In this course, the student will be able to describe in detail things, people, and events. The student will also be able to express opinion and will be able to recognize a wide range of common conversational vocabulary and 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 are able to learn how to produce language in a variety of situations, such as the making of requests, the use of compliments, and apologies, and they also may develop skills to interpret such interactions within the local cultural context. 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:
No previous knowledge of Spanish is required for this 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 my host culture and my 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 using a communicative student-centered methodology. Students will work individually and in groups in order to acquire and to practice (both written and orally) the new concepts and vocabulary. Also, homework will be assigned so that the students can systematize, practice, and clarify doubts about the new material. Students will also write compositions which will provide them the opportunity to put into practice the vocabulary and grammatical lessons learned in class.
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.
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
Content
Assignments
Corresponding Learning Outcome(s)
Week 1
(Unidad 1[1])
1. Functional: Useful class language. Greetings. Talking about personal identity.
2. Grammatical: Sounds and letters. The three conjugations: -ar, -er, -ir. Present tense: ser, tener, llamarse.
Genre in adjectives (nationalities) and nouns (professions).
Completing a poster with information related to a class member and
introducing him/her to the rest of the class.
I.A, I.C, II.A, III.A, IV.A.
II.A, III.A.
Week 2
(Unidad 2[1])
1. Functional: Expressing intentions and giving reasons. Talking about our interests.
2. Grammatical: Present tense: regular verbs. Reasons and finalities: Porque vs. para vs. por. Intentions: quiero +infinitive. Definite article. Muy bien, bastante bien, regular/ un poco de, muy mal. A mí me interesa/n, a él/ella le interesa/n.
3. Vocabulary: Leisure and hobbies. Languages. Cultural fields. Activities in the Spanish classroom.
4. Culture: Interesting places in Spanish speaking countries.
Getting to know each other’s interests.
Internet research and oral presentation about the reasons why you study Spanish, the places that you want to travel to, and the cultural areas that you are more interested in.
Field trip: Interviewing people outside the classroom about their language abilities, the reasons why they study another language and their hobbies.
II.A, III.A.
II.A, III.A.
I.C, II.A, III.A, V.A.
Week 3
(Unidad 3[1])
1. Functional: Describing places and countries. Talking about existence. Locating things. Talking about the weather.
2. Grammatical: Hay/no hay vs. está. Mucho/a/s + noun, muy +adjective, verb+muy. Superlative. Cuál vs. Qué. Agreement in articles (definite and indefinite) and adjectives. Interrogatives ( Qué, quién, cómo, dónde, cuál).
3. Vocabulary: The weather.
4. Culture: Pan-American Highway, getting to know Spanish speaking countries better.
Comparing Barcelona with the students’ home city.
Oral presentation about a neighborhood in Barcelona.
Researching and preparing flash cards for a competition on Spanish speaking countries.
Composition 1: Description of a Hispanic city that you want to visit or that you have already visited.
I.B, I.C, I.D, III.A.
III.A, IV.A, V.A.
IV.A, IV.B, V.A.
V.A.
Week 4
(Unidad 4[1])
1. Functional: Identifying objects. Expressing needs. Shopping (asking for products and prices) and talking about preferences.
2. Grammatical: Demonstratives (este/ese/aquel…). El/la/los/las +adjective. Qué+noun vs. Cuál/es. Tener que+ infinitive. Verb ir.
3. Vocabulary: Numerals (100+). Colours. Clothing. Language of economical activities.
4. Culture: Companies in the Spanish speaking world. Flee-markets.
Exam 1
Role play: a dialogue in a shop.
Field trip: Flee-market. Buying a gift for a classmate.
Oral presentation about a Spanish company.
I.C, I.B, II.A, III.B.
I.A, I.B, I.C, I.D, II.A, III.A, III.B,
III. A, IV.A, IV.B.
Week 5
(Unidad 5[1])
1. Functional: Talking about personal relationships and family. Describing people’s appearance and personality. Asking and talking about tastes.
3. Vocabulary: Personal and familiar relationships. Jobs. Description of appearance and personality.
4. Culture: Cultural Hispanic celebrities.
Presenting your family to the class.
Describing a celebrity.
Inventing a profile for a Dating Agency.
Role-play: Speed Dating.
III.A.
V.A, II.A., III.A.
V.A, III.A.
II.A, III.A, III.B.
Week 6
(Unidad 6 [1])
1. Functional: Talking about daily activities. Asking for and saying the time. Talking about schedules.
2. Grammatical: Present tense (irregular and reflexive verbs).
3. Vocabulary: Expressing the time. Days of the week and parts of the day. Frequency (siempre, a veces, todos los días…)
4. Culture: La siesta. Spanish schedules.
Interviewing your classmates about their schedules and habits and finding common routines.
Comparing Spanish and American schedules.
Composition 2: The daily life of an American student in Barcelona.
II.A, III.A.
I.D, I.E, III.A.
I.B, I.D, III.A, V. A.
Week 7
(Unidad 7[1];
Unidad 6[2])
1. Functional: Expressing tastes and food habits. Talking about food and eating habits. Asking about products and ingredients. Explaining a recipe. Asking questions in a bar and restaurant.
2. Grammatical: Verbs poner and traer. Se+impersonal. Direct Object pronouns. Y, pero, además.
3. Vocabulary: Food and cooking. Weight and measure.
4. Culture: Las tapas. Spanish food habits, typical dishes and products.
Role-play: A dialogue in a restaurant or in a bar.
Deciding if a student follows a healthy diet.
Role-play: In groups, several eating personalities try to write a shopping list on a tight budget.
Field trip: Santa Caterina market. Internet research and oral presentation about a typical Spanish dish.
1. Functional: Describing your room, house, neighborhood, and town or city. Asking and giving instructions. Locating things in space. Comparing.
2. Grammatical: Comparisons. Hay vs. está. Quantifiers (algún, ningún, poco, mucho, varios, etc.)
3. Vocabulary: Furniture and parts of the house. Shapes, forms, styles and materials. Language to describe cities. Cerca de, lejos, de, en… Al norte, al sur…Services and stores. Prepositions of place.
4. Culture: L’Eixample in Barcelona. Comparing US / Spanish urban architecture. Peculiar neighborhoods in Spanish speaking cities.
Exam 2
Drawing your classmate’s room.
Describing your neighborhood and your favorite places and buildings in Barcelona.
Field trip : Gracia neigborhood in Barcelona. Oral presentation.
II.A.
III.A, IV.B, V.A.
I.A, I.B, I.C, II.A, II.B, IV.A.
Week 9
(Unidad 9 [1]; Unidad 5 [2])
1. Functional: Talking about past experiences. Talking about travels. Describing people (qualities and defects).
2. Grammatical: Present Perfect. Saber+ infinitive; poder +infinitive.
Interviewing a classmate about his/her life experiences.
Finding out about your classmate’s abilities.
Deciding if a peer is suited to do the Camino de Santiago with you.
Composition 3 : E-mail to a friend: What you have already done and what you haven’t done in Barcelona.
II.A, II.B, III.A, III.B.
II.A, II.B, III.A, III.B.
II. A, II.B, III.A, IV.B.
V.A, V.B.
Week 10
(Unidad 10 [1])
1. Functional: Talking about biographies and historical facts.
2. Grammatical: Indefinite, Indefinite vs. Present Perfect.
3.Vocabulary: Life events (nacer, licenciarse, etc.) Time expressions with the indefinite (ayer, hace, etc.)
4. Culture: Spanish cinema.
Writing your resume in Spanish.
Role-play: Job interview.
Oral presentation about a celebrity.
V.A.
II.A, II.B, III.A, III.B.
III.A, III.B.
Week 11
(Unidad 9 [2]; Unidad 10 [2])
1.Functional: Describing past habits. Comparing the past with the present. Narrating in the past.
2. Grammatical: Imperfect. Imperfect vs. Present. Imperfect vs. Indefinite. Past Continuous.
3. Vocabulary: Time expressions with Imperfect (de repente, mientras, de niño/a, etc.). Life events and childhood.
4.Culture: Spanish History.
Interviewing your classmates’ about their childhood/past life events.
Researching on the internet about recent Spanish History. Designing questions for an interview about Spanish History/ changes in Spain.
Field Trip: Spain- Past vs. Present.
Composition 4 : A life-changing event.
II.A, II.B, III.A, III.B.
I.D,
I.C, IV.A, IV.B, V.A.
I.A, I.B, I.C, II.A, II.B, III.A, III.B.
V.A.
Week 12
(Unidad 12 [2])
1. Functional: Talking about the future and making predictions and hypothesis.
2. Grammatical: Future. If-clauses.
3. Vocabulary: Time expressions with the Future. The Earth. Natural resources.
4. Culture: Spain in 20 years.
Role-play: Fortune teller, predicting a classmate’s future.
Interviewing your classmate’s about what they will do when they get back home.
Oral Presentation
Final Exam
IV.A, II.A, II.B, III.A, III.B.
II.A, II.B, III.A, III.B.
III.A, III.B.
Required readings:
J. Corpas, A. Garmendia y C. Soriano. (2005). Aula Internacional 1. Libro del alumno. Barcelona: Difusión. [1]
J. Corpas, A. Garmendia y C. Soriano. (2005). Aula Internacional 2. Libro del alumno. Barcelona: Difusión. [2]
Lorena Albert Ferrando earned her BA in Spanish Philology at the University of Zaragoza (Spain). In 2002 she moved to New York in order to pursue a PhD in Hispanic and Luso-Brazilian Languages and Literature. Between 2002 and 2010, she worked at several institutions such as Hunter College, New York University, Columbia University, and Princeton University. She moved back to Spain in 2010 to earn a Masters Degree in Teaching Spanish as a Second Language and is currently writing her Masters Thesis on Pedagogic Grammar. She continues to work for the "Princeton in Spain" program in the summer.
Sandra Becerril Balín was earned her BA in Spanish Philology at Universitat de Barcelona and she was granted an Erasmus scholarship to study one academic year in Torino (Italy). Returning to Barcelona, she specialized in teaching Spanish as a Second Language and worked as instructor and teacher trainer in several institutions (International House, Leonardo Program from EU, Universitat Pompeu Fabra). She also worked one year for Interarts, a Cultural Co-operation Agency as a communications manager. In 2003 she moved to Boston (U.S.) where she spent three years. There, she was a Spanish teacher at the Masconomet Regional High School and also worked for Spanish Publishing Group, a company specialized in Spanish as a Second Language. She moved back to Barcelona in 2005, and has since worked as a writer and a project coordinator for Difusión, the leading Spanish Second Language publisher in Spain. She has been a teacher at IES Abroad Barcelona since January, 2011.
Núria Silvestre Ortiz is a native of Barcelona and studied Education at the University of Barcelona. After earning her degree, she started working as a teacher and continued studying, attending courses and workshops. In 2002, she taught Spanish in Berlin on a project co-financed by the Berlin Senate. In 2005, she completed a postgraduate program on teaching languages to adults. She has taught Spanish Language for foreigners at various American study abroad programs in Barcelona and to multicultural students at Centro Humboldt in Barcelona. She taught Spanish and Catalan to high-level employees of European and U.S. corporations and designed and developed Spanish courses for special purposes. She also designed and developed programs and exercises for use online and trained future examiners for the TELC exam. She was evaluator for the DELE exams. Núria speaks Spanish, Catalan and English.
In this course, the student will be able to describe in detail things, people, and events. The student will also be able to express opinion and will be able to recognize a wide range of common conversational vocabulary and 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 are able to learn how to produce language in a variety of situations, such as the making of requests, the use of compliments, and apologies, and they also may develop skills to interpret such interactions within the local cultural context. 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).
No previous knowledge of Spanish is required for this 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 my host culture and my 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 using a communicative student-centered methodology. Students will work individually and in groups in order to acquire and to practice (both written and orally) the new concepts and vocabulary. Also, homework will be assigned so that the students can systematize, practice, and clarify doubts about the new material. Students will also write compositions which will provide them the opportunity to put into practice the vocabulary and grammatical lessons learned in class.
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.
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
Content
Assignments
Corresponding Learning Outcome(s)
Week 1
(Unidad 1[1])
1. Functional: Useful class language. Greetings. Talking about personal identity.
2. Grammatical: Sounds and letters. The three conjugations: -ar, -er, -ir. Present tense: ser, tener, llamarse.
Genre in adjectives (nationalities) and nouns (professions).
3. Vocabulary: Nationalities, jobs. Numbers (0-100). Classroom items.
4. Culture: Spanish speaking countries and music.
Getting to know each other.
Completing a poster with information related to a class member and
introducing him/her to the rest of the class.
I.A, I.C, II.A, III.A, IV.A.
II.A, III.A.
Week 2
(Unidad 2[1])
1. Functional: Expressing intentions and giving reasons. Talking about our interests.
2. Grammatical: Present tense: regular verbs. Reasons and finalities: Porque vs. para vs. por. Intentions: quiero +infinitive. Definite article. Muy bien, bastante bien, regular/ un poco de, muy mal. A mí me interesa/n, a él/ella le interesa/n.
3. Vocabulary: Leisure and hobbies. Languages. Cultural fields. Activities in the Spanish classroom.
4. Culture: Interesting places in Spanish speaking countries.
Getting to know each other’s interests.
Internet research and oral presentation about the reasons why you study Spanish, the places that you want to travel to, and the cultural areas that you are more interested in.
Field trip: Interviewing people outside the classroom about their language abilities, the reasons why they study another language and their hobbies.
II.A, III.A.
II.A, III.A.
I.C, II.A, III.A, V.A.
Week 3
(Unidad 3[1])
1. Functional: Describing places and countries. Talking about existence. Locating things. Talking about the weather.
2. Grammatical: Hay/no hay vs. está. Mucho/a/s + noun, muy +adjective, verb+muy. Superlative. Cuál vs. Qué. Agreement in articles (definite and indefinite) and adjectives. Interrogatives ( Qué, quién, cómo, dónde, cuál).
3. Vocabulary: The weather.
4. Culture: Pan-American Highway, getting to know Spanish speaking countries better.
Comparing Barcelona with the students’ home city.
Oral presentation about a neighborhood in Barcelona.
Researching and preparing flash cards for a competition on Spanish speaking countries.
Composition 1: Description of a Hispanic city that you want to visit or that you have already visited.
I.B, I.C, I.D, III.A.
III.A, IV.A, V.A.
IV.A, IV.B, V.A.
V.A.
Week 4
(Unidad 4[1])
1. Functional: Identifying objects. Expressing needs. Shopping (asking for products and prices) and talking about preferences.
2. Grammatical: Demonstratives (este/ese/aquel…). El/la/los/las +adjective. Qué+noun vs. Cuál/es. Tener que+ infinitive. Verb ir.
3. Vocabulary: Numerals (100+). Colours. Clothing. Language of economical activities.
4. Culture: Companies in the Spanish speaking world. Flee-markets.
Exam 1
Role play: a dialogue in a shop.
Field trip: Flee-market. Buying a gift for a classmate.
Oral presentation about a Spanish company.
I.C, I.B, II.A, III.B.
I.A, I.B, I.C, I.D, II.A, III.A, III.B,
III. A, IV.A, IV.B.
Week 5
(Unidad 5[1])
1. Functional: Talking about personal relationships and family. Describing people’s appearance and personality. Asking and talking about tastes.
2. Grammatical: Verb gustar. Possessive adjectives.
3. Vocabulary: Personal and familiar relationships. Jobs. Description of appearance and personality.
4. Culture: Cultural Hispanic celebrities.
Presenting your family to the class.
Describing a celebrity.
Inventing a profile for a Dating Agency.
Role-play: Speed Dating.
III.A.
V.A, II.A., III.A.
V.A, III.A.
II.A, III.A, III.B.
Week 6
(Unidad 6 [1])
1. Functional: Talking about daily activities. Asking for and saying the time. Talking about schedules.
2. Grammatical: Present tense (irregular and reflexive verbs).
3. Vocabulary: Expressing the time. Days of the week and parts of the day. Frequency (siempre, a veces, todos los días…)
4. Culture: La siesta. Spanish schedules.
Interviewing your classmates about their schedules and habits and finding common routines.
Comparing Spanish and American schedules.
Composition 2: The daily life of an American student in Barcelona.
II.A, III.A.
I.D, I.E, III.A.
I.B, I.D, III.A, V. A.
Week 7
(Unidad 7[1];
Unidad 6[2])
1. Functional: Expressing tastes and food habits. Talking about food and eating habits. Asking about products and ingredients. Explaining a recipe. Asking questions in a bar and restaurant.
2. Grammatical: Verbs poner and traer. Se+impersonal. Direct Object pronouns. Y, pero, además.
3. Vocabulary: Food and cooking. Weight and measure.
4. Culture: Las tapas. Spanish food habits, typical dishes and products.
Role-play: A dialogue in a restaurant or in a bar.
Deciding if a student follows a healthy diet.
Role-play: In groups, several eating personalities try to write a shopping list on a tight budget.
Field trip: Santa Caterina market. Internet research and oral presentation about a typical Spanish dish.
I.A, I.B, I.C, II.A, III.B.
II.A, III.A, IV.A.
II.A, II.B, III.A, III.B, IV.A.
I.A, I.B, I.C, I.D, I.E, II.A, III.A, III.B, IV.A.
Week 8
(Unidad 8 [1]; Unidad 2 [2])
1. Functional: Describing your room, house, neighborhood, and town or city. Asking and giving instructions. Locating things in space. Comparing.
2. Grammatical: Comparisons. Hay vs. está. Quantifiers (algún, ningún, poco, mucho, varios, etc.)
3. Vocabulary: Furniture and parts of the house. Shapes, forms, styles and materials. Language to describe cities. Cerca de, lejos, de, en… Al norte, al sur…Services and stores. Prepositions of place.
4. Culture: L’Eixample in Barcelona. Comparing US / Spanish urban architecture. Peculiar neighborhoods in Spanish speaking cities.
Exam 2
Drawing your classmate’s room.
Describing your neighborhood and your favorite places and buildings in Barcelona.
Field trip : Gracia neigborhood in Barcelona. Oral presentation.
II.A.
III.A, IV.B, V.A.
I.A, I.B, I.C, II.A, II.B, IV.A.
Week 9
(Unidad 9 [1]; Unidad 5 [2])
1. Functional: Talking about past experiences. Talking about travels. Describing people (qualities and defects).
2. Grammatical: Present Perfect. Saber+ infinitive; poder +infinitive.
3. Vocabulary: Frequency. Personality description.
4. Culture: El Camino de Santiago.
Interviewing a classmate about his/her life experiences.
Finding out about your classmate’s abilities.
Deciding if a peer is suited to do the Camino de Santiago with you.
Composition 3 : E-mail to a friend: What you have already done and what you haven’t done in Barcelona.
II.A, II.B, III.A, III.B.
II.A, II.B, III.A, III.B.
II. A, II.B, III.A, IV.B.
V.A, V.B.
Week 10
(Unidad 10 [1])
1. Functional: Talking about biographies and historical facts.
2. Grammatical: Indefinite, Indefinite vs. Present Perfect.
3.Vocabulary: Life events (nacer, licenciarse, etc.) Time expressions with the indefinite (ayer, hace, etc.)
4. Culture: Spanish cinema.
Writing your resume in Spanish.
Role-play: Job interview.
Oral presentation about a celebrity.
V.A.
II.A, II.B, III.A, III.B.
III.A, III.B.
Week 11
(Unidad 9 [2]; Unidad 10 [2])
1.Functional: Describing past habits. Comparing the past with the present. Narrating in the past.
2. Grammatical: Imperfect. Imperfect vs. Present. Imperfect vs. Indefinite. Past Continuous.
3. Vocabulary: Time expressions with Imperfect (de repente, mientras, de niño/a, etc.). Life events and childhood.
4.Culture: Spanish History.
Interviewing your classmates’ about their childhood/past life events.
Researching on the internet about recent Spanish History. Designing questions for an interview about Spanish History/ changes in Spain.
Field Trip: Spain- Past vs. Present.
Composition 4 : A life-changing event.
II.A, II.B, III.A, III.B.
I.D,
I.C, IV.A, IV.B, V.A.
I.A, I.B, I.C, II.A, II.B, III.A, III.B.
V.A.
Week 12
(Unidad 12 [2])
1. Functional: Talking about the future and making predictions and hypothesis.
2. Grammatical: Future. If-clauses.
3. Vocabulary: Time expressions with the Future. The Earth. Natural resources.
4. Culture: Spain in 20 years.
Role-play: Fortune teller, predicting a classmate’s future.
Interviewing your classmate’s about what they will do when they get back home.
Oral Presentation
Final Exam
IV.A, II.A, II.B, III.A, III.B.
II.A, II.B, III.A, III.B.
III.A, III.B.
J. Corpas, A. Garmendia y C. Soriano. (2005). Aula Internacional 1. Libro del alumno. Barcelona: Difusión. [1]
J. Corpas, A. Garmendia y C. Soriano. (2005). Aula Internacional 2. Libro del alumno. Barcelona: Difusión. [2]
English-Spanish/Spanish-English Dictionary. Recommended dictionaries:
Lorena Albert Ferrando earned her BA in Spanish Philology at the University of Zaragoza (Spain). In 2002 she moved to New York in order to pursue a PhD in Hispanic and Luso-Brazilian Languages and Literature. Between 2002 and 2010, she worked at several institutions such as Hunter College, New York University, Columbia University, and Princeton University. She moved back to Spain in 2010 to earn a Masters Degree in Teaching Spanish as a Second Language and is currently writing her Masters Thesis on Pedagogic Grammar. She continues to work for the "Princeton in Spain" program in the summer.
Sandra Becerril Balín was earned her BA in Spanish Philology at Universitat de Barcelona and she was granted an Erasmus scholarship to study one academic year in Torino (Italy). Returning to Barcelona, she specialized in teaching Spanish as a Second Language and worked as instructor and teacher trainer in several institutions (International House, Leonardo Program from EU, Universitat Pompeu Fabra). She also worked one year for Interarts, a Cultural Co-operation Agency as a communications manager. In 2003 she moved to Boston (U.S.) where she spent three years. There, she was a Spanish teacher at the Masconomet Regional High School and also worked for Spanish Publishing Group, a company specialized in Spanish as a Second Language. She moved back to Barcelona in 2005, and has since worked as a writer and a project coordinator for Difusión, the leading Spanish Second Language publisher in Spain. She has been a teacher at IES Abroad Barcelona since January, 2011.
Núria Silvestre Ortiz is a native of Barcelona and studied Education at the University of Barcelona. After earning her degree, she started working as a teacher and continued studying, attending courses and workshops. In 2002, she taught Spanish in Berlin on a project co-financed by the Berlin Senate. In 2005, she completed a postgraduate program on teaching languages to adults. She has taught Spanish Language for foreigners at various American study abroad programs in Barcelona and to multicultural students at Centro Humboldt in Barcelona. She taught Spanish and Catalan to high-level employees of European and U.S. corporations and designed and developed Spanish courses for special purposes. She also designed and developed programs and exercises for use online and trained future examiners for the TELC exam. She was evaluator for the DELE exams. Núria speaks Spanish, Catalan and English.