Courses in spanish language and culture course descriptions spanish language and culture courses



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UNIVERSIDAD PONTIFICIA DE SALAMANCA


COURSES IN SPANISH LANGUAGE AND CULTURE

COURSE DESCRIPTIONS

SPANISH LANGUAGE AND CULTURE COURSES
GENERAL OBJECTIVES

Teaching Spanish as a Second Language has two main general goals: acquisition and development of Spanish competence as L2 which, in general terms, will focus on students in order to gradually obtain and develop it, according to the different language levels they may have. There are four linguistic competences: oral comprehension, oral expression, reading comprehension, and writing skills. The European Reference Frame provides us with a common base to elaborate languages programmes in all Europe. It also defines different linguistic levels which help testing student’s language improvement in each and every language stage. The European Reference Frame has been favorable to assure the transparency of the courses, programmes and degrees since it offers a common base for the objectives, contents and methods description. This way, it promotes international cooperation in the area of Modern Languages.


LEVELS

Beginners: A1 – A2

Intermediate and Advanced: B1 – B2

Proficiency: C1 – C2


We also have developed short term programs which are taught based on the following levels:
LEVEL 1 (A1)

LEVEL 2 (B1)

LEVEL 3 (B2)

LEVEL 4 (C1)


When necessary (depending on the length of the programme) we subdivide level 1 in A1 and A2, and level 4 in C1 and C2.
DESCRIPTION OF LEVELS

PROGRAM LEVEL 1 (A1) INTENSIVE SPANISH COURSE
0BJECTIVES

Linguistic activities and strategies that form LEVEL1´s goals are in accordance with the European standards for teaching, learning and evaluation of languages, following the European Reference Frame, developed and published by the European Council. This European reference is found, for Spanish, in The Spanish Language and Culture Curricula.



SPECIFIC GOALS

1. - To understand phrases and short expressions related to family, school and social events.

2. - To be able to communicate simple information on everyday activities.

3. - To be able to express concrete needs, personal situations and describe one's environment.

4. - Identify the main elements of the socio-cultural environment (daily life and its conditions, personal and social relations, and most relevant cultural manifestations). Ability to compare cultural differences.
CONTENT


  1. Vocabulary: Oral Expression

· The student will be able to speak basic sentences relating to people and places.

· The student will be able to describe himself, his profession and place of

origin.

· The student will be able to recognize basic phrases in order to communicate in everyday situations referring to personal, school or social environment.



  1. Grammar (Theory & Practice)

. Spanish Phonetics

· Noun


· Article

· Adjectives

· Comparisons

· Personal Pronouns

. Demonstrative adjectives and pronouns

. Possessive adjectives and pronouns

. Interrogative adjectives and pronouns

. Ser vs Estar

· Verbal tenses

SEQUENCE

Being one month intensive course, presentation of contents has to be “compact” in order to be able to deal with all lessons included in this level.



METHODOLOGY

The instructional methodology is aimed towards ensuring that the student is able to listen, read and write basic Spanish language.



EVALUATION CRITERIA

1. Ability to understand basic vocabulary and expressions related to everyday situations referring to personal, school or social environment.

2. Ability to use basic vocabulary and expressions related to the socio­

cultural environment.

3. To correctly pronounce all the sounds of the Spanish language and be

able to relate those sounds with their written form.

4. To be able to orally express all the basic cultural greetings and phrases.

5. To write short and concise messages expressing concrete needs.

6. To know all the grammar contents learnt in the class.

PROGRAM LEVEL 2 (B1) INTENSIVE SPANISH COURSE
GOALS

Linguistic activities and strategies that form B1 LEVEL goals are in accordance with the European standards for teaching, learning and evaluation of languages, following the European Reference Frame, developed and published by the European Council. This European reference is found, for Spanish, in The Spanish Language and Culture Curricula.



SPECIFIC GOALS

1. To understand the principal ideas in texts about facts relating to the social-cultural and academic environment.

2. To be able to communicate in most everyday situations although with some difficulty band being able to initiate conversations.

3. To be able to express oneself clearly.

4. To recognize and value Hispanic culture and literature.

CONTENTS

1. - Vocabulary (0ral Expression)
· The student will be able to reasonably fluently describe a variety of topics of his/her interest, as linear sequence of elements.

. To be able to simply describe a variety of events and topics related to his/her mayor and minor.

· To be able to give a detailed description of activities that happen

spontaneously (such as an accident).

· To describe and analyze the subject matter of films and books.

· To describe imaginary or real situations.

· To narrate stories.

· To offer short explanations, reasoning and opinions on topics.

· To be able to give a short prepared presentation on a known topic.
2. - Grammar (Theory & Practice)
1. Review of nouns, articles, articles, demonstratives, indefinite articles, numerals, personal, relative and interrogative pronouns.

2. Use of the present tense.

3. Use of Spanish tenses: imperfecto, indefinido, perfecto y pluscuamperfecto.

4. Use of simple future tense.

5. Use of simple conditional tense.

6. Ser y estar

7. Prepositions

8. Use of subjunctive within independent clauses and noun clauses.


SEQUENCE

Being one month intensive course, presentation of contents has to be “compact” in order to be able to deal with all lessons included in this level.



METHODOLOGY

In this level, our aim is that students will reinforce the competences acquired in previous courses, both oral and written. For this purpose it is very important that both aspects of the language are progressively learnt, so that acquisitions of them are based in right patterns morphologically, syntactically, and functionally speaking.


EVALUATION CRITERIA
1. To understand the principal ideas and conversations of TV programs and other cultural activities.

2. To be able to express oneself fluently on everyday events, personal experiences and share opinions.

3. To be able to write a short essay.

4. To know the grammatical contents learnt in the class.


PROGRAM LEVEL 3 (B2) INTENSIVE SPANISH COURSE
GOALS
Linguistic activities and strategies that form B2 LEVEL goals are in accordance with the European standards for teaching, learning and evaluation of languages, following the European Reference Frame, developed and published by the European Council. This European reference is found, for Spanish, in The Spanish Language and Culture Curricula.
SPECIFIC GOALS

1. To understand the principal idea of complex and abstract texts.

2. To be able to communicate with such fluency with a native speaker such

that the conversation is smooth.

3. To be able to express oneself on a wide range of subjects without any difficulty. To speak about current events being able to set out advantages and disadvantages.

CONTENT


  1. Vocabulary (Oral Expression)

. In oral activities students make clear and systematically developed presentations and descriptions, highlighting significant aspects and relevant details to support them.

· Students are able to fluently narrate and describe a situation following a time frame.

· Narrate experiences including feelings and reactions.

· Write plot and reaction papers on films and texts.

· Describe dreams, hopes and ambitions.

· Describe imaginary or real facts.

· Narrate stories.

· Explain a point of view presenting the advantages and disadvantages.

. State previously prepared presentations by reasoning either for or against an specific point of view and showing its advantages and disadvantages of.

2. – Grammrnar (theory & practice)

. Use of the present tense.

· Use of imperfect and indefinite.

· Use of simple future.

· Use of simple conditional.

· Use perfect and definite tenses.

· Reviewing and expanding the forms of the subjunctive.

· Subordinate phrases.

· Prepositions.

SEQUENCE

Being one month intensive course, presentation of contents has to be “compact” in order to be able to deal with all lessons included in this level.



METHODOLOGY

Communication, both oral and written, is the goal of this class. Nevertheless in this class requires morphological, lexical and functional correction regarding basic language structures.



EVALUATION CRITERIA
1. Being able to understand the spoken language in all situations such as regular conversations or the media.

2. To be able to correctly read prose texts.

3. To be able express oneself spontaneously and be an active participant in

conversations, discussions, etc.

4. To write text in a clear and detailed way.

5. To know all the grammatical contents learnt up to this point.




PROGRAM LEVEL 4 (C1) INTENSIVE SPANISH COURSE
GOALS
Linguistic activities and strategies that form B2 LEVEL goals are in accordance with the European standards for teaching, learning and evaluation of languages, following the European Reference Frame, developed and published by the European Council. This European reference is found, for Spanish, in The Spanish Language and Culture Curricula.


SPECIFIC GOALS
1. To understand practically everything that is read or heard.

2. To be able to communicate with such fluency with a native speaker so

that the conversation is extremely smooth, being necessary no special effort for any of the interlocutors to understand.

3. To spontaneously express oneself with fluidity and precision, being able to distinguish the different meanings of complex topics.


CONTENT

1. - Vocabulary (Oral Expression)
· The student will be able to describe and present clear information on

complex topics, as well as integrate different themes in the subject matter. Ability to develop concrete ideas and conclude in a logical manner is required.

· To describe in detail complex situations.

· To be able to give clear and well structured presentations on a complex

theme, extending it and supporting his/her points of view with complementary ideas and adequate examples.
2. – Grammar (theory & practice)
· Revision and clarification of the uses of the indicative.

· Revision and clarification of the future tense.

· Revision and clarification of the conditional.

· Revision and clarification of the subjunctive forms and uses.

· Prepositions.

· Verbal periphrases.

· Revision and clarification of the ser y estar uses.

· Subordinate phrases.




METHODOLOGY
In level lV (C1) we want to achieve, both in written and oral comprehension, a linguistic competency level which allows students to express themselves in complex situations which require an advance language use.

We have to take a double dimension into account; First of all, in this level previous grammar learnt up to this level should aloud students to have access to wider and more complex knowledge, information and activities. In second place, they have to acquire learning autonomy, so that are able to do research by themselves and to use different information sources according to their needs.

To deeply study functional Spanish will permit them to use this language as a mean of communication in more and more complex situations.
EVALUATION CRITERIA
1. To understand with no difficulties any spoken message in Spanish, both in direct and indirect means of communication. The student has to be able to adapt himself to the speed and accent of the interlocutor.

2. To read and to understand with no difficulty any kind of text.

3. Should be able to express him/herself with spontaneity, fluidly and with precision in complex themes.

4. Should be able to debate in the language with clarity and fluidity.

5. Should be able to fluently write on various themes with an style which should be adequate to the communicative purpose.

6. Being able to solve real or simulated problems related to real life situations that occur in an organization, office or governmental entity.

7. To know all the grammatical content learnt in class up to this level.

DESCRIPTION OF ELECTIVES
Students have a wide range of electives from which to choose a class for the 4th hour of the day:

SPANISH & HISPANOAMERICAN LITERA TURE

SPANISH CUL TURE & CIVILIZA TION

WRITTEN SKILLS (READING & COMPOSITION)


First level students (A1) will normally have VOCABULARY AND LEXIS as elective subject, as well as oral practice of the linguistic structures learnt in COMMUNICATION SKILLS COURSE depending on the students’ level. Stories will be reconstructed from drawings, and there will debate previously proposed topics.


SPANISH CULTURE AND CIVILIZATION

OBJECTIVES

Since studding a language implies knowing its culture, this course aims to

to form the student in those aspects that conform Spanish idiosyncrasy. This way, the goal of the course Spanish Culture and Civilization is to offer students with a medium or high level of the Spanish language, a wide vision of Spain by looking at factors such as languages, folklore, gastronomy and popular festivals as a framework for instruction. This way, through the introduction of our linguistic and cultural diversity, students will be given a good general knowledge the current reality of Spain.

CONTENT

The content of this class will adapt to the length of the course.


PART I: PHYSICAL GEOGRAPHY, POPULAR CULTURE AND SPANISH LANGUAGE.

COURSE TOPICS:
1- THE NATURAL ENVIRONMENT.


  • Península Ibérica: physical geography.

  • Spanish water network.

  • Climate variety

  • Regional diversity



2- SPANISH LANGUAGE.


  • The origins of Spanish.

  • Linguistic map of Spain.

  • Spanish Language in the World.



3- SPANISH POPULAR CULTURE.


  • Folklore

  • Wines and food of Spain

  • Popular festivities: Las Fallas, San Fermines, la Feria de Abril, etc.

  • Popular traditions: Bull fighting & Flamenco.


PART II: SPAIN IN THE 20TH CENTURY.
1- KINGDOM OF ALFONSO XIII.


  • Regenerationism.

  • Primo de Rivera Dictatorship and the end of the monarchy.

  • Culture in Alfonso 13th’s Monarchy.



2- THE 2ND REPUBLlC.


  • The new regime and its circumstances.

  • Two years of the leftist regime

  • Two years of the right regime.

  • The Popular Front and the crisis of the Republic. Culture during the 2nd Republic.



3- THE SPANISH CIVIL WAR

  • Two Spains in War.



4- THE ERA OF FRANCO.


  • The postwar period.

  • The 50's.

  • The rise and fall of Franco. Cultural aspects of Franco’s period.



5- THE DEMOCRA TIC MONARCHY.


  • The democratic transition.

  • Spain a Democratic State.

  • Spanish autonomous communities.



6- SPANISH SOCIETY.


  • Population.

  • Familial relationships.

  • Food and Lifestyles.

  • Everyday life.

  • Beliefs and Values.

  • Social problems.

  • Education and Work.

  • Media.

  • Culture and Politics.

  • The elderly.

  • The youth.


7- SPANISH CUL TURAL ANXIETY.


  • Traditional and Popular Music: Manuel de Falla, Joaquín Turina y Joaquín Rodrigo.

  • Spanish movies, since its begins with Luis Buñuel to the international recognition.

  • Spanish art of the 20th century



METHODOLOY

Culture taught in ELE class should not be based in a unique source or method, but the combination of all of them, since it is the only way to work on a culture course. The best way to obtain satisfactory results is to combine different bibliographical sources, and a progressive and constant research work is to be made by the instructor.




SPANISH AND HISPANICAMERICAN LITERATURE

OBJECTIVES

Depending on the length of the course the student will be introduced to different authors and genres. Being a long term programme, a general view of Spanish literature will be taught (genres, authors and their works). Being a short term programme, one of literary periods will be chosen for the course. Its literary, cultural and ideological context in which its different literary flows and authors will be studied.



SPECIFIC GOALS:
Students will analyze and comment on literary works that are important for the understanding of Spanish culture. For this purpose, general level of the students will be taken into account in order to make the material selection, so that students can enjoy the pleasure of reading.

To obtain these results, resources such as movies (adapted from literary works), audio recordings, magazines, and concerts, and a wide range of texts will be used by the teacher in the class. Students will be also able to consult specific dictionaries and books.

A Bibliography on works in Spanish and Latin American literature will be handed in to students as well as index cards, so that they can expand, if necessary, some of the topics depending on each course’s objectives.


UNITS


  1. MEDIEVAL LITERATURE: 12th – 15th Centuries.

. Middle Age Introduction.

. Genre, authors and most representative works of Medieval Literature: las gestas castellanas, las cantigas gallego-portuguesas y las jarchas.

. Épics: Cantar del Mío Cid.

. Mester de Clerecía. Gonzalo de Berceo y Arcipreste de Hita Libro del buen Amor.

. Jorge Manrique. Las Coplas a la muerte de su padre.

. Middle Age’s Prose. Fernando de Rojas. La Celestina.

2 - RENAISSANCE LlTERATURE : 16th CENTURY
. Introduction to The Renaissance.

. Genre, authors and most representative works of the renaissance period. .Poetry of Garcilaso de la Vega.

. Poetry of Fray Luis de León.

. Mystic Literature of Santa Teresa de Jesús y San Juan de la Cruz.

. Novela Picaresca. "El Lazarillo de Tormes".

. Novels of Knights. Miguel de Cervantes. "El Quijote".




3- BAROQUE LlTERATURE : 17th CENTURY
. Introduction to Baroque.

. Genre, authors and representative works of the Baroque Era.

. 1st Century Theater: Lope de Vega y Calderón de la Barca.

. 1st Century Poetry : Luis de Góngora y Francisco de Quevedo.



4- THE ENLlGHTENMENT 18th CENTURY
. Introduction to The Enlightenment.

. Geme, authors, and most representative works of the Enlightenment Period. Fernández de Moratín’s Theatre.



5- ROMANTIC LlTERATURE 19th CENTURY
. Introduction to the Romantic Era Literature. Romantic Topics.

. Genre, authors, and most representative works of the Romantic Period.

. Theater: Duque de Rivas "Don Álvaro o la fuerza del sino" y J. Zorrilla. "Don Juan Tenorio".

. Poetry: J. De Espronceda " El estudiante de Salamanca" y la "canción del pirata", G. A. Bécquer: Rimas y leyendas, y R. De Castro.

. Prose: M. J. De Larra. Articles.

6- REALISM 19th CENTURY

­

. Introduction to Realism.

. Genre, authors, and most representative works of the Realists.

. Thesis Novels J. Valera, L. A. Clarín, B.P. Galdós.

. Works: "Pepita Jiménez", "La Regenta", Fortunata y Jacinta".


7- 20th CENTURY LITERATURE

PART 1
. Introduction to the 20th Century Literature. New esthetic movements in Europe.

. El modernismo. Estética modernista. Rubén Darío.

. Juan Ramón Jiménez. Its importance in the literary world.

. 98th Generation. Differences with modern aesthetics.

. Genre, authors and most representative works of the 98th Generation. . M. De Unamuno y Salamanca.

PART 2
. Introduction of Avant-garde: Valle -Inclán y el esperpento.

. 27th Generation. Group formation.

. Pedro Salinas

. Jorge Guillén

. Gerardo Diego

. Federico García Lorca

. Rafael Alberti

. Dámaso Alonso

. Luis Cernuda

. Vicente Aleixandre



8- CONTEMPORARY LITERATURE. 20th CENTURY.

Part 3
. Introduction of the postwar literature (1939)

. Spanish Novels: Camilo José Cela u La familia de Pascual Duarte". . Social Poetry: Bias de Otero.

. Theater: A. Buero Vallejo.

HISPANO-AMERICAN LITERATURE
Monographical courses of the most important literary periods and authors of Hispanic America. Depending on the preferences and level of each class, we will choose between the following authors.

. The Hispanic American short story (Julio Cortázar, Horacio Quiroga, Juan Rulfo, J. Borges, G.G. Márquez...)

. Hispanic American poetry (Vicente Huidobro, Pablo Neruda, G. Mistral, Octavio Paz, Cesar Vallejo).


COMPLEMENTARY ACTIVITIES

. Linguistic comments to deepen in the different literary genres, periods and authors. The relation between the literary text and its literary current, context and author will be analyzed in this course. This way, the foreign student develop abilities which will aloud him/her to recognize new information about the literary text through phonic, semantic and syntactic significantly connected webs.


. Recommended lectures.
OBSERVATIONS

When programming these eight thematic blocks, we have considered foreign language student’s needs. For this reason, the instructor responsible for this subject counts with extra sources to make the course more attractive for them.


SPANISH FOR SPECIFIC PURPOSES

WRITING SKILLS
It is not easy to write, less if we write in a foreign language. Talking is the easiest and quickest, and also the safest since eyes and gestures help us to express ourselves in a better way. So, if we realize that we have fallen into a misunderstanding situation, we can immediately correct it. Nevertheless, speaking on the phone is not that easy because we cannot see the interlocutor, but we can, at least, hear our interlocutor’s voice, and voice is an excellent thermometer to perceive his/her emotions. On the other hand, when we write we do not see our interlocutor’s face, neither hear his/her voice, so we cannot correct misunderstandings. That is why it becomes easier to properly write. Indeed, it is necessary to be more careful with vocabulary and grammar.
To learn writing communication could be as important as learning oral communication. So, how do we say thing by writing? How do we begin and end a letter? How do we send those kind signs that we orally express through the sight, voice pitch, gestures, etc?

One more important question: when to write? It is not only necessary to know how to write but also when to do it. It is relevant to know when to write because each and every society reflects, in its written language, as well as in it’s oral one, many of its social structural aspects as well as its habits and values. To learn a language is to gradually discover the relation between the way we speak and the social context which is related to it. In Spain, for example, it is quite rare to say “thank you” in written form, what is very usual in some other cultures. To learn Spanish is to learn as well the situations in which Hispanics speak or why sometimes they do not write.

Lets think for instances, which are the situations in which we use written language, what are the aims of our messages, and who can be our receptors.

Situation Aim Receptor

When What for Whom for

We write notes for people we live with but, sometimes, we also address to an anonymous author to ask or to offer something through an advertisement in a newspaper or a news board. On the other side, mail is a generalised media in our culture in order to communicate with each other. We write letters, greeting cards, e-mails, telegrams, faxes, etc. With them we celebrate, complain, obtain information, etc. In other occasions it is in our job where we use writing. We send written handouts, internal messages…

Students take notes in class, take written exams and write all kind of essays. We can even have literary inspirations and dream about writing a tale, a poem, a novel…

Context, the final aim, and the relation ship between the source and receptor give birth to texts in different formats. Some writings tend to a format instead of other, to a specific style or register. Some use argumentative discourse or expositive discourse, and some others use narration and description.


With this elective subject we want students to learn how to write in an enjoyable and fun way through activities that they will be able to do either at home or with their class-mates in the class. We will study the different grammatical issues and vocabulary which is proper of the kind of text we are working on. We will hand in template texts and we will end up with guided activities to practice and to consolidate what has been learnt.

Our objective is to make you enjoy writing all kind of texts for different purposes and working on various registers. We would like you to discover how fun, creative and useful it is to write in the language you are learning and… why not? You may end up being next candidate for the Nobel Literary Award.


You will see how much you can express by writing!

PROGRAMME

  1. INTRODUCTION

    • Writing expression characteristics.

    • Written Spanish conventions.

    • Punctuation signs.

    • Word division.

    • Accent.

Activity: punctuation of a given text.



  1. SHORT TEXTS

Greeting cards, cards, messages, notes, advises, CVs.

2.1. Formal structure of letters

2.2. Writing a familiar letter and a greeting card.

Vocabulary: the city

Writing a booking card.


  • Expressing cause

  • Expressing desire and politeness

Vocabulary: tourism



    1. Writing messages and cards to ask for information or give it and writing complain cards.

  • Models to obtain or give information.

  • Models of complaining card.

  • Cause relation.

Vocabulary: human body and health.


    1. Writing letters, messages, invitations and instructions.

  • Obligation forms.

2.5. Elaboration of cards, advises, greeting messages, gratitudes and apologies.



  • Expressing hypothesis and probability.

  • Expression of future plans.

  • Advise formulas.

  • Formulas to express desire.




    1. Elaboration of a CV and presentation letter.

Vocabulary: professions and labor network.



  1. NARRATIVE TEXTS




    1. Introduction to narrative.

    2. Summarize and narrate.

  • Indirect style

  • Vocabulary: verbs which transmit what other people say.




    1. Organizing the discourse.

  • Discourse connectors.




    1. Elaboration of a diary and a biography.

  • How to relate two moments in the past.

  • Vocabulary: time markers.

  • Verbal past tenses




    1. Elaboration of a tale.



4- ARGUMENTATIVE TEXT

Elaboration of an argumentative text.



  • Argumentation.

  • Expressing concession.



5- DESCRITIVE TEXTS: Advertisements and instructions
Elaboration of an advertisement and a text giving directions and instructions.

  • How to describe people, objects and places.

  • Ser and Estar.

  • Relative pronouns and adjectives.

  • Vocabulary: the house

  • Vocabulary: adjectives for describing people; physically, emotionally and describing peoples’ character.



  1. LITERARY TEXTS

    • Narrations and literary descriptions.

    • Poems.


OBJECTIVES


  • To promote reading

  • Learning writing communication in Spanish.

  • To distinguish between written and oral language.

  • To fit written language according to the different situations, endings, the relation between the source and the receptor. When to write? How to write? Who for? What for?

  • To distinguish between the different written kind of texts.

  • To select syntactic structures and vocabulary which better fits what we want to express.

  • To acquire syntactic and textual encoded formulas from various written texts.

  • Exposition and argumentation of ideas by writing.

  • Writing expression of sentiments, emotions, emotional states…

  • Creating stories and short narrations.

  • Making a coherent and cohesive narration.

  • To consolidate and improve the right use of Spanish Language.



METHODOLOGY

It is not easy to write, even less when we write using a foreign language. It is important to be careful with grammar, select our vocabulary, think about the communicative situation, what we would like to say…


Writing is technique, and the only way to learn how to write is writing. For this reason it is essential to practice writing.
The instructor will provide students with some rules and templates as examples to imitate and as a general guide to find his/her own style. We will analyze structures and lexis necessary to transmit a determined content in the class.
Activities proposed will have, from one hand, a real application (such as fill in an application form or writing a complain letter) to promote students motivation to make courses more dynamic and, on the other hand, a playful character so that Spanish writing will be useful and fun.






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