Students will reinforce linguistic resources for their personal and social development in everyday situations, such as those with the family, the classroom, medical situations, public service information requests, etc. In this course, special emphasis will be made on the students’ gradual achievement of their confidence with language use, as well as their control of basic communicative structures for routine everyday situations. The course content is intended to offer students a grammatical, lexical, pragmatic and socio-cultural basis sufficient to facilitate students’ improvement of the Spanish language, and, likewise, to promote analytical and reflective skills to face the challenges of the language and to promote the development of self-learning.
Student Profile
Students entering this level must be able to fulfill the learning outcomes of the Novice Abroad level, as defined by the IES Abroad MAP for Language and Intercultural Communication. Specifically, they should already be able to express themselves on a variety of concrete, everyday topics and meet their basic needs in the language. Students who enter this level may be more proficient in reading and writing skills than oral communication, especially if they have never traveled or studied abroad previously. Although students may have been exposed previously to certain competencies taught at this level, they need additional practice and instruction to move toward mastery of these competencies. Students at this level may succeed in partner university courses as long as such courses are primarily designed for international students and/or require passive student linguistic participation (art studios, dance).
As students gain more self-awareness and self-confidence, they will attempt more in the community. Paradoxically, this means they may also experience more miscommunications and frustration. Reading and writing require effort, and many students will need to make a special effort in this regard. Students will also develop cultural awareness and skills to work through the challenges of adaptation in the local culture and learn to celebrate their successes. They will begin to appreciate the value of these language and intercultural skills.
Prerequisites:
Completion of IES Abroad’s SP302 Emerging Independent outcomes, determined by placement exam.
Attendance policy:
Class attendance is compulsory. Each student will be allowed only three unexcused absences throughout the whole course. For each unexcused absence beyond this there will be a reduction in the final grade. Punctuality: Students who are late to class on a regular basis will also receive a reduction in their final 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 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 most daily troublesome situations and meet needs with limited help.
B. Students will be able to make informed comparisons between the host culture and the students’ home cultures.
C. Students will be able to distinguish and to imitate verbal and non verbal communication that reflect politeness, formality, or informality.
D. Students will be able to recognize patterns of intonation, their meaning, and cultural implications.
II. Listening
A. Students will be able to understand some interactions of moderate complexity (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 basic conversations on familiar and concrete topics.
C. Students sometimes will understand commonly-used slang expressions and popular phrases.
III. Speaking
A. Students will be able to talk about persons and things in their immediate environment, as well as their plans and their experiences, and they can provide a limited amount of supporting details.
B. Students will be able to resolve moderately complicated situations involving familiar subjects.
C. Students will respond to some questions that ask for an opinion or a belief on a topic with assistance and practice.
IV. Reading
A. Students will be able to read passages and short texts (newspapers, lyrics, letters, short stories, etc.) and understand overall meaning.
B. Students will be able to support their understanding of texts through the use of context, dictionaries, or with the assistance of others at times.
C. Students will be able to read and understand most text messages on everyday topics.
V. Writing
A. Students will be able to communicate with increasing 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 and with less reliance on the communicative patterns of their native language.
C. Students will be able to describe things, relate ideas, and express simple opinions in concrete language.
Method of presentation:
At IES Abroad Salamanca Spanish is taught by means of an eclectic approach, integrating the main educational and methodological techniques from different second language teaching approaches such as the communicative method, the task-based approach and some elements from the cognitive method.
Taking advantage of students’ linguistic immersion, these courses meet their real communicative needs by creating communicative situations as authentic as possible inside the classroom. For this reason, these courses maximize work in groups and in pairs in order to give students the opportunity to practice and try out language in a safe context. Nonetheless, this communicative practice is carried out in an organized and ordered manner so that it substantially benefits the progress of students’ linguistic learning.
First of all, students are provided with certain linguistic input so that they can start practicing through a gradual sequence of controlled, semi-controlled and free activities with an increasing degree of difficulty. The purpose of these activities is to avoid that students get immersed in too difficult communicative situations without real linguistic and communicative motivations. Additionally, as another essential element for the communicative practice in the classroom, students receive an explicit linguistic teaching (grammatical, lexical, functional, pragmatic content), which is carried out in an inductive or deductive manner, depending on the case. In this sense, some advances of the cognitive approach are included, using a cognitive grammar whose content is also put into practice through input-processing activities, grammatical-awareness tasks and output activities.
Another essential aspect of Spanish courses at IES Abroad Salamanca is the promotion of intercultural competence as an effective bridge between the classroom and the reality outside the classroom. For this purpose, students will have to carry out a research project that makes them come into direct contact with the city of Salamanca. They will freely choose the topic of the research project, which must be related to Spanish culture, society or lifestyle. Research will consist of choosing a linguistic topic in order to investigate certain lexical and grammatical aspects as well as conversational resources, using bibliographical and on-line sources, interviews with native speakers and information about the city.
The IES Abroad Salamanca Moodle platform will be used to complement classroom sessions throughout the whole course: https://sala.elearning.iesabroad.org/login/index.php. The course syllabus, PowerPoint presentations and any other materials or information that students may need will be posted on this platform. All the IES Abroad Salamanca courses require the use of Moodle as an additional learning tool. Nevertheless, as Moodle can be adapted to any type of teaching styles and methodologies, instructors will use Moodle in the manner they consider the most appropriate for the course.
Required work and form of assessment:
■ Class participation (10%):
Active participation, interacting with the rest of the students and getting involved in class activities will be positively evaluated.
■ Language journal and written compositions (20%):
A language journal will be submitted weekly. Students will hand in one page per week. It will be submitted in class, sent by e-mail or posted in Moodle every Thursday. The following week the instructor will give the journals back to the students with corrections and/or comments.
Form of assessment for language journal and written compositions: Written tasks will be assessed by instructors in accordance with criteria of adequacy, discourse organization, lexical richness, grammatical correctness and thematic depth.
■ Exams (40%):
Throughout the course there will be two exams: a mid-term and a final exam. Each exam will include exercises of oral expression, listening comprehension, written expression, reading comprehension and some other possible exercises to assess different course content. Established exam times cannot be modified.
-Mid-term exam: Around midterm ----------------20%
-Final exam: At the end of the course -------------20%
(The final exam will include all course content)
■ Research project (20%):
The research project incorporates field work where, in groups of two, three or four, students will have to carry out research about socio-cultural issues in Spain. The written version of the project will be submitted on the dates established by IES Abroad Salamanca.
-Research written paper: 10%
-Oral presentation: 10%
■ Field study (10%):
The instructor and the students will carry out a field study activity related to course content outside the classroom for one or several sessions. These activities will use the city as a text, emphasizing the importance of learning a language in an immersion context and taking advantage of the cultural and historical richness of Salamanca.
Students must participate in this activity in the following way:
Previously preparing the readings or tasks indicated by the instructor.
Doing the corresponding tasks after the activity.
Actively participating during the activity and even presenting a part of the activity if necessary.
Field Study 1: visit old library at the University of Salamanca. Students will research the importance of the university in the city and create a wiki in Moodle with the results. Students will also research information on books that the library holds and will present their results.
Field Study 2: survey on topics chosen by the students. Each student will explore ideas of topics they are interested in (linguistic and/or cultural), will prepare questions, interview Spaniards and present results in class.
content:
Week
Content
Assignments
Corresponding Learning Outcome(s)
Week 1
1. Functional: Greetings, saying goodbye, polite expressions and resources for drawing attention
2. Grammatical: Present of indicative and its use for expressing regularity, present, past and future. Ser and estar (exclusive uses and shared uses).
3. Vocabulary: Requesting and giving information
4. Culture: Education norms in Spain
Reading: novel “Sin noticias de Gurb” (approx. 15 pages)
Language journal (1 page)
Explore topics for research paper
Glossary entry in Moodle (minimum 5 words each)
Exercises from coursepack and/or textbook
I-A, C
II-B
III-A
IV-B, C
V-A
Week 2
1. Functional: Speaking about appearance and character, changes and transformations. Locating and describing.
2. Grammatical: Verbs of change: ponerse, hacerse, volverse. Contrast está / hay.
3. Vocabulary: Describing physical appearance and character
4. Culture: Young Spanish people
Reading: novel (approx. 15 pages)
Language journal (1 page)
Research paper preparation
Glossary entry in Moodle (minimum 5 words each)
Exercises from coursepack and/or textbook
I-B, D
II-C
III-B
IV-A
V-C
Week 3
11. Functional: Speaking about habits and hobbies. Relating past experiences.
2. Grammatical: Four pretéritos and their contrastive use
3. Vocabulary: Medical situations
4. Culture: The Spanish health system
Reading: novel (approx. 15 pages)
Language journal (1 page)
Field study preparation: students research Salamanca and its cultural contributions as well as the influence of the University of Salamanca. Create wiki in Moodle (minimum 50 words each).
Research paper preparation
Glossary entry in Moodle (minimum 5 words each)
Exercises from coursepack and/or textbook
I-A
II-A
III-A, B
IV-B
V-B
Week 4
1. Functional: Speaking about future. Making hypotheses about present.
2. Grammatical: Future of indicative and simple conditional. Hypotheses markers.
3. Vocabulary: Spanish universities
4. Culture: Spanish universities
Field study activity:
Visit to the old library of the University of Salamanca.
Reading: novel (approx. 15 pages)
Language journal (1 page)
Field study activity follow-up task:
Each student prepares a presentation on one of the books kept at the library (date, author, etc.).
Research paper preparation
Glossary entry in Moodle (minimum 5 words each)
Exercises from coursepack and/or textbook
I-B
II-A
III-A
IV-A
V-B
Week 5
1. Functional: Contrast por / para and their specific uses
2. Grammatical: Pronouns. Transitive and intransitive verbs.
3. Vocabulary: Popular music
4. Culture: Spanish music
Presentations: library books (old library visit)
Reading: novel (approx. 15 pages)
Language journal (1 page)
Research paper preparation
Glossary entry in Moodle (minimum 5 words each)
Exercises from coursepack and/or textbook
I-C
II-A
III-C
IV-B
V-B
Week 6
*Mid term exam
Review for mid-term exam
Discussion about novel
Study for mid-term
Exercises from coursepack and/or textbook
Explore ideas for survey topics
I-B,C
II-A
IV-A, B, C
V-A, B, C
Week 7
1. Functional: Giving advice and instructions
2. Grammatical: Pronominal and reflexive verbs. Imperative. Review of non-personal verbal forms: infinitive, gerund and participle.
3. Vocabulary: Spanish literature. Social issues.
4. Culture: Cultural stereotypes
FIELD STUDY: Visit the old library of the University of Salamanca
Reading: novel (approx. 15 pages)
Language journal (1 page)
Research paper preparation
Survey preparation: questions
Glossary entry in Moodle (minimum 5 words each)
Exercises from coursepack and/or textbook
I-B
II-A
III-C
IV-B
V-B, C
Week 8
1. Functional: Speaking about films, books, and fiction stories. Expressing doubts and opinions.
2. Grammatical: Present subjunctive
3. Vocabulary: Spanish film
4. Culture: Spanish film
FIELD STUDY: Visit the old library of the University of Salamanca
2. Grammatical: Time clauses with present, past and future. Evaluative verbs and structures.
3. Vocabulary: Verbs for advice
4. Culture: Advertising in Spain
Reading: novel (approx. 15 pages)
Language journal (1 page)
Survey
Glossary entry in Moodle (minimum 5 words each)
Exercises from coursepack and/or textbook
I-C
II-A
III-B
IV-A
V-A, B
Week 10
1. Functional: Cause and consequence connectors
2. Grammatical: Relative clauses. Oral and written discourse connectors. Verbal periphrases with infinitive and gerund: Hay que + infinitive; (no) se puede + infinitive; Estar + gerund; Empezar a, dejar de, volver a + infinitive
3. Vocabulary: Festivities
4. Culture: Traditional festivities in Spain
Presentations: survey results
Reading: novel (approx. 15 pages)
Language journal (1 page)
Glossary entry in Moodle (minimum 5 words each)
Exercises from coursepack and/or textbook
I-D
II-A
III-C
IV-C
V-B
Week 11
1. Functional: Expressing purpose
2. Grammatical: Imperfect subjunctive. Conditional clauses with present and imperfect subjunctive
Students will reinforce linguistic resources for their personal and social development in everyday situations, such as those with the family, the classroom, medical situations, public service information requests, etc. In this course, special emphasis will be made on the students’ gradual achievement of their confidence with language use, as well as their control of basic communicative structures for routine everyday situations. The course content is intended to offer students a grammatical, lexical, pragmatic and socio-cultural basis sufficient to facilitate students’ improvement of the Spanish language, and, likewise, to promote analytical and reflective skills to face the challenges of the language and to promote the development of self-learning.
Student Profile
Students entering this level must be able to fulfill the learning outcomes of the Novice Abroad level, as defined by the IES Abroad MAP for Language and Intercultural Communication. Specifically, they should already be able to express themselves on a variety of concrete, everyday topics and meet their basic needs in the language. Students who enter this level may be more proficient in reading and writing skills than oral communication, especially if they have never traveled or studied abroad previously. Although students may have been exposed previously to certain competencies taught at this level, they need additional practice and instruction to move toward mastery of these competencies. Students at this level may succeed in partner university courses as long as such courses are primarily designed for international students and/or require passive student linguistic participation (art studios, dance).
As students gain more self-awareness and self-confidence, they will attempt more in the community. Paradoxically, this means they may also experience more miscommunications and frustration. Reading and writing require effort, and many students will need to make a special effort in this regard. Students will also develop cultural awareness and skills to work through the challenges of adaptation in the local culture and learn to celebrate their successes. They will begin to appreciate the value of these language and intercultural skills.
Completion of IES Abroad’s SP302 Emerging Independent outcomes, determined by placement exam.
Class attendance is compulsory. Each student will be allowed only three unexcused absences throughout the whole course. For each unexcused absence beyond this there will be a reduction in the final grade. Punctuality: Students who are late to class on a regular basis will also receive a reduction in their final 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 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 most daily troublesome situations and meet needs with limited help.
B. Students will be able to make informed comparisons between the host culture and the students’ home cultures.
C. Students will be able to distinguish and to imitate verbal and non verbal communication that reflect politeness, formality, or informality.
D. Students will be able to recognize patterns of intonation, their meaning, and cultural implications.
II. Listening
A. Students will be able to understand some interactions of moderate complexity (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 basic conversations on familiar and concrete topics.
C. Students sometimes will understand commonly-used slang expressions and popular phrases.
III. Speaking
A. Students will be able to talk about persons and things in their immediate environment, as well as their plans and their experiences, and they can provide a limited amount of supporting details.
B. Students will be able to resolve moderately complicated situations involving familiar subjects.
C. Students will respond to some questions that ask for an opinion or a belief on a topic with assistance and practice.
IV. Reading
A. Students will be able to read passages and short texts (newspapers, lyrics, letters, short stories, etc.) and understand overall meaning.
B. Students will be able to support their understanding of texts through the use of context, dictionaries, or with the assistance of others at times.
C. Students will be able to read and understand most text messages on everyday topics.
V. Writing
A. Students will be able to communicate with increasing 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 and with less reliance on the communicative patterns of their native language.
C. Students will be able to describe things, relate ideas, and express simple opinions in concrete language.
At IES Abroad Salamanca Spanish is taught by means of an eclectic approach, integrating the main educational and methodological techniques from different second language teaching approaches such as the communicative method, the task-based approach and some elements from the cognitive method.
Taking advantage of students’ linguistic immersion, these courses meet their real communicative needs by creating communicative situations as authentic as possible inside the classroom. For this reason, these courses maximize work in groups and in pairs in order to give students the opportunity to practice and try out language in a safe context. Nonetheless, this communicative practice is carried out in an organized and ordered manner so that it substantially benefits the progress of students’ linguistic learning.
First of all, students are provided with certain linguistic input so that they can start practicing through a gradual sequence of controlled, semi-controlled and free activities with an increasing degree of difficulty. The purpose of these activities is to avoid that students get immersed in too difficult communicative situations without real linguistic and communicative motivations. Additionally, as another essential element for the communicative practice in the classroom, students receive an explicit linguistic teaching (grammatical, lexical, functional, pragmatic content), which is carried out in an inductive or deductive manner, depending on the case. In this sense, some advances of the cognitive approach are included, using a cognitive grammar whose content is also put into practice through input-processing activities, grammatical-awareness tasks and output activities.
Another essential aspect of Spanish courses at IES Abroad Salamanca is the promotion of intercultural competence as an effective bridge between the classroom and the reality outside the classroom. For this purpose, students will have to carry out a research project that makes them come into direct contact with the city of Salamanca. They will freely choose the topic of the research project, which must be related to Spanish culture, society or lifestyle. Research will consist of choosing a linguistic topic in order to investigate certain lexical and grammatical aspects as well as conversational resources, using bibliographical and on-line sources, interviews with native speakers and information about the city.
The IES Abroad Salamanca Moodle platform will be used to complement classroom sessions throughout the whole course: https://sala.elearning.iesabroad.org/login/index.php. The course syllabus, PowerPoint presentations and any other materials or information that students may need will be posted on this platform. All the IES Abroad Salamanca courses require the use of Moodle as an additional learning tool. Nevertheless, as Moodle can be adapted to any type of teaching styles and methodologies, instructors will use Moodle in the manner they consider the most appropriate for the course.
■ Class participation (10%):
Active participation, interacting with the rest of the students and getting involved in class activities will be positively evaluated.
■ Language journal and written compositions (20%):
A language journal will be submitted weekly. Students will hand in one page per week. It will be submitted in class, sent by e-mail or posted in Moodle every Thursday. The following week the instructor will give the journals back to the students with corrections and/or comments.
Form of assessment for language journal and written compositions: Written tasks will be assessed by instructors in accordance with criteria of adequacy, discourse organization, lexical richness, grammatical correctness and thematic depth.
■ Exams (40%):
Throughout the course there will be two exams: a mid-term and a final exam. Each exam will include exercises of oral expression, listening comprehension, written expression, reading comprehension and some other possible exercises to assess different course content. Established exam times cannot be modified.
-Mid-term exam: Around midterm ----------------20%
-Final exam: At the end of the course -------------20%
(The final exam will include all course content)
■ Research project (20%):
The research project incorporates field work where, in groups of two, three or four, students will have to carry out research about socio-cultural issues in Spain. The written version of the project will be submitted on the dates established by IES Abroad Salamanca.
-Research written paper: 10%
-Oral presentation: 10%
■ Field study (10%):
The instructor and the students will carry out a field study activity related to course content outside the classroom for one or several sessions. These activities will use the city as a text, emphasizing the importance of learning a language in an immersion context and taking advantage of the cultural and historical richness of Salamanca.
Students must participate in this activity in the following way:
Field Study 1: visit old library at the University of Salamanca. Students will research the importance of the university in the city and create a wiki in Moodle with the results. Students will also research information on books that the library holds and will present their results.
Field Study 2: survey on topics chosen by the students. Each student will explore ideas of topics they are interested in (linguistic and/or cultural), will prepare questions, interview Spaniards and present results in class.
Week
Content
Assignments
Corresponding Learning Outcome(s)
Week 1
1. Functional: Greetings, saying goodbye, polite expressions and resources for drawing attention
2. Grammatical: Present of indicative and its use for expressing regularity, present, past and future. Ser and estar (exclusive uses and shared uses).
3. Vocabulary: Requesting and giving information
4. Culture: Education norms in Spain
Reading: novel “Sin noticias de Gurb” (approx. 15 pages)
Language journal (1 page)
Explore topics for research paper
Glossary entry in Moodle (minimum 5 words each)
Exercises from coursepack and/or textbook
I-A, C
II-B
III-A
IV-B, C
V-A
Week 2
1. Functional: Speaking about appearance and character, changes and transformations. Locating and describing.
2. Grammatical: Verbs of change: ponerse, hacerse, volverse. Contrast está / hay.
3. Vocabulary: Describing physical appearance and character
4. Culture: Young Spanish people
Reading: novel (approx. 15 pages)
Language journal (1 page)
Research paper preparation
Glossary entry in Moodle (minimum 5 words each)
Exercises from coursepack and/or textbook
I-B, D
II-C
III-B
IV-A
V-C
Week 3
11. Functional: Speaking about habits and hobbies. Relating past experiences.
2. Grammatical: Four pretéritos and their contrastive use
3. Vocabulary: Medical situations
4. Culture: The Spanish health system
Reading: novel (approx. 15 pages)
Language journal (1 page)
Field study preparation: students research Salamanca and its cultural contributions as well as the influence of the University of Salamanca. Create wiki in Moodle (minimum 50 words each).
Research paper preparation
Glossary entry in Moodle (minimum 5 words each)
Exercises from coursepack and/or textbook
I-A
II-A
III-A, B
IV-B
V-B
Week 4
1. Functional: Speaking about future. Making hypotheses about present.
2. Grammatical: Future of indicative and simple conditional. Hypotheses markers.
3. Vocabulary: Spanish universities
4. Culture: Spanish universities
Field study activity:
Visit to the old library of the University of Salamanca.
Reading: novel (approx. 15 pages)
Language journal (1 page)
Field study activity follow-up task:
Each student prepares a presentation on one of the books kept at the library (date, author, etc.).
Research paper preparation
Glossary entry in Moodle (minimum 5 words each)
Exercises from coursepack and/or textbook
I-B
II-A
III-A
IV-A
V-B
Week 5
1. Functional: Contrast por / para and their specific uses
2. Grammatical: Pronouns. Transitive and intransitive verbs.
3. Vocabulary: Popular music
4. Culture: Spanish music
Presentations: library books (old library visit)
Reading: novel (approx. 15 pages)
Language journal (1 page)
Research paper preparation
Glossary entry in Moodle (minimum 5 words each)
Exercises from coursepack and/or textbook
I-C
II-A
III-C
IV-B
V-B
Week 6
*Mid term exam
Review for mid-term exam
Discussion about novel
Study for mid-term
Exercises from coursepack and/or textbook
Explore ideas for survey topics
I-B,C
II-A
IV-A, B, C
V-A, B, C
Week 7
1. Functional: Giving advice and instructions
2. Grammatical: Pronominal and reflexive verbs. Imperative. Review of non-personal verbal forms: infinitive, gerund and participle.
3. Vocabulary: Spanish literature. Social issues.
4. Culture: Cultural stereotypes
FIELD STUDY: Visit the old library of the University of Salamanca
Reading: novel (approx. 15 pages)
Language journal (1 page)
Research paper preparation
Survey preparation: questions
Glossary entry in Moodle (minimum 5 words each)
Exercises from coursepack and/or textbook
I-B
II-A
III-C
IV-B
V-B, C
Week 8
1. Functional: Speaking about films, books, and fiction stories. Expressing doubts and opinions.
2. Grammatical: Present subjunctive
3. Vocabulary: Spanish film
4. Culture: Spanish film
FIELD STUDY: Visit the old library of the University of Salamanca
Reading: novel (approx. 15 pages)
Language journal (1 page)
Submit research project
Submit survey questions to professor for review
Glossary entry in Moodle (minimum 5 words each)
Exercises from coursepack and/or textbook
I-B, C
II-B
III-C
V-B,C
Week 9
1. Functional: Expressing likes, interests, requests, wishes and needs. Analyzing advertisements.
2. Grammatical: Time clauses with present, past and future. Evaluative verbs and structures.
3. Vocabulary: Verbs for advice
4. Culture: Advertising in Spain
Reading: novel (approx. 15 pages)
Language journal (1 page)
Survey
Glossary entry in Moodle (minimum 5 words each)
Exercises from coursepack and/or textbook
I-C
II-A
III-B
IV-A
V-A, B
Week 10
1. Functional: Cause and consequence connectors
2. Grammatical: Relative clauses. Oral and written discourse connectors. Verbal periphrases with infinitive and gerund: Hay que + infinitive; (no) se puede + infinitive; Estar + gerund; Empezar a, dejar de, volver a + infinitive
3. Vocabulary: Festivities
4. Culture: Traditional festivities in Spain
Presentations: survey results
Reading: novel (approx. 15 pages)
Language journal (1 page)
Glossary entry in Moodle (minimum 5 words each)
Exercises from coursepack and/or textbook
I-D
II-A
III-C
IV-C
V-B
Week 11
1. Functional: Expressing purpose
2. Grammatical: Imperfect subjunctive. Conditional clauses with present and imperfect subjunctive
3. Vocabulary: Idiomatic expressions. Colloquial expressions.
4. Culture: Women in Spain
Discussion about novel
Language journal (1 page)
Submit summary on novel (2 pages)
Glossary entry in Moodle (minimum 5 words each)
Exercises from coursepack and/or textbook
I-C
II-C
III-B
IV-C
V-B, C
Week 12
Review for final exam
Study for final exam
dates
Final Exam
-oral
-written
Coursepack provided by professor
Chamorro, María Dolores et alii. Abanico. Barcelona: Difusión, 2010. Student’s book and workbook.
Mendoza, Eduardo. Sin noticias de Gurb. Barcelona: Seix Barral, 1997.
Various authors. Temas de gramática. Salamanca: Ed. Universidad de Salamanca.
Various authors. Gramática básica del estudiante de español. Barcelona: Difusión.
Real Academia Española. Diccionario de la lengua español. Espasa Calpe (22nd Edition)
http://www.rae.es/rae.html