Spanish 90 High Advanced (C1.1)

Universidad Autónoma de Barcelona

Course Description

  • Course Name

    Spanish 90 High Advanced (C1.1)

  • Host University

    Universidad Autónoma de Barcelona

  • Location

    Barcelona, Spain

  • Area of Study


  • Language Level

    High Advanced

    Hours & Credits

  • Contact Hours

  • Recommended U.S. Semester Credits
  • Recommended U.S. Quarter Units
  • Overview

    LEVEL C1.1



    On completing this course, student should be able to:

    — Use linguistic and non-linguistic resources that allow them to express themselves fluently and naturally.
    — Understand a large part of the connotative weighting of idioms, sayings and colloquial expression even though they may need to confirm the detailed meanings.
    — Use language for social ends (emotional use).
    — Express opinions and use resources to take part in and maintain a conversation.
    — Make clear and well-structured formal presentations in academic and professional situations.
    — Tackle oral texts of all kinds within their academic, social or professional field.
    — Follow an extensive discourse.
    — Follow long, complex conversations between third parties with ease.
    — Extract information from warnings or public discourse.
    — Use paraphrase and other mechanisms to substitute a lack of vocabulary and structures without completely interrupting the fluency of the discourse.
    — Understand sufficiently well to follow long, complex discourses.
    — Be able to follow films that use a large number of colloquial expressions and slang.
    — Understand and react to elements of non-verbal communication in Spanish culture.
    — Follow the rhythm of a debate with ease and argue their position with formality and conviction.
    — Chose an appropriate way of expressing themselves clearly without having to limit what they want to say.
    — Have a wide range of resources available to ensure cohesive and coherent discourse.

    — Produce written texts expressing opinions, narrative and analysis in a clear, well-structured and detailed manner showing correct use of the mechanisms of organisation, cohesion and articulation of the text.
    — Understand extensive texts in detail within their area of speciality, even though they may need to re-read the more difficult sections.
    — Understand all correspondence even though they may need to make occasional use of a dictionary.
    — Search quickly to find relevant information in extensive texts.
    — Understand short technical instructions in detail.
    — Transmit information with ease and great precision using notes and summaries.
    — Write clear and well-structured reports In professional and academic fields.
    — Tackle written texts of all kinds in their academic, social or professional field.
    — Express themselves without any grave errors of vocabulary.
    — Write texts with consistent paragraphing and punctuation.
    — Write detailed descriptions and narrations including several topics.
    — Be able to give opinions and make statements with degrees of certainty/uncertainty, probability, etc.

    Speaking-writing activities
    — Take careful notes from an original that can be used by other people.
    — Synthesise information from a formal exhibitive oral or written texts.
    — Draw up minutes or reports based on spoken information.



    Informative function
    — Ask for and give information prudently, while offering alternatives, indicating that the previous information is inappropriate and expressing curiosity.
    — Describe something clearly from an objective, general to specific and subjective point of view.
    — Identify someone and express implied descriptive details.
    — Ask explicitly for information.

    Evaluative function
    — Invite someone to formulate a hypothesis.
    — Express certainly or evidence.
    — Express possibility.
    — Express knowledge of something.
    — Ask for appraisal.
    — Give opinions and present counter arguments.

    Expressive function
    — Express any feeling or mood.
    — Ask about someone's mood.
    — Express and ask about wishes and preferences.

    Inductive function
    — Give an order or instruction directly or indirectly.
    — Ask someone a favour directly or indirectly.
    — Repeat a previous order or estimate.
    — Take up an order, or request with or without reservations.
    — Give permission with and without objections.
    — Reject a prohibition.
    — Cheer someone up.

    Social function
    — Welcome someone.
    — Express and react using the correct register.
    — Introduce someone formally and informally.
    — Apologise.
    — Respond to an apology.
    — Say goodbye.

    Meta-linguistic function
    — Ask and reply to questions about things in general.
    — Introduce the theme of a story and react.
    — Interrupt.
    — Highlight elements.
    — Rephrase what has been said.
    — Quote.
    — Reject a topic or some aspect of a topic.



    — Change gender as an expression of a change in size (el huerto/la huerta, el barco/la barca, etc.).

    — of character.
    — Qualifying colours. Syntagmatic compounds. Concordance (―Tengo dos camisas gris perla‖).
    — Absolute superlative in adjectives ending in –ble.

    — Definite: optional before subordinate nouns when the fact is understood. Obligatory presence in a relative sentence (―Me alegra el que haya venido‖ / ―El que nade bien ganará‖).

    — Disparaging values when referring to people.

    — Preceded by the neuter article lo with unknown or multiple reference or lacking in importance (―Esto es lo tuyo‖).

    — Relative quantifier cuanto with no express or invariable antecedent (―Coge cuanto quieras‖).
    — Any invariable, never before a noun.

    — Values for Se: in impersonal constructions.
    — Exclusive use of the relative pronouns el/la/lo cual – los /las cuales.
    — The pronoun sí.
    — Relatives: quien / quienes equivalencia con el/la/los/las que.

    — Nuancing mechanisms of coordination with meanings of consecution: consecuentemente, etc.
    — Adverbial phrases.
    — Intensifiers.

    — Use of the indicative/subjunctive tenses.
    — Verbs of change.
    — Verb with different preposition: tender de / tender a.

    — Lo que… es… (+ que) + SN / inf. / (conjugated verb) (―Lo que no soporto es comer pescado‖ / ―Lo que me extraña es que no haya llamado‖).
    — ¿Cómo que (no) + previous statement?
    — Conditional sentences with the connector como.

    — Rules for accents.
    — Use of punctuation marks.
    — Capitals / small letters.


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