SPANISH I (100-150): Elementary Spanish I … de la gramática española. Nivel elemental. Madrid,...

SPANISH I (100-150): Elementary Spanish I Elementary Spanish II Elementary Spanish III

SPANISH I (100-150): Elementary Spanish I (4 US Cr.) DESCRIPTION AND AIMS The course is aimed at students with some very basic knowledge of Spanish at the elementary level or no prior knowledge of Spanish. The main goal of the course is to provide students with the appropriate atmosphere for them to acquire and develop basic communicative skills. This will be achieved through practice involving the four language skills: listening, speaking, reading, and writing. The speaking skill will be emphasized by means of weekly sessions devoted to oral Spanish, where students will participate in activities such as roleplays, interviews, etc. All functional and grammar contents will be approached from a communicative perspective which will assume and value active participation of the students in the class at all times. SYLLABUS Main functional and grammar points: WEEK 1: - Introductions and greetings - Gender and number - Numbers: 1-100 and the alphabet - Demonstratives: este/a/os/as - The three verbal conjugations: -ar, -er, -ir WEEK 2: - The verbs ser, tener and llamarse - Regular forms of present tense: -ar, -er, -ir - Use of definite and indefinite article - Question words: dónde, qué, quién - Locating objects and people: Hay vs. está WEEK 3: - Describing objects and places - Describing people: adjectives - Expressing possession: adjectives and pronouns - Noun-adjective agreement - Describing garments and appearance WEEK 4: - Family - Expressing needs, wishes and preferences: necesitar, querer, preferir + infinitive/noun - Comparative adjectives: más que, menos que, tan que... - Asking for and giving location references: use of en and a with verbs of movement WEEK 5: - Talking about transportation, stores and leisure - Present indicative tense: irregular forms - Time: Son las dos de la tarde. - Days and months

- Reflexive verbs WEEK 6: - Describing habitual actions and activities: locating actions in time - Adverbs and expressions of frequency - Review and final exam METHODOLOGY All grammar and functional contents will be integrated into activities within the framework of units with different topics: meeting other people, traveling, describing friends, restaurants, talking about a suburb… The oral component will be emphasized by devoting one extra hour per week to conversation on top of the regular class hours. Assignments will include brief compositions and daily homework. There will be a final exam and at least one midterm test. The course will comprise weekly visits to the multimedia laboratory, where students will have the chance to improve their pronunciation by means of the state-of-the-art software available to them. The instructor will guide and supervise students’ work in order to assess their performance. Classes will also be implemented with two weekly visits to the multimedia laboratory by students on their own. Students will regularly report to the teacher on the work done in the laboratory. Students will also need to read one/two short graded reading/s for the class, and do some assignments related to it/them. ASSESSMENT The final grade will be calculated according to the following grade breakdown: Participation: 10% Homework: 20% Compositions: 15% Tests: 20 % Oral section: 15 % Final exam: 20% BIBLIOGRAPHY Classes will be based on a textbook and/or exercises and activities created by the instructor and taken from different sources like the following: -Arbonés, C., V. González, E. López y M. Llobera. Así me gusta 1: Libro del alumno y

cuaderno de actividades. Cambridge. CUP. 2003. -Arnal, C. y A. Ruiz de Garibay. Escribe en español. Madrid, SGEL. 2001. -Bretz, M. L., T. Dvorak y C. Kirschner. Pasajes: Lengua. McGraw-Hill. 1997. -Castro, F. Uso de la gramática española. Nivel elemental. Madrid, Edelsa, 2000. -Cerrolaza, M., O. Cerrolaza y B. Llovet. Planet@ 1: Libro del alumno y Libro de referencia

gramatical. Madrid, Edelsa, 1998. -Corpas, J., García, E., Garmendia, A. & Soriano, C. Aula Internacional 1: Libro del Alumno. Barcelona, Difusión, 2005.

-Domínguez, P., P. Bazo y J. Herrera. Actividades comunicativas: Libro del alumno. Madrid, Edelsa. 1995.

-Equipo Prisma, Prisma Comienza (A1): Libro del alumno y Cuaderno de ejercicios. Madrid, Edinumen, 2007.

-Fernández, J., R. Fente y J. Siles. Curso intensivo de español-ejercicios prácticos: niveles elemental e intermedio. Madrid, SGEL. 1999.

-Knorre, M., T. Dorwick, A. Pérez-Gironés, W. Glass y H. Villarreal. Puntos de Partida. McGraw-Hill. 1997.

-Martínez, L. y M. L. Sabater. Socios 1: Libro del alumno. Barcelona, Difusión. 2000. -Miquel, L. y N. Sans. Rápido: Libro del alumno y cuaderno de ejercicios. Barcelona, Difusión:

1998. -Palomino, M. A.. Dual: pretextos para hablar. Madrid, Edelsa. 1998. -Pinilla, R. y R. Acquaroni. ¡Bien dicho! Madrid, SGEL. 2000. -Rodríguez Rodríguez, M., Escucha y aprende. Ejercicios de comprensión auditiva. Madrid, SGEL, 2003.

Notes: - Before the beginning of instruction, students will need to take a placement test in order to

determine their Spanish level. - Since class attendance is essential for the acquisition of the four skills, student attendance will

be checked daily. Missing classes will negatively affect the student’s final grade. - The grading system, as well as the assessment standards, will be the same as those used in the

U.S.A.

SPANISH I (100-150): Elementary Spanish II (3 US Cr.) DESCRIPTION AND AIMS The course is aimed at student who have completed Elementary Spanish I or have an equivalent level of Spanish and wish to keep developing their communicative skills. This will be achieved through practice involving the four language skills: listening, speaking, reading, and writing. The speaking skill will be emphasized by means weekly sessions devoted to oral Spanish, where students will need to make short presentations and participate in activities such as roleplays, interviews, etc. All functional and grammar contents will be approached from a communicative perspective which will assume and value active participation of the students in the class at all times. SYLLABUS Main functional and grammar points: WEEK 1: - Expressing likes and preferences: gustar, encantar… - Talking about food - Direct object pronouns - Ordering at a bar, restaurant WEEK 2: - Expressing agreement and disagreement: también / tampoco - Talking about the duration of an action: estar/seguir + gerund - Seasons and weather: llover, nevar… - The preposition en - Muy/mucho WEEK 3: - Expressing quantity - Shopping and stores - Asking about a product and its cost - Irregular present forms - Talking about the existence of something or someone: algo/nada, alguien/nadie… WEEK 4: - Expressing doubt or ignorance - Numbers over 101 - The preposition para - Making plans and projects: ir a + infinitive, pensar + infinitive - Traveling - Making suggestions: preferir/querer + infinitive WEEK 5: - Accepting and declining a suggestion: poder + infinitive - Expressing obligation: hay que / tener que / deber + infinitive - Review and final exam

METHODOLOGY All grammar and functional contents will be integrated into activities within the framework of units with different topics: meeting other people, sharing an apartment, talking about a city… The oral component will be emphasized by devoting one extra hour per week to conversation on top of the regular class hours. Assignments will include brief compositions, daily homework and brief oral presentations. The course will comprise weekly visits to the multimedia laboratory, where students will have the chance to improve their pronunciation by means of the state-of-the-art software available to them. The instructor will guide and supervise students’ work in order to assess their performance. Classes will also be implemented with two weekly visits to the multimedia laboratory by students on their own. Students will regularly report to the teacher on the work done in the laboratory. Students will also need to read one/two short graded reading/s for the class, and do some assignments related to it/them. ASSESSMENT The final grade will be calculated according to the following grade breakdown: Participation: 10% Homework: 20% Compositions: 15% Tests: 20 % Oral section: 15 % Final exam: 20% BIBLIOGRAPHY Classes will be based on a textbook and/or exercises and activities created by the instructor and taken from different sources like the following: -Arbonés, C., V. González, E. López y M. Llobera. Así me gusta 1: Libro del alumno y

cuaderno de actividades. Cambridge. CUP. 2003. -Arnal, C. y A. Ruiz de Garibay. Escribe en español. Madrid, SGEL. 2001. -Bretz, M. L., T. Dvorak y C. Kirschner. Pasajes: Lengua. McGraw-Hill. 1997. -Castro, F. Uso de la gramática española. Nivel elemental. Madrid, Edelsa, 2000. -Cerrolaza, M., O. Cerrolaza y B. Llovet. Planet@ 1: Libro del alumno y Libro de referencia

gramatical. Madrid, Edelsa. 1998. -Cerrolaza, M., O. Cerrolaza y B. Llovet. Planet@ 2: Libro del alumno y Libro de referencia

gramatical. Madrid, Edelsa. 1999. -Corpas, J., García, E., Garmendia, A. & Soriano, C. Aula Internacional 1: Libro del Alumno. Barcelona, Difusión, 2005. -Domínguez, P., P. Bazo y J. Herrera. Actividades comunicativas: Libro del alumno. Madrid,

Edelsa. 1995. -Fernández, J., R. Fente y J. Siles. Curso intensivo de español-ejercicios prácticos: niveles

elemental e intermedio. Madrid, SGEL. 1999. -Knorre, M., T. Dorwick, A. Pérez-Gironés, W. Glass y H. Villarreal. Puntos de Partida.

McGraw-Hill. 1997. -Martínez, L. y M. L. Sabater. Socios 2: Libro del alumno. Barcelona, Difusión. 2000.

-Miquel, L. y N. Sans. Rápido: Libro del alumno y cuaderno de ejercicios. Barcelona, Difusión: 1998.

-Palomino, M. A.. Dual: pretextos para hablar. Madrid, Edelsa. 1998. -Pinilla, R. y R. Acquaroni. ¡Bien dicho! Madrid, SGEL. 2000. -Rodríguez Rodríguez, M., Escucha y aprende. Ejercicios de comprensión auditiva. Madrid, SGEL, 2003.

Notes: - Requirement for “Spanish I: Elementary II”: “Spanish I: Elementary I” or equivalent level. - Since class attendance is essential for the acquisition of the four skills, student attendance will

be checked daily. Missing classes will negatively affect the student’s final grade. - The grading system, as well as the assessment standards, will be the same as those used in the U.S.A.

SPANISH I (100-150): Elementary Spanish III (3 US Cr.) DESCRIPTION AND AIMS The course is aimed at student who have completed Elementary Spanish II or have an equivalent level of Spanish and wish to keep developing their communicative skills. This will be achieved through practice involving the four language skills: listening, speaking, reading, and writing. The speaking skill will be emphasized by means weekly sessions devoted to oral Spanish, where students will need to make brief cultural presentations and participate in activities such as roleplays, interviews, etc. All functional and grammar contents will be approached from a communicative perspective which will assume and value active participation of the students in the class at all times. SYLLABUS Main functional and grammar points: WEEK 1: - Giving and asking for an opinion: me parece que, creo que… - Talking about living styles - Organizing one’s speech: en primer lugar… - Expressing agreement and disagreement: ¡qué dices!, ¡ni hablar!… WEEK 2: - Expressing cause: ¿por qué? / porque... - Present perfect tense: regular and irregular forms - Tourism - Describing or narrating experiences or personal situations - Apologizing: lo siento, es que… WEEK 3: - Time markers: esta mañana, alguna vez... - Affirmative commands: regular and irregular forms - Talking about cities - Giving and receiving directions: sigue todo recto hasta… - Asking for and giving permission: ¿puedo…?/ sí, por supuesto… WEEK 4: - Inviting and offering: ¿quieres…? - Accepting and declining an invitation: sí, gracias…/no, de verdad, gracias… - Review and final exam. METHODOLOGY All grammar and functional contents will be integrated into activities within the framework of units with different topics: jobs, history, a publicity campaign, telephoning… The oral component will be emphasized by devoting one extra hour per week to conversation on top of the regular class hours. Assignments will include brief compositions, daily homework and brief oral presentations.

The course will comprise weekly visits to the multimedia laboratory, where students will have the chance to improve their pronunciation by means of the state-of-the-art software available to them. The instructor will guide and supervise students’ work in order to assess their performance. Classes will also be implemented with two weekly visits to the multimedia laboratory by students on their own. Students will regularly report to the teacher on the work done in the laboratory. Students will also need to read one/two short graded reading/s for the class, and do some assignments related to it/them. ASSESSMENT The final grade will be calculated according to the following grade breakdown: Participation: 10% Homework: 20% Compositions: 15% Tests: 20 % Oral section: 15 % Final exam: 20% BIBLIOGRAPHY Classes will be based on a textbook and/or exercises and activities created by the instructor and taken from different sources like the following: -Arbonés, C., V. González, E. López y M. Llobera. Así me gusta 1: Libro del alumno y

cuaderno de actividades. Cambridge. CUP. 2003. -Arnal, C. y A. Ruiz de Garibay. Escribe en español. Madrid, SGEL. 2001. -Bretz, M. L., T. Dvorak y C. Kirschner. Pasajes: Lengua. McGraw-Hill. 1997. -Castro, F. Uso de la gramática española. Niveles elemental e intermedio. Madrid, Edelsa,

2000. -Cerrolaza, M., O. Cerrolaza y B. Llovet. Planet@ 1: Libro del alumno y Libro de referencia

gramatical. Madrid, Edelsa. 1998. -Cerrolaza, M., O. Cerrolaza y B. Llovet. Planet@ 2: Libro del alumno y Libro de referencia

gramatical. Madrid, Edelsa. 1999. -Corpas, J., García, E., Garmendia, A. & Soriano, C. Aula Internacional 1: Libro del Alumno. Barcelona, Difusión, 2005. -Domínguez, P., P. Bazo y J. Herrera. Actividades comunicativas: Libro del alumno. Madrid,

Edelsa. 1995. -Fernández, J., R. Fente y J. Siles. Curso intensivo de español-ejercicios prácticos: niveles

elemental e intermedio. Madrid, SGEL. 1999. -Knorre, M., T. Dorwick, A. Pérez-Gironés, W. Glass y H. Villarreal. Puntos de Partida.

McGraw-Hill. 1997. -Martínez, L. y M. L. Sabater. Socios 2: Libro del alumno. Barcelona, Difusión. 2000. -Miquel, L. y N. Sans. Rápido: Libro del alumno y cuaderno de ejercicios. Barcelona, Difusión:

1998. -Palomino, M. A.. Dual: pretextos para hablar. Madrid, Edelsa. 1998. -Pinilla, R. y R. Acquaroni. ¡Bien dicho! Madrid, SGEL. 2000. -Rodríguez Rodríguez, M., Escucha y aprende. Ejercicios de comprensión auditiva. Madrid,

SGEL, 2003.

Notes: - Requirement for “Spanish I: Elementary III”: “Spanish I: Elementary II” or equivalent level. - Since class attendance is essential for the acquisition of the four skills, student attendance will


U.S.A.

SPANISH II (200-250): Intermediate Spanish I Intermediate Spanish II Intermediate Spanish III

SPANISH II (200-250): Intermediate I (4 US Cr.) DESCRIPTION AND AIMS The main goal of the course is to provide students with the appropriate atmosphere for them to develop their communicative competence from a high-elementary level towards a (low-) intermediate one. This will be achieved through practice involving the four language skills: listening, speaking, reading, and writing. The speaking skill will be emphasized by means weekly sessions devoted to oral Spanish, where students will participate in activities such as roleplays. All functional and grammar contents will be approached from a communicative perspective which will assume and value active participation of the students in the class at all times. SYLLABUS Main functional and grammar points: WEEK 1: - Talking about habits - Talking about problems: me cuesta… - Present tense: regular and irregular forms - Talking about duration: hace dos años que… - Porque / para WEEK 2: - Expressing likes and preferences: me gusta - Describing a house - Locating things in space: encima de, debajo de… - Comparing: más que, menos que, tan que… WEEK 3: - Comparing objects: forms, styles, materials… - Furniture and parts of the house - Describing people: physical description - Este/a/os/as, ese/a/os/as - Identifying people: El/la/los/las + adjective/ de + noun WEEK 4: - Judging relationships: llevarse bien/mal - Identifying relationships among people: es un compañero de trabajo… - Asking for and giving permission: ¿puedo…?, ¿te importa si…? - Asking for things, actions and favors: ¿me prestas…?, ¿tienes…? WEEK 5: - Showing excuse: es que… - Invitations, introductions and greetings: ¡recuerdos!, ¡saludos!… - Talking about schedules and leisure activities WEEK 6: - Talking about the past: forms and uses of Present Perfect tense - Ya/todavía no + Present perfect: todavía no he ido a Londres

- Talking about intentions and projects: ir a + infinitivo - Review and final exam. METHODOLOGY All grammar and functional contents will be integrated into activities within the framework of units with different topics: leisure time, health… Assignments will include brief compositions and daily homework. The course will comprise weekly visits to the multimedia laboratory, where students will have the chance to improve their pronunciation by means of the state-of-the-art software available to them. The instructor will guide and supervise students’ work in order to assess their performance. Classes will also be implemented with several hours of multimedia laboratory work by students on their own throughout the course. Students will regularly report to the teacher on the work done in the laboratory. Students will also need to read one/two short graded reading/s for the class, and do some assignments related to it/them. ASSESSMENT The final grade will be calculated according to the following grade breakdown: Participation: 10% Homework: 20% Compositions: 15% Tests: 20 % Oral component: 15 % Final exam: 20% BIBLIOGRAPHY Classes will be based on a textbook and/or exercises and activities created by the instructor and taken from different sources like the following: - Arnal, C. y A. Ruiz de Garibay, Escribe en español. Madrid, SGEL, 1996. - Ascarrunz Gilman, G. y C. Benito-Vessels, Horizontes: Cultura y Literatura. Boston, Heinle & Heinle, 1997. - Baralo, M., Gibert, B. Y B. Moreno de los Ríos, Preparación Certificado Inicial Español Lengua Extranjera, Madrid, Edelsa, 1994. - Bretz, M.L., Dvorak, T. y C. Kirschner, Pasajes: Lengua. Boston, McGraw Hill, 1997. - Bretz, M.L., Dvorak, T. y C. Kirschner, Pasajes: Cultura. Boston, McGraw Hill, 1997. - Cabrerizo, M.A., M.L. Gómez, and A.M. Ruiz: Sueña 2: Libro del alumno y cuaderno de ejercicios, Anaya, Madrid, 2001. - Castro, F. Uso de la gramática española. Nivel Intermedio. Madrid, Edelsa, 2000. - Cerrolaza, M., Cerrolaza, O. y B. Llovet, Planet@ 2: Libro del alumno y Libro de referencia gramatical. Madrid, Edelsa, 1999. - Corpas, J., García, E., Garmendia, A. & Soriano, C. Aula Internacional 2: Libro del Alumno. Barcelona, Difusión, 2005. - Martín Peris, E. y N. Sans Baulenas, Gente 2: Libro del Alumno y Libro de Trabajo. Barcelona, Difusión, 2004. - Pinilla, Raquel y Rosanna Acquaroni, ¡Bien dicho! Ejercicios de expresión oral. Madrid,

SGEL, 2000. - Rodríguez Rodríguez, María, Escucha y aprende. Ejercicios de comprensión auditiva. Madrid, SGEL, 2003. - Sánchez, A., Mª T. Espinet y P. Cantos: Cumbre. Nivel Intermedio. Madrid, SGEL,1996.

Notes: - Before the beginning of instruction, students will need to take a placement test in order to determine their Spanish level. - Since class attendance is essential for the acquisition of the four skills, student attendance will


U.S.A.

SPANISH II (200-250): Intermediate II (3 US Cr.) DESCRIPTION AND AIMS The course is aimed at student who have completed Intermediate I or have an equivalent level of Spanish and wish to keep developing their communicative skills. This will be achieved through practice involving the four language skills: listening, speaking, reading, and writing. The speaking skill will be emphasized by means weekly sessions devoted to oral Spanish, where students will need to make short presentations and participate in activities such as roleplays. All functional and grammar contents will be approached from a communicative perspective which will assume and value active participation of the students in the class at all times. SYLLABUS Main functional and grammar points: WEEK 1: - Talking about food habits and likes - Direct object pronouns - Impersonal forms with se: se lava, se pela… - Use of words to connect sentences: y / pero / además WEEK 2: - Past experiences: uses of Preterite and Present perfect - Giving one’s opinion about something/someone/ an activity: me encantó / me cayó bien / me lo pasé bien. WEEK 3: - Expressing the wish to do something: me gustaría.+ infinitive - Describing aches and symptoms: me duele… - Body parts - Giving advice: lo mejor es… WEEK 4: - Uses of ser/estar - Describing moods: está de mal humor - Imperfect tense: forms and some uses - Talking about past habits and circumstances WEEK 5: - Justifying one’s opinion and debating: yo creo que / estoy de acuerdo… - Ya no/todavía + present tense: ya no vivo en Madrid - Review and final exam. METHODOLOGY All grammar and functional contents will be integrated into activities within the framework of units with different topics: leisure time, health… Assignments will include brief compositions, daily homework and brief oral presentations.

The course will comprise weekly visits to the multimedia laboratory, where students will have the chance to improve their pronunciation by means of the state-of-the-art software available to them. The instructor will guide and supervise students’ work in order to assess their performance. Classes will also be implemented with several hours of multimedia laboratory work by students on their own throughout the course. Students will regularly report to the teacher on the work done in the laboratory. Students will also need to read one/two short graded reading/s for the class, and do some assignments related to it/them. ASSESSMENT The final grade will be calculated according to the following grade breakdown: Participation: 10% Homework: 20% Compositions: 15% Test: 20 % Oral component: 15 % Final exam: 20% BIBLIOGRAPHY Classes will be based on a textbook and/or exercises and activities created by the instructor and taken from different sources like the following: - Arnal, C. y A. Ruiz de Garibay, Escribe en español. Madrid, SGEL, 1996. - Ascarrunz Gilman, G. y C. Benito-Vessels, Horizontes: Cultura y Literatura. Boston, Heinle & Heinle, 1997. - Baralo, M., Gibert, B. Y B. Moreno de los Ríos, Preparación Certificado Inicial Español Lengua Extranjera, Madrid, Edelsa, 1994. - Bretz, M.L., Dvorak, T. y C. Kirschner, Pasajes: Lengua. Boston, McGraw Hill, 1997. - Bretz, M.L., Dvorak, T. y C. Kirschner, Pasajes: Cultura. Boston, McGraw Hill, 1997. - Cabrerizo, M.A., M.L. Gómez, and A.M. Ruiz: Sueña 2: Libro del alumno y cuaderno de ejercicios, Anaya, Madrid, 2001. - Castro, F. Uso de la gramática española. Nivel Intermedio. Madrid, Edelsa, 2000. - Cerrolaza, M., Cerrolaza, O. y B. Llovet, Planet@ 2: Libro del alumno y Libro de referencia gramatical. Madrid, Edelsa, 1999. - Corpas, J., García, E., Garmendia, A. & Soriano, C. Aula Internacional 2: Libro del Alumno. Barcelona, Difusión, 2005. - Martín Peris, E. y N. Sans Baulenas, Gente 2: Libro del Alumno y Libro de Trabajo. Barcelona, Difusión, 2004. - Pinilla, Raquel y Rosanna Acquaroni, ¡Bien dicho! Ejercicios de expresión oral. Madrid, SGEL, 2000. - Rodríguez Rodríguez, María, Escucha y aprende. Ejercicios de comprensión auditiva. Madrid, SGEL, 2003. - Sánchez, A., Mª T. Espinet y P. Cantos: Cumbre. Nivel Intermedio. Madrid, SGEL,1996.

Notes: - Requirement for “Spanish II: Intermediate II”: “Spanish II: Intermediate I” or equivalent level.

- Since class attendance is essential for the acquisition of the four skills, student attendance will be checked daily. Missing classes will negatively affect the student’s final grade.

- The grading system, as well as the assessment standards, will be the same as those used in the U.S.A.

SPANISH II (200-250): Intermediate III (3 US Cr.) DESCRIPTION AND AIMS The course is aimed at student who have completed Intermediate II or have an equivalent level of Spanish and wish to keep developing their communicative skills. This will be achieved through practice involving the four language skills: listening, speaking, reading, and writing. The speaking skill will be emphasized by means weekly sessions devoted to oral Spanish, where students will need to make brief cultural presentations and participate in activities such as roleplays. All functional and grammar contents will be approached from a communicative perspective which will assume and value active participation of the students in the class at all times. SYLLABUS Main functional and grammar points: WEEK 1: - Preterite: regular and irregular verbs - Preterite vs. Imperfect - Estar + gerund in the past - Markers for a narrative in the past: una vez, un día… WEEK 2: - Tú Command forms - Some uses of command forms: giving advice and instructions - Pronoun location: reflexive pronouns and OD/OI pronouns WEEK 3: - Expressing condition: si + Present indicative, future - Talking of future actions and situations: Forms and some uses of Future tense WEEK 4: - Time markers to talk about the future: mañana, el año que viene… - Expressing hypothesis: seguramente/probablemente/posiblemente/seguro que…+ future tense - Review and final exam METHODOLOGY All grammar and functional contents will be integrated into activities within the framework of units with different topics: leisure time, health… Assignments will include brief compositions, daily homework and brief oral presentations. The course will comprise weekly visits to the multimedia laboratory, where students will have the chance to improve their pronunciation by means of the state-of-the-art software available to them. The instructor will guide and supervise students’ work in order to assess their performance. Classes will also be implemented with several hours of multimedia laboratory work by students on their own throughout the course. Students will regularly report to the teacher on the work done in the laboratory.

Students will also need to read one/two short graded reading/s for the class, and do some assignments related to it/them. ASSESSMENT The final grade will be calculated according to the following grade breakdown: Participation: 10% Homework: 20% Compositions: 15% Test: 20 % Oral component: 15 % Final exam: 20% BIBLIOGRAPHY Classes will be based on a textbook and/or exercises and activities created by the instructor and taken from different sources like the following: - Arnal, C. y A. Ruiz de Garibay, Escribe en español. Madrid, SGEL, 1996. - Ascarrunz Gilman, G. y C. Benito-Vessels, Horizontes: Cultura y Literatura. Boston, Heinle & Heinle, 1997. - Baralo, M., Gibert, B. Y B. Moreno de los Ríos, Preparación Certificado Inicial Español Lengua Extranjera, Madrid, Edelsa, 1994. - Bretz, M.L., Dvorak, T. y C. Kirschner, Pasajes: Lengua. Boston, McGraw Hill, 1997. - Bretz, M.L., Dvorak, T. y C. Kirschner, Pasajes: Cultura. Boston, McGraw Hill, 1997. - Cabrerizo, M.A., M.L. Gómez, and A.M. Ruiz: Sueña 2: Libro del alumno y cuaderno de ejercicios, Anaya, Madrid, 2001. - Castro, F. Uso de la gramática española. Nivel Intermedio. Madrid, Edelsa, 2000. - Cerrolaza, M., Cerrolaza, O. y B. Llovet, Planet@ 2: Libro del alumno y Libro de referencia gramatical. Madrid, Edelsa, 1999. - Corpas, J., García, E., Garmendia, A. & Soriano, C. Aula Internacional 2: Libro del Alumno. Barcelona, Difusión, 2005. - Martín Peris, E. y N. Sans Baulenas, Gente 2: Libro del Alumno y Libro de Trabajo. Barcelona, Difusión, 2004. - Pinilla, Raquel y Rosanna Acquaroni, ¡Bien dicho! Ejercicios de expresión oral. Madrid, SGEL, 2000. - Rodríguez Rodríguez, María, Escucha y aprende. Ejercicios de comprensión auditiva. Madrid, SGEL, 2003. - Sánchez, A., Mª T. Espinet y P. Cantos: Cumbre. Nivel Intermedio. Madrid, SGEL,1996.

Notes: - Requirement for “Spanish II: Intermediate III”: “Spanish II: Intermediate II” or equivalent level. - Since class attendance is essential for the acquisition of the four skills, student attendance will


SPANISH III (300): Advanced Spanish

Advanced Spanish: Composition Advanced Spanish: Conversation

SPANISH III (300): Advanced Spanish (4 US Cr.) DESCRIPTION AND AIMS The main goal of the course is to provide students with the appropriate atmosphere for them to develop their communicative competence from an intermediate level towards an advanced one. This will be achieved through practice involving the four language skills: listening, speaking, reading, and writing. The course will focus on specific grammar aspects that will be approached from a communicative perspective. This perspective will assume and value active participation of the students in the class at all times. SYLLABUS Main functional and grammar points: WEEK 1: - Physical and psychical descriptions. - Ser/Estar: General uses, changes of meaning. - Word construction. WEEK 2: - Talking about the past: use of past tenses. - Narrating stories. - Verb periphrases. WEEK 3: - Time conjunctions. - Personal pronouns. - Time relations between actions. WEEK 4: - Defining and giving instructions. - Uses of subjunctive tenses in relative, time and goal clauses. WEEK 5: - Showing agreement and disagreement. - Use of tenses to express hypothesis and probability. Conjunctions. WEEK 6: - Giving advice and expressing likes, wishes and feelings: Uses of subjunctive tenses in noun clauses. - Repeating, telling and summarizing. - Conjunctions to express cause and opposition. WEEK 7: - Uses of the passive voice. - Expressing conditions: conditional and concession clauses. WEEK 8: - Review and final exam.

METHODOLOGY All grammar and functional contents will be integrated into activities within the framework of units with different topics. Both theoretical explanations and practical work will be combined in the class. Assignments will include daily homework. There will be a final exam and several midterm tests. The course will comprise weekly visits to the multimedia laboratory, where students will have the chance to improve their pronunciation by means of the state-of-the-art software available to them. The instructor will guide and supervise students’ work in order to assess their performance. Classes will also be implemented with several hours of multimedia laboratory work by students on their own throughout the course. Students will regularly report to the teacher on the work done in the laboratory. ASSESSMENT The final grade will be calculated according to the following grade breakdown: Participation: 10% Homework: 25% Tests: 30 % Final exam: 35% BIBLIOGRAPHY Textbook: Abanico, Barcelona: Difusión, 1995. Other sources of material to be used in class: Gente 3, Barcelona: Difusión, 2005. Planeta 3, Madrid: Edelsa, 2002. Prisma. Avanza, Madrid: Edinumen, 2004 Sueña 3, Madrid: Anaya, 2001. Instructor’s own material.

Notes: - Since class attendance is essential for the acquisition of the four skills, student attendance will


SPANISH III (300): Advanced Spanish: Composition (3 US Cr.) DESCRIPTION AND AIMS The main goal of the course is to provide students with the necessary resources for them to be able to write different types of basic texts in Spanish (narrative, descriptive, argumentative...) by means of exercises involving exposition, reflection, and practice. Students will learn techniques to organize the written speech, as well as style resources that will let them progress within the area of writing in Spanish. SYLLABUS WEEK 1: - Review of rules for the use of accent marks - Review of main spelling rules - Punctuation WEEK 2: - Descriptive texts - Narratives WEEK 3: - Exposition texts WEEK 4: - Argumentative texts - Journalistic texts: the news WEEK 5: - Journalistic texts: reviews - The resume WEEK 6: - Letter types - Final exam METHODOLOGY Students will be provided with grammar and style guidelines pertaining to the different sorts of texts to be worked on in class. These guidelines will enable them to do tasks based on reflection, guided practice and creativity. The final grade will be determined by several in-class and take-home essays. There will also be homework assignments. Classes will also be implemented with several hours of multimedia laboratory work by students on their own throughout the course. Students will regularly report to the teacher on the work done in the laboratory. ASSESSMENT The final grade will be calculated according to the following grade breakdown:

Participation: 10% Compositions: 55% Final exam: 35% BIBLIOGRAPHY CHAMORRO, M.D., Abanico, Barcelona, Difusión, 1995. FERREIRO, P. y ZAYAS-BAZÁN, E., Cómo dominar la redacción, Madrid, Playor, 1991. GONZÁLEZ, A y ROMERO, C., Curso de puesta a punto en español. Escribe, habla, entienda … argumente, Madrid, Edelsa, 1998. LEÓN, Eugenia, Dar que hablar. Propuestas de conversación para ejercicios de lenguaje, Málaga, Universidad de Málaga, 2000. MARTÍN PERIS, M. y SANS, L., Gente. Curso de Español para Extranjeros, Barcelona, Difusión, 1997. MIQUEL, L. y SANS, N., Como suena I – II, Madrid, Difusión, 1992. Prisma. Avanza, Madrid: Edinumen, 2004. Sueña 3, Madrid: Anaya, 2001.RODRÍGUEZ JIMÉNEZ, V., Manual de redacción, Madrid, Paraninfo, 1990. VV.AA., Preparación Diploma Básico Lengua Extranjera, D.B.E., Madrid ,Edelsa, 1995 Instructor’s own materials.



SPANISH III (300): Advanced Spanish: Conversation (3 US Cr.) DESCRIPTION AND AIMS The main goal of the course is to provide students with the necessary resources to develop their oral skills in Spanish at the advanced level, both in formal and informal situations, by focusing on organization techniques of oral speech. Students will also improve their interaction skills in conversation, and will be offered the appropriate tools to carry out oral expositions about current topics successfully. SYLLABUS WEEK 1: Verifying information and making judgements. WEEK 2: Reporting a conversation. WEEK 3: Expressing surprise, incredulity and indifference. Expressing feelings, likes and emotions. WEEK 4: Transmitting and summarizing information. WEEK 5: Talking about something, emphasizing it, and raising objections. WEEK 6: Inquiring about something or someone. WEEK 7: Giving one’s opinion by providing arguments for or against something. WEEK 8: Expressing agreement, partial agreement and disagreement in formal and informal situations. WEEK 9: Judging proposals, accepting them and turning them down. WEEK 10: Judging some information and giving one’s opinion. WEEK 11: Talking about others, expressing indifference or disagreement, clarifying or adding information. WEEK 12: Expressing one’s opinion with different levels of involvement. WEEK 13: - Contrasting opinions. - Giving reasons.

- Trying to convince someone of something. WEEK 14: - Agreeing with someone. - Telling someone they are right/wrong. METHODOLOGY Students will be provided with oral resources and tools that will enable them to build their oral competence at an advanced level of Spanish. This will be achieved through different activity types, such as communicative situations, debates, oral presentations… Students’ assessment will be based on their active participation in debates as well as in presentations of topics related to Spanish society and culture. Classes will also be implemented with 5 hours of multimedia laboratory work by students on their own throughout the course. Students will regularly report to the teacher on the work done in the laboratory. ASSESSMENT The final grade will be calculated according to the following grade breakdown: Participation: 10% Oral activities in class: 40% Presentations: 50% BIBLIOGRAPHY CHAMORRO, M.D., Abanico, Barcelona, Difusión, 1995. FERREIRO, P. y ZAYAS-BAZÁN, E., Cómo dominar la redacción, Madrid, Playor, 1991. GONZÁLEZ, A y ROMERO, C., Curso de puesta a punto en español. Escribe, habla, entienda … argumente, Madrid, Edelsa, 1998. LEÓN, Eugenia, Dar que hablar. Propuestas de conversación para ejercicios de lenguaje, Málaga, Universidad de Málaga, 2000. MARTÍN PERIS, M. y SANS, L., Gente. Curso de Español para Extranjeros, Barcelona, Difusión, 1997. MIQUEL, L. y SANS, N., Como suena I – II, Madrid, Difusión, 1992. Prisma. Avanza, Madrid: Edinumen, 2004. Sueña 3, Madrid: Anaya, 2001. VV.AA., Preparación Diploma Básico Lengua Extranjera, D.B.E., Madrid ,Edelsa, 1995 Instructor’s own materials.

Note: - Since class attendance is essential for the acquisition of the four skills, student attendance will


SPANISH IV (350): High Advanced Spanish

High Advanced Spanish: Composition High Advanced Spanish:

Conversation

SPANISH IV (350): High Advanced Spanish (4 US Cr.) DESCRIPTION AND AIMS The main goal of the course is to provide students with the appropriate atmosphere for them to develop their communicative competence from an advanced level towards a high advanced one. This will be achieved through practice involving the four language skills (listening, speaking, reading, and writing) and through the focus on specific grammar aspects in an advanced context. The course will specifically address subordinate clauses and conjunctions, both of which will ultimately help students speak a fluent and coherent Spanish. SYLLABUS Main functional and grammar points: WEEK 1: - The use of present and imperfect subjunctive to express wishes related to the present or the past. - Expressing wishes that are either difficult to materialize or impossible: Conditional tense + infinitive / Conditional tense + Imperfect subjunctive. WEEK 2: - Relative clauses. The use of prepositions and articles in relative clauses. - The use of indicative vs. subjunctive tenses in relative clauses. WEEK 3: - “Aunque” with indicative and subjunctive tenses. - Reported speech (present and past). WEEK 4: - The conditional clause with “SI”. The use of the imperfect and pluperfect subjunctive in the conditional clause in order to express impossible, unlikely and unreal conditions in the present and in the past. WEEK 5: - The use of subjunctive tenses in special conditional sentences: expressing minimal, remote, unwanted and negative conditions ( CON TAL DE QUE, EXCEPTO QUE, SALVO QUE, COMO, EN EL CASO DE QUE, …) WEEK 6: - Time clauses with indicative and subjunctive tenses: mientras que, cuando, todas las veces que, cada vez que,… - “Antes de” / “Después de” with infinitive and subjunctive tenses. WEEK 7: - Time agreement in noun clauses in order to express wish and hope. - Words expressing wish: “Ojalá”, “Quién” and “A ver si”. - The use of subjunctive tenses in independent clauses. WEEK 8: - Review and final exam.

METHODOLOGY All grammar and functional contents will be integrated into activities within the framework of units with different topics. Both theoretical explanations and practical work will be combined in the class. Assignments will include daily homework. There will be a final exam and several midterm tests. The course will comprise weekly visits to the multimedia laboratory, where students will have the chance to improve their pronunciation by means of the state-of-the-art software available to them. The instructor will guide and supervise students’ work in order to assess their performance. Classes will also be implemented with several hours of multimedia laboratory work by students on their own throughout the course. Students will regularly report to the teacher on the work done in the laboratory. ASSESSMENT The final grade will be calculated according to the following grade breakdown: Participation: 10% Homework: 30% Tests: 30 % Final exam: 30% BIBLIOGRAPHY BOROBIO, V., ELE. Curso de español para extranjeros, Madrid, S.M., 1994. CASTRO, F y MARÍN, F., Ven. Español Lengua Extranjera, Madrid, Edelsa, 1994 CASTRO, Francisca, Uso de la gramática española, Madrid, Edelsa, 1997. CHAMORRO, M.D., Abanico, Barcelona, Difusión, 1995. FERREIRO, P. y ZAYAS-BAZÁN, E., Cómo dominar la redacción, Madrid, Playor, 1991. GONZÁLEZ, A y ROMERO, C., Curso de puesta a punto en español. Escribe, habla, entienda … argumente, Madrid, Edelsa, 1998. LEÓN, Eugenia, Dar que hablar. Propuestas de conversación para ejercicios de lenguaje, Málaga, Universidad de Málaga, 2000. MARTÍN PERIS, M. y SANS, L., Gente. Curso de Español para Extranjeros, Barcelona, Difusión, 1997. MIQUEL, L. y SANS, N., Como suena I – II, Madrid, Difusión, 1992. RODRÍGUEZ JIMÉNEZ, V., Manual de redacción, Madrid, Paraninfo, 1990. VV.AA., Planeta 4. Libro del alumno y Libro de referencia gramatical: fichas y ejercicios, Madrid, Edelsa, 2000. VV.AA., Preparación Diploma Básico Lengua Extranjera, D.B.E., Madrid ,Edelsa, 1995 Instructor’s own material.



SPANISH IV (350): High Advanced Spanish: Composition (3 US Cr.) DESCRIPTION AND AIMS The main goal of the course is to provide students with the necessary resources for them to be able to write different types of elaborate texts in Spanish (narrative, descriptive, argumentative, recipes, letters...) by means of exercises involving exposition, reflection, and practice. Students will learn techniques to organize the written speech, as well as style resources that will lead them to achieve a high level of competence in the writing area. SYLLABUS WEEK 1: - Accent marks: different accent patterns in Spanish words. - Accent marks on monosyllabic words. - Punctuation: rules and uses of punctuation signs. WEEK 2: - Objective and subjective description: the use of ser and estar. - Narrating in the past: Using the preterite, imperfect, present perfect and pluperfect. (1) WEEK 3: - Narrating in the past: Using the preterite, imperfect, present perfect and pluperfect. (2) - Recipes: present tense with imperative value, structures with SE and command forms (tú/usted) WEEK 4: - Interviews: use of question words - Reporting a conversation through a written text. WEEK 5: - The structure of formal and informal letters. - Journalistic texts: structure of newspaper articles. WEEK 6: - Argumentative texts: use of conjunctions. - Final exam. METHODOLOGY Students will be provided with grammar and style guidelines pertaining to the different sorts of texts to be worked on in class. These guidelines will enable them to do tasks based on reflection, guided practice and creativity. The final grade will be determined by several in-class and take-home essays. There will also be homework assignments. Classes will also be implemented with several hours of multimedia laboratory work by students on their own throughout the course. Students will regularly report to the teacher on the work done in the laboratory.

ASSESSMENT The final grade will be calculated according to the following grade breakdown: Participation: 10% Compositions: 55% Final exam: 35% BIBLIOGRAPHY BOROBIO, V., ELE. Curso de español para extranjeros, Madrid, S.M., 1994. CASTRO, F y MARÍN, F., Ven. Español Lengua Extranjera, Madrid, Edelsa, 1994 CASTRO, Francisca, Uso de la gramática española, Madrid, Edelsa, 1997. CHAMORRO, M.D., Abanico, Barcelona, Difusión, 1995. FERREIRO, P. y ZAYAS-BAZÁN, E., Cómo dominar la redacción, Madrid, Playor, 1991. GONZÁLEZ, A y ROMERO, C., Curso de puesta a punto en español. Escribe, habla, entienda … argumente, Madrid, Edelsa, 1998. LEÓN, Eugenia, Dar que hablar. Propuestas de conversación para ejercicios de lenguaje, Málaga, Universidad de Málaga, 2000. MARTÍN PERIS, M. y SANS, L., Gente. Curso de Español para Extranjeros, Barcelona, Difusión, 1997. MIQUEL, L. y SANS, N., Como suena I – II, Madrid, Difusión, 1992. RODRÍGUEZ JIMÉNEZ, V., Manual de redacción, Madrid, Paraninfo, 1990. VV.AA., Planeta 4. Libro del alumno y Libro de referencia gramatical: fichas y ejercicios, Madrid, Edelsa, 2000. VV.AA., Preparación Diploma Básico Lengua Extranjera, D.B.E., Madrid ,Edelsa, 1995 Instructor’s own material.



SPANISH IV (350): High Advanced Spanish: Conversation (3 US Cr.) DESCRIPTION AND AIMS The main goal of the course is to help students to improve their oral skills both in formal and informal situations, so that they can fully participate in conversations with one or several speakers about current topics while showing a good command of the Spanish language and using resources and formulas that favor oral interaction. Students will be enabled to make oral presentations using rhetorical resources. SYLLABUS WEEK 1: - Reacting by showing one’s feelings when we receive information. - Expressing feelings at colloquial and formal levels. WEEK 2: - Ways of repeating our own words modifying the message. WEEK 3: - Ways of reporting someone else’s words using direct or reported speech, or both. WEEK 4: - Starting a conversation with someone else. WEEK 5: - Answering questions. WEEK 6: - Expressing sincerity or veracity in the expression of some information. WEEK 7: - Disagreeing with someone. WEEK 8: - Repeating words as an strategy to interrupt, expressing lack of approval, etc. WEEK 9: - Making judgements. WEEK 10: - Expressing wishes that are difficult to materialize. WEEK 11: - Expression impossible, unreal, possible and unlikely conditions. WEEK 12: - Words to locate events in chronological order. WEEK 13: - Talking about possible, impossible, or difficult-to-materialize wishes and hopes. WEEK 14:

- Expressing opinión: Lo que quería decir es que..., Estoy totalmente convencido de que…, Lo que quieres decir es que…, etc. METHODOLOGY Students will be provided with oral resources and tools that will enable them to build their oral competence at an advanced level of Spanish. This will be achieved through different activity types, such as communicative situations, debates, oral presentations… Students’ assessment will be based on their active participation in debates as well as in presentations of topics related to Spanish society and culture. Classes will also be implemented with several hours of multimedia laboratory work by students on their own throughout the course. Students will regularly report to the teacher on the work done in the laboratory. ASSESSMENT The final grade will be calculated according to the following grade breakdown: Participation: 10% Oral activities in class: 40% Presentations: 50% BIBLIOGRAPHY BOROBIO, V., ELE. Curso de español para extranjeros, Madrid, S.M., 1994. CASTRO, F y MARÍN, F., Ven. Español Lengua Extranjera, Madrid, Edelsa, 1994 CASTRO, Francisca, Uso de la gramática española, Madrid, Edelsa, 1997. CHAMORRO, M.D., Abanico, Barcelona, Difusión, 1995. FERREIRO, P. y ZAYAS-BAZÁN, E., Cómo dominar la redacción, Madrid, Playor, 1991. GONZÁLEZ, A y ROMERO, C., Curso de puesta a punto en español. Escribe, habla, entienda … argumente, Madrid, Edelsa, 1998. LEÓN, Eugenia, Dar que hablar. Propuestas de conversación para ejercicios de lenguaje, Málaga, Universidad de Málaga, 2000. MARTÍN PERIS, M. y SANS, L., Gente. Curso de Español para Extranjeros, Barcelona, Difusión, 1997. MIQUEL, L. y SANS, N., Como suena I – II, Madrid, Difusión, 1992. RODRÍGUEZ JIMÉNEZ, V., Manual de redacción, Madrid, Paraninfo, 1990. VV.AA., Planeta 4. Libro del alumno y Libro de referencia gramatical: fichas y ejercicios, Madrid, Edelsa, 2000. VV.AA., Preparación Diploma Básico Lengua Extranjera, D.B.E., Madrid ,Edelsa, 1995 Elaboración propia.



SPANISH I (100-150): Elementary Spanish I … de la gramática española. Nivel elemental. Madrid,...

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Transcript of SPANISH I (100-150): Elementary Spanish I … de la gramática española. Nivel elemental. Madrid,...