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 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:
Proficiency at a level equivalent to IES Abroad's Novice Abroad, as determined by placement test.
Attendance policy:
Attendance is mandatory for all IES Abroad 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
A. Students will be able to solve some daily troublesome situations and meet needs with limited help.
B. Students will be able to make some informed comparisons between the host culture and the students’ home cultures.
C. Students will be able to distinguish between verbal and non verbal communication that reflects politeness, formality, or informality.
D. Students will be able to recognize simple patterns of intonation and their meaning.
II. Listening
A. 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.
B. Students will be able to understand direct requests, questions, and simple conversations on familiar and concrete topics.
III. Speaking
A. 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.
B. Students will be able to address moderately complicated situations involving familiar subjects.
IV. Reading
A. Students will be able to read passages and short texts (notes, detailed instructions, etc.) on familiar topics and understand the general meaning.
B. 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
A. Students will be able to communicate with limited effectiveness through notes, emails, and simple online discussions and chats.
B. 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 the 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.
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
(UNIT 1)
1.Functional: How to express abilities and emotions
1.Functional: Describing features and use of objects.
2.Grammatical: Structures to describe features and use (“sirve para, es de, funciona con,...”).
3.Vocabulary: House objects.
4.Culture: Flea markets in Spain
Field trip : “Els Encants, un mercado con encanto”
Midterm 2
I.A.D., II.B., III.B., IV.B., V.B.
Week 9
(UNIT 5)
1.Functional: Describing features of objects, places and people.
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.
Composition 3: “Un invento genial”
Board game: Taboo
I.A, II.A, III.A, IV.A, V.B.
Week 10
(UNIT 6)
1.Functional: Resources to formulate hypothesis. Narrate a mystery story.
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.
Viewing short-films or commercials to use guesswork.
Oral Exam 2: IES Abroad BCN’s Video Contest.
I.B, II.A., III.A., IV.B., V.A.
Week 11
(UNIT 8)
1.Functional: How to give advice. Expressing an opinion about actions and behavior. To invite.
2.Grammatical: Conditional tense.
3.Vocabulary: Body parts.
4.Culture: The others cultural topics of Spain: Music, cinema and TV programmes.
Oral presentations
I.A., II.B., III.B., IV.A., V.A.
Week 12
(UNIT 8)
Review (weeks 9, 10, 11)
1.Functional: Expressing imaginary situations. How to express knowledge and lack of knowledge on a topic.
2.Grammatical: Conditional clauses with si. Subjunctive Preterit Imperfect to express a condition that is unlikely to take place.
3.Vocabulary: Spanglish.
4.Culture: Cultural differences in Spain and Hispanic America.
Final exam
I.B., II.B., III.A., IV.B.,V.A.
Required readings:
Corpas, Jaime; Garmendia, Agustín y Soriano, Carmen (2005). Aula 4. Barcelona: Difusión.
Course Reader SP202 (2009). Barcelona, IES Barcelona.
Recommended readings:
Alonso, Rosario et alii (2005). Gramática básica del estudiante de español (A1-B1) Barcelona: Difusión.
Varios autores (2004). Cambridge Klett Pocket: Español/ingles - English/Spanish. Cambridge: Cambridge University Press.
Brief Biography of Instructor:
Daniel Rodríguez Solás earned a degree in Spanish Language and Literature and a Teaching Spanish as a Foreign Language M.A. at the University of Granada. His final research project was titled “How to connect what is happening inside and outside class: Task based Teaching”. Daniel has worked as Head of Studies and Teacher Trainer while he continued his research work where he had the opportunity to apply his knowledge in task based teaching through Social Networking. After a decade in Granada, he moved to Barcelona and began teaching at Barcelona’s Universitat Pompeu Fabra, where he started applying ODL. At IES Abroad Barcelona, he applies social media channels (twitter) and blogging (tumblr) to his class. He presented his teaching experience in Social Networking at the International House’s “XX Encuentro Práctico de Profesores de Español” in Barcelona.
Nuria Plaza Carrero: Nuria was born in Madrid but has lived in Barcelona since 1992. She graduated from the Complutense University in Madrid with a degree in Hispanic Philology. After graduating, she began to work as a Spanish Literature and Spanish Language Professor at the University of California Abroad Program in the Complutense University. She then went on to teach for the University of Barcelona and Pompeu Fabra University in the areas of Spanish Literature, Spanish History, and Spanish Language. She received her Certificate of Investigative Sufficiency (Spanish Language and Literature) from the University of Barcelona. She is now finishing her Phd. in Philology; her doctoral dissertation is on seventeenth-century Spanish Literature (theater). Nuria is an active Member of the Asociación para la Enseñanza del Español como Lengua Extranjera (ASELE), Grupo de Investigación Prolope (Autonomous University of Barcelona), and Seminario de Estudios Teatrales (Research group of the Complutense University in Madrid). She has researched and published various articles about teaching Spanish, literature from the sixteenth and seveneenth century (theatre) (Miguel de Unamuno, Eduardo Mendoza).
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 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).
Proficiency at a level equivalent to IES Abroad's Novice Abroad, as determined by placement test.
Attendance is mandatory for all IES Abroad 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
A. Students will be able to solve some daily troublesome situations and meet needs with limited help.
B. Students will be able to make some informed comparisons between the host culture and the students’ home cultures.
C. Students will be able to distinguish between verbal and non verbal communication that reflects politeness, formality, or informality.
D. Students will be able to recognize simple patterns of intonation and their meaning.
II. Listening
A. 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.
B. Students will be able to understand direct requests, questions, and simple conversations on familiar and concrete topics.
III. Speaking
A. 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.
B. Students will be able to address moderately complicated situations involving familiar subjects.
IV. Reading
A. Students will be able to read passages and short texts (notes, detailed instructions, etc.) on familiar topics and understand the general meaning.
B. 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
A. Students will be able to communicate with limited effectiveness through notes, emails, and simple online discussions and chats.
B. 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.
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 the 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.
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
(UNIT 1)
1.Functional: How to express abilities and emotions
2.Grammatical: “Dar vergüenza/miedo, costar, resultar, dar(se) bien/mal...” + Infinitive or noun.
3.Vocabulary: Adjectives to describe personality
4.Culture: Bilingualism in Catalonia.
Thinking about learning languages.
Reading about the experience of learning languages.
Editing course dictionary.
Getting to know each other’s abilities.
I.A., II.A, III.B, IV.A, V.A
Week 2
(MOODLE)
1.Functional: Describing people, animals and objects in the past. Talking about habits and routine activities in the past. Talking about past events.
2.Grammatical: Form and use of Preterite and Imperfect
3.Vocabulary: Habits and routine activities, time expressions.
4.Culture: Background to “España en la época de Franco”
Field trip: “ Becoming familiar with the history of a Barcelona neighbourhood”
I.D., II.A., III.A., IV.B., V.B.
Week 3
(UNIT 2)
1.Functional: Relate stories in the past. How to take part in a conversation.
2.Grammatical: Use of Preterite, Imperfect and Past Perfect.
How to express cause and consequence.
3.Vocabulary: Travel and holidays. Colloquial expression of emotions.
4.Culture: Interesting places to visit in Spain.
Talking about past travel issues.
Composition 1 : “¿Qué pasó?”
I.A., II.A., III.A., IV.A., V.B.
Week 4
(UNIT 2)
Review (weeks 1, 2, 3)
1.Functional: Telling a story about our last trip.
2.Grammatical: Use of different past tenses. Time expressions.
3.Vocabulary: Character adjectives
4.Culture: Spain then and now.
Oral exam 1: Board game: Speaking about the past...
Midterm 1
I.B., II.A., III.A., IV.A., V.B.
Week 5
(UNIT 3)
1.Functional: Expressing wishes, needs and demands.
2.Grammatical: “Querer/pedir/exigir/necesitar” + Infinitive/Subjunctive
3.Vocabulary: Social problems.
4.Culture: Most common social problems in Spain.
Writing in a forum about social problems in Spain.
Reporting problems related to their living areas in Barcelona.
I.A., II.B, III.B., IV.A., V.B.
Week 6
(UNIT 3)
1.Functional: Forming opinions and suggesting solutions. Addressing different problems.
2.Grammatical: “Ser/estar/parecer” + adjective + Infinitive/Subjunctive
“(No) creo que”+ Indicative/Subjunctive.
3.Vocabulary: Expression of opinions.
4.Culture: Polemical topics in Spain.
Research work on Spanish media: controversial news.
Composition 2 : ¿Qué te parece...?
I.B., II.B., III.A., IV.B., V.B.
Week 7
(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
4.Culture: Different relationships in Spain.
Looking for common interests in class.
Role play : “Aquí no hay quien viva”
I.A.C, II.B., III.B., IV.B., V.A.
Week 8
(UNIT 5)
1.Functional: Describing features and use of objects.
2.Grammatical: Structures to describe features and use (“sirve para, es de, funciona con,...”).
3.Vocabulary: House objects.
4.Culture: Flea markets in Spain
Field trip : “Els Encants, un mercado con encanto”
Midterm 2
I.A.D., II.B., III.B., IV.B., V.B.
Week 9
(UNIT 5)
1.Functional: Describing features of objects, places and people.
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.
Composition 3: “Un invento genial”
Board game: Taboo
I.A, II.A, III.A, IV.A, V.B.
Week 10
(UNIT 6)
1.Functional: Resources to formulate hypothesis. Narrate a mystery story.
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.
Viewing short-films or commercials to use guesswork.
Oral Exam 2: IES Abroad BCN’s Video Contest.
I.B, II.A., III.A., IV.B., V.A.
Week 11
(UNIT 8)
1.Functional: How to give advice. Expressing an opinion about actions and behavior. To invite.
2.Grammatical: Conditional tense.
3.Vocabulary: Body parts.
4.Culture: The others cultural topics of Spain: Music, cinema and TV programmes.
Oral presentations
I.A., II.B., III.B., IV.A., V.A.
Week 12
(UNIT 8)
Review (weeks 9, 10, 11)
1.Functional: Expressing imaginary situations. How to express knowledge and lack of knowledge on a topic.
2.Grammatical: Conditional clauses with si. Subjunctive Preterit Imperfect to express a condition that is unlikely to take place.
3.Vocabulary: Spanglish.
4.Culture: Cultural differences in Spain and Hispanic America.
Final exam
I.B., II.B., III.A., IV.B.,V.A.
Corpas, Jaime; Garmendia, Agustín y Soriano, Carmen (2005). Aula 4. Barcelona: Difusión.
Course Reader SP202 (2009). Barcelona, IES Barcelona.
Alonso, Rosario et alii (2005). Gramática básica del estudiante de español (A1-B1) Barcelona: Difusión.
Varios autores (2004). Cambridge Klett Pocket: Español/ingles - English/Spanish. Cambridge: Cambridge University Press.
Daniel Rodríguez Solás earned a degree in Spanish Language and Literature and a Teaching Spanish as a Foreign Language M.A. at the University of Granada. His final research project was titled “How to connect what is happening inside and outside class: Task based Teaching”. Daniel has worked as Head of Studies and Teacher Trainer while he continued his research work where he had the opportunity to apply his knowledge in task based teaching through Social Networking. After a decade in Granada, he moved to Barcelona and began teaching at Barcelona’s Universitat Pompeu Fabra, where he started applying ODL. At IES Abroad Barcelona, he applies social media channels (twitter) and blogging (tumblr) to his class. He presented his teaching experience in Social Networking at the International House’s “XX Encuentro Práctico de Profesores de Español” in Barcelona.
Nuria Plaza Carrero: Nuria was born in Madrid but has lived in Barcelona since 1992. She graduated from the Complutense University in Madrid with a degree in Hispanic Philology. After graduating, she began to work as a Spanish Literature and Spanish Language Professor at the University of California Abroad Program in the Complutense University. She then went on to teach for the University of Barcelona and Pompeu Fabra University in the areas of Spanish Literature, Spanish History, and Spanish Language. She received her Certificate of Investigative Sufficiency (Spanish Language and Literature) from the University of Barcelona. She is now finishing her Phd. in Philology; her doctoral dissertation is on seventeenth-century Spanish Literature (theater). Nuria is an active Member of the Asociación para la Enseñanza del Español como Lengua Extranjera (ASELE), Grupo de Investigación Prolope (Autonomous University of Barcelona), and Seminario de Estudios Teatrales (Research group of the Complutense University in Madrid). She has researched and published various articles about teaching Spanish, literature from the sixteenth and seveneenth century (theatre) (Miguel de Unamuno, Eduardo Mendoza).