By the end of the course, the successful student will develop a basic foundation in the five skills: intercultural communication, reading, writing, listening, and speaking to accomplish a variety of basic everyday needs in the host culture as described in the learning outcomes below.
In this course the student will be able to describe things, people, and events in detail. The student will also be able to express opinion and will be able to recognize a wide range of common interactions.
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 on 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).
Prerequisites:
SP101 or an equivalent course
Attendance policy:
Attendance is mandatory for all IES classes, including field studies. Any exams, tests, presentations, or other work missed due to student absences can only be rescheduled in cases of documented medical or family emergencies. If a student misses more than three classes in any course half a letter grade will be deducted from the final grade for every additional absence. Seven absences in any course will result in a failing grade.
Learning outcomes:
By the end of the course, students will be able to achieve some of the outcomes for the Novice Abroad level as defined by the 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 meet simple everyday needs using verbal and non-verbal communication, and they will be able to use compensatory strategies when they do not know the word or expression (repetition, talking around the point, body language etc.)
B. Students can recognize some appropriate and inappropriate expressions and behaviors in the host language.
C. Students will be able to distinguish between basic representations of formality and informality in the language.
D. Students will understand that there are differences between cultural stereotypes and generalizations between the home culture and the culture of Barcelona.
E. Students will start to make informed comparisons between their host culture and their home culture.
II.Listening
A. Students will be able to understand basic statements, requests, descriptions, and questions in specific cultural context relevant to them (hosts’ interactions, Center interactions, studying, shopping, transportation, meals).
B. Students will be able to use context to understand the gist of some simple spoken language they overhear, including the media, conversations between others, and announcements.
III.Speaking
A. Students will be able to use simple phrases appropriately in everyday situations (home, the IES Abroad Center, and the community)
B. Students will be able to express many simple needs by asking questions, and get what they need in uncomplicated, everyday situations.
IV.Reading
A. Students will be able to identify and understand many simple sentences and deduce some meaning from context if it is relevant to their studies.
B. Students will be able to interpret main ideas in short passages and news headlines if they are relevant to them.
V.Writing
A. Students will be able to write short texts about simple and concrete topics they have studied, such as themselves, their families, their friends, their likes, dislikes, plans, experiences and their daily routines.
B. Students will be able to send simple emails, text messages, and fill out some simple forms.
Method of presentation:
The course content will be delivered through a communicative student-centered methodology. Students will work individually and in groups in order to acquire and to practice, both written and orally, new concepts and vocabulary. In addition, homework will be assigned so that the students can systematize, practice, and clarify doubts about the new material. Students will also present compositions. These written assignments will provide the students with the opportunity to put new vocabulary and grammatical lessons into practice.
There will be special assignments related to field study trips. The city of Barcelona and its people are the perfect scenario for practicing the target language and learning about the ways people live. Therefore, we will draw on this setting to collect pieces of information for our class discussions and to develop a firsthand appreciation of Spanish language. Information and communication technology will be very present in the classroom. Some assignments will involve internet research; others will involve blog posts, a podcast or twitter. The e-learning module Moodle will provide instructions, assignments, and ancillary materials and activities.
Field study:
Santa Caterina Market
Required work and form of assessment:
Midterm: 10%; Final Exam: 20%; Oral Exams (2 exams): 10%; Quizzes (6 quizzes minimum on listening, speaking, reading, writing, intercultural communication): 15%; Video/Oral presentation: 10%; Compositions: 15%; Field studies: 10%; Class participation: 10%
content:
Week 1, Unit 1
1.Functional: Describing your daily routine talking about schedules.
2.Grammatical: Present tense review, time, expressions of frequency.
3.Vocabulary: daily action verbs, free time verbs.
4. Culture: The Spanish way of life.
Week 2, Unit 2
1.Functional: Describing your house, comparing, expressing likes and dislikes.
2. Gramatical: Comparisons: m?s…que, menos…que, tan …como.
3. Vocabulary: Prepositions of place, furniture, parts of house, comparative adjectives.
4. Culture: Comparing USA/Spain (houses, life…)
Week 3, Unit 3
1.Functional: Describing peoples appearance and personality, talking about personal relationships and family
This course is offered during the regular semester and in the summer. For summer sections, the course schedule is condensed, but the content, learning outcomes, and contact hours are the same.
Elementary Spanish in Context II
By the end of the course, the successful student will develop a basic foundation in the five skills: intercultural communication, reading, writing, listening, and speaking to accomplish a variety of basic everyday needs in the host culture as described in the learning outcomes below.
In this course the student will be able to describe things, people, and events in detail. The student will also be able to express opinion and will be able to recognize a wide range of common interactions.
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 on 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).
SP101 or an equivalent course
Attendance is mandatory for all IES classes, including field studies. Any exams, tests, presentations, or other work missed due to student absences can only be rescheduled in cases of documented medical or family emergencies. If a student misses more than three classes in any course half a letter grade will be deducted from the final grade for every additional absence. Seven absences in any course will result in a failing grade.
By the end of the course, students will be able to achieve some of the outcomes for the Novice Abroad level as defined by the 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 meet simple everyday needs using verbal and non-verbal communication, and they will be able to use compensatory strategies when they do not know the word or expression (repetition, talking around the point, body language etc.)
B. Students can recognize some appropriate and inappropriate expressions and behaviors in the host language.
C. Students will be able to distinguish between basic representations of formality and informality in the language.
D. Students will understand that there are differences between cultural stereotypes and generalizations between the home culture and the culture of Barcelona.
E. Students will start to make informed comparisons between their host culture and their home culture.
II.Listening
A. Students will be able to understand basic statements, requests, descriptions, and questions in specific cultural context relevant to them (hosts’ interactions, Center interactions, studying, shopping, transportation, meals).
B. Students will be able to use context to understand the gist of some simple spoken language they overhear, including the media, conversations between others, and announcements.
III.Speaking
A. Students will be able to use simple phrases appropriately in everyday situations (home, the IES Abroad Center, and the community)
B. Students will be able to express many simple needs by asking questions, and get what they need in uncomplicated, everyday situations.
IV.Reading
A. Students will be able to identify and understand many simple sentences and deduce some meaning from context if it is relevant to their studies.
B. Students will be able to interpret main ideas in short passages and news headlines if they are relevant to them.
V.Writing
A. Students will be able to write short texts about simple and concrete topics they have studied, such as themselves, their families, their friends, their likes, dislikes, plans, experiences and their daily routines.
B. Students will be able to send simple emails, text messages, and fill out some simple forms.
The course content will be delivered through a communicative student-centered methodology. Students will work individually and in groups in order to acquire and to practice, both written and orally, new concepts and vocabulary. In addition, homework will be assigned so that the students can systematize, practice, and clarify doubts about the new material. Students will also present compositions. These written assignments will provide the students with the opportunity to put new vocabulary and grammatical lessons into practice.
There will be special assignments related to field study trips. The city of Barcelona and its people are the perfect scenario for practicing the target language and learning about the ways people live. Therefore, we will draw on this setting to collect pieces of information for our class discussions and to develop a firsthand appreciation of Spanish language. Information and communication technology will be very present in the classroom. Some assignments will involve internet research; others will involve blog posts, a podcast or twitter. The e-learning module Moodle will provide instructions, assignments, and ancillary materials and activities.
Santa Caterina Market
Midterm: 10%; Final Exam: 20%; Oral Exams (2 exams): 10%; Quizzes (6 quizzes minimum on listening, speaking, reading, writing, intercultural communication): 15%; Video/Oral presentation: 10%; Compositions: 15%; Field studies: 10%; Class participation: 10%
Week 1, Unit 1
1.Functional: Describing your daily routine talking about schedules.
2.Grammatical: Present tense review, time, expressions of frequency.
3.Vocabulary: daily action verbs, free time verbs.
4. Culture: The Spanish way of life.
Week 2, Unit 2
1.Functional: Describing your house, comparing, expressing likes and dislikes.
2. Gramatical: Comparisons: m?s…que, menos…que, tan …como.
3. Vocabulary: Prepositions of place, furniture, parts of house, comparative adjectives.
4. Culture: Comparing USA/Spain (houses, life…)
Week 3, Unit 3
1.Functional: Describing peoples appearance and personality, talking about personal relationships and family
2.Grammatical: Verbs: parecerse, llevarse bien/mal, possessive adjectives,
3.Vocabulary: Personal and family relationships. Clothes. Description of appearance and personality
4. Culture: Families in Spain
Week 4, Unit 4
1.Functional: Giving instructions, orders and recommendations, to be+gerund
2.Grammatical: Imperative,
3. Vocabulary: Activity verbs
4.Culture: Social contact situations, Greeting people appropriately,
t? vs usted
Week 5. Unit 5
1.Functional: Talking about past experiences, talking about intentions and plans.
2.Grammatical: Past Perfect, Ir+a+infinitive,
3.Vocabulary: Time expressions with Past Perfect: ya, todav?a no, esta semana…
4.Culture: Leisure time in Barcelona (movies, theater, concerts, exhibitions).
Week 6, Unit 6
1.Functional : Expressing tastes and food habits, buying food, explaining a recipe
2.Grammatical: se+impersonal, direct object pronouns.
3.Vocabulary: food, ways to cook, food containers, weight and measurements.
4.Culture: Spanish food habits, typical Spanish meals.
Week 7, Unit 7
1.Functional: Talking about biographies, talking about historical facts.
2. Grammatical: Indefinite, past indefinite vs past perfect.
3. Vocabulary: Events in your life (nacer, licenciarse…), Indefinite time expressions (ayer, hace…)
4.Culture: Spanish cinema.
Week 8
1.Functional: Describing past habits and customs.
2. Grammatical: Past Imperfect.
3. Vocabulary: Time expressions with the imperfect (de repente, mientras…) Common verbs (ir a la escuela, pasar el verano…)
4.Culture: Spanish History.
Week 9
1. Functional: Describing an event in the past using different past tenses. Telling a story or a tale.
2. Grammatical: Past indefinite vs past imperfect.
3. Vocabulary: Language of tales (Hab?a una vez, bruja, ogro…).
4.Culture: Barcelona: past and present
Week 10
1.Functional: Talking about the future, making predictions.
2.Grammatical: Future Imperfect.
3.Vocabulary: Time expressions with future, life events (casarse, tener hijos,conseguir un trabajo, tener salud…).
4.Culture: Spain in 20 years.
Week 11, Unit 9
1.Functional: Describing illness, giving advice about illness and problems.
2. Grammatical: Verb doler, ser/estar.
3.Vocabulary: parts of the body, feelings, pains, symptoms.
4.Culture:Body language and gesture.
Week 12
1.Functional:Review
2.Grammatical:Review
3.Vocabulary: Review
4. Culture: Coming back home. My experience abroad.
Corpas, Jaime & Garmendia, Agust?n & Soriano Carmen (2004). Aula 2. Barcelona: Difusi?n.
Course Reader SP102 (2008). Barcelona, IES Barcelona.
This course is offered during the regular semester and in the summer. For summer sections, the course schedule is condensed, but the content, learning outcomes, and contact hours are the same.