In this course, students will expand their linguistic and communicative competence through the effective use of linguistic resources (grammatical, lexical, and communicative) that are provided throughout the course (see Contents). In this sphere, we pursue a triple objective: consolidate previous knowledge and facilitate its practical use; allow the students to succeed in more advanced discursive environments (for example, communicating on a more abstract and complex level to develop their skills in more difficult communicative situations) and promote the students’ oral and written fluency.
Student Profile
Students who enter this level are able to accomplish everyday needs required to live in a new culture. In this course, students will develop independence and autonomy so that, when communication does break down, they have enough tools at their disposal to resolve these challenges on their own. Students should welcome correction and guidance from their instructors, hosts, and others in the community as they progress. They will also begin to recognize their own and their peers’ errors.
By the end of this course, students will begin to converse at a rate of speed approaching normal conversation. They will be creative, spontaneous and self-reliant as they solve problems, interpret texts, negotiate, express their opinions, likes and dislikes in the culture. Although students will still make errors and experience communication breakdowns, they are much more likely to resolve these on their own. Students will understand a variety of colloquial expressions and slang, and will be able to understand a wider variety of native speakers from different backgrounds. By the end of this level, students will be capable of achieving the learning outcomes outlined below.
Prerequisites:
Completion of IES Abroad’s SP352 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 defined by the Emerging Independent 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 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 identify and describe at a basic level key host cultures, subcultures, habits, norms, and behaviors in a variety of settings, and they will be aware of the risk that generalizations can lead to stereotypes.
B. Students will be able to discuss the validity of their own cultural beliefs, behaviors, and values by contrasting and comparing them with the host cultures.
C. Students will be able to interpret gestures and body language, and they will integrate some of those non-verbal actions into their interactions with native speakers.
D. Students will know how to conform to socio-cultural norms in almost any transactional event.
II. Listening
A. Students will be able to understand most spoken communications of moderate complexity (media, speeches, music, conversations, etc.) on a wide range of concrete everyday topics as well as abstract topics covered in classes.
B. Students will be able to understand native speakers from a variety of backgrounds and limited experience with non-native speakers, and they will comprehend common colloquial expressions and slang.
III. Speaking
A. Students will be able to speak on and discuss a wide range of concrete everyday and personal topics, abstract topics covered in classes as well as other topics of particular interest to them.
B. Students will be able to participate, initiate and respond actively in a wide variety of interactions.
C. Students will be able to narrate sequences of events with some degree of accuracy.
IV. Reading
A. Students will be able to read and understand a wide variety of articles, stories, and online texts using background knowledge to aid their comprehension.
B. Students will be able to read and understand academic texts with assistance.
V. Writing
A. Students will be able to meet their everyday writing needs (notes, text messages, emails, chats, letters, and online forums).
B. Students will be able to write brief essays for class that narrate, describe, report, compare, contrast, and summarize on a wide range of topics.
C. Students will be able to edit their own and their peers’ writing.
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. This activity 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.
content:
Week
Content
Assignments
Corresponding Learning Outcome(s)
Week 1
1. Functional: Describing and discussing stereotypes.
2. Grammatical: Review verb tenses of indicative mood.
3. Vocabulary: Social relations and stereotypes.
4. Culture: Spanish customs; polite expressions in Spain.
Required reading: Vargas Llosa Travesuras de la niña mala (pp. 9-40).
Language journal:
Composition (200 words).
I A, II A, III A, III B, IV A, V B
Week 2
1. Functional: Talking about the past; telling anecdotes, stories and tales.
2. Grammatical: Review of past tenses of indicative mood.
3. Vocabulary: Short stories, anecdotes and nightmares.
4. Culture: Spanish and Hispanic American literature.
Required reading: Vargas Llosa Travesuras de la niña mala (pp. 41-70).
Literary blog (Moodle):
Critical commentary on the reading (50 words).
Glossary creation (Moodle):
10 new words/expressions that appear in the reading.
Language journal:
Composition (200 words).
I B, II A, III A, III B, IV B, V B
Week 3
1. Functional: Giving instructions, orders, advices, recommendations and solutions; analyzing and creating advertisements.
3. Vocabulary: Advertising; human body (movement verbs).
4. Culture: Television in Spain.
Required reading: Vargas Llosa Travesuras de la niña mala (pp. 70-100).
Literary blog (Moodle):
Critical commentary on the reading (50 words).
Glossary creation (Moodle):
10 new words/expressions that appear in the reading.
Language journal:
Composition (200 words).
Task before the field study activity:
Research on the history of the University of Salamanca (documents and on-line resources).
I B, II A, III A, III B, IV A, V A
Week 4
1. Functional: Expressing wishes; reacting to a wish; cheering someone up; expressing feelings and impressions.
2. Grammatical: Present subjunctive; ojalá, espero que, deseo que, quiero que.
3. Vocabulary: Education and studies; rites and ceremonies.
4. Culture: Education system in Spain.
Required reading: Vargas Llosa Travesuras de la niña mala (pp. 101-131).
Literary blog (moodle):
Critical commentary on the reading (50 words).
Glossary creation (Moodle):
10 new words/expressions that appear in the reading.
Language journal:
Composition (200 words).
Field study activity:
Visit to the old library of the University of Salamanca.
I B, II B, III A, III B, IV B, V B
Week 5
1. Functional: Expressing agreement and disagreement; assessing and giving an opinion; arguing.
2. Grammatical: opinion expressions (me parece/es + adj. + que + subj., me parece/está + adv. + que + subj., es cierto/evidente + que + ind., está claro + que + ind.); argument markers.
3. Vocabulary: Cinema.
4. Culture: Hispanic cinema.
Required reading: Vargas Llosa Travesuras de la niña mala (pp. 131-161).
Literary blog (moodle):
Critical commentary on the reading (50 words).
Glossary creation (Moodle):
10 new words/expressions that appear in the reading.
Language journal:
Composition (200 words).
Task after the field study activity:
Each student makes a presentation on one of the books kept at the library (date, author, etc.).
Film seminar I:
Intacto (Fresnadillo, 2001).
I B, I C, II B, III A, III B, IV A, V A
Week 6
*Mid term exam
Review for mid-term exam.
Mid-term exam (2 hours-written & oral).
Required reading: Vargas Llosa Travesuras de la niña mala (pp. 162-190).
Literary blog (moodle):
Critical commentary on the reading (50 words).
Glossary creation (Moodle):
10 new words/expressions that appear in the reading.
I B, II A, III A, IV B, V B, V C
Week 7
1. Functional: Analyzing and writing press articles.
2. Grammatical: Contrast indicative with subjunctive mood (assess information, identify entities or not); connect two moments in time (después de/antes de + inf., cuando/después de que/hasta que + ind./subj., antes de que + subj.) and other time connectors; indirect speech.
3. Vocabulary: Journalism.
4. Culture: Hispanic newspapers.
Required reading: Vargas Llosa Travesuras de la niña mala (pp. 190-222).
Literary blog (moodle):
Critical commentary on the reading (50 words).
Glossary creation (Moodle):
10 new words/expressions that appear in the reading.
2. Grammatical: estar + adj. + de que + subj.; ask for a solution (exigir, pedir, solucionar)
3. Vocabulary: proverbs, idioms.
4. Culture: Spanish art.
Required reading: Vargas Llosa Travesuras de la niña mala (pp. 308-338).
Literary blog (moodle):
Critical commentary on the reading (50 words).
Glossary creation (Moodle):
10 new words/expressions that appear in the reading.
Language journal:
Composition containing 12 words from the glossary (200 words).
I B, II A, III A, III B, IV B, V B
Week 12
Review for final exam.
Required reading: Vargas Llosa Travesuras de la niña mala (pp. 338-375).
Language journal:
Critical review on Travesuras de la niña mala (200 words).
II A, III A, III B, IV B, V B, V C
dates
Final Exam (2 hours)
-oral
-written
Required readings:
Student book: Prisma B1 Progresa (Student book + CD). Equipo Prisma. Madrid: Edinumen, 2003.
Novel: Vargas Llosa, Mario. Travesuras de la niña mala. Madrid: Alfaguara, 2006.
Extracts:
García Jambrina, Luis. El manuscrito de piedra. Madrid: Alfaguara, 2008.
Mañas, José Ángel. Historias del Kronen. Barcelona: Destino, 1994 [2011].
Recommended readings:
Alonso, Rosario, Alejandro Castañeda, Pablo Martínez, Lourdes Miquel, Jenaro Ortega and José Plácido Ruiz. Gramática básica del estudiante de español. Barcelona: Difusión, 2005.
Brief Biography of Instructor:
Carmen Quijada Van den Berghe earned her Ph.D. in Linguistic Historiography at the University of Salamanca. She is currently working as an assistant professor in the Spanish Language Department at the University of Salamanca, where she lectures on Spanish Phonetics and Phonology since 2003 as well as Spanish Language Didactics in two official graduate programs (MA in Secondary School Teaching and MA in Teaching of Spanish as a Second Language) and Spanish Language in the Humanities Department. Prof. Quijada collaborates with Cursos Internacionales at the University of Salamanca (Spanish language intensive courses for programs of American universities and Spanish phonetics for native English speakers). She has participated in teaching and research exchange programs (Erasmus programs for teachers) with the University of Leuven (Katholieke Universiteit Leuven), Oxford and Paris VII. Her current research projects are focused on editing and creating a corpus of old Spanish grammar books (paying special attention to the ones published abroad between the 16th and 19th centuries), analyzing the linguistic material published in Castilla y Leon (16th-19th centuries) and the teaching and learning of the phonic component (SSL). Among her latest publications are the following: Combinaciones vocálicas en las primeras gramáticas españolas para extranjeros. (Notas para una historia de la enseñanza de la pronunciación) (2010) and Herencia de la terminología grecolatina de La Parfaicte Méthode de Charpentier (1596) (2009).
In this course, students will expand their linguistic and communicative competence through the effective use of linguistic resources (grammatical, lexical, and communicative) that are provided throughout the course (see Contents). In this sphere, we pursue a triple objective: consolidate previous knowledge and facilitate its practical use; allow the students to succeed in more advanced discursive environments (for example, communicating on a more abstract and complex level to develop their skills in more difficult communicative situations) and promote the students’ oral and written fluency.
Student Profile
Students who enter this level are able to accomplish everyday needs required to live in a new culture. In this course, students will develop independence and autonomy so that, when communication does break down, they have enough tools at their disposal to resolve these challenges on their own. Students should welcome correction and guidance from their instructors, hosts, and others in the community as they progress. They will also begin to recognize their own and their peers’ errors.
By the end of this course, students will begin to converse at a rate of speed approaching normal conversation. They will be creative, spontaneous and self-reliant as they solve problems, interpret texts, negotiate, express their opinions, likes and dislikes in the culture. Although students will still make errors and experience communication breakdowns, they are much more likely to resolve these on their own. Students will understand a variety of colloquial expressions and slang, and will be able to understand a wider variety of native speakers from different backgrounds. By the end of this level, students will be capable of achieving the learning outcomes outlined below.
Completion of IES Abroad’s SP352 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 defined by the Emerging Independent 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 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 identify and describe at a basic level key host cultures, subcultures, habits, norms, and behaviors in a variety of settings, and they will be aware of the risk that generalizations can lead to stereotypes.
B. Students will be able to discuss the validity of their own cultural beliefs, behaviors, and values by contrasting and comparing them with the host cultures.
C. Students will be able to interpret gestures and body language, and they will integrate some of those non-verbal actions into their interactions with native speakers.
D. Students will know how to conform to socio-cultural norms in almost any transactional event.
II. Listening
A. Students will be able to understand most spoken communications of moderate complexity (media, speeches, music, conversations, etc.) on a wide range of concrete everyday topics as well as abstract topics covered in classes.
B. Students will be able to understand native speakers from a variety of backgrounds and limited experience with non-native speakers, and they will comprehend common colloquial expressions and slang.
III. Speaking
A. Students will be able to speak on and discuss a wide range of concrete everyday and personal topics, abstract topics covered in classes as well as other topics of particular interest to them.
B. Students will be able to participate, initiate and respond actively in a wide variety of interactions.
C. Students will be able to narrate sequences of events with some degree of accuracy.
IV. Reading
A. Students will be able to read and understand a wide variety of articles, stories, and online texts using background knowledge to aid their comprehension.
B. Students will be able to read and understand academic texts with assistance.
V. Writing
A. Students will be able to meet their everyday writing needs (notes, text messages, emails, chats, letters, and online forums).
B. Students will be able to write brief essays for class that narrate, describe, report, compare, contrast, and summarize on a wide range of topics.
C. Students will be able to edit their own and their peers’ writing.
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. This activity 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:
Week
Content
Assignments
Corresponding Learning Outcome(s)
Week 1
1. Functional: Describing and discussing stereotypes.
2. Grammatical: Review verb tenses of indicative mood.
3. Vocabulary: Social relations and stereotypes.
4. Culture: Spanish customs; polite expressions in Spain.
Required reading: Vargas Llosa Travesuras de la niña mala (pp. 9-40).
Language journal:
Composition (200 words).
I A, II A, III A, III B, IV A, V B
Week 2
1. Functional: Talking about the past; telling anecdotes, stories and tales.
2. Grammatical: Review of past tenses of indicative mood.
3. Vocabulary: Short stories, anecdotes and nightmares.
4. Culture: Spanish and Hispanic American literature.
Required reading: Vargas Llosa Travesuras de la niña mala (pp. 41-70).
Literary blog (Moodle):
Critical commentary on the reading (50 words).
Glossary creation (Moodle):
10 new words/expressions that appear in the reading.
Language journal:
Composition (200 words).
I B, II A, III A, III B, IV B, V B
Week 3
1. Functional: Giving instructions, orders, advices, recommendations and solutions; analyzing and creating advertisements.
2. Grammatical: Review the imperative mood (affirmative, negative, + pronoun); obligation periphrases.
3. Vocabulary: Advertising; human body (movement verbs).
4. Culture: Television in Spain.
Required reading: Vargas Llosa Travesuras de la niña mala (pp. 70-100).
Literary blog (Moodle):
Critical commentary on the reading (50 words).
Glossary creation (Moodle):
10 new words/expressions that appear in the reading.
Language journal:
Composition (200 words).
Task before the field study activity:
Research on the history of the University of Salamanca (documents and on-line resources).
I B, II A, III A, III B, IV A, V A
Week 4
1. Functional: Expressing wishes; reacting to a wish; cheering someone up; expressing feelings and impressions.
2. Grammatical: Present subjunctive; ojalá, espero que, deseo que, quiero que.
3. Vocabulary: Education and studies; rites and ceremonies.
4. Culture: Education system in Spain.
Required reading: Vargas Llosa Travesuras de la niña mala (pp. 101-131).
Literary blog (moodle):
Critical commentary on the reading (50 words).
Glossary creation (Moodle):
10 new words/expressions that appear in the reading.
Language journal:
Composition (200 words).
Field study activity:
Visit to the old library of the University of Salamanca.
I B, II B, III A, III B, IV B, V B
Week 5
1. Functional: Expressing agreement and disagreement; assessing and giving an opinion; arguing.
2. Grammatical: opinion expressions (me parece/es + adj. + que + subj., me parece/está + adv. + que + subj., es cierto/evidente + que + ind., está claro + que + ind.); argument markers.
3. Vocabulary: Cinema.
4. Culture: Hispanic cinema.
Required reading: Vargas Llosa Travesuras de la niña mala (pp. 131-161).
Literary blog (moodle):
Critical commentary on the reading (50 words).
Glossary creation (Moodle):
10 new words/expressions that appear in the reading.
Language journal:
Composition (200 words).
Task after the field study activity:
Each student makes a presentation on one of the books kept at the library (date, author, etc.).
Film seminar I:
Intacto (Fresnadillo, 2001).
I B, I C, II B, III A, III B, IV A, V A
Week 6
*Mid term exam
Review for mid-term exam.
Mid-term exam (2 hours-written & oral).
Required reading: Vargas Llosa Travesuras de la niña mala (pp. 162-190).
Literary blog (moodle):
Critical commentary on the reading (50 words).
Glossary creation (Moodle):
10 new words/expressions that appear in the reading.
I B, II A, III A, IV B, V B, V C
Week 7
1. Functional: Analyzing and writing press articles.
2. Grammatical: Contrast indicative with subjunctive mood (assess information, identify entities or not); connect two moments in time (después de/antes de + inf., cuando/después de que/hasta que + ind./subj., antes de que + subj.) and other time connectors; indirect speech.
3. Vocabulary: Journalism.
4. Culture: Hispanic newspapers.
Required reading: Vargas Llosa Travesuras de la niña mala (pp. 190-222).
Literary blog (moodle):
Critical commentary on the reading (50 words).
Glossary creation (Moodle):
10 new words/expressions that appear in the reading.
Language journal:
Composition (200 words).
Film seminar II:
Intacto (Fresnadillo, 2001).
I B, I C, II B, III A, III B, IV A, IV B, V B
Week 8
1. Functional: Giving advice; expressing probability; expressing conditions.
2. Grammatical: Review conditional tense; yo que tú/si yo fuera tú + cond., es posible que + subj.; types of conditional.
3. Vocabulary: Travelling.
4. Culture: American Spanish.
Required reading: Vargas Llosa Travesuras de la niña mala (pp. 222-250).
Literary blog (moodle):
Critical commentary on the reading (50 words).
Glossary creation (Moodle):
10 new words/expressions that appear in the reading.
Language journal:
Composition (200 words).
Task before the field study activity:
Read an extract from El manuscrito de piedra (García Jambrina).
I A, I B, II A, III A, III B, IV B, V B
Week 9
1. Functional: Describing and defining; identifying objects, places and people; asking for information.
2. Grammatical: Review the uses of ser/estar, prepositions; place location.
3. Vocabulary: Clothes, personal image and character/personality.
4. Culture: Important figures in Spanish History (biography of scientists, inventors, artists, musicians, etc.)
Required reading: Vargas Llosa Travesuras de la niña mala (pp. 250-280).
Literary blog (moodle):
Critical commentary on the reading (50 words).
Glossary creation (Moodle):
10 new words/expressions that appear in the reading.
Language journal:
Bio-bibliographical review on Mario Vargas Llosa.
Field study activity:
Visit to the Cave of Salamanca.
I C, II A, III A, III B, IV A, V A
Week 10
1. Functional: Dialogues (in different registers): job interviews; group discussions, colloquial conversations.
2. Grammatical: Conversation markers; connect past actions (contrast of pretéritos); periphrases: llevar/seguir + gerund, llevar/seguir sin + inf., ponerse a + inf., volver a + inf.
3. Vocabulary: Work, taking turns to speak
4. Culture: Job interviews; language of young people.
Required reading: Vargas Llosa Travesuras de la niña mala (pp. 280-308).
Literary blog (moodle):
Critical commentary on the reading (50 words).
Glossary creation (Moodle):
10 new words/expressions that appear in the reading.
Language journal:
Composition (200 words).
Literary seminar:
Mañas Historias del Kronen (4-page extract).
I C, II B, III A, III B, IV A, V A
Week 11
1. Functional: Expressing complaints; giving excuses.
2. Grammatical: estar + adj. + de que + subj.; ask for a solution (exigir, pedir, solucionar)
3. Vocabulary: proverbs, idioms.
4. Culture: Spanish art.
Required reading: Vargas Llosa Travesuras de la niña mala (pp. 308-338).
Literary blog (moodle):
Critical commentary on the reading (50 words).
Glossary creation (Moodle):
10 new words/expressions that appear in the reading.
Language journal:
Composition containing 12 words from the glossary (200 words).
I B, II A, III A, III B, IV B, V B
Week 12
Review for final exam.
Required reading: Vargas Llosa Travesuras de la niña mala (pp. 338-375).
Language journal:
Critical review on Travesuras de la niña mala (200 words).
II A, III A, III B, IV B, V B, V C
dates
Final Exam (2 hours)
-oral
-written
Student book: Prisma B1 Progresa (Student book + CD). Equipo Prisma. Madrid: Edinumen, 2003.
Novel: Vargas Llosa, Mario. Travesuras de la niña mala. Madrid: Alfaguara, 2006.
Extracts:
García Jambrina, Luis. El manuscrito de piedra. Madrid: Alfaguara, 2008.
Mañas, José Ángel. Historias del Kronen. Barcelona: Destino, 1994 [2011].
Alonso, Rosario, Alejandro Castañeda, Pablo Martínez, Lourdes Miquel, Jenaro Ortega and José Plácido Ruiz. Gramática básica del estudiante de español. Barcelona: Difusión, 2005.
Carmen Quijada Van den Berghe earned her Ph.D. in Linguistic Historiography at the University of Salamanca. She is currently working as an assistant professor in the Spanish Language Department at the University of Salamanca, where she lectures on Spanish Phonetics and Phonology since 2003 as well as Spanish Language Didactics in two official graduate programs (MA in Secondary School Teaching and MA in Teaching of Spanish as a Second Language) and Spanish Language in the Humanities Department. Prof. Quijada collaborates with Cursos Internacionales at the University of Salamanca (Spanish language intensive courses for programs of American universities and Spanish phonetics for native English speakers). She has participated in teaching and research exchange programs (Erasmus programs for teachers) with the University of Leuven (Katholieke Universiteit Leuven), Oxford and Paris VII. Her current research projects are focused on editing and creating a corpus of old Spanish grammar books (paying special attention to the ones published abroad between the 16th and 19th centuries), analyzing the linguistic material published in Castilla y Leon (16th-19th centuries) and the teaching and learning of the phonic component (SSL). Among her latest publications are the following: Combinaciones vocálicas en las primeras gramáticas españolas para extranjeros. (Notas para una historia de la enseñanza de la pronunciación) (2010) and Herencia de la terminología grecolatina de La Parfaicte Méthode de Charpentier (1596) (2009).