STUDENT PROFILE:
Students who enter this course will have mastered most of the outcomes of the Independent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication. Among other characteristics, these students are able to converse at a rate of speed approaching normal conversation.
They are creative, spontaneous and self-reliant as they solve problems, interpret texts, negotiate, express their opinions, likes and dislikes in the culture. Although they still make errors and experience communication breakdowns, these students tend to resolve these challenges on their own. Students who
enter this level can already understand a variety of colloquial expressions and slang, and are also able to understand a wider variety of native speakers from different backgrounds.
Students entering this level can succeed in a range of moderately complex university courses designed for native speakers. Before registering, they should consult with the appropriate IES Abroad academic adviser on course selection.
By the end of this course, students will have acquired the skills of an Emerging Competent Abroad learner, but will have only started to acquire the subtlety of expression and control of complex structures that characterize Competent Abroad learners. Emerging Competent Abroad learners have only partial mastery of these structures and quite often resort to simpler and more direct modes of expression, particularly when negotiating linguistically difficult or unfamiliar situations. Emerging Competent Abroad speakers understand local cultural attitudes, values, beliefs, and behavior patterns well enough to make an informed choice about which cultural features they would like to adopt or need to adopt in order to live harmoniously in the local culture. There may, however, be some gaps and inconsistencies in their knowledge, and they lack the depth of understanding and sophistication of those who have spent more time living and working in the local context.
Prerequisites:
Completion of the Independent Abroad outcomes in the MAP for Language & Intercultural Communication, as determined by placement test.
Attendance policy:
90%
Learning outcomes:
By the end of the course students will be able to achieve the outcomes for the Emerging Competent 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 describe and analyze 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 reflect on and discuss the validity of their own cultural beliefs, behaviors, and values by contrasting and comparing them with the host cultures.
C. Students will demonstrate openness and acceptance of different beliefs and styles even when they do not agree with them.
D. Students will accept responsibility for their own learning by defining their linguistic goals and demonstrating independence in their exploration of the culture.
II. Listening
A. Students will be able to identify a fairly wide range of social and cultural dialects of the spoken language.
B. Students will be able to understand most native speakers and non-native experts and comprehend a wide range of moderately complex interactions.
III. Speaking
A. Students will be able to participate fully in most academic and social interactions using when appropriate complex language including slang, colloquial expressions, double meaning, and humor with increasing confidence.
B. Students will be able to make arguments to support hypotheses and opinions on almost any topic of their interest.
IV. Reading
A. Students will be able to read and understand textbooks and academic articles for classes taught in the host language as well as a wide range of popular texts for enjoyment.
B. Students will be able to read and understand authentic materials including newspapers, advertisements, brochures, instruction manuals etc. on abstract topics with some assistance at times.
V. Writing
A. Students will be able to write for a wide range of native audiences and express themselves clearly and effectively.
B. Students will be able to write essays for classes incorporating aspects of appropriate academic style with some assistance at times.
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: 20%
Written assignments: 20%
Midterm test: 20%
Oral final exam: 20%
Written final exam: 20%
content:
Week
Content
Assignments
Corresponding Learning Outcome(s)
WEEK 1
1.Functional:
- Asking and giving personal information
- Discussing and analyzing non verbal elements in a language
- Talking about different ways of
communicating
- Understanding the role register, pronunciation and intonation play in a
language community
- Describing general characteristics of people of a country
- Expressing opinions, surprise and interest
- Contrasting and comparing people and their attitudes towards life, work, religion,
etc.
2.Grammatical:
- Review of tenses in indicative mood
- Review of subjunctive mood in verbal phrases
3.Vocabulary:
- Nouns and verbs that describe gestures and body language
- Word formation
- Nouns and adjectives to describe people and emotions
4.Culture:
- Review of TÚ and USTED: the concept of register
- Stereotypes: people in my country and
people in my host country.
Submission of written
assignment:
MI VIAJE A CHILE
Audiovisual activity Two different local TV programs
- Listening to spoken Spanish in order to recognize register
- Assessing the contents of TV
programs
- Making hypotheses of reason/cause
Specific instructions provided in the course dossier.
I. A, D II. A, B III. A, B
IV. A V. A
WEEK 2
1.Functional:
- Reporting information about past historic events
- Arguing and supporting arguments
- Expressing surprise, interest, dislike and disagreement
- Contrasting and comparing the role of women in different cultures
2.Grammatical:
- Past and present tenses of indicative
mood
- Conditional clauses
- Review of subjunctive mode with some verb phrases
3.Vocabulary:
- Adjectives to describe women (common word combinations)
4.Culture:
- Women throughout Chilean history
- The changing role of the (Chilean) woman nowadays
Reading activity: Tales: Tosca and
Walimai
by Isabel Allende:
- Describing and retelling short fictional stories
- Relating author’s
personal background with his/her writing
Specific instructions provided in the
course dossier.
I. A, C, B II. A, B
III. B
IV. A, B
WEEK 3
Movie: La Nana
1.Functional:
- Expressing likes and dislikes
- Talking about how movies reflect social situations
- Expressing opinion on socio-cultural
attitudes and behavior
- Comparing and contrasting the role of women in different local movies
- Discussing, comparing and contrasting
Women’s role in different societies and cultures.
2.Grammatical:
- Integration of mood and tenses
- Complex noun phrases
3.Vocabulary:
- Adjectives to describe movies and visual arts.
- Review of comparative and superlative
forms
- Review of word formation
4.Culture:
- Chilean families
- The social effect of the uneven income distribution and women’s role
Submission of written
assignment:
MI VIAJE A CHILE
I. A, B, C, D II. A, B
III. A IV. A, B
WEEK 4
Audiovisual activity
MOVIE: MACHUCA
1.Functional:
- Understanding spoken Spanish in different registers (poor, rich, young, adults)
- Describing and assessing past events.
- Criticizing a movie.
2.Grammatical:
- Integration of grammatical contents studied so far
3.Vocabulary:
- Words related to education, politics, political campaigns, demonstrations, etc.
- Chilean slang
4.Culture:
- Political events and their impact in social life
Cultural workshop:
Students participate in a cultural workshop to reflect on their experience abroad.
WRITTEN ASSIGNMENT SUBMISSION:
Essay on La Nana.
Specific instructions provided in the course dossier.
I. A, B, C,D II. A, B
III. A, B
IV. B V. A
WEEK 5
1.Functional:
- Talking about income distribution and its social implications
- Discussing the consequences of uneven income distribution
- Expressing probability
- Expressing presuppositions
- Expressing advantages and disadvantages of a particular situation
- Discussing, comparing and contrasting
work, jobs, expenses, and economical problems
- Explaining decisions
2.Grammatical:
- Review of present tenses
- Subjunctive mood in adjective phrases.
- Connecting contrasting ideas
3.Vocabulary:
- Words related to money, economy, expenses and savings
- Text connectors and adverbials
4.Culture:
- Why do we need money?
- Differences between the poor and the rich: from language to life opportunities
WRITTEN ASSIGNMENT SUBMISSION:
Essay on “The role of women in Chile and
in my country”
Specific instructions provided in the course dossier.
I. A, B, C, D II. A, B
III. A, B
IV. A, B V. A, B
WEEK 6
1.Functional:
- Stating and supporting opinion about mass media
- Reflecting on the language, text and
layout of newspapers
- Comparing the impact of local mass media with the mass media in their own country
- Reporting events, facts and others’ speech
- Criticizing mass media.
- Comparing information provided by different types of media (radio, TV, Newspapers)
2.Grammatical:
- Review of tenses
- If clauses
- Indirect speech
- Relative pronouns
3.Vocabulary:
- Nouns and verbs that describe mass media, ads and TV industry.
- Words to describe specific events on the
news, newscast, and newspaper sections.
4.Culture:
- What is it in the newspapers?
- The power of mass media
Research
Assignment: SHORT ORAL
PRESENTATION
News and current events
- Reporting events
- Identifying trends and opinions in
newspapers.
- Assessing facts and events
- Comparing and contrasting information provided
by different media.
- Expressing probability and future events.
Specific instructions provided in the course dossier.
I. A, B, C, D, II. A, B
III. A, B IV. A, B V. A, B
WEEK 7
1. Functional:
- Describing and evaluating past events
- Commenting and analyzing facts, reports and evidence
- Discussing hypothetical reasons and consequences
2. Grammatical
- Preterit vs. pluscuamperfect
3.Vocabulary
- Crimes and laws
4. Culture
- Controversial laws
I. A, B, C, D, II. A, B
III. A, B IV. A, B V. A, B
WEEK 8
Field trip to National Cemetery
-Getting to know a cemetery from a historical, economic, political and social perspective.
- Understanding some important aspects of local idiosyncrasies.
MIDTERM TEST
Review and assessment of all content studied so far.
I. A, B, C, D II. A, B
III. A, B
IV. A, B V. A, B
WEEK 9
1.Functional:
- Making hypotheses about future events
- Discussing the validity of facts
- Expressing agreement and strong disagreement
- Stating arguments and counterarguments
- Expressing uncertainty and probability
2.Grammatical:
- If clauses
- Simple and perfect future tenses
3.Vocabulary:
- Environment and environmental problems
- Word formation: adjectives from nouns
4.Culture:
- Use of natural resources in a developing country
Research assignment: ORAL PRESENTATION:
Oral report on: Hydroaysen: natural energy against
environment
-Compare and contrast information provided by different
media.
- Assessing facts and events
- Expressing
probability and future events.
Specific instructions provided in the course dossier.
I. A, B, C, D II. A, B
III. A,B, C
IV. A, B V. A, B
WEEK 10
1.Functional:
- Stating, supporting and defending opinions
- Describing consequences, stating negative results of events
- Demanding information
2.Grammatical:
- Use of connectors that express contrast, cause and result
- Subjunctive mood in adverb phrases
3.Vocabulary:
- Clonation and medical terms that refer to medical advances and technology.
4.Culture:
- The impact of values and beliefs on country’s decisions
ORAL ACTIVITY: Expert Panel Discussion: Clonation
I. A, B, C, D, II. A, B
III. A, B
IV. A, B
WEEK 11
1.Functional:
- Expressing unreal conditions in the past and their consequences
- Assessing the impact of inventions and
discoveries in current life
- Expressing regret
2.Grammatical:
- If clauses
- Review of past tenses
- Prepositions and prepositional phrases to
indicate aim/ benefit
3.Vocabulary:
- Inventions and discoveries
- Word formation: nouns and verbs
4.Culture:
- Events have changed the lives of the members of a community/social/ethnic
group.
I. A, B, C II. B
III. A, B IV. A, B
V. A, B
WEEK 12
1.Functional:
- Talking about the conflicts among neighboring countries
- Comparing and contrasting past events in
different parts of the world and their consequences
2.Grammatical:
- Review of tenses in indicative and
Subjunctive mood.
3.Vocabulary:
- Words that describe war, armed conflicts and patriotism.
- Connectors that express sequence and
consequence.
4.Culture:
Patriotism and nationalism
Audiovisual activity
Video La Guerra del
Pacifico
-Recognizing different regional varieties of Spanish.
- Recognizing different regional accents of Spanish
-Contrasting and comparing points of view.
Specific instructions provided in the course dossier.
I. A, B, C, D II. A, B
III. A, B, IV. A, B V. A, B
WEEK 13
1.Functional:
- Making hypotheses and presuppositions about past events and their consequences in the present.
2.Grammatical:
- Review of reported speech
- Time adjustment to retell a story
3.Vocabulary:
- Verbs that describe the way others talk and provide information.
4.Culture:
- Spanish in Latin-American.
GENERAL REVIEW OF CONTENTS BEFORE THE EXAM
Fieldtrip Visit to Pablo Neruda’s house Research on the diplomatic positions Neruda held.
-Finding out his political opinions and
his personal
perspective on territorial conflicts.
I. A, B, C, D II. A, B
III. A, B, IV. A, B
V. A, B
WEEK 14
Final written exam
I. A, B, C, D II. A, B
III. A, B,
IV. A, B V. A, B
WEEK 15
Final oral exam
- Reflection on the experience, assessment of personal objectives, goals and achievements.
I. A, B, C, D II. A, B
III. A, B, IV. A, B
V. A, B
NOTE: Every class begins with a discussion of current local or international news, host family anecdotes, local curiosities, trips, etc.
Required readings:
Course dossier (designed and compiled by the Spanish coordinator).
Brief Biography of Instructor:
Rosa Bahamondes is a Ph.D. (ABD) candidate in Second Language Acquisition from Carnegie Mellon University, Pittsburgh, PA. She holds an M.A. in English Linguistics from the University of Chile. She is an assistant professor in the Linguistics Department at the University of Chile. Her research focuses on facilitating factors for vocabulary acquisition in the Study Abroad context. She has worked at the University of Chile teaching EFL/ESL since 1994 and Spanish as a second language since 1996. In the last four years, while at CMU, she worked as an ESL writing instructor and as a Spanish instructor for undergraduate students. She was also an instructor at a volunteer program for Spanish speaking heritage children in PA. This semester she is an instructor for an advanced Spanish course at IES and she is also teaching Spanish at the U of Chile.
Spanish Language in Context: Emerging Competent Abroad
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 classroom settings (IES Abroad MAP© for Language and Intercultural Communication, p. 6).
STUDENT PROFILE:
Students who enter this course will have mastered most of the outcomes of the Independent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication. Among other characteristics, these students are able to converse at a rate of speed approaching normal conversation.
They are creative, spontaneous and self-reliant as they solve problems, interpret texts, negotiate, express their opinions, likes and dislikes in the culture. Although they still make errors and experience communication breakdowns, these students tend to resolve these challenges on their own. Students who
enter this level can already understand a variety of colloquial expressions and slang, and are also able to understand a wider variety of native speakers from different backgrounds.
Students entering this level can succeed in a range of moderately complex university courses designed for native speakers. Before registering, they should consult with the appropriate IES Abroad academic adviser on course selection.
By the end of this course, students will have acquired the skills of an Emerging Competent Abroad learner, but will have only started to acquire the subtlety of expression and control of complex structures that characterize Competent Abroad learners. Emerging Competent Abroad learners have only partial mastery of these structures and quite often resort to simpler and more direct modes of expression, particularly when negotiating linguistically difficult or unfamiliar situations. Emerging Competent Abroad speakers understand local cultural attitudes, values, beliefs, and behavior patterns well enough to make an informed choice about which cultural features they would like to adopt or need to adopt in order to live harmoniously in the local culture. There may, however, be some gaps and inconsistencies in their knowledge, and they lack the depth of understanding and sophistication of those who have spent more time living and working in the local context.
Completion of the Independent Abroad outcomes in the MAP for Language & Intercultural Communication, as determined by placement test.
90%
By the end of the course students will be able to achieve the outcomes for the Emerging Competent 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 describe and analyze 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 reflect on and discuss the validity of their own cultural beliefs, behaviors, and values by contrasting and comparing them with the host cultures.
C. Students will demonstrate openness and acceptance of different beliefs and styles even when they do not agree with them.
D. Students will accept responsibility for their own learning by defining their linguistic goals and demonstrating independence in their exploration of the culture.
II. Listening
A. Students will be able to identify a fairly wide range of social and cultural dialects of the spoken language.
B. Students will be able to understand most native speakers and non-native experts and comprehend a wide range of moderately complex interactions.
III. Speaking
A. Students will be able to participate fully in most academic and social interactions using when appropriate complex language including slang, colloquial expressions, double meaning, and humor with increasing confidence.
B. Students will be able to make arguments to support hypotheses and opinions on almost any topic of their interest.
IV. Reading
A. Students will be able to read and understand textbooks and academic articles for classes taught in the host language as well as a wide range of popular texts for enjoyment.
B. Students will be able to read and understand authentic materials including newspapers, advertisements, brochures, instruction manuals etc. on abstract topics with some assistance at times.
V. Writing
A. Students will be able to write for a wide range of native audiences and express themselves clearly and effectively.
B. Students will be able to write essays for classes incorporating aspects of appropriate academic style with some assistance at times.
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:
- Asking and giving personal information
- Discussing and analyzing non verbal elements in a language
- Talking about different ways of
communicating
- Understanding the role register, pronunciation and intonation play in a
language community
- Describing general characteristics of people of a country
- Expressing opinions, surprise and interest
- Contrasting and comparing people and their attitudes towards life, work, religion,
etc.
2.Grammatical:
- Review of tenses in indicative mood
- Review of subjunctive mood in verbal phrases
3.Vocabulary:
- Nouns and verbs that describe gestures and body language
- Word formation
- Nouns and adjectives to describe people and emotions
4.Culture:
- Review of TÚ and USTED: the concept of register
- Stereotypes: people in my country and
people in my host country.
Submission of written
assignment:
MI VIAJE A CHILE
Audiovisual activity Two different local TV programs
- Listening to spoken Spanish in order to recognize register
- Assessing the contents of TV
programs
- Making hypotheses of reason/cause
Specific instructions provided in the course dossier.
I. A, D II. A, B III. A, B
IV. A V. A
WEEK 2
1.Functional:
- Reporting information about past historic events
- Arguing and supporting arguments
- Expressing surprise, interest, dislike and disagreement
- Contrasting and comparing the role of women in different cultures
2.Grammatical:
- Past and present tenses of indicative
mood
- Conditional clauses
- Review of subjunctive mode with some verb phrases
3.Vocabulary:
- Adjectives to describe women (common word combinations)
4.Culture:
- Women throughout Chilean history
- The changing role of the (Chilean) woman nowadays
Reading activity: Tales: Tosca and
Walimai
by Isabel Allende:
- Describing and retelling short fictional stories
- Relating author’s
personal background with his/her writing
Specific instructions provided in the
course dossier.
I. A, C, B II. A, B
III. B
IV. A, B
WEEK 3
Movie: La Nana
1.Functional:
- Expressing likes and dislikes
- Talking about how movies reflect social situations
- Expressing opinion on socio-cultural
attitudes and behavior
- Comparing and contrasting the role of women in different local movies
- Discussing, comparing and contrasting
Women’s role in different societies and cultures.
2.Grammatical:
- Integration of mood and tenses
- Complex noun phrases
3.Vocabulary:
- Adjectives to describe movies and visual arts.
- Review of comparative and superlative
forms
- Review of word formation
4.Culture:
- Chilean families
- The social effect of the uneven income distribution and women’s role
Submission of written
assignment:
MI VIAJE A CHILE
I. A, B, C, D II. A, B
III. A IV. A, B
WEEK 4
Audiovisual activity
MOVIE: MACHUCA
1.Functional:
- Understanding spoken Spanish in different registers (poor, rich, young, adults)
- Describing and assessing past events.
- Criticizing a movie.
2.Grammatical:
- Integration of grammatical contents studied so far
3.Vocabulary:
- Words related to education, politics, political campaigns, demonstrations, etc.
- Chilean slang
4.Culture:
- Political events and their impact in social life
Cultural workshop:
Students participate in a cultural workshop to reflect on their experience abroad.
WRITTEN ASSIGNMENT SUBMISSION:
Essay on La Nana.
Specific instructions provided in the course dossier.
I. A, B, C,D II. A, B
III. A, B
IV. B V. A
WEEK 5
1.Functional:
- Talking about income distribution and its social implications
- Discussing the consequences of uneven income distribution
- Expressing probability
- Expressing presuppositions
- Expressing advantages and disadvantages of a particular situation
- Discussing, comparing and contrasting
work, jobs, expenses, and economical problems
- Explaining decisions
2.Grammatical:
- Review of present tenses
- Subjunctive mood in adjective phrases.
- Connecting contrasting ideas
3.Vocabulary:
- Words related to money, economy, expenses and savings
- Text connectors and adverbials
4.Culture:
- Why do we need money?
- Differences between the poor and the rich: from language to life opportunities
WRITTEN ASSIGNMENT SUBMISSION:
Essay on “The role of women in Chile and
in my country”
Specific instructions provided in the course dossier.
I. A, B, C, D II. A, B
III. A, B
IV. A, B V. A, B
WEEK 6
1.Functional:
- Stating and supporting opinion about mass media
- Reflecting on the language, text and
layout of newspapers
- Comparing the impact of local mass media with the mass media in their own country
- Reporting events, facts and others’ speech
- Criticizing mass media.
- Comparing information provided by different types of media (radio, TV, Newspapers)
2.Grammatical:
- Review of tenses
- If clauses
- Indirect speech
- Relative pronouns
3.Vocabulary:
- Nouns and verbs that describe mass media, ads and TV industry.
- Words to describe specific events on the
news, newscast, and newspaper sections.
4.Culture:
- What is it in the newspapers?
- The power of mass media
Research
Assignment: SHORT ORAL
PRESENTATION
News and current events
- Reporting events
- Identifying trends and opinions in
newspapers.
- Assessing facts and events
- Comparing and contrasting information provided
by different media.
- Expressing probability and future events.
Specific instructions provided in the course dossier.
I. A, B, C, D, II. A, B
III. A, B IV. A, B V. A, B
WEEK 7
1. Functional:
- Describing and evaluating past events
- Commenting and analyzing facts, reports and evidence
- Discussing hypothetical reasons and consequences
2. Grammatical
- Preterit vs. pluscuamperfect
3.Vocabulary
- Crimes and laws
4. Culture
- Controversial laws
I. A, B, C, D, II. A, B
III. A, B IV. A, B V. A, B
WEEK 8
Field trip to National Cemetery
-Getting to know a cemetery from a historical, economic, political and social perspective.
- Understanding some important aspects of local idiosyncrasies.
MIDTERM TEST
Review and assessment of all content studied so far.
I. A, B, C, D II. A, B
III. A, B
IV. A, B V. A, B
WEEK 9
1.Functional:
- Making hypotheses about future events
- Discussing the validity of facts
- Expressing agreement and strong disagreement
- Stating arguments and counterarguments
- Expressing uncertainty and probability
2.Grammatical:
- If clauses
- Simple and perfect future tenses
3.Vocabulary:
- Environment and environmental problems
- Word formation: adjectives from nouns
4.Culture:
- Use of natural resources in a developing country
Research assignment: ORAL PRESENTATION:
Oral report on: Hydroaysen: natural energy against
environment
-Compare and contrast information provided by different
media.
- Assessing facts and events
- Expressing
probability and future events.
Specific instructions provided in the course dossier.
I. A, B, C, D II. A, B
III. A,B, C
IV. A, B V. A, B
WEEK 10
1.Functional:
- Stating, supporting and defending opinions
- Describing consequences, stating negative results of events
- Demanding information
2.Grammatical:
- Use of connectors that express contrast, cause and result
- Subjunctive mood in adverb phrases
3.Vocabulary:
- Clonation and medical terms that refer to medical advances and technology.
4.Culture:
- The impact of values and beliefs on country’s decisions
ORAL ACTIVITY: Expert Panel Discussion: Clonation
I. A, B, C, D, II. A, B
III. A, B
IV. A, B
WEEK 11
1.Functional:
- Expressing unreal conditions in the past and their consequences
- Assessing the impact of inventions and
discoveries in current life
- Expressing regret
2.Grammatical:
- If clauses
- Review of past tenses
- Prepositions and prepositional phrases to
indicate aim/ benefit
3.Vocabulary:
- Inventions and discoveries
- Word formation: nouns and verbs
4.Culture:
- Events have changed the lives of the members of a community/social/ethnic
group.
I. A, B, C II. B
III. A, B IV. A, B
V. A, B
WEEK 12
1.Functional:
- Talking about the conflicts among neighboring countries
- Comparing and contrasting past events in
different parts of the world and their consequences
2.Grammatical:
- Review of tenses in indicative and
Subjunctive mood.
3.Vocabulary:
- Words that describe war, armed conflicts and patriotism.
- Connectors that express sequence and
consequence.
4.Culture:
Patriotism and nationalism
Audiovisual activity
Video La Guerra del
Pacifico
-Recognizing different regional varieties of Spanish.
- Recognizing different regional accents of Spanish
-Contrasting and comparing points of view.
Specific instructions provided in the course dossier.
I. A, B, C, D II. A, B
III. A, B, IV. A, B V. A, B
WEEK 13
1.Functional:
- Making hypotheses and presuppositions about past events and their consequences in the present.
2.Grammatical:
- Review of reported speech
- Time adjustment to retell a story
3.Vocabulary:
- Verbs that describe the way others talk and provide information.
4.Culture:
- Spanish in Latin-American.
GENERAL REVIEW OF CONTENTS BEFORE THE EXAM
Fieldtrip Visit to Pablo Neruda’s house Research on the diplomatic positions Neruda held.
-Finding out his political opinions and
his personal
perspective on territorial conflicts.
I. A, B, C, D II. A, B
III. A, B, IV. A, B
V. A, B
WEEK 14
Final written exam
I. A, B, C, D II. A, B
III. A, B,
IV. A, B V. A, B
WEEK 15
Final oral exam
- Reflection on the experience, assessment of personal objectives, goals and achievements.
I. A, B, C, D II. A, B
III. A, B, IV. A, B
V. A, B
NOTE: Every class begins with a discussion of current local or international news, host family anecdotes, local curiosities, trips, etc.
Course dossier (designed and compiled by the Spanish coordinator).
Rosa Bahamondes is a Ph.D. (ABD) candidate in Second Language Acquisition from Carnegie Mellon University, Pittsburgh, PA. She holds an M.A. in English Linguistics from the University of Chile. She is an assistant professor in the Linguistics Department at the University of Chile. Her research focuses on facilitating factors for vocabulary acquisition in the Study Abroad context. She has worked at the University of Chile teaching EFL/ESL since 1994 and Spanish as a second language since 1996. In the last four years, while at CMU, she worked as an ESL writing instructor and as a Spanish instructor for undergraduate students. She was also an instructor at a volunteer program for Spanish speaking heritage children in PA. This semester she is an instructor for an advanced Spanish course at IES and she is also teaching Spanish at the U of Chile.