This course is designed for students with little prior knowledge of Spanish. Students who can already use few basic words los Cuentauand phrases, and who can understand very simple requests and responses are appropriate for this level. Students entering this course are also able to read and interpret the basic meaning of simple sentences and phrases. Students who have studied basic Spanish in high school or who took one semester of Spanish in college but never continued to build their skills will find this level appropriate. Students who have studied another Romance language may also be capable of entering this level. The language assessment process will determine the appropriate level for each individual student.
This course builds upon the skills introduced in Novice Abroad 1. By the end of the course, the successful student will have built a solid foundation in the five skills: intercultural communication, reading, writing, listening and speaking to accomplish a variety of everyday needs in the host culture as described in the learning outcomes below.
Prerequisites:
Summarize a couple of the competencies from the introduction of the previous level. Mention the placement exam of the center.
Attendance policy:
Attendance and punctuality are mandatory. Any legitimate reason for not attending class or a field work activity (medical emergency, etc.) must be referred directly to the Academic office (not to the instructor) with proper documentation. Students missing class due to medical reasons need to get a doctor‘s note from Emergencias Médicas to be handed-in at the Academic Affairs office. Without that note, the absence cannot be excused.
Being late to class will mean half of an absence. Coming to class more than 15 minutes late will mean one absence.
Courses taught one day per week allow a maximum of 1½ absences. Courses taught two days per week allow a maximum of 2½ absences. Courses taught three days per week allow a maximum of 3½ absences.
Every unexcused absence after the maximum allowance will lower half a point of the student‘s final grade (for instance, from A to A-, from A- to B+ and so on).
Students who are at risk of failing to meet these attendance requirements will be notified and summoned by the Center Director.
Learning outcomes:
By the end of the course students will be able to achieve the outcomes for the Novice Abroad level as defined by the IES Abroad 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 the verbal and non-verbal communication, and they will be able to use compensatory strategies when they do not know the word or expression (paraphrasing, 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 simple 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 Buenos Aires.
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 simple 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 simple sentences and deduce 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:
Instructors will use the classroom as a space to structure practice through role plays, activities, dialogues, structured reading, and written practice to facilitate learning. Students are expected to engage with the community and take initiative as well.
Required work and form of assessment:
Grade for attendance, class work, attitude and participation, homework and minitests.
20%
Average grade for weekly writings (CORE)
20%
Grade for Project 1
10 %
Grade for Project 2
10%
Grade for the Midterm Exam
20%
Grade for the Final Exam
20%
Grading :
A Excellent performance
A-
B+
B Good performance
B-
C+
C Average performance
C-
D Below standard performance or poor comprehension of the contents of the course.
F Non fulfilment of the requirements of the course or wrong understanding of the contents of the course.
Grill or rubric for the evaluation of writings
A
An original, excellent work, which clearly follows the instructions. The chosen subject is relevant and has been deeply analyzed (always according to the Spanish level of the student).
It has almost no language mistakes, or the mistakes it has, have not been dealt with yet, due to the student´s Spanish level.
The student uses a lot of the structures taught in class.
The presentation is very well organized (it has an introduction, a development and a conclusion or any other kind of organization which shows a previous writing plan.) Ideas are clearly expressed and related to one another by means of connectives or transitional sentences. The paragraphs also logically linked in this way.
The student uses a wide, accurate and suitable vocabulary according to his/her Spanish level, and he /she tries not to repeat many words.
The writing has been submitted in due time and manner.
The writing is neat and tidy.
B
An original, excellent work, which clearly follows the instructions. The chosen subject is relevant and has been well developed (always according to the Spanish level of the student).
It has some language mistakes (not many) that are not acceptable according to the student´s Spanish level.
The work has some (not many) organization problems, either because they do not have any introduction or conclusion, or because the different ideas are not well connected or the concepts are not clearly conveyed. The explanations can be understood, but with some effort.
The student uses some of the structures taught in class.
The student uses few connectives or plain ones like y,o,but and también, which he repeats constantly in order to organize his/her speech.
The vocabulary in the writing is wide, according to the student´s Spanish level, and he/she tries not to repeat many words.
The writing has been submitted in due time and manner.
The writing is neat and tidy.
C
A work which follows the instructions in a plain way. The chosen subject is not relevant and /or is not completely developed – always taking into account the Spanish level of the student).
The writing has many language mistakes which are unacceptable according to his Spanish level. In this case, it is evident that there has not been a previous revision with the teacher.
The writing shows serious organization problems, or it lacks an introduction and an end, and disconnected ideas are predominant. There are very confusing paragraphs, but other central ones are correct. The teacher needs to make great effort to understand the message the student meant to convey, because it lacks many connectives or transitional paragraphs to link ideas.
The student uses much too limited vocabulary for his/her level, which is repeated all through the writing.
The writing has not been submitted in due time, and it is not tidy enough.
Grill or rubric for the evalution of projects (oral presentations)
A
An original, excellent tidy work. The chosen subject matter is relevant. The student has done this research work with true interest. Besides, if the topic allows it , it shows an intercultural point of view, i.e., a deep observation of the similarities and differences between this new culture and his/her own.
The presentation is organized in a remarkably clear way, with an introduction, a development and a conclusion, and it is made with visual support (posters, pictures, etc.) which illustrate the topic.
It can be clearly seen that the student can handle the chosen topic with sound knowledge about it.
It is not a reading, but a fluent presentation. The student may use some notes as a reminder.
The student´s pronunciation is clear, so the presentation is easy to understand.
There are very few, or none of the mistakes the student could have avoided according to his/her Spanish level. The grammar and vocabulary taught in class is used during the presentation.
The student has showed his project plan to the teacher before the day of the presentation, in order to confirm the relevance of the topic and to make the necessary correction, which he/she applies at the moment of the presentation.
The student shows his /her intention to talk only in Spanish all through the presentation (he has learnt new words and how to explain them in Spanish in case he/she is asked about them).
The student manages to catch the attention of the class and to gets the group to participate in his/her presentation.
B
The quality of the work is good, the chosen topic is relevant and it is well developed.
The presentation is attractive enough and it follows a logical organization.
Although the presentation has continuity, there are some interruptions, or the student reads several quite long passages. We are not referring here to some notes as a reminder, which the student is of course allowed to use.
The Spanish grammar and vocabulary are suitable. There are few language mistakes which could have been avoided according to his/her Spanish level.
Idiomatic expressions are correctly used according to the student´s Spanish level, though there may be some mistakes.
The previous draft is not well developed and the teacher´s corrections do not seem to have been taken into account.
The student shows his /her intention to talk only in Spanish all through the presentation (he has learnt new words and how to explain them in Spanish in case he/she is asked about them).
The presentation has appropriate visual support.
C
This is a simple work, done just to carry out the teacher´s instructions. The chosen subject is not well developed. The presentation is not original, and it shows that it has been improvised.
It is badly organized and /or confusing, or it consists only of the description of a series of photographs, which shows the lack of real organization of ideas).
The student reads all the time, so it is not a real presentation.
The pronunciation is not clear.
There are a lot of language mistakes which could have been avoided at his/her Spanish level.
The student tries to answer the questions he is asked in English, though he/she can do it in Spanish.
The student cannot answer questions about the subject he /she has chosen.
Grill or rubric for the evaluation of the attendance, work, attitude and participation in class
A
The student constantly participates in class. He/she chooses to make pertinent comments, make or answer questions. The student shows interest , he is always active in class and his/her participations are always pertinent. His/her attitude is enthusiastic and he/she shows self criticism, admits his mistakes and tries to correct them.
He works well in teams, in pairs or alone.
He brings extra topics to the class, such as questions that show he is interested in the class and that he has studied.
The student always does the required homework and he may even do extra homework, and always hands it in due time and manner.
The student is always punctual for class and his attendance is perfect or almost perfect.
He/she tries to talk in Spanish all the time.
The student frequently attends the teacher´s office hours, to talk about his doubts and or interests concerning Spanish.
B
The student`s participation and class work are good, though he mostly participates only when he is asked to.
The student always or almost always does his homework, though not always. He /she only complies with the teacher´s instructions. He has a positive attitude, but sometimes he is distracted.
The student can work alone, in pairs or in groups.
He/she is always punctual and has a good attendance.
He/she sometimes attends the teacher´s office hours.
He/she almost always speaks in Spanish.
C
The student does not participate in class activities or only does it if he/she is directly asked to.
He/she seldom hands in work in due time and manner. He does just the least he can.
The student is not committed to the class activities (he forgets homework, or hands it in late, etc.). Sometimes he/she is present in class, but seems to be distracted or disturbes the class.
He/she is always late, and his/her attendance is bad.
He/she frequently translates into English in a loud voice.
He/she does not attend the teacher´s office hours.
content:
Week
Content
Assignments
Corresponding Learning Outcome(s)
Week 1
UNIT 1
General presentation of the course.
1. Functional: Talk about daily routine, schedules, habitual actions.
2. Grammatical: uses of Simple Present. Regular and irregular verbs.
3. Vocabulary: schedules, food, restaurants.
4. Culture: customs, local social codes.
Songs: Quizás Porque, Fogata de Amor, Inconsciente Colectivo. (Moodle)
Video clips and activities for each song.
I.B, E
II.A
III. A,B
IV. B
V.A
Week 2
UNIT 1
1. Functional: Tell about plans for the future, talk about the weather.
2. Grammatical: Regular and irregular verbs. Reflexive verbs, frequency adverbs. Ir + a + infinitivo
3. Vocabulary: kinds of weather.
4. Culture: traditional food in Argentina.
I.B
II.A
III. A,B
IV. B
V.A
Week 3
UNIT 2
1. Functional: description of people: appearance, personality, moods.
Giving instructions and receiving instructions about how to travel around the city.
2. Grammatical: Verbshaber, ser, estar. Use of prepositions.
3. Vocabulary: the human body, clothing, physical appearance and mood.
4. Culture: beauty standards in Buenos Aires. Debate
Field work: Calle Florida. (Moodle)
I.B, D, E
II.A, B
III. A
IV. A, B
V.A
Week 4
UNIT 3
1. Functional. Talk about preferences, give opinions. Tell anecdotes, experiences in the past.
2. Grammatical: Gustar and similar verbs. Structures expressing opinions, preferences. Pretérito Indefinido. Uses. Time and cause connectives. Pretérito Pluscuamperfecto.
3. Vocabulary: phrases expressing likes, dislikes, preferences and opinions.
Me cae bien/mal. Me parece que… Pienso /creo que… Me molesta. Me encanta
4. Culture: Argentine movie: Un noviopara mi mujer.
Argentine folklore. Mate, our traditional drink. Its ceremony and social role.
I.A,B, E
II.A, B
III. A, B
IV. B
V.A, B
Week 5
UNIT 4
1. Functional: talk about the past and the present, routines in the past, descriptions in the past.
2. Grammatical: Pretérito Imperfecto: uses.
3. Vocabulary: parts of the house, furniture. Inventions and inventors.
4. Culture: Our grandparents’ routines and customs.
Interview Argentine persons about their childhood memories. ¿Qué hacía los Domingos? ¿Dónde se iba de vacaciones? ¿Cómo era su rutina los días de semana?¿Qué era lo que más le gustaba en esa época? Write your opinions and tell differences and coincidences with your own childhood memories.
I.A,B, E
II.A, B
III. A
IV. B
V.A, B
Week 6
Unit 4
Functional: Narration. Facts.
Grammatical: Pretérito Indefinido.
Por y para.
Vocabulary: words indicating time and time sequence. Primero, luego, antes, después, al final. Esa mañana, al otro día, etc.
Culture: Las madres de Plaza de Mayo
I.A,B, E
II.A, B
III. A, B
IV. B
V.A, B
Week 7
UNIT 5
1. Functional: narration: circumstances and facts.
2. Grammatical: differences between the uses of Pretérito Indefinido and Imperfecto. Llovía,no tenía dinero and facts …de pronto sonó el teléfono
3.Vocabulary: Diminutives
4. Culture: Los cuenta cuentos. We listen to a tale by a story teller and talk about it.
Los Cuenta cuentos en Buenos Aires. Find out who they are, where they tell stories, what kinds of audience they have.
Is this activity common in your country? Do you like listening to well told stories? Do you prefer reading them? Write your answers to this questions.
I. A,B,D,E
II.A, B
III. A, B
IV.A, B
V.A, B
Week 8
REVIEW FOR MIDTERM EXAM
MIDTERM BREAK
Week 9
MID SEMESTER BREAK
Week 10
UNIT 6
1. Functional: learning about changes in Spanish discourse according to region, time, age.
2. Grammatical: Pretérito Perfecto.
3. Vocabulary: lunfardo and Informal Spanish. Scenes of the Argentine movie: Nueve Reinas
4. Culture: Cafetín de Buenos Aires.
Field work: write about the phrases and expressions used by different people- your Argentine friends, host family, people in the street, etc. –in similar circumstances. Film them to show examples.
(Moodle)
I C,D,E. II A, B
III A, B V A
Week 11
UNIT 7
1. Functional: thanking, apologizing, asking for permission, making invitations and asking for favors.
2. Grammatical: Estar + gerundio, Imperative.
3. Vocabulary: common colloquial phrases for making invitations, thanking, apologizing.
Te agradezco mucho; me podrías prestar…? Perdón, peor no…
4. Culture: How to behave in different social situations.
I.A,B,C,
II.A, B
III. A, B
IV. B
V. B
Week 12
UNIT 8
1. Functional: Instructions, advise, recommendations in informal contexts.
2. Grammatical: Imperative. The use of vos in Imperative. DO and IO pronouns. Connectives y, pero, además. Recommendations with para.
3. Vocabulary: cooking; recipes.
4.Culture: provinces versus capital
I.A,B, C,
II.A,
III. A,
IV.A, B
V.A, B
Week 13
UNIT 8
1. Functional: Instructions with impersonal phrases. Making predictions.
2. Grammatical: impersonal structures: se lava, se hierve, etc.
3. Vocabulary: weights and measures, kitchen utensils.
4. Culture: advertising campaign: advertising and slogans.
I.A,B,
II.A,
III. A,
IV.A, B
V.A, B
Week 14
UNIT 9
1. Functional: making predictions wishes, needs, tastes, preferences.
2. Grammatical: Simple Future. Si + presente + futuro simple. Present Subjunctive. Subjunctive vs. Infinitive.
3. Vocabulary: the ideal house, the ideal friend, the ideal job.
4.Culture: La Tierra en Peligro
I.A,B, C, D, E
II.A,
III. A, B
IV.A, B
V.A, B
Week 15
UNIT 9
1. Functional: giving opinions; reacting to another person’s behavior.
2. Grammatical: Uses of Subjunctive. Subjunctive vs. Indicative.
3. Vocabulary: phrases expressing opinion: es importante/lógico/probable/injusto…
4.Culture: soccer culture in Argentina
I.A,B, C, D, E
II.A, B
III. A
IV.A, B
V.A,
Week 16
REVIEW FOR FINAL EXAM
CORE Program (Cultural Orientation, Acculturation & Re-entry).
The first class day each week, save on weeks 6 and 14 (project weeks) and on weeks 8 and 16 (exam weeks), the students of IES Abroad Buenos Aires, will be expected to hand in a written text with their reflections, opinions and descriptions related to cultural, academic or touristic aspects, about what they did during the weekend (a trip, a ride around the city, a vist to a museum, a party, etc.). In these reports, the students should apply an intercultural point of view, and analyze similarities and contrasts between his own culture and this new culture they are getting to know, considering “culture” in the broad sense which the bibliography (Canale and Swain 1986, Sanz 1999, Miquel 2003) summarizes as “ The three Ps” , from the most evident and superficial (products, practices) to the most implicit (perspectives). The teacher of each course will determine the extent of each writing according to the Spanish level of the course. The best writings will be selected and exhibited on a board. At the end of the semester, the students whose reports were selected will receive a certificate signed by the authorities of IES Buenos Aires.
Class work and participation:
The student should attend the course with the required study material: book, reader, etc.
All class individual and group class activities, as well as any written answer or oral presentation may be graded.
The teachers may give quizzes to their students any time, without notice, in order to foster the students’ commitment and participation.
It is not allowed to sleep in class, or talk about topics other from the contents of the course. In case students do not follow these rules, the teacher is entitled to ask them to leave the room.
It is not allowed to use any kind of cell phones, either to make or receive calls or SMS during the class.
The use of laptops will only be allowed with the approval of the teacher.
Eating in class is not allowed.
The students must help keep the classrooms neat and tidy.
Homework assignments
The students will have to spend 5 or 6 hours a week doing homework. We strongly recommend not to let undone homework pile up until the day before they are supposed to hand it in, but to devote an hour every day to it. The results are always much better in this way. The purpose of homework tasks is that students study, search information, and make exercises, in order to consolidate their knowledge of the topics taught in class. Homework will always include a writing per week. The students who hand it in later than required, will obtain a lower grade.
Research Projects ( they must be presented orally, with visual support)
Project 1 (individual or in groups of 2 or 3 students) -- Week 6
It consists of searching information about Buenos Aires and/or other places in Argentina and telling the class about it, using the communication tools reviewed and learned in class. The kind of research will depend on the interest of the students, so the subject will be chosen by each of them. It may be about museums, places for shopping or eating, parks and squares, bars, plastic arts, monuments, habits, neighbourhoods, poets, soccer (football).
Also take into account that the visits with IES to sport events, such as football and rugby, to museums like the ethnographic museum and MALBA museum and to the theatre, may be the subject for your project, too. So bring your camera and a note book with you, in order to record all the details.
The way of presentation is also chosen by the students. It may be through a role play, a poster, a tourist guide book , a video, a magazine, power point with pictures, a recording, performing a play scene, a game, etc.
You should tell the teacher about the subject of your project and the technical requirements for its presentation. (overhead, TV ,CD/DVD , etc.). If you use power point for this project, you will not be allowed to use it for the next, and vice versa.
We recommend using posters handmade, so that a tangible product from your presentation remains, for other students interested in the subject to see.
The day of the presentation you are expected to hand in a written version of it. This writing will have another grade, as the weekly writings. In order to obtain a good grade, it is advisable to show the plan to the teacher, either in classes previous to the presentation or during the teacher´s office hours.
Project 2 (individual or in groups of 2 or 3 students) -- Week 14
It may be about:
a) a more academic project (e.g. tell the class about what you learned in other courses, perform part of the play you rehearsed at your drama course, etc.)
b) the trip or trips you made during the mid- semester break
c) a play you saw at the theatre, tango, your visits to different neighbourhoods in BA.
d) your final research paper on a subject at your choice.
In every case, you must talk with your teacher about the subject some days before your presentation, so that your work can be supervised.
For project 1, it is not compulsory to make presentation in a formal register, but for project 2 it is a requirement. (you will be expected to use special words and phrases to introduce the subject, to open and close each part of your presentation, to talk about conclusions , to close your presentation and open a debate, etc.)
You should tell the teacher about the subject of your project and the technical requirements for its presentation. (over head, TV ,CD/DVD , etc.). If you use power point for project 1, you will not be allowed to use it for project 2.
We recommend using handmade posters, so that a tangible product from your presentation remains for other students interested in the subject to see.
The day of the presentation you are expected to hand in a written version of it. This writing will have another grade (as the weekly writings). In order to obtain a good grade, it is advisable to show the plan to the teacher, either in classes previous to the presentation or during the teacher´s office hours.
Office Hours
All the teachers have an office hour a week , to help the students with their projects or any other topic related to Spanish, whether it was taught in class or not. The students can ask the teacher to prepare a handout about any subject they may be interested in, even if it is not included in the syllabus.
IT WILL BE COMPULSORY for each student to meet the teacher at least 2 times during office hours, in order to have an interview. The first one will be before the mid semester break and the second, after the mid semester break. If the student cannot have these meetings at the time offered by the teacher because he/ she has to attend another class, they must arrange another time to meet. The student must bring the books used in class, as well as any class work or homework. Both the teacher and the student will talk about the student´s progress, suggestions to solve difficulties, and any other matter that may help consolidate the student´s learning.
Required readings:
Class book Español IES 200. Reader: Victoria entre las sombras de Marcelo Di Marco. Materials related to local news and Argentine and/ or Latin American culture, selected by the teacher.
Notes:
Ethics and Responsibility
The students must follow the rules about plagiarism mentioned in IES Abroad Handbook, page 40. Using printed electronic sources or copying writings or exams from other students will not be permitted. The students who violate these rules will be immediately summoned by the Academic Dean and will be subject to severe sanctions.
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 such speech acts in ways that local people do…In short, and logically, study abroad has been show 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).
This course is designed for students with little prior knowledge of Spanish. Students who can already use few basic words los Cuentauand phrases, and who can understand very simple requests and responses are appropriate for this level. Students entering this course are also able to read and interpret the basic meaning of simple sentences and phrases. Students who have studied basic Spanish in high school or who took one semester of Spanish in college but never continued to build their skills will find this level appropriate. Students who have studied another Romance language may also be capable of entering this level. The language assessment process will determine the appropriate level for each individual student.
This course builds upon the skills introduced in Novice Abroad 1. By the end of the course, the successful student will have built a solid foundation in the five skills: intercultural communication, reading, writing, listening and speaking to accomplish a variety of everyday needs in the host culture as described in the learning outcomes below.
Summarize a couple of the competencies from the introduction of the previous level. Mention the placement exam of the center.
Attendance and punctuality are mandatory. Any legitimate reason for not attending class or a field work activity (medical emergency, etc.) must be referred directly to the Academic office (not to the instructor) with proper documentation. Students missing class due to medical reasons need to get a doctor‘s note from Emergencias Médicas to be handed-in at the Academic Affairs office. Without that note, the absence cannot be excused.
Being late to class will mean half of an absence. Coming to class more than 15 minutes late will mean one absence.
Courses taught one day per week allow a maximum of 1½ absences. Courses taught two days per week allow a maximum of 2½ absences. Courses taught three days per week allow a maximum of 3½ absences.
Every unexcused absence after the maximum allowance will lower half a point of the student‘s final grade (for instance, from A to A-, from A- to B+ and so on).
Students who are at risk of failing to meet these attendance requirements will be notified and summoned by the Center Director.
By the end of the course students will be able to achieve the outcomes for the Novice Abroad level as defined by the IES Abroad 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 the verbal and non-verbal communication, and they will be able to use compensatory strategies when they do not know the word or expression (paraphrasing, 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 simple 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 Buenos Aires.
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 simple 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 simple sentences and deduce 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.
Instructors will use the classroom as a space to structure practice through role plays, activities, dialogues, structured reading, and written practice to facilitate learning. Students are expected to engage with the community and take initiative as well.
20%
20%
10 %
10%
20%
20%
Grading :
A Excellent performance
A-
B+
B Good performance
B-
C+
C Average performance
C-
D Below standard performance or poor comprehension of the contents of the course.
F Non fulfilment of the requirements of the course or wrong understanding of the contents of the course.
Grill or rubric for the evaluation of writings
A
B
C
Grill or rubric for the evalution of projects (oral presentations)
A
The student shows his /her intention to talk only in Spanish all through the presentation (he has learnt new words and how to explain them in Spanish in case he/she is asked about them).
B
The student shows his /her intention to talk only in Spanish all through the presentation (he has learnt new words and how to explain them in Spanish in case he/she is asked about them).
C
Grill or rubric for the evaluation of the attendance, work, attitude and participation in class
A
B
C
Week
Content
Assignments
Corresponding Learning Outcome(s)
Week 1
UNIT 1
General presentation of the course.
1. Functional: Talk about daily routine, schedules, habitual actions.
2. Grammatical: uses of Simple Present. Regular and irregular verbs.
3. Vocabulary: schedules, food, restaurants.
4. Culture: customs, local social codes.
Songs: Quizás Porque, Fogata de Amor, Inconsciente Colectivo. (Moodle)
Video clips and activities for each song.
I.B, E
II.A
III. A,B
IV. B
V.A
Week 2
UNIT 1
1. Functional: Tell about plans for the future, talk about the weather.
2. Grammatical: Regular and irregular verbs. Reflexive verbs, frequency adverbs. Ir + a + infinitivo
3. Vocabulary: kinds of weather.
4. Culture: traditional food in Argentina.
I.B
II.A
III. A,B
IV. B
V.A
Week 3
UNIT 2
1. Functional: description of people: appearance, personality, moods.
Giving instructions and receiving instructions about how to travel around the city.
2. Grammatical: Verbs haber, ser, estar. Use of prepositions.
3. Vocabulary: the human body, clothing, physical appearance and mood.
4. Culture: beauty standards in Buenos Aires. Debate
Field work: Calle Florida. (Moodle)
I.B, D, E
II.A, B
III. A
IV. A, B
V.A
Week 4
UNIT 3
1. Functional. Talk about preferences, give opinions. Tell anecdotes, experiences in the past.
2. Grammatical: Gustar and similar verbs. Structures expressing opinions, preferences. Pretérito Indefinido. Uses. Time and cause connectives. Pretérito Pluscuamperfecto.
3. Vocabulary: phrases expressing likes, dislikes, preferences and opinions.
Me cae bien/mal. Me parece que… Pienso /creo que… Me molesta. Me encanta
4. Culture: Argentine movie: Un novio para mi mujer.
Argentine folklore. Mate, our traditional drink. Its ceremony and social role.
I.A,B, E
II.A, B
III. A, B
IV. B
V.A, B
Week 5
UNIT 4
1. Functional: talk about the past and the present, routines in the past, descriptions in the past.
2. Grammatical: Pretérito Imperfecto: uses.
3. Vocabulary: parts of the house, furniture. Inventions and inventors.
4. Culture: Our grandparents’ routines and customs.
Interview Argentine persons about their childhood memories. ¿Qué hacía los Domingos? ¿Dónde se iba de vacaciones? ¿Cómo era su rutina los días de semana? ¿Qué era lo que más le gustaba en esa época? Write your opinions and tell differences and coincidences with your own childhood memories.
I.A,B, E
II.A, B
III. A
IV. B
V.A, B
Week 6
Unit 4
Functional: Narration. Facts.
Grammatical: Pretérito Indefinido.
Por y para.
Vocabulary: words indicating time and time sequence. Primero, luego, antes, después, al final. Esa mañana, al otro día, etc.
Culture: Las madres de Plaza de Mayo
I.A,B, E
II.A, B
III. A, B
IV. B
V.A, B
Week 7
UNIT 5
1. Functional: narration: circumstances and facts.
2. Grammatical: differences between the uses of Pretérito Indefinido and Imperfecto. Llovía,no tenía dinero and facts …de pronto sonó el teléfono
3.Vocabulary: Diminutives
4. Culture: Los cuenta cuentos. We listen to a tale by a story teller and talk about it.
Los Cuenta cuentos en Buenos Aires. Find out who they are, where they tell stories, what kinds of audience they have.
Is this activity common in your country? Do you like listening to well told stories? Do you prefer reading them? Write your answers to this questions.
I. A,B,D,E
II.A, B
III. A, B
IV.A, B
V.A, B
Week 8
REVIEW FOR MIDTERM EXAM
MIDTERM BREAK
Week 9
MID SEMESTER BREAK
Week 10
UNIT 6
1. Functional: learning about changes in Spanish discourse according to region, time, age.
2. Grammatical: Pretérito Perfecto.
3. Vocabulary: lunfardo and Informal Spanish. Scenes of the Argentine movie: Nueve Reinas
4. Culture: Cafetín de Buenos Aires.
Field work: write about the phrases and expressions used by different people- your Argentine friends, host family, people in the street, etc. –in similar circumstances. Film them to show examples.
(Moodle)
I C,D,E. II A, B
III A, B V A
Week 11
UNIT 7
1. Functional: thanking, apologizing, asking for permission, making invitations and asking for favors.
2. Grammatical: Estar + gerundio, Imperative.
3. Vocabulary: common colloquial phrases for making invitations, thanking, apologizing.
Te agradezco mucho; me podrías prestar…? Perdón, peor no…
4. Culture: How to behave in different social situations.
I.A,B,C,
II.A, B
III. A, B
IV. B
V. B
Week 12
UNIT 8
1. Functional: Instructions, advise, recommendations in informal contexts.
2. Grammatical: Imperative. The use of vos in Imperative. DO and IO pronouns. Connectives y, pero, además. Recommendations with para.
3. Vocabulary: cooking; recipes.
4.Culture: provinces versus capital
I.A,B, C,
II.A,
III. A,
IV.A, B
V.A, B
Week 13
UNIT 8
1. Functional: Instructions with impersonal phrases. Making predictions.
2. Grammatical: impersonal structures: se lava, se hierve, etc.
3. Vocabulary: weights and measures, kitchen utensils.
4. Culture: advertising campaign: advertising and slogans.
I.A,B,
II.A,
III. A,
IV.A, B
V.A, B
Week 14
UNIT 9
1. Functional: making predictions wishes, needs, tastes, preferences.
2. Grammatical: Simple Future. Si + presente + futuro simple. Present Subjunctive. Subjunctive vs. Infinitive.
3. Vocabulary: the ideal house, the ideal friend, the ideal job.
4.Culture: La Tierra en Peligro
I.A,B, C, D, E
II.A,
III. A, B
IV.A, B
V.A, B
Week 15
UNIT 9
1. Functional: giving opinions; reacting to another person’s behavior.
2. Grammatical: Uses of Subjunctive. Subjunctive vs. Indicative.
3. Vocabulary: phrases expressing opinion: es importante/lógico/probable/injusto…
4.Culture: soccer culture in Argentina
I.A,B, C, D, E
II.A, B
III. A
IV.A, B
V.A,
Week 16
REVIEW FOR FINAL EXAM
CORE Program (Cultural Orientation, Acculturation & Re-entry).
The first class day each week, save on weeks 6 and 14 (project weeks) and on weeks 8 and 16 (exam weeks), the students of IES Abroad Buenos Aires, will be expected to hand in a written text with their reflections, opinions and descriptions related to cultural, academic or touristic aspects, about what they did during the weekend (a trip, a ride around the city, a vist to a museum, a party, etc.). In these reports, the students should apply an intercultural point of view, and analyze similarities and contrasts between his own culture and this new culture they are getting to know, considering “culture” in the broad sense which the bibliography (Canale and Swain 1986, Sanz 1999, Miquel 2003) summarizes as “ The three Ps” , from the most evident and superficial (products, practices) to the most implicit (perspectives). The teacher of each course will determine the extent of each writing according to the Spanish level of the course. The best writings will be selected and exhibited on a board. At the end of the semester, the students whose reports were selected will receive a certificate signed by the authorities of IES Buenos Aires.
Class work and participation:
Homework assignments
The students will have to spend 5 or 6 hours a week doing homework. We strongly recommend not to let undone homework pile up until the day before they are supposed to hand it in, but to devote an hour every day to it. The results are always much better in this way. The purpose of homework tasks is that students study, search information, and make exercises, in order to consolidate their knowledge of the topics taught in class. Homework will always include a writing per week. The students who hand it in later than required, will obtain a lower grade.
Research Projects ( they must be presented orally, with visual support)
Project 1 (individual or in groups of 2 or 3 students) -- Week 6
It consists of searching information about Buenos Aires and/or other places in Argentina and telling the class about it, using the communication tools reviewed and learned in class. The kind of research will depend on the interest of the students, so the subject will be chosen by each of them. It may be about museums, places for shopping or eating, parks and squares, bars, plastic arts, monuments, habits, neighbourhoods, poets, soccer (football).
Also take into account that the visits with IES to sport events, such as football and rugby, to museums like the ethnographic museum and MALBA museum and to the theatre, may be the subject for your project, too. So bring your camera and a note book with you, in order to record all the details.
The way of presentation is also chosen by the students. It may be through a role play, a poster, a tourist guide book , a video, a magazine, power point with pictures, a recording, performing a play scene, a game, etc.
You should tell the teacher about the subject of your project and the technical requirements for its presentation. (overhead, TV ,CD/DVD , etc.). If you use power point for this project, you will not be allowed to use it for the next, and vice versa.
We recommend using posters handmade, so that a tangible product from your presentation remains, for other students interested in the subject to see.
The day of the presentation you are expected to hand in a written version of it. This writing will have another grade, as the weekly writings. In order to obtain a good grade, it is advisable to show the plan to the teacher, either in classes previous to the presentation or during the teacher´s office hours.
Project 2 (individual or in groups of 2 or 3 students) -- Week 14
It may be about:
a) a more academic project (e.g. tell the class about what you learned in other courses, perform part of the play you rehearsed at your drama course, etc.)
b) the trip or trips you made during the mid- semester break
c) a play you saw at the theatre, tango, your visits to different neighbourhoods in BA.
d) your final research paper on a subject at your choice.
In every case, you must talk with your teacher about the subject some days before your presentation, so that your work can be supervised.
For project 1, it is not compulsory to make presentation in a formal register, but for project 2 it is a requirement. (you will be expected to use special words and phrases to introduce the subject, to open and close each part of your presentation, to talk about conclusions , to close your presentation and open a debate, etc.)
You should tell the teacher about the subject of your project and the technical requirements for its presentation. (over head, TV ,CD/DVD , etc.). If you use power point for project 1, you will not be allowed to use it for project 2.
We recommend using handmade posters, so that a tangible product from your presentation remains for other students interested in the subject to see.
The day of the presentation you are expected to hand in a written version of it. This writing will have another grade (as the weekly writings). In order to obtain a good grade, it is advisable to show the plan to the teacher, either in classes previous to the presentation or during the teacher´s office hours.
Office Hours
All the teachers have an office hour a week , to help the students with their projects or any other topic related to Spanish, whether it was taught in class or not. The students can ask the teacher to prepare a handout about any subject they may be interested in, even if it is not included in the syllabus.
IT WILL BE COMPULSORY for each student to meet the teacher at least 2 times during office hours, in order to have an interview. The first one will be before the mid semester break and the second, after the mid semester break. If the student cannot have these meetings at the time offered by the teacher because he/ she has to attend another class, they must arrange another time to meet. The student must bring the books used in class, as well as any class work or homework. Both the teacher and the student will talk about the student´s progress, suggestions to solve difficulties, and any other matter that may help consolidate the student´s learning.
Class book Español IES 200. Reader: Victoria entre las sombras de Marcelo Di Marco. Materials related to local news and Argentine and/ or Latin American culture, selected by the teacher.
Ethics and Responsibility
The students must follow the rules about plagiarism mentioned in IES Abroad Handbook, page 40. Using printed electronic sources or copying writings or exams from other students will not be permitted. The students who violate these rules will be immediately summoned by the Academic Dean and will be subject to severe sanctions.