STUDENT PROFILE:
Students who enter this level are able to function and accomplish everyday needs required to live in a new culture. In this course, students will develop independence and autonomy so that, when communication does break down, they have enough tools at their disposal to resolve these challenges on
their own. Students should welcome correction and guidance from their instructors, hosts, and others in the community as they progress. They will also begin to recognize their own and their peers’ errors.
By the end of this course, students will begin to converse at a rate of speed approaching normal conversation. They will be more creative, spontaneous and self-reliant as they solve problems, interpret texts, negotiate, express their opinions, likes and dislikes in the culture. Although students will still make errors and experience communication breakdowns, they are much more likely to resolve these on their own. Students will understand a variety of colloquial expressions and slang, and will be able to understand a wider variety of native speakers from different backgrounds. By the end of this level, students will be capable of achieving the learning outcomes outlined below.
Prerequisites:
Completion of the Emerging Independent Abroad outcomes in the MAP for Language & Intercultural Communication, as determined by placement test.
Attendance policy:
90%. Students can be absent in only three classes.
Learning outcomes:
Students who are placed in this level should be capable of achieving the outcomes defined by the Emerging Independent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication.
By the end of the course, students will be able to achieve the outcomes for the Independent Abroad level as defined by the IES Abroad MAP for language and Intercultural Communication. The key learning outcomes from the MAP are summarized below:
I. Intercultural Communication
A. Students will be able to identify and describe at a basic level key host cultures, subcultures, habits, norms, and behaviors in a variety of settings, and they will be aware of the risk that generalizations can lead to stereotypes.
B. Students will be able to identify and discuss the validity of their own cultural beliefs, behaviors, and values by contrasting and comparing them with the host cultures.
C. Students will be able to describe and interpret gestures and body language, and they will integrate some of those non-verbal actions into their interactions with native speakers.
II. Listening
A. Students will be able to understand most spoken communications of moderate complexity (media, speeches, music, conversations, etc.) on a wide range of concrete everyday topics as well as abstract topics covered in classes.
B. Students will be able to understand native speakers from a variety of backgrounds and limited experience with non-native speakers, and they will comprehend common colloquial expressions and slang.
III. Speaking
A. Students will be able to speak on and discuss a wide range of concrete everyday and personal topics, abstract topics covered in classes as well as other topics of particular interest to them.
B. Students will be able to participate, initiate and respond actively in a wide variety of interactions.
IV. Reading
A. Students will be able to read and understand blogs, articles, and stories, using background knowledge to aid their comprehension.
B. Students will be able to read and understand more complex, academic texts with assistance.
V. Writing
A. Students will be able to meet most everyday writing needs (notes, text messages, emails, chats, letters, and online forums).
B. Students will be able to write brief essays for class that narrate, describe, report, compare, contrast, and summarize a wide range of topics.
C. Students will be able to edit their own and their peers’ writing.
Method of presentation:
Instructor directed tasks, group and pair work, individual and group oral presentations, intensive and extensive reading in class, listening activities, class discussion, role plays, and audiovisual activities.
Required work and form of assessment:
Oral activities: 15 % (oral presentation and role play)
Written assignments: 15% (written essays)
Comprehension activities: 10% (Reading comprehension test and written reports on fieldtrips)
Midterm test: 20%
Written exam: 20%
Oral exam: 20%
content:
Week
Content
Assignments
Corresponding Learning Outcome(s)
Week 1
1.Functional:
- Describing places: providing geographic, historic and tourist information.(1)
- Expressing likes and dislikes
- Expressing desires, future intentions and opinions about places and vacations.
- Finding out local opinions about tourist places in Chile.
- Making complaints at a hotel desk.
2.Grammatical:
- Subjunctive mood in adjective clauses
- Review of ser/estar/haber.
- Subjunctive mood after verbs of that express demand (pedir, exigir, necesitar, solicitar, etc.)
3.Vocabulary:
- Travelling and accommodation.
- Adverbs of place.
4.Culture:
- Chile as a tourist destination
- Landmarks and sightseeing in Chile
Submission of written assignment:
MI VIAJE A CHILE
Vocabulary and grammatical exercises of the unit.
I. A II. A III. A
IV. A
Week 2
1.Functional:
- Describing places: providing geographic, historic and tourist information.(2)
- Expressing opinions about places and
vacations
- Expressing surprise
- Giving directions / instructions
- Asking for information and directions
2.Grammatical:
- Prepositions of movement and location
- Subjunctive mood after verbs /expressions to give opinions (ser+adjetivo+que,
parecer+adjetivo que, pienso que, creo que, etc.)
- Review of gustar que+ subjunctive (and verbs
alike)
3.Vocabulary:
- Verbs + prep. to express movement, location and existence.
- Adverbs of place
4.Culture:
- International interest in Chile
- Santiago and its cultural and tourist offer.
ORAL PRESENTATION
Places to visit in
Chile. (pair work)
Instructions provided in the course dossier.
Vocabulary and grammatical exercises of the unit.
I. A II. A
III. A IV. A
Week 3
1.Functional:
- Talking about food and special recipes for celebrations and festivities.
- Describing customs, traditions and food, and
discuss their role in a particular culture.
- Comparing and contrasting local customs, food and festivities with the Americans’.
2.Grammatical:
- Infinitive verb forms (for instructions)
- Direct object
3.Vocabulary:
- Food, meals, recipes and ingredients.
- Games, music, dances.
- Temporal connectors
4.Culture:
- Food and eating habits in Chile.
- Chilean traditions for independence day.
Submission of written assignment:
MI VIAJE A CHILE
(edited version)
Vocabulary and grammatical exercises of the unit.
I. A, B II. A III. A IV. A V. B
Week 4
Cultural workshop:
- Students participate in a cultural workshop to reflect on their experience abroad.
- Students can assess and enrich their knowledge of Chilean culture.
1.Functional:
- Analyzing the implications of the contact of
cultures.
- Discussing non-verbal communication
2.Grammatical:
- Review of tenses
- Exercises on the grammatical contents studied so far.
- Verbs and prepositions
3.Vocabulary:
- Festivities and holidays
- Celebrations: births, weddings, Christmas, New Year, etc.
4.Culture:
- What I’ve learned in Chile so far.
- “Chilean Spanish”
Vocabulary and grammatical exercises of the unit.
I. A, B II. A, B
III. A, B
IV. A V. A
Week 5
1.Functional:
- Describing people attitudes and beliefs.
- Narrating historic events.
- Describing important people and assess their achievements.
2.Grammatical:
- Preterit and imperfect tenses
- Indirect object
3.Vocabulary:
- Expressions of time
- Temporal/sequencing connectors
4.Culture:
- Talking about famous Latin-American people and their importance in the local culture.
Vocabulary and grammatical
exercises of the
unit.
I. A, B II. A
III. A
IV. A
V. A, B
Week 6
1.Functional:
- Describing health problems, aches, pains and accidents
- Making an appointment with the
doctor/dentist
- Describing symptoms
- Making hypotheses related to health problems
- Giving advice
2.Grammatical:
- Reflexive verbs that express processes and accidents
- Contrast between reflexive and reciprocal
verbs
- Subjunctive mood for recommendation and future actions
3.Vocabulary:
- Aches, pains, illnesses and symptoms.
- Injuries and ailments.
- Adverbs of manner to express intensity.
4.Culture:
- Health care in Chile
Vocabulary and grammatical
exercises of the
unit.
I. A,C II. A
III. A,B
IV. A,B V. A, B
Week 7
1.Functional:
- Expressing objective and goals
- Interpreting publicity: ads and commercials
- Developing communicative strategies
2.Grammatical:
- Imperative mood
- Direct and Indirect object pronouns with commands
- Impersonal constructions
- Prepositions/ prepositional phrases to indicate objective
3.Vocabulary:
- Advertising and publicity
4.Culture:
- Tú and Usted. Direct and indirect language.
- Senior citizen in my community
Vocabulary and grammatical exercises of the unit.
I. A, B,C II. A, B III. A, B IV. A
V. A, C
Week 8
FIELD TRIP: Visit to the National Cemetery
-Getting to know a cemetery from a historical, economic, political and social perspective.
- Understanding some important aspects of local idiosyncrasies.
MID TERM TEST
- Assessment of all content reviewed during the first part of the course.
I. A, B, C II. A
III. A, B
V. B,C
Week 9
1.Functional:
- Describing historic events
- Stating and supporting opinions about past events
- Making hypotheses about causes and consequences of past events
- Supporting ideas and opinions
- Expressing emotions of excitement, pity, sorrow and anger
2.Grammatical:
- Preterit and imperfect vs. Past perfect
- Subjunctive mood
- If conditional clauses
3.Vocabulary:
- Adjectives and nouns that describe emotions, qualities and personal traits.
- Adjectives and nouns that describe people and how they see the world.
4.Culture:
September 11Th 1973, a day that divides
Chileans.
Submission of written
assignment: Fieldtrip: the National Cemetery Instructions
provided in the course dossier.
Vocabulary and grammatical exercises of the unit.
I. A, B II. A, B
III. A, B IV. A, B V. A,B
Week 10
AUDIOVISUAL ACTIVITY
CHILEAN MOVIE: MACHUCA
- Recognizing spoken Spanish with speakers of different age and social class.
- Recognizing register.
- Analyzing past historic events presented in fictional story/movie.
Vocabulary of the unit in the course dossier.
I. A, B, C II. A, B III. A, B V. B,
Week 11
1.Functional:
- Describing and evaluating past events
- Expressing conditions and consequences
- Commenting and analyzing facts
- Discussing hypothetical reasons and consequences
2.Grammatical:
- Subjunctive mood
- Review of conditional clauses
3.Vocabulary:
- Nouns and verbs that describe types of crimes.
- Laws, rules and types of punishment
- Adjectives, adverbs and phrases to express emphasis and intensity
4.Culture:
- Laws that reflect cultural beliefs
Submission of written
assignment: Audiovisual Activity: Machuca
Instructions provided in the course dossier.
I. A,C II. A, B
III. A, B IV. A, B V. B, C
Week 12
1.Functional:
- Talking about future events
- Expressing concern
- Making predictions
- Expressing future possibility
2.Grammatical:
- Review of future tense
- Subjunctive mood for future and possibility
- Relative pronouns
3.Vocabulary:
- Nouns to describe environmental problems and their consequences
- Conjunctions and connectors in formal discourse
- Nouns to describe technological advances and medical experimentation
4.Culture:
- The Future: Beliefs and superstitions
GROUP ACTIVITY: “EL JUICIO”
Students take roles in a trial to prosecute a suspect.
Instructions provided in the course dossier.
Vocabulary and
grammatical exercises of the
unit.
I. A, B, C II. A, B
III. A, B, C
IV. A, B
V. A, B, C
Week 13
1.Functional:
- Stating and supporting critical opinions, attitude and certainty
- Synthesizing others’ opinions
- Comparing and contrasting experiences
- Expressing judgments and propositions and trying to validate them
2.Grammatical:
- Review on subjunctive mood
- Conditional clauses
3.Vocabulary:
- Word formation: prefixes to form opposite
- Word families
4.Culture:
- Generalizations lead to stereotypes
READING COMPREHENSION TEST
Book: Mi país
inventado.
By Isabel Allende
Submission of written assignment:
La Clonación
Instructions provided in the course dossier.
Vocabulary and grammatical exercises of the unit.
I. A, B, C II. A, B
III. A, B,C IV. A, B
V. A, B
Week 14
- FINAL ORAL EXAM
- Review of all contents reviewed in this course.
Week 15
- FINAL WRITTEN EXAM
- Reflection on the experience,
assessment of personal objectives, goals and achievements.
NOTE: Every class begins with a discussion of current local or international news, host family anecdotes, local curiosities, trips, etc.
Required readings:
Course Handbook (designed and compiled by the course instructor).
Brief Biography of Instructor:
Prof. Flores has been teaching Spanish and Chilean Culture courses to IES Abroad Santiago students for nine years. During this time she has designed and implemented a multitude of curricula, placement evaluations, syllabi and teaching materials for the Santiago center. She was instrumental in designing and developing the Spanish course for Health Practitioners. She holds a MA in English Linguistics and currently also works as the Coordinator of Program of Spanish as a Foreign Language at the University of Chile. In this role, she has done work in the area of conversational analysis, contrasting conversational structures in both English and Spanish. Claudia participated in the development of IES Language Map (2010-2011).
Advanced Grammar And Usage Ii
Research has demonstrated that study abroad can enhance every aspect of language ability. One of the most important general findings of this research is, however, that study abroad is most beneficial for the development of abilities related to social interaction. Students who go abroad can learn to do things with words, such as requesting, apologizing, or offering compliments, and they may also learn to interpret situations calling such speech acts in ways that local people do. In short, and logically, study abroad has been shown to enhance the aspects of communicative competence that are most difficult to foster in the classroom settings (IES Abroad MAP© for Language and Intercultural Communication, p. 6).
STUDENT PROFILE:
Students who enter this level are able to function and accomplish everyday needs required to live in a new culture. In this course, students will develop independence and autonomy so that, when communication does break down, they have enough tools at their disposal to resolve these challenges on
their own. Students should welcome correction and guidance from their instructors, hosts, and others in the community as they progress. They will also begin to recognize their own and their peers’ errors.
By the end of this course, students will begin to converse at a rate of speed approaching normal conversation. They will be more creative, spontaneous and self-reliant as they solve problems, interpret texts, negotiate, express their opinions, likes and dislikes in the culture. Although students will still make errors and experience communication breakdowns, they are much more likely to resolve these on their own. Students will understand a variety of colloquial expressions and slang, and will be able to understand a wider variety of native speakers from different backgrounds. By the end of this level, students will be capable of achieving the learning outcomes outlined below.
Completion of the Emerging Independent Abroad outcomes in the MAP for Language & Intercultural Communication, as determined by placement test.
90%. Students can be absent in only three classes.
Students who are placed in this level should be capable of achieving the outcomes defined by the Emerging Independent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication.
By the end of the course, students will be able to achieve the outcomes for the Independent Abroad level as defined by the IES Abroad MAP for language and Intercultural Communication. The key learning outcomes from the MAP are summarized below:
I. Intercultural Communication
A. Students will be able to identify and describe at a basic level key host cultures, subcultures, habits, norms, and behaviors in a variety of settings, and they will be aware of the risk that generalizations can lead to stereotypes.
B. Students will be able to identify and discuss the validity of their own cultural beliefs, behaviors, and values by contrasting and comparing them with the host cultures.
C. Students will be able to describe and interpret gestures and body language, and they will integrate some of those non-verbal actions into their interactions with native speakers.
II. Listening
A. Students will be able to understand most spoken communications of moderate complexity (media, speeches, music, conversations, etc.) on a wide range of concrete everyday topics as well as abstract topics covered in classes.
B. Students will be able to understand native speakers from a variety of backgrounds and limited experience with non-native speakers, and they will comprehend common colloquial expressions and slang.
III. Speaking
A. Students will be able to speak on and discuss a wide range of concrete everyday and personal topics, abstract topics covered in classes as well as other topics of particular interest to them.
B. Students will be able to participate, initiate and respond actively in a wide variety of interactions.
IV. Reading
A. Students will be able to read and understand blogs, articles, and stories, using background knowledge to aid their comprehension.
B. Students will be able to read and understand more complex, academic texts with assistance.
V. Writing
A. Students will be able to meet most everyday writing needs (notes, text messages, emails, chats, letters, and online forums).
B. Students will be able to write brief essays for class that narrate, describe, report, compare, contrast, and summarize a wide range of topics.
C. Students will be able to edit their own and their peers’ writing.
Instructor directed tasks, group and pair work, individual and group oral presentations, intensive and extensive reading in class, listening activities, class discussion, role plays, and audiovisual activities.
Week
Content
Assignments
Corresponding Learning Outcome(s)
Week 1
1.Functional:
- Describing places: providing geographic, historic and tourist information.(1)
- Expressing likes and dislikes
- Expressing desires, future intentions and opinions about places and vacations.
- Finding out local opinions about tourist places in Chile.
- Making complaints at a hotel desk.
2.Grammatical:
- Subjunctive mood in adjective clauses
- Review of ser/estar/haber.
- Subjunctive mood after verbs of that express demand (pedir, exigir, necesitar, solicitar, etc.)
3.Vocabulary:
- Travelling and accommodation.
- Adverbs of place.
4.Culture:
- Chile as a tourist destination
- Landmarks and sightseeing in Chile
Submission of written assignment:
MI VIAJE A CHILE
Vocabulary and grammatical exercises of the unit.
I. A II. A III. A
IV. A
Week 2
1.Functional:
- Describing places: providing geographic, historic and tourist information.(2)
- Expressing opinions about places and
vacations
- Expressing surprise
- Giving directions / instructions
- Asking for information and directions
2.Grammatical:
- Prepositions of movement and location
- Subjunctive mood after verbs /expressions to give opinions (ser+adjetivo+que,
parecer+adjetivo que, pienso que, creo que, etc.)
- Review of gustar que+ subjunctive (and verbs
alike)
3.Vocabulary:
- Verbs + prep. to express movement, location and existence.
- Adverbs of place
4.Culture:
- International interest in Chile
- Santiago and its cultural and tourist offer.
ORAL PRESENTATION
Places to visit in
Chile. (pair work)
Instructions provided in the course dossier.
Vocabulary and grammatical exercises of the unit.
I. A II. A
III. A IV. A
Week 3
1.Functional:
- Talking about food and special recipes for celebrations and festivities.
- Describing customs, traditions and food, and
discuss their role in a particular culture.
- Comparing and contrasting local customs, food and festivities with the Americans’.
2.Grammatical:
- Infinitive verb forms (for instructions)
- Direct object
3.Vocabulary:
- Food, meals, recipes and ingredients.
- Games, music, dances.
- Temporal connectors
4.Culture:
- Food and eating habits in Chile.
- Chilean traditions for independence day.
Submission of written assignment:
MI VIAJE A CHILE
(edited version)
Vocabulary and grammatical exercises of the unit.
I. A, B II. A III. A IV. A V. B
Week 4
Cultural workshop:
- Students participate in a cultural workshop to reflect on their experience abroad.
- Students can assess and enrich their knowledge of Chilean culture.
1.Functional:
- Analyzing the implications of the contact of
cultures.
- Discussing non-verbal communication
2.Grammatical:
- Review of tenses
- Exercises on the grammatical contents studied so far.
- Verbs and prepositions
3.Vocabulary:
- Festivities and holidays
- Celebrations: births, weddings, Christmas, New Year, etc.
4.Culture:
- What I’ve learned in Chile so far.
- “Chilean Spanish”
Vocabulary and grammatical exercises of the unit.
I. A, B II. A, B
III. A, B
IV. A V. A
Week 5
1.Functional:
- Describing people attitudes and beliefs.
- Narrating historic events.
- Describing important people and assess their achievements.
2.Grammatical:
- Preterit and imperfect tenses
- Indirect object
3.Vocabulary:
- Expressions of time
- Temporal/sequencing connectors
4.Culture:
- Talking about famous Latin-American people and their importance in the local culture.
Vocabulary and grammatical
exercises of the
unit.
I. A, B II. A
III. A
IV. A
V. A, B
Week 6
1.Functional:
- Describing health problems, aches, pains and accidents
- Making an appointment with the
doctor/dentist
- Describing symptoms
- Making hypotheses related to health problems
- Giving advice
2.Grammatical:
- Reflexive verbs that express processes and accidents
- Contrast between reflexive and reciprocal
verbs
- Subjunctive mood for recommendation and future actions
3.Vocabulary:
- Aches, pains, illnesses and symptoms.
- Injuries and ailments.
- Adverbs of manner to express intensity.
4.Culture:
- Health care in Chile
Vocabulary and grammatical
exercises of the
unit.
I. A,C II. A
III. A,B
IV. A,B V. A, B
Week 7
1.Functional:
- Expressing objective and goals
- Interpreting publicity: ads and commercials
- Developing communicative strategies
2.Grammatical:
- Imperative mood
- Direct and Indirect object pronouns with commands
- Impersonal constructions
- Prepositions/ prepositional phrases to indicate objective
3.Vocabulary:
- Advertising and publicity
4.Culture:
- Tú and Usted. Direct and indirect language.
- Senior citizen in my community
Vocabulary and grammatical exercises of the unit.
I. A, B,C II. A, B III. A, B IV. A
V. A, C
Week 8
FIELD TRIP: Visit to the National Cemetery
-Getting to know a cemetery from a historical, economic, political and social perspective.
- Understanding some important aspects of local idiosyncrasies.
MID TERM TEST
- Assessment of all content reviewed during the first part of the course.
I. A, B, C II. A
III. A, B
V. B,C
Week 9
1.Functional:
- Describing historic events
- Stating and supporting opinions about past events
- Making hypotheses about causes and consequences of past events
- Supporting ideas and opinions
- Expressing emotions of excitement, pity, sorrow and anger
2.Grammatical:
- Preterit and imperfect vs. Past perfect
- Subjunctive mood
- If conditional clauses
3.Vocabulary:
- Adjectives and nouns that describe emotions, qualities and personal traits.
- Adjectives and nouns that describe people and how they see the world.
4.Culture:
September 11Th 1973, a day that divides
Chileans.
Submission of written
assignment: Fieldtrip: the National Cemetery Instructions
provided in the course dossier.
Vocabulary and grammatical exercises of the unit.
I. A, B II. A, B
III. A, B IV. A, B V. A,B
Week 10
AUDIOVISUAL ACTIVITY
CHILEAN MOVIE: MACHUCA
- Recognizing spoken Spanish with speakers of different age and social class.
- Recognizing register.
- Analyzing past historic events presented in fictional story/movie.
Vocabulary of the unit in the course dossier.
I. A, B, C II. A, B III. A, B V. B,
Week 11
1.Functional:
- Describing and evaluating past events
- Expressing conditions and consequences
- Commenting and analyzing facts
- Discussing hypothetical reasons and consequences
2.Grammatical:
- Subjunctive mood
- Review of conditional clauses
3.Vocabulary:
- Nouns and verbs that describe types of crimes.
- Laws, rules and types of punishment
- Adjectives, adverbs and phrases to express emphasis and intensity
4.Culture:
- Laws that reflect cultural beliefs
Submission of written
assignment: Audiovisual Activity: Machuca
Instructions provided in the course dossier.
I. A,C II. A, B
III. A, B IV. A, B V. B, C
Week 12
1.Functional:
- Talking about future events
- Expressing concern
- Making predictions
- Expressing future possibility
2.Grammatical:
- Review of future tense
- Subjunctive mood for future and possibility
- Relative pronouns
3.Vocabulary:
- Nouns to describe environmental problems and their consequences
- Conjunctions and connectors in formal discourse
- Nouns to describe technological advances and medical experimentation
4.Culture:
- The Future: Beliefs and superstitions
GROUP ACTIVITY: “EL JUICIO”
Students take roles in a trial to prosecute a suspect.
Instructions provided in the course dossier.
Vocabulary and
grammatical exercises of the
unit.
I. A, B, C II. A, B
III. A, B, C
IV. A, B
V. A, B, C
Week 13
1.Functional:
- Stating and supporting critical opinions, attitude and certainty
- Synthesizing others’ opinions
- Comparing and contrasting experiences
- Expressing judgments and propositions and trying to validate them
2.Grammatical:
- Review on subjunctive mood
- Conditional clauses
3.Vocabulary:
- Word formation: prefixes to form opposite
- Word families
4.Culture:
- Generalizations lead to stereotypes
READING COMPREHENSION TEST
Book: Mi país
inventado.
By Isabel Allende
Submission of written assignment:
La Clonación
Instructions provided in the course dossier.
Vocabulary and grammatical exercises of the unit.
I. A, B, C II. A, B
III. A, B,C IV. A, B
V. A, B
Week 14
- FINAL ORAL EXAM
- Review of all contents reviewed in this course.
Week 15
- FINAL WRITTEN EXAM
- Reflection on the experience,
assessment of personal objectives, goals and achievements.
NOTE: Every class begins with a discussion of current local or international news, host family anecdotes, local curiosities, trips, etc.
Course Handbook (designed and compiled by the course instructor).
Prof. Flores has been teaching Spanish and Chilean Culture courses to IES Abroad Santiago students for nine years. During this time she has designed and implemented a multitude of curricula, placement evaluations, syllabi and teaching materials for the Santiago center. She was instrumental in designing and developing the Spanish course for Health Practitioners. She holds a MA in English Linguistics and currently also works as the Coordinator of Program of Spanish as a Foreign Language at the University of Chile. In this role, she has done work in the area of conversational analysis, contrasting conversational structures in both English and Spanish. Claudia participated in the development of IES Language Map (2010-2011).