Transcript
8/14/2019 Spanish Advanced 4 Module Guide
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Spanish Advanced 4
Anglia Ruskin University Language CentreFaculty: Arts, Law and Social Sciences
Module Code: AD115110SAD215110SAD315110S
Academic Year: 2009/10Semester 2
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Contents
1. Key Information
2. Introduction to the Module
3. Intended Learning Outcomes
4. Outline Delivery (including attendance requirements)
5. Assessment
6. Anglia Ruskin Generic Assessment Criteria and Marking Standards
7. Assessment Offences
8. Learning Resources
8.1 Recommended Texts8.2 Recommended Internet resources8.3 Other Resources
9. Module Definition Form
10. Report on last delivery of Module
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1. Key Information
Module: Advanced Spanish 4
Module Leader: Dr Alicia Pea Calvo
Cambridge, Helmore 354Extension: 2043alicia.pena-calvo@anglia.ac.uk
2. Introduction to the Module
This is the second part of the second in a series of advanced language modules inSpanish designed for non-Spanish speakers and it contributes to the attainment ofthe level B2 (independent user) of the Common European Framework. It is open toall students with the appropriate linguistic level in Spanish. Its aim is to improve
communicative competence in Spanish in the context of Hispanic cultures. Thismodule focuses on advanced productive and receptive use of Spanish through avariety of language materials and diverse activities and tasks. This is a challengingmodule which aims to extend proficiency in Spanish, making use of a wide andappropriate linguistic repertoire, contextualized in contemporary issues in theHispanic world. The module, taught over three hours per week will consist of avariety of activities including group debates, and discussions, presentations, listeningand comprehension exercises from authentic audio-visual material. Students will alsobe guided in independent learning, via the Language Centre and Library and theLanguage Laboratories through a wide range of media resources includingnewspapers and journals, television, films, videos, DVD and internet. Assessmentmethods consist of course work, which may take the form of essays, researchprojects, in-class test, reports or an oral presentation, and examination. Analytical,problem solving and communication skills practised in the module are of directbenefit to future employment.
3. Intended Learning OutcomesOn successful completion of this module you will be able to:
1. Show a sophisticated control of Spanish language functions and registers
2. Work with a high level of autonomy on their own language acquisition and error correction
3. Write different types of texts (e.g. summaries, reviews, reports, academic essays), followingappropriate structures and conventions, selecting and making critical use of written and spokensources.
4. Use a variety of sources in Spanish to determine the reliability of information and to present andjustify opinions and arguments.
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4. Outline Delivery
Unidad Comunicacin Gramtica & Vocabulario
Unidad 7
Otro mundoposible
OpinarExpresar certeza
Valorar
Introducir una opinin negativa
Aadir una informacin negativa
Concluir el relato
El subjuntivo con estructuras paraopinar, expresar certeza y valorar
Tiempos de subjuntivo conexpresiones que indican valoracin
Funciones de una organizacin
Economa y sociedad
Las siglas
Lenguaje SMS
Problemas urbanos
El medio ambiente
Unidad 8
La publicidad
Referirse al inicio y a la continuidadde una accin
Referirse a una accin realizada enun momento anterior al actual
Referirse a la interrupcin de unaaccin
Referirse a la duracin de unaaccin hasta el momento en el quese habla
Expresar obligacin
Expresar posibilidad
Contrastar ideas
Oraciones condicionales:si+imperfecto de subjuntivo,condicional simple;si+pluscuamperfecto de subjuntivo,condicional simple/compuesto
Pretrito pluscuamperfecto desubjuntivo
Oraciones concesivas: aunque, apesar de (que)
Oraciones adversativas:pero, sin
embargo
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Unidad 9
Medios decomunicacin
Preguntar y responder por elconocimiento de algo
Expresar indiferencia
Expresar sorpresa y extraeza
Expresar desconfianzaExpresar inters
Citar palabras de otro
Interrumpir
Pedir que se guarde silencio
Ceder la palabra
Indicar que se puede reanudar eldiscurso
El gerundio
Las oraciones temporales:conectores y modo
El futuro perfecto
Secciones de un peridicoTipos de revistas
La prensa del corazn
Tipos de programas de televisin
Conectores del discurso: aadirinformacin para reforzar laargumentacin, matizar unaargumentacin y contrastar lasinformaciones
Proyecto
Proyecto 1: En antena Repaso 6-9
Unidad 10
A debate
Opinar
Aadir un argumento
Introducir una opinin
Interrumpir
Pedir a alguien que se guardesilencio
Disculparse por interrumpir
Reanudar una intervencin
Pedir una aclaracin
Enfatizar una opinin
Introducir un nuevo tema
Transmitir preguntas, peticiones,rdenes y consejos
El estilo indirecto: cambios en lostiempos verbales y otros cambios(posesivos, demostrativos, etc)
La vivienda
Verbos para trasmitir palabras deotros
Expresiones para compararRecursos para moderar un debate
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Unidad 11
Cursos deformacin
Dar instrucciones
Hablar de qu se va a hacer anteuna situacin
La pasiva refleja
El modo de las oraciones derelativo
Por si (acaso)+indicativo/subjuntivo
No vaya a ser que+ subjuntivo
Oraciones condicionales: con tal(de) que, siempre que, siempre ycuando, salvo que/si
Los ordenadores e Internet
El mbito educativo
Ropa y accesorios de viaje
Conectores del discurso: reconducirla conversacin y cerrar el discurso
Unidad 12
Recuerdos delcurso
Proponer y sugerir una actividad
Aceptar una propuesta
Rechazar una propuesta
Expresar deseos referidos alpasado
El subjuntivo con verbos depercepcin
Verbos de cambio
Estilos artsticos
Estilos musicales
Danza
Pintura
Colores
Recursos para valorar una obra de
arte
Proyecto Proyecto 2: La pgina del espaolRepaso: 6-12
ASSESSMENT
week 6 & week 12
in-class writing/grammar in context task
Extensive Reading (Easter Break)
in-class listening & speaking task
Attendance Requirements:
International students who are non-EEA nationals and in possession of entryclearance/leave to remain as a student (student visa) are required to bein regular attendance at Anglia Ruskin. Failure to do so is considered tobe a breach of the immigration regulations. From the academic year 2008/09onwards, Anglia Ruskin is required to inform the Border and ImmigrationAgency (Home Office) of significant unauthorised absences by any studentvisa holders.
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5. Assessment
Assessment Method % contribution to
module mark orP/F
Learning
Outcomes
Coursework (may include more than one task e.g.oral/aural/written) 1,000 words equivalent
100% 1-4
Week 6 (01/03/10): Grammar-vocabulary/ reading comprehension/ writingtasks
*Easter break: Extensive Reading to prepare during the Easter Break asstimulus for writing and speaking
Week 12 (03/05/10): Listening / speaking / grammar-vocabulary in contexttasks in class assessment.
6. Assessment Criteria and Marking Standards
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ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDSLEVEL 1
GenericLearning
Outcomes
(AcademicRegulations,
Regulation 2.26-2.41.2)
Assessment criteria by levelMarking standards (by mark band)
70%+ 60-69% 50-59% 40-49% 30-39% 1-29%
Characteristics of student achievement permark band
Achieves moduleoutcome/s relatedto this GLO at thisLevel of Study
Achievesmoduleoutcome/srelated to thisGLO at thisLevel of Study
Achieves moduleoutcome/s relatedto this GLO at thisLevel of Study
Achieves amarginal pass inthe moduleoutcome/srelated to thisGLO at thisLevel of Study
Fails marginallyto achievemoduleoutcome/srelated to thisGLO. MDF maypermitcompensation
Fails to achievemoduleoutcome/srelated to thisGLO and is noteligible forcompensation
Knowledge,
Understandingand
IntellectualSkills
Level 1 (Certificate) introduces students to HE.Students are expected to demonstrate relevantskills and competencies; to be articulate inexpressing ideas orally; and to be coherent andstructured in terms of written or other media.Forms of expression at this level may bedescriptive or imitative, but students areexpected to demonstrate an increasingunderstanding of the theoretical background oftheir study and the analytic competence toexplore it, as well as its relationship, whereappropriate, to particular skills. Students areexpected to develop an awareness of strengthsand weaknesses in their skill sets
Excellentinformation base,exploring andanalysing thediscipline, itstheory and ethicalissues withconsiderableoriginality. Verygood academic/intellectual skills
Goodinformationbase; exploresand analysesthe discipline, itstheory andethical issueswith someoriginality. Goodacademic/intellectual skills
Satisfactoryinformation basethat begins toexplore andanalyse thediscipline and itsethical issues butis still mainlyimitative.Acceptableacademic/intellectual skills
Basic informationbase; omissionsin understandingof major / ethicalissues. Largelyimitative. Somedifficulties withacademic/intellectual skills
Limitedinformationbase; limitedunderstanding ofdiscipline and itsethicaldimension.Weak academic/intellectual skills
Inadequateinformation base;lack ofunderstanding ofdiscipline and itsethicaldimension.Wholly imitative.Very weakacademic/intellectual skills
Transferableand
PracticalSkills
Level 1 (Certificate) introduces students to HE.Students are expected to demonstrate relevantskills and competencies; to be articulate inexpressing ideas orally; and to be coherent andstructured in terms of written or other media.Forms of expression at this level may bedescriptive or imitative, but students areexpected to demonstrate an increasingunderstanding of the theoretical background oftheir study and the analytic competence to
explore it, as well as its relationship, whereappropriate, to particular skills. Students areexpected to develop an awareness of strengthsand weaknesses in their skill sets
Excellentmanagement oflearningresources,complemented byself-direction/exploration.Structured/accurateexpression. Very
good team/practical/professional skills
Goodmanagement oflearningresources withsome self-direction.Structured andmainly accurateexpression.Good team/
practical/professionalskills
Satisfactory use oflearning resourcesand input to teamwork. Some lackofstructure/accuracyin expression.Satisfactorypractical/professional skills
Basic use oflearningresources withno self-direction.Some input toteam work.Some difficultywith structureand accuracy inexpression.
Developingpractical/professionalskills
Limited use oflearningresources, Noself-direction,little input toteam work anddifficulty withstructure/accuracy inexpression.
Practical/professionalskills are not yetsecure
Inadequate useof learningresources.Failure tocontribute toteam work. Majorproblems withstructure/accuracy inexpression. Very
weak practical/professionalskills
A mark of 0% may be awarded for non-submission, poor or dangerous practice, incoherent and insufficient work, and in situations where the student fails to address the assignment brief and related learningoutcomes
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ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDSLEVEL 2
GenericLearning
Outcomes
(AcademicRegulations,
Regulation 2.26-2.41.2)
Assessment criteria by levelMarking standards (by mark band)
70%+ 60-69% 50-59% 40-49% 30-39% 1-29%
Characteristics of studentachievement per mark band
Achieves moduleoutcome/s relatedto this GLO at thisLevel of Study
Achievesmoduleoutcome/srelated to thisGLO at thisLevel of Study
Achieves moduleoutcome/s relatedto this GLO at thisLevel of Study
Achieves amarginal pass inthe moduleoutcome/srelated to thisGLO at thisLevel of Study
Fails marginallyto achievemoduleoutcome/srelated to thisGLO. MDF maypermitcompensation
Fails to achievemoduleoutcome/srelated to thisGLO and is noteligible forcompensation
Knowledge,
Understandingand
IntellectualSkills
Level 2 (Diploma) reflects continuingdevelopment from Level 1. At this level studentsare not fully autonomous but are able to takeresponsibility for their own learning with somedirection. Students are expected to locate anincreasingly detailed theoretical knowledge of thediscipline within a more general intellectualcontext, and to demonstrate this through forms ofexpression which go beyond the merelydescriptive or imitative. Students are expected todemonstrate analytical competence in terms bothof problem identification and resolution, and todevelop their skill sets as required.
Excellentknowledge base,exploring andanalysing thediscipline, itstheory and ethicalissues withconsiderableoriginality andautonomy. Verygood academic/intellectual skills
Good knowledgebase; exploresand analysesthe discipline, itstheory andethical issueswith someoriginality, detailand autonomy.Good academic/intellectual skills
Satisfactoryknowledge basethat begins toexplore andanalyse the theoryand ethical issuesof the discipline.Acceptable levelof academic/intellectual skills,going beyonddescription attimes
Basic knowledgebase with someomissions and/orlack of theory ofdiscipline and itsethicaldimension.Some difficultieswith academic/intellectual skills.Largely imitativeand descriptive.
Limitedknowledge base;limitedunderstanding ofdiscipline and itsethicaldimension.Weak academic/intellectual skills.Still mainlyimitative anddescriptive.
Inadequateknowledge base;lack ofunderstanding ofdiscipline and itsethicaldimension. Veryweak academic/intellectual skills.Wholly imitativeand descriptive.
Transferableand
Practical
Skills
Level 2 (Diploma) reflects continuingdevelopment from Level 1. At this level studentsare not fully autonomous but are able to takeresponsibility for their own learning with somedirection. Students are expected to locate anincreasingly detailed theoretical knowledge of thediscipline within a more general intellectualcontext, and to demonstrate this through forms ofexpression which go beyond the merelydescriptive or imitative. Students are expected todemonstrate analytical competence in terms both
of problem identification and resolution, and todevelop their skill sets as required.
Excellentmanagement oflearning, with adegree ofautonomy/exploration thatmay exceed thebrief. Structured/accurateexpression. Verygood team/
practical/professional skills
Goodmanagement oflearning withconsistent self-direction.Structured andmainly accurateexpression.Good team/practical/professional
skills
Satisfactory use oflearningresources.Acceptablestructure/accuracyin expression.Satisfactory team/practical/professional skills.Inconsistent self-direction
Basic use oflearningresources withlittle self-direction. Someinput to teamwork. Somedifficulty withstructure andaccuracy inexpression, but
developingpractical/professionalskills
Limited use oflearningresources,working towardsself-direction.General difficultywith structureand accuracy inexpression.Team/ practical/professional
skills that are notyet secure
Inadequate useof learningresources. Majorproblems withstructure/accuracy inexpression. Veryweak team/practical/professionalskills. No ability
to direct ownlearning
A mark of 0% may be awarded for non-submission, poor or dangerous practice, incoherent and insufficient work, and in situations where the student fails to address the assignment brief and related learningoutcomes
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ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDSLEVEL 3
LEVEL3GenericLearning
Outcomes
(AcademicRegulations,
Regulation 2.26-2.41.2)
Assessment criteria by levelMarking standards (by mark band)
70%+ 60-69% 50-59% 40-49% 30-39% 1-29%
Characteristics of studentachievement per mark band
Achieves moduleoutcome/srelated to thisGLO at this Levelof Study
Achievesmoduleoutcome/srelated to thisGLO at thisLevel of Study
Achieves moduleoutcome/s relatedto this GLO at thisLevel of Study
Achieves amarginal pass inthe moduleoutcome/srelated to thisGLO at thisLevel of Study
Fails marginallyto achievemoduleoutcome/srelated to thisGLO. MDF maypermitcompensation
Fails to achievemodule outcome/srelated to this GLOand is noteligiblefor compensation
Knowledge,
Understanding
and
IntellectualSkills
Level 3 (Degree) is characterised by anexpectation of students increasing autonomy in
relation to their study and developing skill sets.Students are expected to demonstrate problemsolving skills, both theoretical and practical. Thisis supported by an understanding of appropriatetheory; creativity of expression and thoughtbased in individual judgement; and the ability toseek out, invoke, analyse and evaluatecompeting theories or methods of working in acritically constructive and open manner. Outputincludes is articulate, coherent and skilled in theappropriate medium, with some studentsproducing original or innovative work in theirspecialism.
Excellentknowledge base
that supportsanalysis,evaluation andproblem-solvingin theory/practice/ethics ofdiscipline withconsiderableoriginality. Verygood academic/intellectual skills
Goodknowledge base
that supportsanalysis,evaluation andproblem-solvingin theory/practice/ ethicsof discipline withsome originality.Good academic/intellectual skills
Satisfactoryknowledge base
that supportssome analysis,evaluation andproblem-solving intheory/practice/ethics ofdiscipline.Acceptable levelof academic/intellectual skillsgoing beyonddescription attimes
Basic knowledgebase with some
omissions at thelevel oftheoretical/ethical issues. Somedifficulties withacademic/intellectual skills.Restricted abilityto discuss theoryand/or or solveproblems indiscipline
Limitedknowledge
base; limitedunderstanding ofdiscipline/ethicalissues. Weakacademic/intellectual skills.Still mainlydescriptive.Difficulty withtheory andproblem solvingin discipline
Inadequateknowledge base;
lack ofunderstanding ofdiscipline/ethicalissues. Very weakacademic/intellectual skills.Unable to discusstheory or solveproblems indiscipline.
Transferableand
PracticalSkills
Level 3 (Degree) is characterised by anexpectation of students increasing autonomy inrelation to their study and developing skill sets.Students are expected to demonstrate problemsolving skills, both theoretical and practical. Thisis supported by an understanding of appropriatetheory; creativity of expression and thoughtbased in individual judgement; and the ability to
seek out, invoke, analyse and evaluatecompeting theories or methods of working in acritically constructive and open manner. Outputis articulate, coherent and skilled in theappropriate medium, with some studentsproducing original or innovative work in theirspecialism.
Excellentmanagement oflearning, withdegree ofautonomy/research that mayexceed theassessment brief.
Structured andcreativeexpression. Verygood practical/team/professional/ problem-solvingskills
Goodmanagement oflearning, withconsistent self-directedresearch.Structured andaccurate
expression.Good team/practical/professional/problem solvingskills
Satisfactorymanagement oflearning. Someautonomy inresearch butinconsistent.Structured andmainly accurate
expression.Satisfactory team/practical/professional/ problem-solving skills
Basic use oflearningresources withlittle autonomy.Some difficultywith structure/accuracy inexpression, but
evidence ofdevelopingteam/ practical/professional/problem-solvingskills
Limited use oflearningresources.Unable to workautonomously.Little input toteams. Generaldifficulty with
structure/accuracy inexpression.Practical/professional/problem-solvingskills that are notyet secure
Inadequate use oflearning resources.Failure to contributeto team work. Majorproblems withstructure/ accuracyin expression. Veryweak practical
/professional skills.No ability to directown learning
A mark of 0% may be awarded
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7. Assessment Offences
You are reminded that any work that you submit must be your own. All suspectedassessment offences will be investigated and can result in severe penalties. Pleasenote that it is your responsibility to consult the relevant sections of the Academic
Regulations (section 10) and the Student Handbook.
8. Learning Resources
8.1 Recommended Texts
Course material (Key texts):
Espaol Lengua Viva 3, Cuaderno de ejercicios , Editorial Santillana.
Gramtica y Recursos Comunicativos 3, Santillana
Books for sale in John Smiths Books, ARU
Dictionaries:
Butterfield J. 2004.Collins Spanish Dictionary 8th edition Glasgow: Collins
Or Garman, B. 2001. The Oxford Spanish Dictionary 3rd edition Oxford: O.U.P
Universidad de Salamanca 1996. Diccionario Salamanca de la lengua espaolaSalamanca: Santillana
Corripio, F. 1997. Diccionario de Ideas Afines Barcelona: Herder
Reference Grammars (available in the Library and / or Language Centre):
Butt, J. & Benjamin, C.A New Reference Grammar of Spanish 4th edition LondonArnoldCoronado Gonzlez, M.L. et al 1998 . Materia Prima. Gramtica y Ejercicios NivelMedio y Superior 2ndedition Madrid SGEL
8.2. Recommended Internet Resources
Access to networked computers and multimedia language laboratories.
Language Centre audio and audio-visual materials
Spanish/Latin American Web-sites, e.g. Virtual Resource Centre:
Internet resources:
http://cervantes.es
http://www.colby.edu/~bknelson/exercises/index.html
http://depts.washington.edu/spnrectr/irst.htm
http://news.bbc.co.uk/hi/spanish/programmes/default.stm
http://www.rtve.es/rne/index.htm
http:/www.elpais.es http://www.elmundo http://espanol.yahoo.es
http://www.mundolatino.org/
8.3. Other Resources
The computer rooms in the Helmore Building (330, 353 and 355) and the Language
Centre all provide access to internet resources.
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http://cervantes.es/http://www.colby.edu/~bknelson/exercises/index.htmlhttp://depts.washington.edu/spnrectr/irst.htmhttp://news.bbc.co.uk/hi/spanish/programmes/default.stmhttp://www.rtve.es/rne/index.htmhttp://elpais.es/http://www.elmundo/http://espanol.yahoo.es/http://www.mundolatino.org/http://cervantes.es/http://www.colby.edu/~bknelson/exercises/index.htmlhttp://depts.washington.edu/spnrectr/irst.htmhttp://news.bbc.co.uk/hi/spanish/programmes/default.stmhttp://www.rtve.es/rne/index.htmhttp://elpais.es/http://www.elmundo/http://espanol.yahoo.es/http://www.mundolatino.org/8/14/2019 Spanish Advanced 4 Module Guide
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9. Module Definition Form
Module Definition Form (MDF)
1. Module Title:maximum 100 characters
Spanish Advanced 4
2a. Module Leader: 2b. Department: 2c. Faculty:
Dr Alicia Pea Calvo ECFM ALSS
3a. Level:see guidance notes 3b. Module Type:see guidance notes
2 Standard
4a. Credits: see guidance notes 4b. Study Hours: see guidance notes
15 150
5. Restrictions
Pre-requisites: Spanish Advanced 3 or equivalent (European Framework B1+)
Co-requisites:
Exclusions:
Pathways to which this
module is restricted:
LEARNING, TEACHING AND ASSESSMENT INFORMATION
6a. Module Description:200 300 words
This is the second part of a series of advanced language modules in Spanish designed for non-Spanish speakers and it
contributes to the attainment of the level B2 (independent user) of the Common European Framework. It is open to all
students with the appropriate linguistic level in Spanish. Its aim is to improve communicative competence in Spanish in
the context of Hispanic cultures. This module focuses on advanced productive and receptive use of Spanish through a
variety of language materials and diverse activities and tasks. This is a challenging module which aims to extend
proficiency in Spanish, making use of a wide and appropriate linguistic repertoire, contextualized in contemporary
issues in the Hispanic world. The module, taught over two hours per week will consist of a variety of activities including
group debates, and discussions, presentations, listening and comprehension exercises from authentic audio-visual
material. Students will also be guided in independent learning, via the Language Centre and Library and the Language
Laboratories through a wide range of media resources including newspapers and journals, television, films, videos, DVDand internet. Assessment methods consist of course work, which may take the form of essays, research projects, in-class
test, reports or an oral presentation. Analytical, problem solving and communication skills practised in the module are of
direct benefit to future employment.
6b. Outline Content:
Information retrieval, organization and presentation
Text creation: coherence and cohesion
Vocabulary in context: general and specialised lexis
6c. Key Texts/Literature:
Key text as indicated by module leader.
Module guide of relevant materials compiled by Module Leader and made available to students.
Course book/grammar books as indicated by Module Leader
Additional texts:Dictionaries:
Module Code: AD215110S Version: 1 Date amended: 14.11.05
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Butterfield, J (2004) Collins Spanish Dictionary 8th edition Glasgow: CollinsOr Garman, B (2003) Oxford Spanish Dictionary 3rd edition Oxford: O.U.P.
Universidad de Salamanca (1996)Diccionario Salamanca de la Lengua Espaola Salamanca: SantillanaCorripio, F. (1997)Diccionario de Ideas Afines Barcelona: Herder
Reference Grammars:
Butt, J. & Benjamin, C. (2004) A New Reference Grammar of Spanish 4 th edition London: Arnold
Coronado Gonzlez, M et al (1998) Materia Prima. Gramtica y Ejercicios. Nivel Medio y Superior 2nd
edition Madrid:SGEL
6d. Specialist Learning Resources:
Access to networked computers and multimedia language laboratories
Language Centre audio and audiovisual materials
Spanish/Latin American websites, e.g. Virtual Resource Centre:
Internet resources:
http://www.cervantes.es
http://www.colby.edu/~bknelson/exercises/index.html
http://depts.washington.edu/spnrectr/irst.htm
http://news.bbc.co.uk/hi/spanish/programmes/default.stm
http://www.rtve.es/me/index.htm
http://www.elpais.es
http://www.elmundo
http://espanol.yahoo.es
http://www.mundolatino.org
Audio and audio-visual materials related to the course book as available in the Language Centre (HEL 245/6), Language
laboratories (HEL 330, HEL 352, HEL 354) and Library.
7. Learning Outcomes (threshold standards):
On successful completion of this module the student will be expected to be able to:
Knowledge and
understanding
1. Show a sophisticated control of Spanish language functions and registers
2. Work with a high level of autonomy on their own language acquisition and error
correction
Intellectual, practical,affective and
transferable skills
3. Write different types of texts (e.g. summaries, reviews, reports, academic essays),following appropriate structures and conventions, selecting and making critical use of
written and spoken sources.
4. Use a variety of sources in Spanish to determine the reliability of information and to
present and justify opinions and arguments.
8. Learning Activities
Learning Activities HoursLearning
Outcomes
Details of duration, frequency and
other comments
Lectures: 0
1-4
2 hours per week.
Active participation in class group-work activities,
discussions, debates simulations.Other teacher managed learning: 24
Student managed learning: 126 1-4 Students need to do at least 10 hours self study per week
TOTAL 150
9. Module Assessment
MethodLearning
Outcomes
% Weighting &
Fine Grade (FG)
or pass/fail (PF)
Qualifying Marksee guidance notes
Length/duration and other comments
Coursework 1-4 FG 100% 30% 3,000 words equivalent
may include more than one task e.g.
oral/aural/written
In order to pass this module, students are required to achieve an overall mark of 40%.
In addition, students are required to:
(a) achieve the qualifying mark for each element of fine graded assessment as specified above
(b) pass any pass/fail elements
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http://cervantes.es/http://www.colby.edu/~bknelson/exercises/index.htmlhttp://depts.washington.edu/spnrectr/irst.htmhttp://news.bbc.co.uk/hi/spanish/programmes/default.stmhttp://www.elpais.es/http://www.elmundo/http://espanol.yahoo.es/http://www.munolatino.org/http://www.munolatino.org/http://cervantes.es/http://www.colby.edu/~bknelson/exercises/index.htmlhttp://depts.washington.edu/spnrectr/irst.htmhttp://news.bbc.co.uk/hi/spanish/programmes/default.stmhttp://www.elpais.es/http://www.elmundo/http://espanol.yahoo.es/http://www.munolatino.org/8/14/2019 Spanish Advanced 4 Module Guide
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Marks and comments are fair
External Examiners Comments State whether the external agreed the marks and/or commented on the moduleLast Updated: September 2006
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