Intermediate Spanish Grammar

Universidad del Pacífico

Course Description

  • Course Name

    Intermediate Spanish Grammar

  • Host University

    Universidad del Pacífico

  • Location

    Lima, Peru

  • Area of Study

    Grammar, Modern Languages, Spanish

  • Language Level

    Intermediate

    Hours & Credits

  • Contact Hours

    64
  • Recommended U.S. Semester Credits
    4
  • Recommended U.S. Quarter Units
    6
  • Overview

    MAIN OBJECTIVE

    Course applicable for students who have an intermediate level of Spanish.

    OBJECTIVE

    To deepen the Spanish language knowledge of the students in respect to phonological training, reading comprehension, and writing ability.

    NUMBER OF HOURS

    The course is developed in 45 chronological hours.

    I. OVERVIEW

    The course ?Spanish for Foreigners? will develop the necessary communicative abilities in order for the students to efficiently develop their oral and written Spanish in the academic context. It is important to mention that besides offering them intensive practices and strategies for the development of the mentioned communicative abilities, the course will contain an important phonetic component designed to improve the students? pronunciation, and the suitable use of patterns of intonation in the Spanish language.

    II. ABILITIES

    In this course, the student will have elevated his/her communication abilities to an advanced level of sufficiency in the Spanish language, especially those required abilities in a university setting. The student will be capable of expressing his/her ideas with clarity in an academic context in the oral and written form, correctly employing a variety of grammatical structures, along with a varied and correct vocabulary that is in accordance with the academic demanding of the university studies.

    III. CAPACITIES

    1. To express oneself fluidly and correctly in an academic context, using intensive practices in the following situations:
    ? To express and sustain points of view.
    ? To debate.
    ? To formulate short oral presentations.
    ? To summarize orally the principle ideas of read material.

    2. To express oneself correctly in academic essays in order to obtain the necessary knowledge in order to complete the following:
    ? To develop ideas coherently.
    ? To resort to examples, evidence, data, etc., in order to sustain and develop ideas.
    ? To write up introduction and conclusion paragraphs appropriately.

    3. To obtain a theoretical and practical knowledge of the Spanish phonetical system.
    4. To perfect the techniques of reading comprehension, including rapidity, and the obtainment of general ideas.
    5. To increase vocabulary through the readings about a variety of academic topics.

    IV. CONTENTS

    Concepts

    1. Correct use of adjectives in gender, number and position.
    2. Review of the verbs ?ser?, ?estar?, ?saber?, ?conocer?, and ?gustar?.
    3. Personal pronouns as verb modifiers.
    4. Use of direct and indirect objects.
    5. Review of the use of the words ?mucho? y ?poco?, ?por? y ?para?.
    6. The preterit of the verbs ?ir?, ?ser?, ?decir?, and ?hacer?.
    7. Use of adverbs derived of adjectives.
    8. Preterit and Imperfect verb tenses.
    9. Use of past participles and adjectives.
    10. The present perfect.
    11. The subjunctive: present and past.
    12. Use of the conditional.

    Procedures

    1. To express oneself orally, utilizing the working grammatical structures, such as vocabulary learned in presentations and debates that are carried out in class.
    2. To write up main ideas in an organized and coherent manner, developing principal ideas and resorting to evidence, examples, additional information, etc.
    3. To develop the ability to edit his/her own work, using the proper grammar, orthography, and punctuation.
    4. To employ the correct rhythm and intonation to express oneself in Spanish.
    5. To obtain the pronunciation closest to the native model of Hispanic consonants and vowels.

    Attitudes

    1. Development of personal security in order to develop oneself fluidly and correctly in the academic context through the systematized study of the Spanish language obtained during this course.
    2. Appreciating the richness of the Spanish language in order to express and share knowledge and experience that permits the student to understand the Hispanic culture.

    V. LEARNING ACTIVITIES

    Throughout the course, students will complete the following activities:

    1. Reading, synthesis, and oral commentary with regards to the cultural Peruvian aspects distributed by the course.
    2. Communicative activities in groups.
    3. Oral presentations.
    4. Debates.
    5. Correction, in pairs or in groups, of paragraphs written by the students.
    6. Elaboration of academic essays about the assigned topics.

    VI. TEACHING STRATEGIES

    Each one of the sessions will employ the communicative method characterized by the following:

    ? The course personalizes the reading and conversation topics, in accordance with the interests and specific necessities of learning by the students through the use of supplementary material. In this form, the course will employ topics of interest for the students, developing in them an understanding of the Spanish language that has an intermediate application in the studies and activities of the students.
    ? It provides the student numerous opportunities to practice the Spanish language in real-life situations, which provide a practical application and make the learned item concrete.
    ? In each lesson the students should be informed of the objectives that they must reach and what is expected in terms of grammatical learning, developing abilities, and acquisition of vocabulary.

    ? The course continually reviews previously acquired knowledge, providing the student with continuous consolidation activities.

    ? It provides a constant variety in the use of interactive patterns. In this way, it avoids the excessive professor-student communication so that students can work in pairs or groups.

    ? It provides a constant phonetical training for the students.

    ? It must promote an environment that facilitates the wellbeing of the student making him/her feel welcome, secure, and appreciated by the professor.

    ? It bases itself on lesson plans that deal with a variety of activities that do not exceed 10 for each one.

    ? The professor that uses this methodology should make use of intensive learning techniques that facilitate the acquirement of the language on behalf of the students. In this form, he/she resorts to the elaboration of tables, systemization of grammatical rules, preparation of semantic tables, etc. in order to facilitate the internalization of learned grammar and vocabulary acquisition.

    VII. EVALUATION

    The students will be evaluated in the following manner:
    ? Class participation 20%
    ? Homework completion 10%
    ? Essays 20%
    ? Mid-term 25%
    ? Final exam 25%

    VIII. WEEKLY COURSE DEVELOPMENT SCHEME

    WEEK GRAMMAR PRONUNCIATION WRITING
    1 Adjectives: gender, number;
    Verbs ?ser? ?estar?, ?saber?, ?conocer?, and ?gustar?. Pronunciation work: consonants Development of the introductory paragraph
    2 Personal pronouns as verb modifiers;
    Use of direct and indirect objects. Pronunciation work: vowels Development and sustainment of main ideas
    3 Review of the words: ?mucho? ?poco?, ?para?, and ?por?;
    Preterit of the verbs: ?ir?, ?ser?, ?decir?, and ?hacer?. Rhythm and Intonation Formulation of conclusions
    4 Use of adverbs derived from adjectives;
    Preterit and Imperfect tenses Expressing and sustaining points of view Monitoring and correction of grammar and punctuation errors.
    I Part
    5 Present perfect;
    The subjunctive: present. Short oral presentations. Monitoring and correction of grammar and punctuation errors.
    II Part
    6 The subjunctive: past
    Use of the conditional. Participation in debates. Inclusion of references and dates/appointments.

    IX. BIBLIOGRAPHY

    1. Samaniego, Blommers y López-Burton
    Dímelo Tú , Holt , Rinehart Winston

    2. Harvis, Lebredo, Mena-Ayllón
    Cómo se dice? , Houghton Mifflin

    3. Schmitt , Woodford
    Buen Viaje! MacGraw Hill