In this language course students will reinforce and expand their linguistic competence through the analysis and application of communicative activities that focus on those linguistic aspects that are either new or pose difficulties. Students will deepen their understanding of cultural, social, and educational phenomena of the Spanish-speaking world, and improve their linguistic and learning abilities. The basic objective for students in this course is to try to independently study and use the language.
Student Profile
This course builds upon the skills introduced in Emerging Competent Abroad II. Students who enter this course will have mastered most of the outcomes of the Independent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication, as well as selected outcomes defined in Emerging Competent Abroad. Among other characteristics, these students are able to converse at a rate of speed approaching normal conversation. They are creative, spontaneous and self-reliant as they solve problems, interpret texts, negotiate, express their opinions, likes and dislikes in the culture. Although they still make errors and experience communication breakdowns, these students tend to resolve these challenges on their own. Students who enter this level can already understand a variety of colloquial expressions and slang, and are also able to understand a wider variety of native speakers from different backgrounds.
Students entering this level can succeed in a range of moderately complex university courses designed for native speakers. Before registering, they should consult with the appropriate IES Abroad academic adviser on course selection.
By the end of this course, students will have started to acquire the subtlety of expression and control of complex structures that characterize Competent Abroad learners. However, Emerging Competent Abroad learners have only partial mastery of these structures and quite often resort to simpler and more direct modes of expression, particularly when negotiating linguistically difficult or unfamiliar situations. Emerging Competent Abroad speakers understand local cultural attitudes, values, beliefs, and behavior patterns well enough to make an informed choice about which cultural features they would like to adopt or need to adopt in order to live harmoniously in the local culture. They lack some of the depth of understanding and sophistication of those who have spent more time living and working in the local context.
Prerequisites:
Completion of IES Abroad’s SP402 Emerging Competent 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 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 the Emerging Competent level as defined by the MAP for Language and Intercultural Communication. The key learning outcomes from the MAP are summarized below:
Intercultural Communication
A. Students will be able to describe and analyze 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 analyze the validity of their own cultural beliefs, behaviors, and norms by contrasting and comparing them with the host cultures.
C. Students will demonstrate openness and acceptance of different beliefs and styles even when they do not agree with them.
D. Students will assume responsibility for their own learning by defining their linguistic goals and demonstrating independence in their exploration of the culture.
Listening
A. Students will be able to identify a wide range of social and cultural dialects of the spoken language.
B. Students will be able to understand most native speakers and non-native experts and comprehend a wide array of moderately complex interactions.
Speaking
A. Students will be able to participate fully in most academic and social interactions using when appropriate complex language including slang, colloquial expressions, double meaning, and humor with increasing confidence.
B. Students will be able to make arguments to support hypotheses and opinions on topics of their interest.
C. Students will be able to talk about abstract topics, but only if they are topics previously studied or which they are personally familiar with.
D. Students will be able to understand different levels of formality.
Reading
A. Students will be able to read and understand textbooks and academic articles for classes taught in the host language as well as a wide range of popular texts for enjoyment.
B. Students will be able to read and understand authentic materials including newspapers, advertisements, brochures, instruction manuals etc. on abstract topics with limited assistance.
C. Students will take responsibility for the selection of their reading materials based on their own interests.
Writing
A. Students will be able to write for a wide range of native audiences and express themselves quite clearly and effectively.
B. Students will be able to write essays for classes incorporating aspects of appropriate academic style with limited assistance.
C. Students will be able to use a variety of formal written styles with accuracy.
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 (15%):
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 on 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 for a better use of the IES “Writing Center” service.
-Research written paper: 10%
-Oral presentation: 10%
Topic: Linguistic Sexism in Spanish
The research will be done in groups of 3 or 4 students. The groups will give their presentations in class and submit the written results of their research by a date established by the professor.
■ Field study (15%):
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.
In this course there will be two fields study activities:
-Topic 1: SALAMANCA AND ITS CONTRIBUTION TO HISPANIC CULTURE
There will be a visit to the Old University Library. Students will carry out research about cultural topics related to the cultural contributions Salamanca has made to the Hispanic world. Students will visit places within the city and search for information about the importance of these places on a cultural level.
-Topic 2: HOW SPANIARDS WRITE AND PRONOUNCE ENGLISH
Students will prepare a survey to research written preferences of anglicisms in Spanish and they will record Spaniards’ different pronunciations of certain terms in English.
content:
Week
Content
Assignments
Corresponding Learning Outcome(s)
Week 1
1. Functional: Cohesion and coherence resources in writing I.
2. Grammatical: Verb tenses of indicative mood I (uses of present and past tenses I).
3. Vocabulary: Idioms.
4. Culture: Cultural clichés of Spain and the Hispanic world. Discussion.
Activity on cohesion and coherence.
Grammar – written exercises.
Task on the use of idioms.
Journal.
READING: Chap. 1-2.
I.A, I.B, II.A, III.A, III.D, IV.A. IV.B. V.B
Week 2
1. Functional: Cohesion and coherence resources in writing II.
2. Grammatical: Verb tenses of indicative mood II (uses of past tenses II, future and conditional tenses).
3. Vocabulary: Derivation exercises I.
4. Culture: Languages in Spain.
Written task on cohesion and coherence (TO BE SUBMITTED).
Grammar – written exercises.
Task on derivation.
Journal.
Debate and discussion.
READING: Chap. 3-4.
I.A, I.B, II.A, III.A, III.D, IV.A. IV.B. V.B
Week 3
1. Functional: Narrating and describing.
2. Grammatical: Forms and uses of subjunctive I.
3. Vocabulary: Derivation exercises II.
4. Culture: Spanish spoken in Spain (contrast with American Spanish).
Written task on narration and description (TO BE SUBMITTED).
Cabrera, Carlos. Gramática Visual del Español. Theory and exercises. (Pending to be published). All the materials will be posted in Moodle.
Historia de la monja alférez, Catalina de Erauso, escrita por ella misma. (Free digital edition of the Andine Digital Library, by courtesy of National Library of Peru). This reading will be posted in Moodle.
Recommended readings:
Spanish dictionary
Spanish thesaurus
Brief Biography of Instructor:
Carlos Cabrera, from Spain, earned his Ph.D. at the Universidad de Salamanca, where he received the distinguished Premio Extraordinario de Doctorado. He is professor of Spanish in the University of Salamanca, where he served for several years as the Assistant Director of the Department of Spanish. Dr. Cabrera has participated in review committees for the Diploma de Español como Lengua Extranjera of the Ministry of Education in Spain. He is a member of the editorial committee of Miriada Hispánica (a journal of the University of Valencia, specializing in Spanish Literature and Linguistics). He is also participating in three research projects at the University of Salamanca. He has taught in various study abroad programs and classes for professors specializing in Spanish as a Second Language. He is a professor of the MA of Spanish as a Second Language of the University of Salamanca (MUSALE) where he teaches a course titled “The Teaching of Spanish Grammar as a Second Language”. He has served in the Middlebury College Spanish School since 1990 as a language professor and as Assistant Director of the Spanish School. In addition to a variety of works on the history of Spanish and Spanish grammar, his latest book Gramática visual del español, for upper advanced/superior level students and teachers of Spanish as a Second Language, will be published soon.
In this language course students will reinforce and expand their linguistic competence through the analysis and application of communicative activities that focus on those linguistic aspects that are either new or pose difficulties. Students will deepen their understanding of cultural, social, and educational phenomena of the Spanish-speaking world, and improve their linguistic and learning abilities. The basic objective for students in this course is to try to independently study and use the language.
Student Profile
This course builds upon the skills introduced in Emerging Competent Abroad II. Students who enter this course will have mastered most of the outcomes of the Independent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication, as well as selected outcomes defined in Emerging Competent Abroad. Among other characteristics, these students are able to converse at a rate of speed approaching normal conversation. They are creative, spontaneous and self-reliant as they solve problems, interpret texts, negotiate, express their opinions, likes and dislikes in the culture. Although they still make errors and experience communication breakdowns, these students tend to resolve these challenges on their own. Students who enter this level can already understand a variety of colloquial expressions and slang, and are also able to understand a wider variety of native speakers from different backgrounds.
Students entering this level can succeed in a range of moderately complex university courses designed for native speakers. Before registering, they should consult with the appropriate IES Abroad academic adviser on course selection.
By the end of this course, students will have started to acquire the subtlety of expression and control of complex structures that characterize Competent Abroad learners. However, Emerging Competent Abroad learners have only partial mastery of these structures and quite often resort to simpler and more direct modes of expression, particularly when negotiating linguistically difficult or unfamiliar situations. Emerging Competent Abroad speakers understand local cultural attitudes, values, beliefs, and behavior patterns well enough to make an informed choice about which cultural features they would like to adopt or need to adopt in order to live harmoniously in the local culture. They lack some of the depth of understanding and sophistication of those who have spent more time living and working in the local context.
Completion of IES Abroad’s SP402 Emerging Competent 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 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 the Emerging Competent level as defined by the MAP for Language and Intercultural Communication. The key learning outcomes from the MAP are summarized below:
Intercultural Communication
A. Students will be able to describe and analyze 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 analyze the validity of their own cultural beliefs, behaviors, and norms by contrasting and comparing them with the host cultures.
C. Students will demonstrate openness and acceptance of different beliefs and styles even when they do not agree with them.
D. Students will assume responsibility for their own learning by defining their linguistic goals and demonstrating independence in their exploration of the culture.
Listening
A. Students will be able to identify a wide range of social and cultural dialects of the spoken language.
B. Students will be able to understand most native speakers and non-native experts and comprehend a wide array of moderately complex interactions.
Speaking
A. Students will be able to participate fully in most academic and social interactions using when appropriate complex language including slang, colloquial expressions, double meaning, and humor with increasing confidence.
B. Students will be able to make arguments to support hypotheses and opinions on topics of their interest.
C. Students will be able to talk about abstract topics, but only if they are topics previously studied or which they are personally familiar with.
D. Students will be able to understand different levels of formality.
A. Students will be able to read and understand textbooks and academic articles for classes taught in the host language as well as a wide range of popular texts for enjoyment.
B. Students will be able to read and understand authentic materials including newspapers, advertisements, brochures, instruction manuals etc. on abstract topics with limited assistance.
C. Students will take responsibility for the selection of their reading materials based on their own interests.
A. Students will be able to write for a wide range of native audiences and express themselves quite clearly and effectively.
B. Students will be able to write essays for classes incorporating aspects of appropriate academic style with limited assistance.
C. Students will be able to use a variety of formal written styles with accuracy.
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 (15%):
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 on 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 for a better use of the IES “Writing Center” service.
-Research written paper: 10%
-Oral presentation: 10%
Topic: Linguistic Sexism in Spanish
The research will be done in groups of 3 or 4 students. The groups will give their presentations in class and submit the written results of their research by a date established by the professor.
■ Field study (15%):
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:
In this course there will be two fields study activities:
-Topic 1: SALAMANCA AND ITS CONTRIBUTION TO HISPANIC CULTURE
There will be a visit to the Old University Library. Students will carry out research about cultural topics related to the cultural contributions Salamanca has made to the Hispanic world. Students will visit places within the city and search for information about the importance of these places on a cultural level.
-Topic 2: HOW SPANIARDS WRITE AND PRONOUNCE ENGLISH
Students will prepare a survey to research written preferences of anglicisms in Spanish and they will record Spaniards’ different pronunciations of certain terms in English.
Week
Content
Assignments
Corresponding Learning Outcome(s)
Week 1
1. Functional: Cohesion and coherence resources in writing I.
2. Grammatical: Verb tenses of indicative mood I (uses of present and past tenses I).
3. Vocabulary: Idioms.
4. Culture: Cultural clichés of Spain and the Hispanic world. Discussion.
Activity on cohesion and coherence.
Grammar – written exercises.
Task on the use of idioms.
Journal.
READING: Chap. 1-2.
I.A, I.B, II.A, III.A, III.D, IV.A. IV.B. V.B
Week 2
1. Functional: Cohesion and coherence resources in writing II.
2. Grammatical: Verb tenses of indicative mood II (uses of past tenses II, future and conditional tenses).
3. Vocabulary: Derivation exercises I.
4. Culture: Languages in Spain.
Written task on cohesion and coherence (TO BE SUBMITTED).
Grammar – written exercises.
Task on derivation.
Journal.
Debate and discussion.
READING: Chap. 3-4.
I.A, I.B, II.A, III.A, III.D, IV.A. IV.B. V.B
Week 3
1. Functional: Narrating and describing.
2. Grammatical: Forms and uses of subjunctive I.
3. Vocabulary: Derivation exercises II.
4. Culture: Spanish spoken in Spain (contrast with American Spanish).
Written task on narration and description (TO BE SUBMITTED).
Grammar – written exercises.
Task on derivation.
Journal.
Debate and discussion.
READING: Chap. 5-6.
I.A, I.B, II.A, III.A, III.D, IV.A. IV.B. V.A, V.B
Week 4
1. Functional: Arguing.
2. Grammatical: Forms and uses of subjunctive II.
3. Vocabulary: Semantic accuracy I.
4. Culture: Everyday life and customs in Spain.
Written task on arguing (TO BE SUBMITTED).
Grammar – written exercises.
Task on semantic accuracy.
Journal.
Debate and discussion.
READING: Chap. 7-8.
I.A, I.B, II.A, III.A, III.B, III.D, IV.A. IV.B. V.A, V,B.
Week 5
1. Functional: Phonetic resources in oral communication. Syntactic phonetics.
2. Grammatical: Substantive structures.
3. Vocabulary: Semantic accuracy II.
4. Culture: RESEARCH PROJECT – Linguistic sexism I. Provide materials and assign tasks to groups.
Phonetic task.
Grammar – written exercises.
Task on semantic accuracy.
Journal.
Explanation of the research project and brainstorming on this topic.
READING: Chap. 9-10.
I.A, I.B, II.A, II.B, III.A, III.D, IV.A. IV.B. V.A, V.B
Week 6
*Mid term exam
1. Functional: Intonation resources in oral communication.
2. Grammatical: Relative structures.
3. Vocabulary: -------------------
4. Culture: -------------------
Phonetic task.
Grammar – written exercises.
Journal.
Written exam.
Oral exam.
READING: Chap. 11-12.
I.A, II.A, II,B, III.A, IV.A, V,V.B
Week 7
1. Functional: Discourse markers I.
2. Grammatical: Adverbial structures I.
3. Vocabulary: History of words I.
4. Culture: Latest changes and reforms in Spanish.
Activity on markers.
Grammar – written exercises.
Task on the history of words.
Journal.
Discussion on cultural topic. Task: check resources in the RAE website.
READING: Chap. 13-14.
I.A, I.B, II.A, II.B, III.A, III.D, IV.A. IV.B. , IV.C, V.A, V.B
Week 8
1. Functional: Discourse markers II.
2. Grammatical: Adverbial structures II.
3. Vocabulary: Colloquial and formal vocabulary I.
4. Culture: RESEARCH PROJECT – Linguistic sexism II. Results.
Written task on markers (TO BE SUBMITTED).
Grammar – written exercises.
Task on colloquial and formal vocabulary.
Journal.
Oral presentations of research project. To be submitted in writing.
READING: Chap. 15-16.
I.A, I.B, I.C, I.D, II.A, II.B, III.A, III.D, IV.A. IV.B. , IV.C, V.A, V.B
Week 9
1. Functional: Giving justifications and explanations I.
2. Grammatical: Personal pronouns.
3. Vocabulary: -------------------
4. Culture: FIELD STUDY ACTIVITY (1) – Salamanca and its cultural contributions. VISIT TO THE OLD LIBRARY.
Activity on giving justifications and explanations.
Grammar – written exercises.
Journal.
Explanation of the field study activity (1). Assign tasks.
READING: Chap. 17-20.
I.A, I.B, II.A, II.B, III.A, III.B, IV.A. IV.B. , IV.C, V.A, V.B
Week 10
1. Functional: Giving explanations II.
2. Grammatical: Uses of se.
3. Vocabulary: Colloquial and formal vocabulary II.
4. Culture: FIELD STUDY ACTIVITY (2) – Anglicisms in Spanish I. Activity on pronunciation and written forms of anglicisms I.
Written task on giving justifications and explanations (TO BE SUBMITTED).
Grammar – written exercises.
Task on colloquial and formal vocabulary.
Class presentation of the field study activity (1).
Explanation of the field study activity (2). Prepare the survey.
Journal.
READING: Chap. 20-23.
I.A, I.B, I.C, I.D, II.A, II.B, III.A, III.B, III.D, IV.A. IV.B. , IV.C, V.A, V.B
Week 11
1. Functional: Defining concrete and abstract concepts.
2. Grammatical: Prepositions I.
3. Vocabulary: -------------------
4. Culture: FIELD STUDY ACTIVITY (2) – Anglicisms in Spanish II. Activity on pronunciation and written forms of anglicisms II.
Activity on giving definitions.
Grammar – written exercises.
Task on humor: jokes and humor videos.
Journal.
Class presentation of the field study activity (2).
READING: Chap. 24-26.
I.A, I.B, I.C, I.D, II.A, II.B, III.A, III.B, III.D, IV.A. IV.B. , IV.C, V.A, V.B, V.C
Week 12
1. Functional: Creating humor in Spanish.
2. Grammatical: Prepositions II.
3. Vocabulary: Semantic accuracy III.
4. Culture: Farewell topic – Reflections on our cultural experience in Spain. Discussion.
Class activities on humor in Spanish.
Grammar – written exercises.
Task on semantic accuracy.
GENERAL REVIEW.
READING: Texts on the Monja Alférez (in Moodle).
I.A, I.B, I.C, I.D, II.A, II.B, III.A, III.B, III.C, III.D, IV.A. IV.B. , IV.C, V.A, V.B. V.C
dates
Final Exam (2 hours)
-oral
-written
Spanish dictionary
Spanish thesaurus
Carlos Cabrera, from Spain, earned his Ph.D. at the Universidad de Salamanca, where he received the distinguished Premio Extraordinario de Doctorado. He is professor of Spanish in the University of Salamanca, where he served for several years as the Assistant Director of the Department of Spanish. Dr. Cabrera has participated in review committees for the Diploma de Español como Lengua Extranjera of the Ministry of Education in Spain. He is a member of the editorial committee of Miriada Hispánica (a journal of the University of Valencia, specializing in Spanish Literature and Linguistics). He is also participating in three research projects at the University of Salamanca. He has taught in various study abroad programs and classes for professors specializing in Spanish as a Second Language. He is a professor of the MA of Spanish as a Second Language of the University of Salamanca (MUSALE) where he teaches a course titled “The Teaching of Spanish Grammar as a Second Language”. He has served in the Middlebury College Spanish School since 1990 as a language professor and as Assistant Director of the Spanish School. In addition to a variety of works on the history of Spanish and Spanish grammar, his latest book Gramática visual del español, for upper advanced/superior level students and teachers of Spanish as a Second Language, will be published soon.