DESCRIPCTION OF OBJECTIVES AND CONTENT
INTERMEDIATE
A. GENERAL OBJECTIVES
Students will be able to understand and express themselves in general situations that require the exchange of information and the demonstration of personal attitudes in regards to various themes that are familiar to the student, but not only those related to the student's personal experience.
B. SPECIFIC OBJECTIVES
Listening Comprehension-
In a conversation with an interlocutor that speaks at a normal velocity, the student will be able to understand statements referring to information about personal experiences, facts and events in their daily life, in addition to formulated opinions of explicit form.
In a live conversation with various interlocutors, the student will be able to understand the essential information at a normal pace.
By telephone, the student will be able to understand statements made in reference to material needs and social relations, physical sensations and feelings, and also personal opinions expressed by explicit and simple form.
Through means of communication, the student will be able to understand public statements and brief news.
Oral Production-
In a conversation with an interlocutor, the student will transmit messages relative to their needs, social relations and events in their daily life, in addition to being able to express their personal experiences, the appropriate attitude and opinions regarding the themes of the conversation.
By telephone, the student will know how to transmit statements relative to the formula of social interaction. They will also know how to make conscious use of the strategies of adequate communication in order to prevent the disruption of conversation on their part.
The student will produce comprehensible messages for the interlocutor although this intervention may present a simple structure or simple errors that may occur at a speed slower than normal.
Reading Comprehension-
The student will be able to understand texts directed to him/her or to the group in detail. In informative, descriptive or narrative texts he/she will be able to understand principal ideas and distinguish them from secondary ideas. In the event that the student is unfamiliar with any lexical or grammatical aspect of the text, he/she will deduce by use of contextualization. The student will follow the development of the plot of simple contexts whose comprehension will require general knowledge of sociocultural reality.
Written Production-
The student will write texts that include coordination and mastery, and whose tone suits the content and the objects of his/her level (personal letters and notes, brief essays, summaries and short compositions. He/she will write texts in reference to: personal experiences and opinions, concrete events and objective information regarding themes discussed in class. The student will produce messages that may be understood by readers although it might contain errors.
C. ENUMERATION OF CONTENTS
C. 1. Communicative Contents:
- Talk about oneself and about others: personal identification, likes, experiences and opinions.
- Talk about others. Compare customs. Express differences. Gather information from the context.
- Organize an informative written text.
- Express possession.
- Identify.
- Compare quantities.
- Talk about the past I: Discuss actions with or without relation to the present. Refer to a concrete moment. Refer to duration of time. Tell about two moments from the past.
- Talk about the past II: Discuss habits and their frequency in the present in relation to the past. Describe in the past. Tell time and indicate limits.
- Talk about the past III: Discuss anecdotes and stories. Introduce a prospective in the store.
- Talk about the future: Express degrees of certainty in respect to the future. Talk about actions in the future.
- Express conditions of half probability.
- React to news. Express certainty.
- Express opinions and react to them. Express agreement and disagreement. The student will adapt an attitude based on shared information.
- Word reference I: Repeat what is said. Ask indirectly. Note changes of spatial and personal reference. Relay what is said.
- Word reference II: Note changes of temporary reference. Marcar la vigencia de las palabras referidas o su pertenencia al pasado.
- Ask for information from public services (formal). Indicate advantages and inconveniences.
- Ask and give advice.
- Describe and identify something with which we have no experience.
- Form a hypothesis. Refer to a hypothesis in the present or future and in the immediate past. React to a hypothesis. Express strangeness.
- Congratulate, thank and react to congratulations and thankfulness. Invite, accept and reject invitations. Express ritual desires in specific situations. Praise and react to praises - Ask for objects and actions and react to requests. Note the level of formality of the request. Offer objects or help and react to an offer.
C. 2. Formal Contents:
- Vocabulary related to personal experience and characteristics.
- Ser / estar: basic functions.
- Expression of the cause: por + noun, porque + clause.
- La gente / La mayoría... + singular.
- En cambio / en vez de.
- Lo de + infinitive / name.
- Use of parecerse.
- Vocabulary of personalities and clichés.
- Impersonality with se.
- Basic discursive connectors and orders.
- Possessive adjectives and pronouns.
- Resources for identifying in a group: el/la + [adjective./de + name/que +sentence].
- Morphology and contrastive use of the indefinite preterite and the past perfect of the indicative.
- Resources for discussing a concrete moment: En + date; Desde + date; Hace + duration of time.
- Resources for discussing a duration of time: llevar + gerund; Desde hace + duration of time.
- Resources for relating two moments from the past: al cabo de + duration of time; duration of time + después; a + duration of time + siguiente.
- Morphology and uses of the imperfect preterite in the indicative.
- Introductores de relatos de anécdotas y fórmulas de reacción.
- Resources for expressing frequency and regularity. para expresar frecuencia y habitualidad.
- Resources for telling time: Hace/Hacía + duration of time (que)...
- Resources for indicating indicar límites en el tiempo: Hasta que / desde que / ya no.
- Narration in the past: contrasting uses and combinations of the imperfect and of the preterite indefinite.
- Morphology and uses in the future.
- Morphology of the imperative.
- Morphology of the present subjunctive
- Cuando + present subjunctive.
- Si + present indicative,...
- Prepositions with verbs of movement. - Indirect identification questions with and without interrogative particle.
- Mechanisms of identification of ideas: lo de + [infinitive/que + phrase].
- Morphology and use of the conditional.
- Te aconsejo que + subjunctive.
- Contrasting uses of relative sentences with indicative and subjunctive.
- Repetition mechanisms of afirmation and questions: que + [repetition / + si / interrogative particles]. Changes due to the new communication situation: possessives, demonstratives, etc.
- Morphology of the indicative pluperfect.
- Morphology of the imperfect of the subjunctive.
- Transformation of the verbs in the referenced speech.
- Verbs to resume a conversation. Related vocabulary and expressions.
- Creo que + indicative / No creo que + subjunctive.
- Conversational formulas of reaction.
- Nouns with subjunctive: es/me parece + adjetive + subjunctive; está bien/mal que + subjunctive.
- Use of the indicative and subjunctive with explicit markers of hypothesis (quizá, tal vez, seguro que).
- ¡Qué raro que + subjunctive!
- Vocabulary, ritual expressions and formulas related to the social uses of congratulating, thanking, inviting expressing desire, praising and the appropriate answers.
- Subjunctive in the expression of desire for others: que + subjunctive.
- Formulas of request.
- Subjunctive of voluntary expression and necessity: Quiero que / Hace falta que... + subjunctive. Vocabulary and related formulas.
C. 3. Sociocultural contents:
- General characteristics of behavior in society of the Spaniards:
- uses of tú and of usted.
- linguistic expressions: los tacos.
- Rules and rites before daily experiences like presentations, celebrations, etc.
- The family as an axis of Spanish daily life:
- parent-children relations.
- role of each member of the family.
- Spanish youth.
- The current Spanish democracy: political parties and trade unions.
- Primary political and social problems in Spain:
- terrorism.
- unemployment.
- Spain and European Union.
- Spain and America.
- Religion, folklore and superstition.
- Spanish cultural themes:
- Bulls.
- Flamenco.
- Gastronomy.
- Introduction to Spanish cinema.
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