SCHOOL OF FOREIGN LANGUAGES
Spanish Language Program
SPN 202 | Course Introduction and Application Information
Course Name |
Spanish Language IV
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
SPN 202
|
Fall
|
2
|
2
|
3
|
4
|
Prerequisites |
|
|||||||
Course Language |
Spanish
|
|||||||
Course Type |
Required
|
|||||||
Course Level |
First Cycle
|
|||||||
Mode of Delivery | face to face | |||||||
Teaching Methods and Techniques of the Course | Group WorkQ&ALecture / Presentation | |||||||
Course Coordinator | ||||||||
Course Lecturer(s) | ||||||||
Assistant(s) | - |
Course Objectives | This course aims to develop the language skills of the students within the scope of A2 level of the Common European Framework of Reference. |
Learning Outcomes |
The students who succeeded in this course;
|
Course Description | This course is designed to enable students for expressing topics such as food and recipes, appearance and personality, childhood, housing, sports and health. |
|
Core Courses | |
Major Area Courses | ||
Supportive Courses | ||
Media and Management Skills Courses | ||
Transferable Skill Courses |
X
|
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
Week | Subjects | Related Preparation |
1 | Introduction: Introducing the teacher, the course and the evaluation system UNIT 5: ”Better in my place!” Simple past vs Present Perfect. Description of differences in housing types. | ¡GENIAL! A2 Unit 5 What's in your neighborhood?? https://www.pinterest.es/pin/474989091953652894/ Watch the video: http://videoele.com/A1-En-mi-barrio-hay.html |
2 | UNIT 5: ”Better in my place!” Vocabulary: Parts of a house and furniture. Neighborhood and places. Flatmate and household chores. | ¡GENIAL! A2 Unit 5 What differences are there between the two tenses? Watch and observe: https://www.profedeele.es/actividad/vocabulario/tipos-vivienda-casa/ https://www.youtube.com/watch?v=JJ2oZYzKfP8 |
3 | UNIT 5: ”Better in my place!” ‘Por’ + quantity, structures to express recommendations, differences between ‘hay que’ and ‘tener que’, comparatives.. | ¡GENIAL! A2 Unit 5 Watch the video and answer the questionnaire. https://www.profedeele.es/actividad/unidad-didactica-interactiva/vecino-corto-cuarentena/ |
4 | UNIT 6: “Let's drink something!” Rating restaurants; making reservations "tapas" and "tapeo"; asking and giving permissions. | ¡GENIAL! A2 Unit 6 What opinion does the gastronomic critic Alberto Chicote have about the restaurant "El legado de Andrés"? What do you think about that?https://www.youtube.com/watch?v=OM-Zl-URCBs |
5 | UNIT 6: “Let's drink something!” Accepting or rejecting an invitation. Ingredients of most famous dishes. | ¡GENIAL! A2 Unit 6 Watch the video: https://www.youtube.com/watch?v=61HGYCWn_X8 What ingredients do the most famous dishes in Spain have? |
6 | UNIT 6: “Let's drink something!” Asking and giving permission with different levels of courtesy Expressing quantity and softening negative expressions. ORAL EXAMS I | ¡GENIAL! A2 Unit 6 Watch the video and verify the different levels of courtesy in the forms of the verb “poder.”https://www.youtube.com/watch?v=AGJc4isD3aM |
7 | UNIT 7: “How we have changed!” Explaining habits and customs of the past: ‘Pretérito Imperfecto’. | ¡GENIAL! A2 Unit 7 Listen to the podcast and answer the questionnaire: https://www.ticele.es/podcast-sobre-la-infancia/ |
8 | UNIT 7: “How we have changed!” Describing the resemblance in people's physical appearance. | ¡GENIAL! A2 Unit 7 Read through: https://marcoele.com/elefante/22.5.parecer.pdf/ |
9 | UNIT 7: “How we have changed” Desciption with “parecerse” - MIDTERM | ¡GENIAL! A2 Unit 7 https://www.youtube.com/watch?v=G48zrsmdfmk What did the young man used to do when he was a child? |
10 | UNIT 7: “How we have changed!” Childhood games and activities. HOMEWORK | ¡GENIAL! A2 Unit 7 Watch the video: https://www.youtube.com/watch?v=nTOueuV4iJg What games did you also play as a child? |
11 | Unit 8: “Try it!” Diets and routines - HOMEWORK | ¡GENIAL! A2 Unit 8 Watch the video: https://www.youtube.com/watch?v=GyGtLGMee_M Do you have any similar food in your country? If yes, how are they called?/ |
12 | Unit 8: “Try it!”. Talk about sports idols. “soler+infinitive”, pronouns of direct and indirect object | ¡GENIAL! A2 Unit 8 Watch the video and solve the questionnaire: https://videoele.com/A2-En-el-mercado.html |
13 | Unit 8: “Try it!” Vocabulary on body parts and health issues. “Doler” and imperative forms | ¡GENIAL! A2 Unit 8 Check your vocabulary : https://aprenderespanol.org/ejercicios/vocabulario/emociones/sentimientos-1 |
14 | Oral Exams II | |
15 | Semester Review | - |
16 | Final Exam |
Course Notes/Textbooks | GENIAL! A2. Curso de español; Authors: Cristina García Sánchez, Manuela Mena Octavio, María del Carmen Méndez Santos, Nitzia Tudela Capdevila ISBN: 978-84-16108695 |
Suggested Readings/Materials |
Digital student’s book - Blinklearning. Diccionario de la Real Academia Española: https://www.rae.es/ WordReference |
EVALUATION SYSTEM
Semester Activities | Number | Weigthing |
Participation | ||
Laboratory / Application |
-
|
-
|
Field Work | ||
Quizzes / Studio Critiques |
-
|
-
|
Portfolio | ||
Homework / Assignments |
1
|
10
|
Presentation / Jury | ||
Project |
-
|
-
|
Seminar / Workshop | ||
Oral Exams |
2
|
30
|
Midterm |
1
|
20
|
Final Exam |
1
|
40
|
Total |
Weighting of Semester Activities on the Final Grade |
4
|
60
|
Weighting of End-of-Semester Activities on the Final Grade |
1
|
40
|
Total |
ECTS / WORKLOAD TABLE
Semester Activities | Number | Duration (Hours) | Workload |
---|---|---|---|
Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
2
|
32
|
Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
2
|
32
|
Study Hours Out of Class |
14
|
2
|
28
|
Field Work |
0
|
||
Quizzes / Studio Critiques |
-
|
-
|
0
|
Portfolio |
0
|
||
Homework / Assignments |
1
|
2
|
2
|
Presentation / Jury |
0
|
||
Project |
-
|
-
|
0
|
Seminar / Workshop |
0
|
||
Oral Exam |
2
|
4
|
8
|
Midterms |
1
|
4
|
4
|
Final Exam |
1
|
6
|
6
|
Total |
112
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
#
|
Program Competencies/Outcomes |
* Contribution Level
|
||||
1
|
2
|
3
|
4
|
5
|
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest