Beginning

There is no language prerequisite for courses at this language level.

Elementary Spanish Language II
NOTE: The University of Deusto recommends to take this course together with Elementary Spanish I and III.

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 novice level towards an upper elementary 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 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

Functional and grammar contents:

- Giving personal information
- Expressing habits, duration
- Expressing motivation and difficulties
- Speaking about intentions and giving recommendations
- Expressing likes and preferences
- Describing and locating objects
- Identifying and describing people
- Invitations, introductions and greetings
- Giving excuses
- Speaking about past experiences
- Simple Present: Regular and Irregular verbs
- More about reflexive verbs
- Infinitive periphrases: Tener que / hay que / lo mejor es / pensar / empezar a / ir a
- Demonstrative adjectives
- Some expressions with the Imperative
- Estar + Gerund
- More about the Present Perfect
- Direct Object Pronouns
- Impersonal se
- The Preterite: forms, some uses and temporal markers
- Uses of the Present Perfect and the Preterite
- Me / te / le / nos / os / les gustaría + Infinitive
- Some uses of ser and estar

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…

Assignments will include brief compositions, daily homework and brief oral presentations.

Classes will be implemented with 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.

ASSESSMENT
The final grade will be calculated according to the following grade breakdown:

Participation & attendance: 15%
Homework: 15%
Compositions: 15%
Tests: 20 %
Oral section: 15 %
Final exam: 20%

BIBLIOGRAPHY

Textbook and workbook:
Corpas, J., García, E., Garmendia, A. & Soriano, C. Aula Internacional 2: Libro del Alumno. Barcelona, Difusión, 2005.

Other sources of material to be used in class:

-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.
-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. Absences might affect the students’ final grade.
- The grading system, as well as the assessment standards, will be the same as those used in the U.S.A.