain – Me too. โย ทามเบียน
30a) ¿De dónde es usted? – day dohn-day ays oo-sted – Where are you from? (formal) เด
ดอนเด เอส อุสเทด?
31a) ¿Cuántos años tiene usted? – quahnt-ohs ahn-yohs tee-ayn-ay oo-sted – How old are
you? (formal) ควานโตส อา เนีย ออส เทียน อุสเตด
32a) ¿Cuántos años tienes? – quahnt-ohs ahn-yohs tee-ayn-ays – How old are you?
(informal) ควานโตส อา เนีย ออส เทียน
33a) Yo tengo _____ años – yoh tayn-goh _____ ahn-yohs – I am _____ years old.
โย เทนโก_____ อาเนีย ออส
 7

34a) Gracias – grah-see-ahs – Thank you. กราเซียส

35a) Por favor – por fah-bor – Please. พอร์ ฟาโวร์
36a) ¿Y usted? – ee oo-sted – And you? (used when asking the same question)(formal)
อี อุสเตด?
37a) ¿Y tú? – ee too – And you? (informal) อี ทู?
38a) Te amo – tay ah-moh – I love you. เต อาโม
39a) Que es su nacionalidad? – What is your nationality? เก เอส ซู นา เซีย นา ลิ ดาด?
40a) De dónde eres? – Where are you from? เด ดอนเด อีเรส?
41a) Yo soy Tailandés – I am Thai โย ซอย ไท แลน เดส
42a) Yo soy de Tailandia – I am from Thailand โย ซอย เด ไท แลน เดีย
43a) Yo soy Chino – I am Chinese โย ซอย ชิโน
44a) Yo soy de China – I am from China โบ ซอย เด ชินา
45a) Yo soy Americano – I am American โย ซอย อเมริ คาโน
46a) Yo soy de los Estados Unidos – I am from the US โย ซอย เด ลอส เอสตาโอส อูนิโดส
47a) ¿Dónde estudias? – Where do you study? ดอนเด เอสตูเดียส?
48a) Yo soy estudiante de Burapha – I am a student at Burapha โย ซอย เอสตูเดียนเต เด บูรพา
49a) ¿Dónde vives? – Where do you live? ดอนเด วิเวส?
50a) Yo vivo en Bangsean – I live in Bangsean โย วิโว เอน บางแสน

Note: For Encantado/a, you would use the masculine ending, o, if you're a man. You would
use the feminine ending, a, if you're a woman. So, if you're a man, you would say Encantado,
and if you're a woman, you would say Encantada. Most adjectives work this way. Also,
accents (. ) are very important in the Spanish language. You CANNOT leave out the accents
or it'll change the meaning of a word. The syllable with the accent is the emphasized syllable
in a word.
 8

001b Spanish Basic Phrases Thai Version

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

1b) ¡Perdone! - Excuse me - เปร์ โด เน

2b) ¿Cómo se dice en Español? - How do you say it in Spanish? - โคโม เซ ดิส เซ เอน เอสปาเนียล
3b) ¿Cuánto cuesta? - How much does it cost? ควนโต เควสตา?
4b) ¿Cuántos hay? - How many are there? ควนโตส ไอ?
5b) ¿Dónde está el baño? - Where is the restroom? ดอนเด เอสตา เอล บาเนีย ออ
6b) ¿Dónde está el teléfono? - Where is the telephone? ดอนเด เอสตา เอล เตเลโฟโน
7b) ¿Puedo? - Can I/May I ปุเอโด?
8b) ¿Quién? - Who? เกียน?
9b) ¿Quiere comprarlo usted? - Will you buy this? เกียเร คอมปราร์โล อุสเตด?
10b) Adiós – Goodbye - อดิออส
11b) Allí –There - อา ยี
12b) Aquí – Here - อา กี
13b) Ayer – Yesterday - อาแยร์
14b) Bueno – Good - บวยโน
15b) Claro – Of course - คลาโร
16b) Con permiso - Excuse me - คอน แปร์ มิ โซ
17b) Cuando - When - ควน โด
18b) Cuanto questa? - How much - ควนโต เกสตา?
19b) Creo que si – I think so - เคร โอ เก ซ ี
20b) De nada - You are welcome (it was nothing) - เด นา ดา
21b) Dónde – Where - ดอนเด
22b) Dónde esta el hotel x? – Where is the hotel x? - ดอนเด เอสตา เอ โอเตล เอกีส?
23b) Dónde esta el restaurante x? – Where is the restaurant x? - ดอนเด เอสตา เอล เรสตา อู รานเต
เอกีส?
24b) el aeropuerto - the airport - เอล เอโร พูเอร์ โต
25b) el hotel - the hotel - เอล โอเตล
26b) el restaurante - the restaurant - เอล เรสตา อู รานเต
27b) Es verdad – True - เอสเวร์แดด
28b) Eso – That - เอ โซ
29b) Esto – This - เอสโต
30b) Estoy perdido. - I am lost - เอสตอย แพร์ ดิโด
31b) Gracias - Thank you - กราเซย ี ส
32b) Muchas gracias – Thank you very much - มูชาส กราเซย ี ส
33b) Hay muchos. - There are many - ไอ มูชอส
34b) Hoy – Today - ออย
35b) la embajada americana - the American embassy - ลา เอบาฮาดา อเมริกาโน
36b) Lo siento - I'm sorry - โล เซยี นโต
37b) y– And – อี
38b) Mañana – Tomorrow – มาเนียนา
39b) más despacio por favor – Slower please – มาส เดสปาตีโอ พอร์ ฟาวอร์?
40b) No importa – It doesn’t matter – โน อิมพอร์ตา
41b) No – No – โน
42b) ¡Claro! – Of course! – คลาโร
43b) Perdóname – Pardon me – แปร์ดอน นาเม
44b) Por favor – Please – พอร์ ฟาวอร์
45b) Qué – What – เก
46b) Salud – Bless you (sneeze) – ซาลูด
47b) Sí – Yes – ซ ี
48b) Yo no entiendo – I don’t understand – โย โน เอนเตียนโด
 9

49b) Yo no sé – I don’t know

50b) ¿Dónde puedo comprar X? – Where can I buy X?
 10

001c Spanish Basic Phrases Thai Version

https://foxhugh.com/spanish/001c-spanish-basic-phrases-thai-version/

1c) qué - What - เก

2c) quién(es) – Who - เกียน
3c) cómo – How - โคโม
4c) cuándo – When - ควนโด
5c) dónde – Where - ดอนเด
6c) por qué – Why - ปอร์ เก
7c) cuál(es) – Which - ควล
8c) cuánto (-a) - How much - ควนโต
9c) cuántos (-as) - How many - ควนโตส
10c) a quién(es) – Whom - อา เกียน
11c) de quién(es) – Whose - เด เกียน
12c) lunes - loo-nays - Monday ลูเนส
13c) martes – mar-tays - Tuesday - มาร์ เตส
14c) miércoles- mee-air-coh-lays – Wednesday - เมียร์ โคเลส
15c) jueves - hway-bays - Thursday - ฮวย เวส
16c) viernes – bee-air-nays - Friday - เบียร์ เนส
17c) sábado – sah-bah-doh – Saturday - ซาบาโด
18c) domingo – doh-ming-oh – Sunday - โดมิง โอ
19c) el dia – ail dee-ah – the day - เอลเดีย
20c) la semana – lah say-mahn-ah – the week - ลา เซ มาน อา
21c) el fin de semana – ail feen day say-mahn-ah – the weekend - เอลฟิ น เด เซมาน อา
22c) hoy - oy – today - ออย
23c) manana – mahn-yahn-ah – tomorrow - มา เนีย นา
24c) enero - ay-nair-oh – January - เอ เนร์ โอ
25c) febrero – fay-bray-roh – February - เฟร เบร โร
26c) marzo – mar-soh – March - มาร์ โซ
27c) abril – ah-breel – April - อา บริ ล
28c) mayo – mi-oh – May - มาโย
29c) junio – hoo-nee-oh - June - ฮู นี โอ
30c) julio – hoo-lee-oh – July - จูลีโอ
31c) agosto – ah-gohs-toh – August - อา โกส โต
32c) septiembre – sayp-tee-aim-bray – September - เซบ เตียม เบร
33c) octubre – ohk-too-bray – October - ออค ตู เบร
34c) noviembre - noh-bee-aim-bray – November - โน เวียม เบร
35c) diciembre – dee-see-aim-bray – December - ดิ เซียม เบร
36c) la primavera – spring - ลา พรี มา เว รา
37c) el invierno – winter - เอล อิน เวียร์ โน
38c) el verano – summer - เอ เบราโน
 11

39c) el otoño – autumn - เอล โอโต เนีย

40c) a la derecha - to the right - อา ลา เด เร ชา
41c) a la izquierda – to the left - อา ลา อิส เกียร์ ดา
42c) todo derecho - straight ahead - โตโด เด เรคโช
43c) el norte – north - เอล นอร์ เต
44c) el sur – south - เอล ซูร์
45c) el este – east - เอล เอสเต
46c) el oeste – west - เอล โอ เอสเต
47c) el noreste – northeast - เอล นอเรสเต
48c) el noroeste – northwest - เอล นอเร เอสเต
49c) el surest – southeast - เอล ซูเรส
50c) el suroeste – southwest - เอล ซูโอ เอสเต
 12

Test 5 - Spanish Culture (20 Points)

1) The students will watch Maria Full of Grace. The student will describe the POV, plot,
characters, theme, topics, setting of the movie, and the cultural lessons we can learn from
this movie.
http://foxhugh.com/tv-series-esl-discussion-questions/maria-full-of-grace-literary-
elements/

2) The students will watch Open Your Eyes. The student will describe the POV, plot,
characters, theme, topics, setting of the movie and the cultural lessons we can learn from
this movie.
http://foxhugh.com/tv-series-esl-discussion-questions/open-your-eyes-literary-elements/

3) The students will watch El Mariachi. The student will describe the POV, plot,
characters, theme, topics, setting of the movie, and the cultural lessons we can learn from
this movie.
http://foxhugh.com/tv-series-esl-discussion-questions/women-on-the-verge-of-a-nervous-
breakdown-literary-elements/

4) The students will watch La Misma Luna. The student will describe the POV, plot,
characters, theme, topics, setting of the movie, and the cultural lessons we can learn from
this movie.
https://foxhugh.com/tv-series-esl-discussion-questions/la-misma-luna-literary-elements/

5) The students will watch The Liberator. The student will describe the POV, plot,
characters, theme, topics, setting of the movie, and the cultural lessons we can learn from
this movie.
https://foxhugh.com/tv-series-esl-discussion-questions/the-liberator-cultural-lessons/
 13

Maria Full of Grace - Literary Elements

http://foxhugh.com/tv-series-esl-discussion-questions/maria-full-of-grace-literary-elements/

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

2.0) What is the plot of the movie?

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

3.1) Catalina Sandino Moreno as Maria

3.2) Yenny Paola Vega as Blanca

4.0) What are some of the themes of the movie?

5.0) What are the topics of the movie?

5.1) Drug Mules

5.2) Capitalist Exploitation

5.3) Unintended pregnancy

6.0) What is the setting of the movie? How important is the setting?
 14

6.1) Rural Columbia then Bogota, Colombia and then New York City

7.0) What is the genre of the movie?

8.0) Does the movie have any cultural lessons?

8.1) Grace (Christianity)

 15

Open Your Eyes – Literary Elements

http://foxhugh.com/tv-series-esl-discussion-questions/open-your-eyes-literary-elements/

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

2.0) What is the plot of the movie?

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

3.1) Eduardo Noriega as Cesar

3.2) Penelope Cruz as Sofia

3.3) Fele Martinez as Pelayo

 16

4.0) What are some of the themes of the movie?

5.0) What are some the topics of the movie?

5.1) Virtual Reality

5.2) What is real?

5.3) Cryonics

5.4) Disfigurement in fiction

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

7.0) What is the genre of the movie?

8.0) Does the movie have any cultural lessons?

 17

El Mariachi - Literary Elements

http://foxhugh.com/tv-series-esl-discussion-questions/el-mariachi/

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

2.0) What is the plot of the movie?

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

3.1) Carlos Gallardo as El Mariachi

3.2) Consuelo Gómez as Dominó

3.3) Peter Marquardt as Mauricio (a.k.a. Moco)

 18

4.0) What are the themes of the movie?

5.0) What are some of the topics of the movie?

5.1) Mexican Drug War

5.2) Corruption in Mexico

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

6.1) Mexican Border Town

7.0) What is the genre of the movie?

7.1) “Mezcla” (Mix) of exploitation genres

7.2) Narcotraficante films of Mexico in the 80’s

7.3) Hong Kong action cinema

8.0) Does the movie have any cultural lessons?

8.1) Mariachi

8.2) Latino stereotypes

8.3) Narcoculture in Mexico

 19

La Misma Luna - Literary Elements

https://foxhugh.com/tv-series-esl-discussion-questions/la-misma-luna-literary-elements/

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

2.0) What is the plot of the movie?

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

3.1) Adrián Alonso as Carlos “Carlitos” Reyes

3.2) Kate Del Castillo as Rosario Reyes

3.3) Eugenio Derbez as Enrique

 20

4.0) What are the themes of the movie?

5.0) What are the topics of the movie?

5.1) Illegal Immigration

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

7.0) What is the genre of the movie?

8.0) Does the movie have any cultural lessons?

 21

The Liberator – Cultural Lessons

https://foxhugh.com/tv-series-esl-discussion-questions/the-liberator-cultural-lessons/

1.0) Describe Simon Bolivar.

2.0) Describe the Latin American Revolution.

 22

3.0) What was the economic rationale of the Latin American Revolution?

-Rejection of Mercantilism
-Belief in Free Trade

4.0) What was the political rationale of the Latin American Revolution?

-Rejection of the Divine Right of Kings

-Belief in social contract
 23

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.
 24

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 didn’t 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.
 25

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 Schönthal 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 mother’s 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 bachelor’s 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
 26

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 Master’s
(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
 27

Nagoya, Japan for a semester. I decided I had enough of the cold of NE Asia and relocated to
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.
 28

Section 1: General Information

1.1) Old Course Name: 95116559 Spanish for Advanced Communication
1.2) New Course Name: 951165 Spanish for Communication II
1.3) Type of course: GE Language
1.4) Term: Fall 2018
1.5) Instructor’s Name: Hugh Fox III
1.6) E-mail: foxhugh@yahoo.com
1.7) Website: http://foxhugh.wordpress.com/
1.8) Office Hours: Tuesday, 4-5 pm
1.9) Office Location: 405
1.10) Pre-requisite course: none
1.11) Co-requisite course: none
1.12) Classroom: 412
1.13) This course syllabus was last updated on January 2018
1.14) Class meets on Tuesday, 9-12 am

Section 2: Course objectives

2.1) The focus of this course will be on reading and writing Spanish.
2.2) The focus of the prior class will be on listening and speaking Spanish.

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
 29

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

Week Topic/description Date

1 Introductions 1-9
Classroom Rules
2 The students will watch the movie Maria Full of Grace. 1-16
https://foxhugh.com/tv-series-esl-discussion-questions/maria-full-
of-grace-literary-elements/
3 The students will drill and practice to prepare for Test 1. 1-23
4 The students will take Test 1 Spanish Syllables. 1-30
5 The students will drill and practice to prepare for Test 2. 2-6
6 The students will watch the movie Open Your Eyes. 2-13
https://foxhugh.com/tv-series-esl-discussion-questions/el-
mariachi/
7 The students will take Test 2 001a Spanish Basic Phrases 2-20
8 The students will drill and practice to prepare for Test 3. 2-27
9 The students will watch the movie El Mariachi. 3-6
https://foxhugh.com/tv-series-esl-discussion-questions/el-
mariachi/
10 Chulalongkorn - Holiday 3-13
11 The students will take Test 3 001b Spanish Basic Phrases 3-20
12 The students will drill and practice to prepare for Test 4. 3-27
13 The students will take Test 4 001c Spanish Basic Phrases, 4-3
14 The students will watch the Movie La Misma Luna. 4-10
https://foxhugh.com/tv-series-esl-discussion-questions/la-misma-
luna-literary-elements/
15 Songkran 4-17
16 The students will take Test 5 4-24

5.2 Course Evaluation:

Course Description Points

Requirement
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 nothing offer. If the student has six
absences or more then they will fail the course!
Test 1 The students will write down 10 randomly selected 20
Syllables Spanish syllables from a list of syllables. Each correct
response is worth two points.
Test 2 The students will write down 10 randomly selected 20
Survival Spanish Spanish phrases from a list of 50 words. Each correct
List A response is worth two points.
 30

Test 3 The students will write down 10 randomly selected 20

Survival Spanish Spanish phrases from a list of 50 words. Each correct
List B response is worth two points.
Test 4 The students will be able to pronounce and translate 20
Survival Spanish four Spanish vocabulary flashcards randomly selected
List C from 50 cards. Each correct response is worth five
points.
Test 5 The students will discuss one of the movies watched in 20
class. The movie the student must discuss will be
picked randomly.
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.
Total 100

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

Instructor Made Workbook

Section 7: Course evaluation

The course evaluation will help our college to improve the quality of learning and teaching.
Thus, at the end of this course, all students need to go to Burapha University website at:
www.buu.ac.th to evaluate yourselves and course instructors. Those students who do not
evaluate the course will not be allowed to see their grades for the course.
 31

Hugh Fox Schedule

No Day Section Time Course Room
1 Mon 6 9-12 am 95110259 English for Advanced 503
Communication
2 Mon 7 1-4 pm 95110259 English for Advanced 503
Communication
3 Tues 1 9-12 am 951165 Spanish for Communication II 412
95116559 Spanish for Advanced
Communication
4 Tues 1 1-4 pm 95221459 Multicultural Communication 503