In this course the student will be able to express self in a broad array of scenarios talking about self or others with precision and with a large degree of understanding. The student will be able to correct own utterances to ensure a correct understanding.
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:
SP102 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:
Students who are placed in this level should be capable of achieving the outcomes in the Novice 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 some of the outcomes for the Emerging Independent 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
Students will be able to solve some daily troublesome situations and meet needs with limited help.
Students will be able to make some informed comparisons between the host culture and the students’ home cultures.
Students will be able to distinguish between verbal and non verbal communication that reflects politeness, formality, or informality.
Students will be able to recognize simple patterns of intonation and their meaning.
II.Listening
Students will be able to understand some interactions (media, speeches, music, conversations, etc.), especially if the speaker is used to interacting with non-native speakers.
Students will be able to understand direct requests, questions, and simple conversations on familiar and concrete topics.
III.Speaking
Students will be able to talk to a limited extent about persons and things in their immediate environment, as well as their plans and their experiences.
Students will be able to address moderately complicated situations involving familiar subjects.
IV.Reading
Students will be able to read passages and short texts (notes, detailed instructions, etc.) on familiar topics and understand the general meaning.
Students will be able to support their understanding of texts through the use of context, visual aids, dictionaries, or with the assistance of others in order to facilitate comprehension.
V.Writing
Students will be able to communicate with limited effectiveness through notes, emails, and simple online discussions and chats.
Students will be able to write short essays on concrete topics of limited levels of complexity, although with reliance on the communicative patterns of their native language.
Method of presentation:
HOMEWORK AND DAILY PARTICIPATION: Students will work individually and in groups in order to systematize and to practice orally all the grammatical concepts learned in class, with the opportunity to clarify doubts.
FIELD STUDIES: first hand appreciation of Spanish language. Students have the opportunity to know better specific aspects of the Spanish culture, and to develop verbal interaction with peers and community.
ESSAYS: Each student will present written assignments about different topics and grammatical items. Compositions provide the students with an opportunity to apply theoretical material to text.
Field study:
Visitar un Barrio de Barcelona
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, Aula 3, Unit 1
1.Functional: Biography of the ideal candidate for a job position; Talking about habits in the present.
2.Grammatical: Preterite Perfect, Periphrasis and Gerund
3.Vocabulary: Places of work in Spain and the US.
4.Culture: Contracts of Employment. Vacations, Changes when living abroad.
Week 2, Aula 3, Unit 2
1.Functional: Talking about rules in class and in society; talking about habits.
1.Functional: Describing people, animals and objects in the past. Talking about habits and routine activities in the past. Talking about past events: Anecdotes.
2.Grammatical: Form and use Preterit and Imperfect and Plusperfect
3.Vocabulary: Habits and routine activities, time expressions.
4.Culture: Backgroundto “Espa?a en la ?poca de Franco”
Week 7, Aula 4, Unit 2
1.Functional: Relate stories in the past. How to take part of a conversation.
2.Grammatical: Use of Preterit, Imperfect and Past Perfect.
How to express cause and consequence.
3.Vocabulary: Travel and holidays. Colloquial expressions of emotions.
4.Culture: Interesting places to visit in Spain.
Week 8, Aula 4, Unit 3
1.Functional: Expressing wishes, needs and demands. Forming opinions and suggesting solutions. Addressing different problems.
3. Vocabulary: Adjectives to express emotions, opinion & disagreement.
4. Culture: exchanging opinions in Spanish. Cultural differences to consider when debating in Spain.
Week 10, Aula 4, Unit 5
1.Functional: Describing features of objects, places and persons.
2.Grammatical: Relative structures with prepositions to describe. When to use Indicative / Subjunctive in relative clauses when the antecedent is known or unknown.
3.Vocabulary: Main prepositions. Shops and shopping.
4.Culture: Shopping areas in Barcelona.
Week 11, Aula 4, Unit 6
1. Functional: Resources to formulate hypothesis. Narrate a mysterious stories.
2. Grammatical: Some uses of future simple versus future perfect. Hypothesis structures with indicative and subjunctive to talk about possible facts or actions in the present, past and future.
3.Vocabulary: “Creer / creerse”. Words to express different degrees of sureness.
4.Culture: News about paranormal experiences in Spain. Superstitions and Religion in Spain.
Week 11, Aula 4, Unit 8
1. Functional: How to give advice. Expressing an opinion about actions, behaviour and invitations. Expressing imaginary situations. How to express knowledge and lack of knowledge on a topic.
2. Grammatical: Conditional tense. Conditional clauses with si. Preterite imperfect of subjunctive to express a condition that is unlikely to take place.
3. Vocabulary: Body parts. Spanglish.
4. Culture: Other cultural topics in Spain: Music, cinema and TV programmes. Cultural differences in Spain and Hispanic America.
Week 12, Aula 4, Unit 7
1. Functional: How to give references of media news articles. Use a high level of the Spanish standard.
2. Grammatical: Impersonal structures. The DO pronoun. The passive voice.
3. Vocabulary: Verbs to refer to events.
4. Culture: The importance of the media in Spain.
Review (weeks 9, 10, 11).
Required readings:
Corpas, Jaime; Garmendia, Agust?n y Soriano, Carmen (2005): Aula 3. Barcelona: Difusi?n.
Corpas, Jaime; Garmendia, Agust?n y Soriano, Carmen (2005). Aula 4. Barcelona: Difusi?n.
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.
Intensive Intermediate Spanish in Context I-II
In this course the student will be able to express self in a broad array of scenarios talking about self or others with precision and with a large degree of understanding. The student will be able to correct own utterances to ensure a correct understanding.
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).
SP102 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.
Students who are placed in this level should be capable of achieving the outcomes in the Novice 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 some of the outcomes for the Emerging Independent 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
Students will be able to recognize simple patterns of intonation and their meaning.
II.Listening
III.Speaking
IV.Reading
V.Writing
Visitar un Barrio de Barcelona
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, Aula 3, Unit 1
1.Functional: Biography of the ideal candidate for a job position; Talking about habits in the present.
2.Grammatical: Preterite Perfect, Periphrasis and Gerund
3.Vocabulary: Places of work in Spain and the US.
4.Culture: Contracts of Employment. Vacations, Changes when living abroad.
Week 2, Aula 3, Unit 2
1.Functional: Talking about rules in class and in society; talking about habits.
2.Grammatical: Prohibition structures; quantifiers; impersonal “se”
3.Vocabulary: Spanish situations in daily life; Spanish customs: Work, school...
4.Culture: Spanish holidays and daily situations.
Week 2, Aula 3, Unit 3
1.Functional: Talking about the most important moments in recent past times
2.Grammatical: Preterite Imperfect; time markers for past and present; then and now comparisons.
3.Vocabulary: Habitual situations in the past; great inventions. Culture: History and facts about Spain.
Week 3, Aula 3, Unit 4
1.Functional: The design of an advertising campaign. Talking about marketing and commercials.
2.Grammatical: Affirmative and negative Imperative with pronouns.
3.Vocabulary: All about advertising.
4.Culture: Spanish commercials, advertising values, etc.
Week 3, Aula 3, Unit 5
1.Functional: Transmitting messages and communication strategies. Communication through the phone and short messages.
2.Grammatical: Indirect speech. Pronouns. Pronunciation.
3.Vocabulary: Taboo game
4.Culture: Tongue-twisters, new ways of communicating.
Week 4, Aula 3, Unit 6
1.Functional: Expressing emotions, talking about the past.
2.Grammatical: Contrast of past tenses, “estar+gerund”.Time conjunctions.
3.Vocabulary: Time markers, historical events, emotions
4.Culture: Spanish culture. History of Spain and other special moments in history.
Week 5, Aula 3, Unit 7
1.Functional: Asking for information and favours. Ways to grant favours. Asking permission. Ways of granting permission. Courtesy: t?/usted.
To give excuses and justifications. Different ways to say thank you.
2.Grammatical: Verbs: dar, pasar, prestar-dejar, tener, traer and llevar.
Thestructures: Poder + infinitivo; Importar + Presente; Importar + si + Presente
Theconditional tense (politeness). Es que + conjugatedverb.
3.Vocabulary: Dailyobjects and places (clase, casa, bares, restaurante); Verbs used for asking: dar, pasar, prestar-dejar, tener, traer y llevar.
Expressions for thanking.
4.Culture: Courtesy and Spanish people. Different levels of formality according to different situations. How to deny favours adequately.
Week 5, Aula 3, Unit 8
1.Functional: Talking about future actions and situations. To express conditions.
Structures to formulate hypothesis.
2.Grammatical: The Future tense.
The structures:
Si + Presente de Indicativo + Future
Depende (de) + sustantivo
Wordsexpressingprobability: Seguramente, probablemente, posiblemente, seguro que, supongo que.
3.Vocabulary: Aboutproblems in theworld: Clima, contaminaci?n, pobreza, etc.
Aboutcircumstances and situationsrelatedtolifeexperiences: Casarse, tener ?xito, hacerse rico, tener hijos, etc.
4.Culture: Comparison of the problems that worry the Spanish and the Americans.
Week 6, Aula 4, Unit 1
1.Functional: How to express abilities and emotions
2.Grammatical: “Dar verg?enza/miedo, costar, resultar, dar(se) bien/mal...” + Infinitive or noun.
3.Vocabulary: Adjectives to describe personality.
4.Culture: Bilingualism in Catalonia.
Week 6, Aula 4, Unit 2
1.Functional: Describing people, animals and objects in the past. Talking about habits and routine activities in the past. Talking about past events: Anecdotes.
2.Grammatical: Form and use Preterit and Imperfect and Plusperfect
3.Vocabulary: Habits and routine activities, time expressions.
4.Culture: Backgroundto “Espa?a en la ?poca de Franco”
Week 7, Aula 4, Unit 2
1.Functional: Relate stories in the past. How to take part of a conversation.
2.Grammatical: Use of Preterit, Imperfect and Past Perfect.
How to express cause and consequence.
3.Vocabulary: Travel and holidays. Colloquial expressions of emotions.
4.Culture: Interesting places to visit in Spain.
Week 8, Aula 4, Unit 3
1.Functional: Expressing wishes, needs and demands. Forming opinions and suggesting solutions. Addressing different problems.
2.Grammatical: “Querer/pedir/exigir/necesitar” + Infinitive/Subjunctive
“Ser/estar/parecer” + adjective + Infinitive/Subjunctive
“(No) creoque”+ Indicative/Subjunctive.
3.Vocabulary: Social problems. Different relationships in Spain.
4.Culture: Most common social problems in Spain. Polemical topics in Spain.
Week 9, Aula 4, Unit 4
1. Functional: Expressing interest and emotions, agreement and disagreement.
2. Grammatical: Structures to express feelings (“me horroriza/me apasiona/me encanta...” + Infinitive/Subjunctive)
3. Vocabulary: Adjectives to express emotions, opinion & disagreement.
4. Culture: exchanging opinions in Spanish. Cultural differences to consider when debating in Spain.
Week 10, Aula 4, Unit 5
1.Functional: Describing features of objects, places and persons.
2.Grammatical: Relative structures with prepositions to describe. When to use Indicative / Subjunctive in relative clauses when the antecedent is known or unknown.
3.Vocabulary: Main prepositions. Shops and shopping.
4.Culture: Shopping areas in Barcelona.
Week 11, Aula 4, Unit 6
1. Functional: Resources to formulate hypothesis. Narrate a mysterious stories.
2. Grammatical: Some uses of future simple versus future perfect. Hypothesis structures with indicative and subjunctive to talk about possible facts or actions in the present, past and future.
3.Vocabulary: “Creer / creerse”. Words to express different degrees of sureness.
4.Culture: News about paranormal experiences in Spain. Superstitions and Religion in Spain.
Week 11, Aula 4, Unit 8
1. Functional: How to give advice. Expressing an opinion about actions, behaviour and invitations. Expressing imaginary situations. How to express knowledge and lack of knowledge on a topic.
2. Grammatical: Conditional tense. Conditional clauses with si. Preterite imperfect of subjunctive to express a condition that is unlikely to take place.
3. Vocabulary: Body parts. Spanglish.
4. Culture: Other cultural topics in Spain: Music, cinema and TV programmes. Cultural differences in Spain and Hispanic America.
Week 12, Aula 4, Unit 7
1. Functional: How to give references of media news articles. Use a high level of the Spanish standard.
2. Grammatical: Impersonal structures. The DO pronoun. The passive voice.
3. Vocabulary: Verbs to refer to events.
4. Culture: The importance of the media in Spain.
Review (weeks 9, 10, 11).
Corpas, Jaime; Garmendia, Agust?n y Soriano, Carmen (2005): Aula 3. Barcelona: Difusi?n.
Corpas, Jaime; Garmendia, Agust?n y Soriano, Carmen (2005). Aula 4. Barcelona: Difusi?n.
Course Reader SP202 (2009). 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.