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 the outcomes mastered through IES Abroad's SP 102, as determined by placement test.
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
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 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
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.
-Activity: Choosing a job position and inventing the life of the ideal candidate for this job.
-Composition: Moments that have changed your life: From high school to college / studying abroad...
I.D,E
II.A
III.A,B
IV.A
V.A
Week 2
Aula 3
Unit 2
1.Functional: Talking about rules in class and in society; talking about habits.
Reading about the experience of learning languages.
Editing a course dictionary.
Getting to know each other’s abilities.
I.A., II.A, III.B, IV.A, V.A
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: Background to “España en la época de Franco”
Field trip: “Becoming familiar with the history of a Barcelona neighbourhood”
MIDTERM II
I.D., II.A., III.A., IV.B., V.B.
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.
Talking about past travel issues.
Oral Quiz: “Una anécdota”
I.A., II.A., III.A., IV.A., V.B.
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.
Looking for common interests in the class.
Role play : “Aquí no hay quien viva”
I.A.C, II.B., III.B., IV.B., V.A.
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.
Group project: “Un invento genial”
Board game: Taboo
I.A, II.A, III.A, IV.A, V.B.
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.
Viewing short-films or commercials to make guessings.
Oral Exam 2: IES Abroad BCN’s Video Contest.
I.B, II.A., III.A., IV.B., V.A.
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.
Oral presentations
I.A., II.B., III.B., IV.A., V.A.
I.B., II.B., III.A., IV.B.,V.A.
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).
Create headlines for a newspaper
FINAL EXAM
I.A., I.B., II.B., III.B., IV.A., V.A.
III.A., IV.B.
Required readings:
Corpas, Jaime; Garmendia, Agustín y Soriano, Carmen (2005): Aula 3. Barcelona: Difusión.
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:
Pep Inglés: Originally from Lleida, Pep graduated in Spanish and Catalan linguistics from the Autonomous University of Barcelona. After finishing his master’s degree in Spanish as a second language, he moved to France to teach Catalan at Lyon University and also in St. Etienne as part of the Ramon Llull Institute. On his return, in 2004, he joined IES as a Spanish and Catalan teacher. He has also taught at other universities in the city.
Raúl Lozano was born and grew up in Barcelona. He studied Portuguese and Spanish Language at the University of Barcelona, where he also completed a master in didactics applied to the teaching of Spanish as a foreign language. In 2001 he won the INTERCAMPUS Grant from the Spanish Government to teach Spanish at the Catholic University of Pelotas, in Brazil. On his return he completed a PhD in language and literature didactics at the University of Barcelona. He read his dissertation in 2010, which dealt with phonetics of Spanish vowels in spontaneous speech. He currently works as a Spanish teacher at IES and as an associate teacher at the Department of Spanish Philology at the University of Barcelona, where he teaches both undergraduate and graduate students. He has recently (2011) completed a research tenure at the University of Paris Ouest-Nanterre, where he conducted research in phonetics and oral speech. He is actively involved in the project "Phonetics applied to education" funded by the Ministry of Science and Technology in the Laboratory of Applied Phonetics (UB).
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 the outcomes mastered through IES Abroad's SP 102, as determined by placement test.
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
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 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
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.
-Activity: Choosing a job position and inventing the life of the ideal candidate for this job.
-Composition: Moments that have changed your life: From high school to college / studying abroad...
I.D,E
II.A
III.A,B
IV.A
V.A
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.
-Activity: Creating rules and habits to survive in Spain: Around the house, in school, going out...
I. D,E
II.A
III.A,B
IV.A,B
V.A,B
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
4.Culture: History and facts about Spain.
-What were you like in your childhood and how are you now?
I. C,D,E
II.A
III.A,B
IV.A,B
V.A,B,C
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.
-Developing an advertising campaign.
I.C,D,E
II.A,B
III.B
IV.A,B
V.B
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.
-Leaving a message for a roommate.
I.E
II.A
III.A
IV.A
V.B
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.
-Composition: Explaining a special moment in your life
MIDTERM I
I.E,C,D
II.A
III.A
IV.A
V.A
Week 5
Aula 3
Unit 7
1.Functional: Asking for information and favours. Ways to grant favours. Asking permission. Ways of granting permission. Courtesy: tú/usted.
To give excuses and justifications. Different ways to say thank you.
2.Grammatical: Verbs: dar, pasar, prestar-dejar, tener, traer and llevar.
The structures: Poder + infinitivo; Importar + Presente; Importar + si + Presente
The conditional tense (politeness).
Es que + conjugated verb.
3.Vocabulary:
Daily objects 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.
Writing one script for a video.
Recording the video, performing a role in Spanish.
Aula 3, pages 102 and 103.
I. A, B, C, D
II. A, B
III. B
IV. A, B
V. A, B
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
Words expressing probability: Seguramente, probablemente, posiblemente, seguro que, supongo que.
3.Vocabulary: About problems in the world: Clima, contaminación, pobreza, etc.
About circumstances and situations related to life experiences: Casarse, tener éxito, hacerse rico, tener hijos, etc.
4.Culture: Comparison of the problems that worry the Spanish and the Americans.
-Composition: writing a biography of a classmate in the future.
Aula 3, pages104 and 105.
I. B
II. A, B
III. B
IV. A
V. A, B
Week 6
Aula 4
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 a course dictionary.
Getting to know each other’s abilities.
I.A., II.A, III.B, IV.A, V.A
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: Background to “España en la época de Franco”
Field trip: “Becoming familiar with the history of a Barcelona neighbourhood”
MIDTERM II
I.D., II.A., III.A., IV.B., V.B.
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.
Talking about past travel issues.
Oral Quiz: “Una anécdota”
I.A., II.A., III.A., IV.A., V.B.
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) creo que”+ Indicative/Subjunctive.
3.Vocabulary: Social problems. Different relationships in Spain.
4.Culture: Most common social problems in Spain. Polemical topics in Spain.
Writing in a forum about social problems in Spain.
Reporting problems related to their living areas in Barcelona.
Composition 2: ¿Qué te parece...?
I.A., II.B, III.B., IV.A., V.B.
I.A.C, II.B., III.B., IV.B., V.A.
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.
Looking for common interests in the class.
Role play : “Aquí no hay quien viva”
I.A.C, II.B., III.B., IV.B., V.A.
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.
Group project: “Un invento genial”
Board game: Taboo
I.A, II.A, III.A, IV.A, V.B.
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.
Viewing short-films or commercials to make guessings.
Oral Exam 2: IES Abroad BCN’s Video Contest.
I.B, II.A., III.A., IV.B., V.A.
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.
Oral presentations
I.A., II.B., III.B., IV.A., V.A.
I.B., II.B., III.A., IV.B.,V.A.
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).
Create headlines for a newspaper
FINAL EXAM
I.A., I.B., II.B., III.B., IV.A., V.A.
III.A., IV.B.
Corpas, Jaime; Garmendia, Agustín y Soriano, Carmen (2005): Aula 3. Barcelona: Difusión.
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.
Pep Inglés: Originally from Lleida, Pep graduated in Spanish and Catalan linguistics from the Autonomous University of Barcelona. After finishing his master’s degree in Spanish as a second language, he moved to France to teach Catalan at Lyon University and also in St. Etienne as part of the Ramon Llull Institute. On his return, in 2004, he joined IES as a Spanish and Catalan teacher. He has also taught at other universities in the city.
Raúl Lozano was born and grew up in Barcelona. He studied Portuguese and Spanish Language at the University of Barcelona, where he also completed a master in didactics applied to the teaching of Spanish as a foreign language. In 2001 he won the INTERCAMPUS Grant from the Spanish Government to teach Spanish at the Catholic University of Pelotas, in Brazil. On his return he completed a PhD in language and literature didactics at the University of Barcelona. He read his dissertation in 2010, which dealt with phonetics of Spanish vowels in spontaneous speech. He currently works as a Spanish teacher at IES and as an associate teacher at the Department of Spanish Philology at the University of Barcelona, where he teaches both undergraduate and graduate students. He has recently (2011) completed a research tenure at the University of Paris Ouest-Nanterre, where he conducted research in phonetics and oral speech. He is actively involved in the project "Phonetics applied to education" funded by the Ministry of Science and Technology in the Laboratory of Applied Phonetics (UB).