SPRING 2022 SPANISH EXTENSIVE PROGRAM INTERMEDIATE LEVEL 2ND MONTH-PERIOD - UPV/EHU
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SPANISH EXTENSIVE PROGRAM
INTERMEDIATE LEVEL
SPRING 2022
2ND MONTH-PERIOD 1
INDEX pages
1. INTRODUCTION 3
2. ORGANISATION AND CONTENTS 4
3. COURSE PROGRAM. INTERMEDIATE LEVEL 5
3.1. GENERAL OBJECTIVES 5
3.2. COURSE CONTENTS 6
3.3. METODOLOGY AND FORMATIVE ACTIVITIES 7
3.4. TUTORING 8
4. ASSESSMENT 9
4.1. CONTINOUS ASSESSMENT 9
4.2. FINAL ASSESSMENT 10
5. BIBLIOGRAPHY 11
21. INTRODUCTION
The extensives courses are designed so that students acquire the necessary language skills and competencies that will help them in the academic and cultural
experience that they are going to live these weeks at the University of the Basque Country (UPV / EHU). During this course, interaction is the center of the
learning process providing a safe environment in which to use the new language elements. The virtual classroom will be a space where students will learn
to observe and seek answers both individually and cooperatively.
Each student will need a computer with internet access, download the Zoom program (https://zoom.us/support/download) and a valid email address to send
each student access to the ID-Zoom of their teachers. In order to achieve these objectives, the content programming is structured according to these four
sections:
A) FUNCTIONAL AND FORMAL CONTENTS
This block includes the functional and grammatical contents of the unit. Throughout it, the student performs a series of practical tasks of these linguistic forms in
situations of interaction within the classroom.
B) READING AND LISTENING COMPREHENSION
In this second section, models of texts and / or spoken language samples are presented that contextualize the contents studied in the first block and that allow
students to develop different comprehension strategies.
C) WRITTEN EXPRESSION AND INTERACTION
Written expression will allow students to work, practice and elaborate different types of written texts and / or discursive samples appropriate to their
level and based on the functional and formal contents seen in the first part of the session.
D) ORAL EXPRESSION AND INTERACTION
Each unit is completed with this section where the students, through a series of communicative tasks such as expositions, debates, presentations…, have the
opportunity to practice the oral use of the language in a group.
32. ORGANIZATION AND CONTENTS
Each student will be placed in one group or another depending on their level of language proficiency. To do this, students will take an online
level test. Those students who have never studied Spanish will automatically be placed in the group with the lowest level.
Inside the classroom, we will put into practice the contents and skills mentioned in the first point following this planning:
% OF THE COURSE TIMETABLE INTERMEDIATE LEVEL
13:30-14:10 -Formal and functional contents
30% (aprox.)
20%(aprox.) 14:10-14:30 - Reading and listening
30%(aprox.) 14:30-15:10 - Writing and oral expression
20%(aprox.) 15:10-15:30 - Oral expression and interaction
43. COURSE PROGRAM. INTERMEDIATE LEVEL
3.1. GENERAL OBJECTIVES
OBJECTIVES
- Understanding the main points of clear standard speech on familiar matters regularly encountered in work,
LISTENING
school, leisure, etc. I can understand the main point of many radio or TV programs on current affairs or
topics of personal or professional interest when the delivery is relatively slow and clear.
READING - Understanding texts that consist mainly of high frequency every day or job-related language. Understanding
the description of events, feelings and wishes in personal letters.
- Connecting phrases in a simple way in order to describe experiences and events, my dreams, hopes and
SPOKEN PRODUCTION
ambitions. They can briefly give reasons and explanations for opinions and plans. They can narrate a story or
relate the plot of a book or film and describe their reactions.
- Interacting with most situations likely to arise whilst travelling in an area where the language is spoken. It
SPOKEN INTERACTION
can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to
everyday life (e.g., family, hobbies, work, travel and current events).
-They can write a short, simple postcard, for example sending holiday greetings. They can fill in forms with
WRITING personal details, for example entering their name, nationality and address on a hotel registration form.
53.2. COURSE CONTENTS
▪ The student expands their vocabulary and develops structures that improve communication about their everyday life. The student reviews
the forms and use of the regular present and the irregular present.
▪ The student reviews and expands on the known structures to talk about their own life and the lives of others. The student reviews
the forms and the different uses of the PAST TENSES.
▪ The student knows and can use some common expressions.
63.3. METODOLOGY AND FORMATIVE ACTIVITIES
During the extensive course, learning occurs daily through individual or group tasks and with a variety of activities to develop
different language skills.
ORGANIZATION FORMATIVE ACTIVITIES
• Directed work with class material.
• Correction of work individually or in groups to solve difficulties.
In class in large group
• Reading of texts and reflection on their form and content.
• Interventions, expositions and oral presentations.
• Tasks related to audiovisual materials and new technologies.
• Resolution of exercises and formal tasks.
• Preparation and writing of texts.
In class in small
• Oral interaction and expression to resolve issues.
groups
• Playful activities and games to practice the knowledge acquired.
• The classroom is a laboratory and a workshop where students learn to observe and seek answers together with
other classmates in the group.
• Preparation and resolution of formal tasks.
Out of class: individual or • Preparation and writing of texts. Preparation of brief presentations and / or oral presentations.
group
• Reading (recommended) of different types of texts.
7TICS DESCRIPTION
http://www.ver-taal.com/ • Platform through which students will be able to learn, review or perfect lexical,
grammatical, cultural or audiovisual elements about the contents learned or to be
learned.
3.4. TUTORIALS
• To resolve any doubts that may arise, face-to-face tutoring sessions are available individually or in groups.
• If these doubts are collective, the entire class will participate in the session.
• If they are individual or specific to a small group: the teacher will tutor these students while the rest continue working in the classroom. How to
register: The teacher will mention the possibility to do these the day before the indicated date for the tutoring session and will give the opportunity in
the last 5 minutes of the session for students to register and write their doubts.
How to register: The teacher will mention the possibility to do these the day before the indicated date for the tutoring session and will give the
opportunity in the last 5 minutes of the session for students to register and write their doubts.
DATES SCHEDULE
TUTORING 1: Monday, February 14 th
▪ Time: From 15:00 to 15:30
TUTORING 2: Monday, March 14th ▪ Time: From 15:00 to 15:30
TUTORING 3: Monday, April 11th ▪ Time: From 15:00 to 15:30
TUTORING 4: Monday, May 9th ▪ Time: From 15:00 to 15:30
84. ASSESSMENT
4.1. CONTINOUS ASSESSMENT
To be evaluated continuously, students must attend 85% of the teaching hours in addition to obtaining the minimum required score
(which is 50% of the maximum) in each of the 3 evaluation elements.
ELEMENTS DESCRIPTION POINTS
- Cooperative tasks in the classroom 0,5 points
- Reinforcement tasks 0,5 points
1. PARTICIPATION - Personal work 0,5 points
- Dedication and effort 0,5 points
Total: 2 points
(Minimum required: 1 point)
2. WRITING SKILLS WRITING (I) Date: Wednesday, February 23th 0,5 points
WRITING (II) Date: Wednesday, March 16th 0,5 points
WRITING (III) Date: Monday, May 9th 0,5 points
Total: 1,5 points
(Minimum required: 0,75 points)
3. ORAL EXPRESSION - Tasks or oral presentations in each small working group. Total: 1,5 points
(Minimum required: 0,75 points)
4. PROGRESS TEST - Date: Wednesday, March 16th Time: 45-60 min Total: 2,5 points
NOTE: dates are subject to change depending on students’ (Minimum required: 1,25 points)
needs
5. FINAL TEST - Fecha: Monday, May 9th Time: 45-60 min Total: 2,5 points
(Minimum required: 1,25 points)
NOTE: dates are subject to change depending on students’
needs
TOTAL 10 points
(Minimum required: 5 pointS)
94.1. FINAL ASSESSMENT
Students who do not have active attendance and participation of 85% must take a final exam of all content.
The final result will be 100% of the grade, but to be PASSED you must obtain the minimum required score (which is 50% of the maximum)
in each of the evaluated competencies.
DATE AND TIME DESCRIPTION POINTS
-MONDAY, MAY 9th The test has 4 parts:
In a single call
▪ 1 LISTENING ▪ 2,5 points
-Time: 60-90 mintues (Skills exercices) (Minimum required: 1,25 points)
▪ 1 READING ▪ 2,5 points
(Skills exercices) (Minimum required: 1,25 points)
NOTE:
There is no second call. ▪ 2,5 points
▪ 1 WRITING (Minimun required: 1,25 points)
Dates are subject to change depending on students’ (Skills exercices)
needs ▪ 2,5 points
(Minimun pass: 1,25 points)
▪ 1 SPEAKING
(Skills exercices)
Maximum score: 10 points
Minimun required: 5 points
NOTE: 1.25 points in each of the parts
assessed
105. GUIDANCE BIBLIOGRAPHY: INTERMEDIATE LEVEL
Methods
- Rosario ALONSO RAYA et alii, Gramática básica del estudiante de español, Barcelona: Difusión, 2005.
- Virgilio BOROBIO et alii, Nuevo ELE Intermedio, Madrid: SM, 2002.
- Mª Aranzazu CABRERIZO RUIZ et alii, Sueña 2, Madrid: Anaya: Universidad de Alcalá, 2000.
- Jaime CORPÁS et alii, Aula 3 y Aula 4, Barcelona: Difusión, 2004.
- Anabel DE DIOS y Sonia EUSEBIO, Etapa 7. Géneros. (B1.2). Madrid: Edinumen, 2010.
- -------------------------------------------, Etapa 8. El blog. (B1.3). Madrid: Edinumen, 2010.
- Mónica GARCÍA-VIÑÓ SÁNCHEZ et alii, Acento español, Madrid: Acento Español, S.L., 2005.
- Concha MORENO et alii, Avance. Curso de español. Nivel Intermedio-Avanzado, Madrid: SGEL, 2003.
- Concha MORENO et alii, En gramática. Nivel B1, Madrid: Anaya, 2007.
- VV.AA., Prisma B1. Comienza. Madrid: Edinumen, 2003.
Skills
- AA.VV. Historias cortas para aprender español. Relatos. Madrid: Edinumen, 2011.
- AA.VV. Historias cortas para aprender español. Relatos II, Madrid: Edinumen, 2013.
- Dolors BADIA ARMENGOL et alii, Juegos de expresión oral y escrita, Barcelona: Grao, 1997.
- Jesús FERNÁNDEZ CINTO, Actos de habla, Madrid: Edelsa, 2003.
- María José LOBÓN LÓPEZ et alii, Expresión oral. Nivel intermedio A2-B1, Madrid: en-CLAVE-ELE, 2007.
- Lidia LOZANO y Nuria VAQUERO, Actividades para el Marco común europeo B1, Madrid: en-CLAVE-ELE, 2005.
- Raquel PINILLA, Bien dicho, Madrid: SGEL, 2002.
- María RODRÍGUEZ RODRÍGUEZ, Escucha y aprende, Madrid: SGEL, 2003.
- José SILÉS ARTÉS et alii, Curso de lectura, conversación y redacción. Nivel Intermedio, Madrid: SGEL, 2001.
- Soledad VARELA et alii, Línea a línea. Expresión escrita, Madrid: SM, 2002.
- David VARGAS,
- Tú y yo. Actividades de interacción oral y escrita. Nivel B. Madrid: Edelsa, 2010. (Material fotocopiable)
11Vocabulary
- Eugenio CASCO MARTÍN, El español coloquial, Madrid: Edinumen, 2ª ed., 2000.
- María Rosa LÓPEZ LLEBOT et alii, Juguemos en clase, Madrid: Edinumen, 2000.
- Pablo MARTÍNEZ, Ejercicios de léxico, Nivel Intermedio, Madrid: Anaya, 2001.
- Pedro TENA et alii, El bloc. Español en imágenes, Madrid: Edinumen, 2007.
Phonetics and pronunciation
- Alfredo GONZÁLEZ HERMOSO et alii,Fonética, entonación y ortografía, Madrid: Edelsa, 2002.
- María Pilar NUÑO ÁLVAREZ et alii, Ejercicios de fonética. Nivel Intermedio, Madrid: Anaya, 2002.
- María Pilar NUÑO ÁLVAREZ et alii, Ejercicios de fonética. Nivel Inicial, Madrid: Anaya, 2002
► ONLINE RESOURCES
Actividades de Español: http://www.aprenderespanol.org/index.html
Diccionario de la Real Academia: http://dle.rae.es/?w=diccionario
Exámenes de Español (DELE): http://examenes.cervantes.es/es/dele/
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