Spanish B1.1

Code:

LLC029

Acronym:

EB1.1

Instance: 2010/2011 - 1S

Active?	Yes
Responsible unit:	Department of Portuguese and Romance Studies
Course/CS Responsible:	Bachelor in Languages, Literatures and Cultures

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
CL	10	Study Plan-Lang.Sciences:Linguistics	2	-	6	52	162
LA	23	Study Plan - Applied Languages: Business Relations	2	-	6	52	162
		Study Plan-Applied Languages: Translation	2	-	6	52	162
LLC	103	Joint Language Plan - English/Spanish	2	-	6	52	162
		Joint Language Plan-German/Spanish	2	-	6	52	162
		Joint Language Plan-French/Spanish	2	-	6	52	162
		Single Language Plan-Spanish	2	-	6	52	162
		Portuguese and Foreign Lauguage (Spanish)	2	-	6	52	162
		English Studies Plan (Teaching) with Spanish	2	-	6	52	162
LRI	41	Study Plan	2	-	6	52	162
		Study Plan - Minor in History	2	-	6	52	162
		Study Plan - Minor in German Studies	2	-	6	52	162
		Study Plan - Minor in English Studies	2	-	6	52	162
		Study Plan - Minor in Spanish Studies	2	-	6	52	162
		Study Plan - Minor in French Studies	2	-	6	52	162

Teaching language

Espanhol

Objectives

According to the Common European Framework of Reference for Languages, at this level students should be able to:
- understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.
- deal with most situations likely to arise whilst travelling in an area where the language is
spoken.
- produce simple connected text on topics which are familiar or of personal interest.
- describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.


I. Listening:
Students will be able to understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. and other current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.

II. Reading comprehension:
Students should be able to understand articles and reports in which the writers adopt particular attitudes or viewpoints, although they need to read them more than once. Moreover, students will be aware of different types of texts (descriptive, narrative texts, etc.) and different ways to relate and describe.

III. Spoken interaction:
They should be able to interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible.

IV. Spoken production:
Students will be able to connect phrases in order to describe experiences and events, beliefs, dreams, hopes and ambitions. They will be able to give reasons and explanations for opinions and plans and express opinion on themes arising from texts and class discussions. They should be able to narrate a story or relate the plot of a book or film and describe different reactions, with lexical limitations.

V. Writing:
Students should be able to write clear, detailed texts and essays on a wide range of subjects related to their interests, giving reasons in support of or against a particular point of view or with other specific aims, in a simple way. Moreover, they will be able to write formal and informal letters.

Program

I. Functional contents:
Talking about present and past habits and daily routine.
Talking about past experiences, describing feelings and reactions.
Talking about compulsory and forbidden actions / activities.
Giving advice.
Describing hopes and ambitions.
Making a complaint and talking about needs.
Referring to the future: promises and predictions.
Expressing opinion.
Expressing if conditional clauses.
Report other people messages.


II.Grammar:
Revision of present tense. Discourse markers.
Revision of past tenses: imperfecto, indefinido (simple past) and pretérito perfecto (present perfect). Discourse markers.
Pretérito pluscuamperfecto (past perfect).
Imperative forms.
Future tense. Discourse markers.
Present tense-Subjunctive mood.
Connective words (aunque, como, sino, porque...)
Article “lo”.
Diacritical accent.
Placement of object pronouns.


III. Vocabulary:
Vocabulary related to different situations and topics arising from texts and class discussion, for example, cinema and sports. False friends between Spanish and Portuguese.

IV. Cultural component:
Being aware of sociocultural and intercultural knowledge and behaviour in the different Spanish- speaking countries.

Mandatory literature

Equipo Prisma; Prisma: progresa. Nivel 1, Edi Numen, 2006
AA. VV; Aula Internacional 3, Difusión, 2007
Gabriel García Márquez; Doce cuentos peregrinos, Debolsillo, 2003

Complementary Bibliography

Ramón Sarmiento; Gramática progresiva de español para extranjeros, SGEL, 1999
HERMOSO, A. González; CUENOT, J. R.; ALFARO, M. Sánchez; Gramática de español lengua extranjera. Normas. Recursos para la comunicación, Edelsa
Leonardo Gómez Torrego; Gramática didáctica del español, SM, 2000

Teaching methods and learning activities

Theoretical / practical; personal tutorials.

Evaluation Type

Distributed evaluation with final exam

Assessment Components

Description	Type	Time (hours)	Weight (%)	End date
Attendance (estimated)	Participação presencial	56,00
	Trabalho escrito	35,00		2011-02-12
	Exame	4,00		2011-02-12
	Total:	-	0,00

Amount of time allocated to each course unit

Description	Type	Time (hours)	End date
	Estudo autónomo	67	2011-02-12
	Total:	67,00

Eligibility for exams

Students are required to attend 75 % of classes and a record is kept of attendance, with exceptions according to FLUP regulations.

Calculation formula of final grade

Reading: 5% (More information can be found in the section “Documents”)
Written and oral tests: 95% (Students must pass the written test 9/20 in order to attend the oral test).

Examinations or Special Assignments

Students must read a book which will be specified at the beginning of the semester. The day of the oral test, students should bring a compulsory written work about the reading (the questions for this work can be found in the section “Documents”). In the oral test, comments and questions about the reading will represent the 50%, so students will be expected to remember its content.

Special assessment (TE, DA, ...)

According to FLUP regulations.

Classification improvement

According to FLUP regulations.