General Spanish courses in group
This is the perfect course for those who want to achieve complete Spanish language acquisition. Students enrolled on the General Spanish Course will learn Spanish language by studying grammar, vocabulary, writing texts, listening and reading comprehension, pronunciation, spelling and conversation. The purpose of this course is to teach students to speak correctly, to carry a fluent conversation in Spanish, to understand written texts and to be able to write in Spanish coherently. Our classes are largely based on practicing a lot of conversational Spanish and thus, learning how to use the language in an enjoyable and effective way. Each class lasts for 1 hour and 50 minutes and students can choose how many classes or sessions they would like to take each day.
Our teachers use the most innovative teaching strategies, which makes learning Spanish at Hispania, escuela de español very easy and fun.
In our general Spanish courses the language is taught in all registers, formal and informal, and attention is paid to the different linguistic varieties so that the student can understand any type of communicative speech. The academic program or Curricular plan has been prepared taking into account the Reference's levels for Spanish which the Instituto Cervantes presents and in turn the Common European Framework of Reference: Learning, Teaching and Evaluation. The courses take into account the three learner profiles included in the PCIC (social agent, autonomous learner and intercultural speaker).
Our teaching method is accredited by the most prestigious national and international educational institutions as being of the highest quality. It allows total flexibility, since we prepare each class "à la carte", according to the students. You can come to class whenever you like and catch up on the classes that you have not been able to attend at a later date.
Below is a guide to the number of hours expected to complete a MCER level and move on to the subsequent level:
A1. Beginner (80-100 hours of class)
A2. Elementary (100-140 class hours)
B1. Intermediate (120-180 class hours)
B2. Upper intermediate (150-200 class hours)
C1. Advanced(180-240 class hours)
C2. Proficient (210-260 class hours)
What are the classes like in Hispania?
Number of students
Maximum: 10 face-to-face students
Duration
Classes of 1 hour and 50 minutes
Levels
From A1 to C2
Start of classes
Any day from Monday to Friday
Including?
4, 6, 10 or 20 hours of General Spanish classes per week.
Class materials included.
Attendance certificate.
Extensive Course: 4 hours a week
Extensive Course
4 hours per week
4 to 19 weeks
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4 hours of General Spanish classes per week
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Attendance certificate
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Class materials included
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Possibility of booking accommodation
Extensive Course
4 hours per week
20 to 49 weeks
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4 hours of General Spanish classes per week
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Attendance certificate
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Class materials included
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Possibility of booking accommodation
Extensive Course
4 hours per week
From 50 weeks
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4 hours of General Spanish classes per week
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Attendance certificate
-
Class materials included
-
Possibility of booking accommodation
Extensive Plus Course: 6 hours a week
Extensive Plus Course
6 hours per week
4 to 13 weeks
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6 hours of General Spanish classes per week
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Attendance certificate
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Class materials included
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Possibility of booking accommodation
Extensive Plus Course
6 hours per week
14 to 33 weeks
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6 hours of General Spanish classes per week
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Attendance certificate
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Class materials included
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Possibility of booking accommodation
Extensive Plus Course
6 hours per week
From 34 weeks
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6 hours of General Spanish classes per week
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Attendance certificate
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Class materials included
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Possibility of booking accommodation
Intensive Course: 10 hours a week
Intensive course
10 hours per week
1 to 7 weeks
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10 hours of General Spanish classes per week
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Attendance certificate
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Class materials included
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Possibility of booking accommodation
Intensive course
10 hours per week
8 to 19 weeks
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10 hours of General Spanish classes per week
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Attendance certificate
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Class materials included
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Possibility of booking accommodation
Intensive course
10 hours per week
20 to 39 weeks
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10 hours of General Spanish classes per week
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Attendance certificate
-
Class materials included
-
Possibility of booking accommodation
Intensive course
10 hours per week
From 40 weeks
-
10 hours of General Spanish classes per week
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Attendance certificate
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Class materials included
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Possibility of booking accommodation
Intensive Plus Course: 20 hours a week
Intensive Plus Course 20 hours per week
1 to 3 weeks-
20 hours of General Spanish per week
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Attendance certificate
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Class materials included
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Possibility of booking accommodation
Intensive Plus Course 20 hours per week
4 to 9 weeks-
20 hours of General Spanish per week
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Attendance certificate
-
Class materials included
-
Possibility of booking accommodation
Intensive Plus Course 20 hours per week
10 to 19 weeks-
20 hours of General Spanish per week
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Attendance certificate
-
Class materials included
-
Possibility of booking accommodation
Intensive Plus Course 20 hours per week
20 to 29 weeks-
20 hours of General Spanish per week
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Attendance certificate
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Class materials included
-
Possibility of booking accommodation
Our most popular Spanish courses.
These courses meet the requirements to apply for a study visa
Intensive Plus Course
20 hours per week
30 weeks
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20 hours of General Spanish classes per week
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Attendance certificate
-
Class materials included
-
Possibility of booking accommodation
Intensive Plus Course
20 hours per week
40 weeks
-
20 hours of General Spanish classes per week
-
Attendance certificate
-
Class materials included
-
Possibility of booking accommodation
Intensive Plus Course
20 hours per week
1 year
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20 hours of General Spanish classes per week
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Attendance certificate
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Class materials included
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Possibility of booking accommodation
ACADEMIC PROGRAM. LEVEL A1
Theme and content | Grammar objective | Lexical objective | Criteria |
Before starting with the topics
Who are you? What is your name? | A1/G.1. THE NOUN: G.1.1. – Proper names G.1.2. – Common names
G.2.1- PERSONAL PRONOUNS: subject function. – Differences between you/ usted you all
| A1/L.1. L.1.1.- Name and surname L.1.2.- Forms of treatment L.1.3.- Place names
L.2.1.- Survival vocabulary in the classroom L.2.2. – Basic greetings L.2.3. – Formulas of farewell
| A1/Co.1. Beginning of teaching presentation or identification and basic aspects
Co.1.1.- I am now able to identify typical Spanish names.
Co.1.2.- I am now able to read and write Spanish names and surnames.
Co.1.3. – I can now spell.
Co.2.1. – I already know how to handle immediate and basic communication processes in the classroom.
Co.2.2. – I am now able to greet
Co.2.2.- I am now able to say goodbye |
| Help for the teacher:
- In this unit it would be convenient to work on the alphabet, so that students begin to identify Spanish sounds and their corresponding spellings. The time spent on this unit should not exceed 45 minutes.
– It would be worth commenting on the value of tú / usted in different regions of Spain and Latin America
– This unit should be considered as a prelude or introduction to the E/LE class. We can explain the pronouns as a separate unit if the group is going very slowly or integrate the explanation of the pronouns once we explain the verb ser (advisable).
How are we going to evaluate?:
– Textual typology: Identification cards
- Oral productions: introduce ourselves
- Cultural references: Spanish names and surnames | ||
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Theme and content | Grammar objective | Lexical objective | Criteria |
What are you like? What are they like?
What time is it? | A1/G.3.
G.3.1 – THE VERB TO BE (gift)
G.3.2.- Gender and number in nouns and adjectives.
G.3.3.-Use of comparatives: – inferiority - equality – superiority
G.3.4.- Definite and indefinite articles
G.3.5.- The hours. (cardinal numbers) | A1/L.3.
L.3.1. – Adjectives of nationality L.3.2. – Professions L.3.3. – Physical and character description L.3.4.- Colors L.3.5.- The days of the week L.3.6.- The months of the year L.3.7.- The seasons of the year L.3.8.- Everyday objects (my environment) L.3.9.- The numbers
| A1/Co.3.
Co.3.1.- I am now able to introduce myself and others formally and informally, indicating nationality and profession. Co.3.2.- I am now able to describe the physical appearance and character in a basic or simple way. Co.3.3.- I am now able to identify the days of the week. Co.3.4.- I am now able to identify the months of the year. Co.3.4.- I am now able to identify the seasons of the year. Co.3.5.- I am now able to compare by expressing comparison of equality, inferiority and superiority Co.3.6.- I am now able to identify everyday objects in my environment. Ex .: It's a telephone. Co.3.7.- I am now able to express what time it is. Co.3.8.- I am now able to express a date.
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Help for the teacher:
- Since the verb "ser" requires more than one class, the teacher can take advantage of the grammar and vocabulary subpoints and therefore, communicative (G.3/L.3./Co3) to “review” the the verb "ser" adding new points that provide diversity without leaving aside the study of the stable, long term jobs or careers in future classes.
How are we going to evaluate?
- Textual typology: – The passport or the ID card - Cover letter and description. – Registration form.
- Oral productions: – A game to introduce ourselves – A game to describe ourselves - What time is it? – A game to identify and describe basic objects
- Cultural references: – What are we like as Spaniards? Description of our character and physical appearance. – What time do Spaniards eat? – Breakfast time – Lunch time – Mealtime – Snack time – Dinner time
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Theme and content | Grammar objective | Lexical objective | Criteria |
We are in class.
How are you? | A1/G.4.
G.4.1.- THE VERB TO BE (gift)
G.4.2.- Adverbs of place and phrases prepositional
G.4.3.-Interrogatives
G.4.4.-Exclamatives
G.4.5.-The expression of emphasis: order of the elements of the sentence
| A1/L.4.
L.4.1. – The class L.4.2. – Moods
| A1/Co.4.
Co.4.1.- I am now able to ask for and give spatial information: I am now able to express where the things around me are in class. Co.4.2.- I am now able to express my state of mind: Eg: I am now able to express joy and satisfaction. - Very good! - Good! - I'm happy! Eg: I am now able to express sadness and grief. - I'm sad. - How awful! – How sad I am! E.g.: I am now able to express boredom. - How boring! - I'm bored - How bored I am! E.g.: I am now able to express anger or indignation. – I am (very/quite) angry. Eg: I am now able to express fear, anxiety and worry. - I'm worried. Eg: I am now able to express nervousness. - I'm nervous
Co.4.3.- I am now able to ask about the mood.
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How are we going to evaluate?
– Textual typology: We write our mood via SMS or WhatsApp without using emoticons, or we take advantage of images to turn them into words.
- Oral productions: A game that involves dialogue: questions and answers about the location of objects in the classroom. A game in which there is dialogue: questions and answers about the mood of my companions and myself.
- Socio-cultural component: How are we (attitude/behavior) in class? | ||
Theme and content | Grammar objective | Lexical objective | Criteria |
What's at home?
The city. | A1/G.5.
G.5.1.- THE VERB THERE IS ( present)
G.5.1.- Differences between to be/to be/there is G.5.2.- The demonstratives G.5.3.- Possessives G.5.4.- Adverbs of quantity G.5.5.- Exclamatives (review)
| A1/L.5.
L.5.1.- The house L.5.2.- Descriptive adjectives of places and spaces L.5.3.- Opposite adjectives L.5.4.- The city (basic vocabulary)
| A1/Co.5.
Co.5.1.- I am already expressing the existence or not and the identification of objects in my house. Co.5.2.- I am now able to describe things. Co.5.3.- I am now able to describe my house. Co.5.4.- I am now able to ask and give spatial information: locating things and people. Co.5.5.- I am now able to locate where it is my house. Co.5.6.- I am now able to express the existence or not and the basic object identification typical of the city. Co.5.7.- I am already describing in a basic way my city. Co.5.8.- I am now able to express possession Co.5.9.- I am now able to express pleasure and fun: - What fun! – How fun is it+ SN/Inf.! – What a fun city this is! – How fun it is to learn Spanish!
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Help for the teacher:
- We have added subpoints in section A1/5 to give the teacher greater flexibility when needing to repeat or review the use and/or form of verbs. to be/to be/there isDemonstratives and possessives can also be worked on in earlier or later units if the teacher deems it appropriate.
How are we going to evaluate?
– Textual typology: – Real Estate Magazine. We want to rent out our house in Valencia. Therefore, we need to describe it in the section What is your house like? – We write a postcard from Valencia.
- Oral productions: – We discussed the differences between houses in Spain and in other countries. – We discussed the differences between Spanish cities and those in other countries.
- Cultural references: – The house in Spain.
Note: This topic can be worked on at all levels (adapting it to the requirements of each level).
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Grammar objective | Lexical objective | Communicative objective |
A1/G.6.
G.6.1.- REGULAR VERBS. PRESENT: P – Verbs ending in -ar -R - go
| A1/L.6.
L.6.1.- Actions related to “my world”, “my day to day”. Verbs basic. L.6.2.- Clothes L.6.3.- Food (I) | A1/Co.6.
Co.6.1.-I already know how to transmit actions (in a way) basic) Co.6.1.1.- I already know how to transmit routine actions. Co.6.1.2.- I already know how to transmit universal truths Co.6.1.3.- I already know how to express what clothes I am wearing or what clothes other people wear. Co.6.1.4.- I already know how to describe in a basic way the clothing items. Co.6.1.5.- I already know how to order food in a basic way in a cafe/bar/restaurant. |
Help for the teacher:
-It is convenient to teach each conjugation in one session, that is, 1 class per conjugation. However, in the third class, since We will have taught how verbs work in Spanish [root (that does not change) + endings (part that changes)] we will dedicate time to the 3 conjugations as closure of point A1/G6.
Class options:
– Textual typology: – We wrote a basic menu – The fashion show
- Oral productions: – We talked about what I'm wearing today and what I'm wearing in different situations in my life. – A game (Where I am according to the clothes I wear). – We order food at a restaurant (we use the menu that has been previously written)
- Cultural references: – Fashion in Spain – The tapas Note: These topics can be worked on at all levels (adapting them to the requirements of each level) | ||
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Grammar objective | Lexical objective | Communicative objective |
A1/G.7.
G.7.1.-VERBS of the type I LIKEP G.7.2.- Indirect object pronounsP G.7.3.- Adverbs also/neitherP G.7.4.- VERBAL PERIPHRASIS: P – YOU HAVE TO + INF. – DUTY + INF.
| A1/L.7.
L.7.1.- Lexical richness (type verbs I like it) L.7.2.- Lexical richness (verbs of daily activity) L.7.3.- Means of transport L.7.4.- Places L.7.5.- Types of accommodation L.7.6.- Commercial establishments and leisure (I) L.7.7.- Commercial and industrial activities leisure ( I ) L.7.8.- The body L.7.9.- The expression of physical pain
| A1/Co.7.
Co.7.1.- I already know how to express tastes and interests. Co.7.2.- I already know how to ask about tastes and interests. Co.7.3.- I already know how to express agreement and disagreement with regarding the preferences or tastes of another person. Co.7.4.- I already know how to express physical sensations or pain basic physical form. Co.7.5.- I already know how to have a very basic conversation in the doctor Co.7.6.- I already know how to express obligation. Co.7.7.- I already know how to give advice or suggestions. Co.7.8.- I already know how to express orders.
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Help for the teacher:
Point A1.7 covers verbs of the type I like with the verbal periphrasis so that when they are worked on, they can be related as “problems” and “solutions”. Ex.: A: My head hurts. B: You must rest.
Class options:
– Textual typology: – We write an introductory email and show our preferences for an online agency to find friends. – A game.
- Oral productions: – We talk about our tastes or preferences and express agreement or disagreement about the tastes or preferences from our colleagues.
- Let's go to the doctor.
– In a travel agency (basic conversation)
-Cultural references: – Where do we Spaniards usually travel when we are on holiday? Note: These topics can be worked on at all levels (adapting them to the requirements of each level) | ||
Grammar objective | Lexical objective | Communicative objective |
A1/G.8.
G.8.1.- IRREGULAR VERBS OF CHANGE VOWEL.PRESENT.P
G.8.2.- VERBAL PERIPHRASIS (II) P G.8.2.1.- Power + infinitive G.8.2.2.- Have to + infinitive G.8.2.3.- Want + infinitive G.8.2.4.- Prefer + infinitive G.8.2.5.- Soler + infinitive
G.8.3.- IRREGULAR VERBS OF CHANGE CONSONANTIC.PRESENT.
G.8.4.- Adverbs of frequency.
G.8.5.- Simultaneity of actions: – While + present
| A1/L.8.
L.8.1.- The family L.8.2.- Housework L.8.3.- Lexical richness (actions) L.8.4.- Physical sensations: - I'm cold - I'm hot - I'm thirsty - I'm hungry - I'm sleepy L.8.5.- Age: - Tengo 17 años | A1/Co.8.
Co.8.1.- I already know how to describe habitual actions or everyday. Co.8.2.- I already know how to express schedules, dates and general temporal location. Co.8.3.- I already know how to transmit universal truths (II). Co.8.4.- I already know how to express physical sensations (II). Co.8.5.- I already know how to indicate my age. Co.8.6.- I already know how to express preferences. Co.8.7.- I already know how to make suggestions. Co.8.8.- I already know how to accept and reject suggestions. Co.8.9.- I already know how to express ability. Co.8.10.-I already know how to ask about a product and its price Co.8.11.-I already know how to ask permission. Co.8.12.-I now know how to express obligation and necessity. Co.8.13.- I already know how to express lack of obligation or need. Co.8.14.-I already know how to express knowledge. Co.8.15.-I now know how to express ignorance. Co.8.16.-I already know how to express the will to carry out a action. Co.8.17.- I can already tell what the weather is like. Co.8.18.- I now know how to express doubt, indecision or ignorance. Co.8.19.- I now know how to express simultaneity of actions.
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Help for the teacher:
We have added the verbal periphrases in point G8 to provide the teacher with flexibility and alternative grammatical resources when faced with the need to repeat the form of irregular verbs. Thus, although the form is revised, the content is different and the class does not become repetitive.
Class options:
– Textual typology: – Presentation of my family/or a famous family (e.g.: The Simpsons)
- Oral productions: – Dialogue on the family. – We talked about our preferences. – We ask permission to do things – We indicate what we know and what we don't know how to do. – We indicate what we can or cannot do depending on where we are and with whom. – A game.
- Cultural references: – Spaniards and family – Housework. Note: This topic can be worked on at all levels (adapting it to the requirements of each level). | ||
Grammar objective | Lexical objective | Communicative objective |
A1/G.9.
G.9.1.- REFLEXIVE VERBS. PRESENT.
| A1/L.9.
L.9.1.- Actions related to the hygiene. L.9.2.- Actions and positions that are they perform with the body. L.9.3.- Daily actions (II)
| A1/Co.9.
Co.9.1.- I already know how to report on common actions in my life. Co.9.2.- I already know how to report on common actions that I do with my body. Co.9.3.- I already know how to transmit actions that fall on my.
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Help for the teacher:
- It is very important that the teacher knows the difference between reflexive verb and pronominal verb to avoid in the future that the student show confusion.
Class options:
– Textual typology: – We wrote an email to our friends about our habits in our new life in Valencia.
- Oral productions: – A game to talk about our everyday actions.
- Cultural references: -What do Spaniards normally do? A day in the life of a Spaniard.
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Grammar objective | Lexical objective | Communicative objective |
A1/G.10.
G.10.1.- Prepositions en y a are dealt with first, followed by verbs of movement.
| A1/L.10.
L.10.1.- The cardinal points L.10.2.- Travels L.10.3.- The hotel L.10.4.- Means of transport (II)
| A1/Co.10.
Co.10.1.- I already know how to indicate direction. Co.10.2.- I now know how to transmit destiny (movement). Co.10.3.- I already know how to indicate which transport I travel/go on. Co.10.4.- I already know how to express purpose. Co.10.5.- Now book a room in a hotel (from basic form).
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Help for the teacher:
- Point 10 can be worked on as a unit in itself, independent, or as an excuse to review the verbs. In this case, the “addition” or the new thing to the class would be the value of verbs of movement with the prepositions en y a.
Class options:
– Textual typology: – We write a WhatsApp indicating where we are and where we are going.
- Oral productions: – We talked about our way of moving around the city. – Communicative situation: At the hotel.
– Cultural references: – Means of transport: How do we Spaniards get around? – Spain as a tourist destination.
Note: These topics can be worked on at all levels (adapting them to the requirements of each level) | ||
Grammar objective | Lexical objective | Communicative objective |
A1/G.11.
VERBAL PERIPHRASIS (III) G.11.1.- Estar + gerund G.11.2.- Follow + gerund
| A1/L.11.
L.11.1.- Daily actions L.11.2.- Customs
| A1/Co.11.
Co.11.1.- I already know how to express actions that I am or are doing doing at the time of speech.
Co.11.2.- I already know how to indicate the continuity of my actions or habits.
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Help for the teacher:
- This unit can be worked with the explanation of the verb 'estar' If the group's learning pace is fast (A1/G.4), or as a review after having explained the verb estar or the verbs of vowel change e → i. You can also work as a single unit if the group progresses slowly and we must insist on grammatical nuances, so even if at a grammatical level it is similar to aspects taught, we show new points and the class does not become repetitive.
Class options:
– Textual typology: – We write notes on the fridge about what we are doing. Ex .: I am shopping at the central market.
- Oral productions: – We talk about the habits we still do and compare them with our peers. – A game.
- Cultural references: – Customs that Spanish people still maintain. Note: This topic can be worked on at all levels (adapting it to the requirements of each level). | ||
Grammar objective | Lexical objective | Communicative objective |
A1/G.12.
G.12.1.- ATMOSPHERIC WEATHER VERBS. IMPERSONAL VERBS.
G.12.2.- Makes + very/much + adj./noun
G.12.3.- Differences between very/a lot.
| A1/L.12.
L.12.1.- The climate L.12.2.- Weather
| A1/Co.12.
Co.12.1.- I already know how to tell what the weather is like and ask what's the weather like? Co.12.2.- I now know how to describe the climate of a region.
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Class options:
– Textual typology: – We wrote a postcard about Valencia indicating, among other things, what the weather is like.
- Oral productions: – We break the ice: What's the weather like? – A game. - Cultural references: – The climate in Spain. Note: These topics can be worked on at all levels (adapting them to the requirements of each level) | ||
Grammar objective | Lexical objective | Communicative objective |
A1/G.13.
G.13.1.-Prepositions to, of, in y with. (review and other uses)
| A1/L.13.
L.13.1.- Sports L.13.2.- Domestic animals
| A1/Co.13.
Co.13.1.- I already know how to express direction (location). Co.13.2.- I already know how to transmit destiny. Co.13.3.- I already know how to transmit to the recipient. Co.13.4.- I already know how to transmit the exact time when I perform an action. Co.13.5.- I already know how to report on the material of things. Co.13.6.- I already know how to express origin. Co.13.7.- I already know how to express possession. Co.13.8.- I already know how to express in which means of transport I travel. Co.13.9.- I now know how to indicate the months and seasons of the year. Co.13.10.- I already know how to express company. Co.13.11.- I already know how to express medium or instrument. Co.13.12.- I already know how to express addition. Co.13.13.- I already know how to express mode or manner Co.13.14.- I already know how to maintain a basic conversation about the types of sport and I know how to indicate my preferences and/or dislikes.
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Help for the teacher:
- It is very likely that, naturally, some use of certain prepositions has previously arisen in previous classes without it being the grammatical objective to follow, therefore, this unit can be the confirmation of what has been seen previously. Thus, the order, when to work on this unit, will depend on the teacher's preferences and the learning pace of his group.
Class options:
– Textual typology: – We complete a registration form to join a sports club.
- Oral productions: – We talked about what sports I play. – Do you have pets? – A game.
- Cultural references: – Are Spaniards very sporty?
Note: This topic can be worked on at all levels (adapting it to the requirements of each level). | ||
Grammar objective | Lexical objective | Communicative objective |
A1/G.14.
G.14.1.- Direct object pronouns
| A1/L.14.
L.14.1.- Food (II) – the fruit – the vegetable
| A1/Co.14.
Co.14.1.- I already know how to answer by providing information without having to repeat all the words. Co.14.2.- I already know how to reproduce messages without the need for repeat all the words. |
Help for the teacher:
- Direct object pronouns (in principle, the pronouns that replace the complement of thing) can be worked on in any at any time that the teacher considers appropriate, the teacher is not obliged to follow this order. You can also work with others lexical objectives, however with the lexical objective food It is very easy to recognize the substitute value of the pronoun.
Class options: – Textual typology: – We write the shopping list.
- Oral productions: – We talked about what kind of food we usually eat. – A game.
- Cultural references: – The Mediterranean diet Note: This topic can be worked on at all levels (adapting it to the requirements of each level) | ||
Grammar objective | Lexical objective | Communicative objective |
A1/G.15.
G.15.1.-The indefinite: something/nothing someone/nobody some/none
| A1/L.15.
L.15.1.- Traditional festivals
| A1/Co.15.
Co.15.1.- I already know how to express the existence or not of something or someone's. Co.15.2.- I already know how to express the will or lack of will Will.
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Help for the teacher:
- Depending on the learning agility of our group, we will choose this point as our only grammar objective in the classroom (if the group is going slowly) or as another grammatical objective to work on (if the group learns quickly).
Class options: – Textual typology: – What do Spaniards do at traditional festivals? We write a simple report/news about a traditional festival Spanish.
- Oral productions: – We talked about what types of traditional festivals are present in the classroom in different countries.
- Cultural references: – Traditional festivals in Spain. Note: This topic can be worked on at all levels (adapting it to the requirements of each level) | ||
Grammar objective | Lexical objective | Communicative objective |
A1/G.16.
G.16.1. – Prepositions by/for
G.16.2.- The cause: Why eat it like this? Why… By…
| A1/L.16.
L.16.1.- The office L.16.2.- Expressions of social life
| A1/Co.16.
Co.16.1.-I already know how to express direction (location). Co.16.2.- I already know how to express destiny. Co.16.3.- I already know how to express who the recipient is. Co.16.4.- I already know how to express basic purpose. Co.16.5.- I already know how to express the parts of the day. Co.16.6.-I already know how to express the cause in a basic way. Co.16.7.- I already know how to ask about the cause.
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Help for the teacher:
- Depending on the agility of the group and since prepositions are studied at all levels, this point will be treated as an objective. grammatical element of the class or as an additional objective to work on if the group learns quickly, since most of the uses of prepositions for its y for They may have been explained in previous classes in a “natural” way without being the grammatical objective of the class.
Class options: – Textual typology: – We write a WhatsApp or SMS to meet up with our friends tonight.
- Oral productions: – We talked about the possibilities of going out tonight with our friends. – “Cámara Café” Breaks outside the office.
- Cultural references: – Do Spaniards go out a lot? – Coffee: a break at the office. Note: This topic can be worked on at all levels (adapting it to the requirements of each level) | ||
Grammar objective | Lexical objective | Communicative objective |
A1/G.17.
VERBAL PERIPHRASIS (IV) G.17.1.- Go to + infinitive G.17.2.- Think + infinitive G.17.3.- Prefer + infinitive (revision) G.17.4.- Want + infinitive ( revision) G.17.5.- Power + infinitive (revision) G.17.6.- It is necessary + infinitive G.17.7.- Have to + infinitive (revision) G.17.8.- Duty + infinitive (revision)
| A1/L.17.
L.17.1.- Commercial establishments and leisure (II). L.17.2.- Commercial and industrial activities leisure (II). L.17.3.- Work activities. | A1/Co.17.
Co.17.1.-I already know how to express plans, intentions and Projects. Co.17.2.- I already know how to influence the interlocutor. Co.17.3.- I already know how to give an order or instruction. Co.17.4.- I now know how to express a firm purpose. Co.17.5.- I already know how to ask for permission, grant it and deny it. Co.17.6.-I now know how to express skill. Co.17.7.- I already know how to express obligation. Co.17.8.- I already know how to express lack of need. Co.17.9.- Now I know how to give advice.
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Help for the teacher:
- At level A, verbal periphrases help us to repeat, for example, the form of irregular verbs without having to indicate that it is a review and therefore the class does not become boring or repetitive and most importantly: it does not demotivate the student.
Class options: – Textual typology: – We wrote an invitation to a party.
- Oral productions: – We talked about our goals for this new year. – We talked about our leisure habits and whether we like shopping. Does shopping relax us? – What work activities do we feel we are capable of doing or see ourselves capable of doing?
- Cultural references:- Spaniards and leisure. Note: This topic can be worked on at all levels (adapting it to the requirements of each level)
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Grammar objective | Lexical objective | Communicative objective |
A1/G.18.
G.18.1.- Denial: - never - never – never ever – no…nor…nor… - What are you saying! – No way! – Well, well, no…
G.18.2.- Expression of opinion: - I think… - I think that… - For me…
G.18.3.- Discourse organizers.
| A1/L.18.
L.18.1.-Topics on the nationalities. L.18.2.-Related adjectives.
| A1/Co.18.
Co.18.1.- I already know how to express approval and disapproval Co.18.2.- I already know how to give and ask for an opinion. Co.18.3.- I already know how to organize in a clear and coherent way oral and written discourse. Co.18.4.- I already know how to express a counterargument. Co.18.5.- I now know how to express anger or indignation.
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Help for the teacher:
- From level A1 it is important to teach discursive cohesion, even if it is in a basic way. Therefore, discourse organizers have that play an important role in the classroom.
Class options: – Textual typology: – Basic writing expressing opinion about my city/region/country/indicating the organizers of the speech.
- Oral productions: – A debate, we argue, counterargue and show denial towards certain ideas of the other team.
- Cultural references:– Topics about the Spanish.
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Grammar objective | Lexical objective | Communicative objective |
A1/G.19.
G.19.1.THE PAST PERFECT: Regular and irregular morphology and uses basic.
G.19.1.- Time markers (key words)
- today – this/this/these/these + amount of time. - ever - never - already – not yet/ not yet | A1/L.19.
L.19.1.- Food (III) – the drinks – the sweets
L.19.2.- Lexical richness: actions
L.19.3.- Vocabulary related to "Adventure"
| A1/Co.19.
Co.19.1.- I already know how to express actions that have occurred in the recent past. Co.19.2.- I already know how to express actions that began in the past and continue in the present. Co.19.3.- I already know how to express the non-performance of actions neither in the past nor in the present. Co.19.4.- I already know how to indicate the execution of an action. (not before, but now yes). Co.19.5.- Now I know how to express the experience. Co.19.6.- I already know how to express contrast between actions usual and actions that have been recently completed.
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Class options: – Textual typology: – We write down the goals we had in mind for this year and mark the ones we have already made.
- Oral productions: – What have you done today? – A game.
- Cultural references:-The most traditional drinks and sweets in Spain.
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Grammar objective | Lexical objective | Communicative objective |
A1/G.20.
G.20.1.- AFFIRMATIVE IMPERATIVE: regular and irregular verbs.
G.20.2.- IMPERATIVE + PRONOUNS ( complement of thing)
G.20.3.- Affirmation sequences: - Syes, of course. - Yes of course. – Yes, of course. – Sure, sure.
G.20.4.- Exclamatory structures: – What a noun to have! – What + adj+ to be!
| A1/L.20.
L.20.1.- Cooking utensils. (basic vocabulary) L.20.2.- Actions related to cooking. (basic vocabulary) L.20.3.- The body (review). Actions indicating movement of the body. L.20.4.- The city (review).
| A1/Co.20.
Co.20.1.-I already know how to give an order or instruction formal and informal manner. Co.20.2.- I already know how to respond to an order, request, or I beg. Co.20.3.- I now know how to grant permission. Co.20.4.- I already know how to persuade (in a basic way). Co.20.5.- I now know how to propose, offer or invite. Co.20.6.- I already know how to apologize and give an excuse. Co.20.7.- I already know how to accept a proposal or invitation. Co.20.8.- Now I know how to advise. Co.20.9.- I already know how to warn. Co.20.10.- I already know how to offer something in situations everyday and informal. E.g.: Here, it's for you. Co.20.11.- I already know how to ask and tell the address. Co.20.12.- I already know how to influence.
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Class options: – Textual typology: – We wrote a recipe. – We write the instructions to turn on the computer. - One, two, three! Let's exercise! Tips to stay fit. – Crazy Decalogues.
- Oral productions: – Communicative situations: - At home – In class – At the doctor’s – On the road (“Excuse me, are you going to…?”) – In the gym
- Cultural references:- The Spanish imperative. Note: This topic can be worked on at all levels (adapting it to the requirements of each level)
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ACADEMIC PROGRAM. LEVEL A2
Theme and contents | Grammar objective | Lexical objective | Criteria |
What do you like more: day or night?
Hooked on the phone? | A2/G.1.
G.1.1- Revision of the present indicative. Deviations (I) - The train leaves at 9.00.
G.1.2- Links of coherence and textual cohesion: and, but, that is, first of all
G.1.3.- Prepositions + interrogative pronouns.
| A2/L.1.
L.1.1.- Leisure: living the day and the night. L.1.2.- Basic expressions from youth slang. L.1.3.- The telephone. | A2/Co.1.
Co.1.1.- I am now able to contrast and compare information. Co.1.2.- I am now able to organize the speech and expand the information. Co.1.3.- I am now able to express opinions, agreement and disagreement. Co.1.4.- I am now able to express my gratitude in writing. Co.1.5.- I am now able to identify ¿To whom? To… Co.1.6.- I am now able to ask for information: - With who …? – Whose…? – What kind of…? - So that…? - How are you …? Co.1.7.- I am now able to use the structures specific to telephone conversation. Co.1.8.- I am now able to propose alternatives. Co. 1.9.- I am now able to introduce another person. Co.1.10.- I am now capable of other ways of greeting, responding to greetings and saying goodbye. Co.1.11.- I am now capable of making excuses. |
| Help for the teacher:
- If the class pace is fast, due to the nature of the three points, two or more points could be worked on in the same class if the group so requires.
How are we going to evaluate?
– Textual typology: – We wrote a schedule of shows. – We chat with our friends on WhatsApp.
- Oral productions: – Informal, simple and routine face-to-face conversation about leisure activities, work, tastes and interests. – A game.
- Cultural references: – The Spanish night. | ||
Theme and contents | Grammar objective | Lexical objective | Criteria |
Are TV and radio still in fashion? | A2/G.2.
G.2.1- Contrast SER/ESTAR
G.2.2- Verbs of movement with prepositions ( to, of, in) - go come – to take/bring
| A2/L.2.
L.2.1.- Words that change meaning with "ser" o 'estar'. L.2.2.- Television and the radio. L.2.3.- Lexicon of the social relationships. | A2/Co.2.
Co.2.1.- I am now able to describe more precise way. Co.2.2.- I am now able to identify and define. Co.2.3.- I am now able to indicate location and movement. Co.2.4.- I am now able to express opinion more clearly, agreement and disagreement. Co.2.5.- I am now able to express the material they are made of things done. Co.2.6.- I am now able to indicate the price. Co.2.7.- I am now able to express property.
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| Help for the teacher:
- Here it would be convenient to indicate, before beginning the explanation, that the verbs SER/ESTAR are studied from level A1 to level C2, thus avoiding any complaints from students about an alleged repetition.
How are we going to evaluate?
– Textual typology: – We write the TV programming.
- Oral productions: – We talked about the type of programs we like to watch on TV. – We created a radio show with interviews, music and advertising.
- Cultural references: – The media in Spain: press, radio and television. | ||
Theme and contents | Grammar objective | Lexical objective | Criteria |
Let's talk about positive news.
Events
The history | A2/G.3.
G.3.1- INDEFINITE PAST: Regular and irregular morphology and uses.
G.3.1.1.- Time markers (key words) - yesterday – that/that/those/those | that one/ that one/ those ones/ those + amount of time
- last week – last month - last year… – + amount of time ago
G.3.2.- Differences between Preterite Perfect and pretérito Indefinido
| A2/L.3.
L.3.1.- The holidays L.3.2.- Events L.3.3.- Historical facts | A2/Co.3.
Co.3.1.- I am now able to transmit non-recent past. Co.3.2.- I am now able to tell stories in the past. Co.3.3.- I am now able to narrate following a chronological order of action. Co.3.4.- I am now able to indicate when an action occurred. Co.3.5.- I am now able to talk about actions that occurred in an exact moment of the past. Co.3.6.- I am now able to transmit actions that started and ended in the past. Co.3.7.- I am now able to identify and to transmit a past recent or distant. Co.3.8.- I am now able to value past events. Co.3.9.- I am now able to count anecdotes (with help) of a period of time ended or not finished.
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Help for the teacher:
- The preterite tense can be worked on in one or two classes. If it is considered that emphasis should be placed on the study of it once it has been worked on in class, we can carry out point G.3.2.
How are we going to evaluate?
– Textual typology: – We wrote a news item. -We wrote the crazy biography of a classmate.
- Oral productions: – We talked about our vacation and where we went last summer. – We tell a news story. - Canal Hispania: Newscast. – We tell anecdotes. – A game.
- Cultural references: – A little bit of Spanish History. | ||
Theme and contents | Grammar objective | Lexical objective | Criteria |
We married!
How beautiful the bride is!
| A2/G.4.
G.4.1.- Pronouns that replace the direct and indirect complement (complements of thing and person. Vbs. of type 1).
G.4.2.- Pronouns and adjectives or indefinite determiners.
G.4.3.- What + noun + more/so + adjective)
G.4.4.- Apocope of the adjective: good, bad, first, third, big
G.4.5.- Comparatives
G.4.6.- Superlatives
| A2/L.4.
L.4.1.- Social events: The wedding. L.4.2.- Compliments
| A2/Co.4.
Co.4.1.- I am now able to express linguistic economy with the use of pronouns. Co.4.2.- I am now able to express the quantity or lack of quantity in communicative discourse. Co.4.3.- I am now able to express disappointment or disillusionment. Co.4.4.- I am now capable of complaining. Co.4.5.- I am now able to give compliments and respond. Co.4.6.- I am now able to express surprise and enthusiasm. Co.4.7.- I am now able to express boredom. Co.4.8.- I am now able to construct other ways of transmitting information. Co.4.9.- I am now able to express comparison in a more precise. Co.4.10.- I am now able to express a greater intensity in the quality.
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| Help for the teacher:
- Several points have been presented in this unit due to their nature. In this way, the teacher can choose those that best suit the class and the learning he expects from his students, combining them in the most appropriate way. In this unit, there could be more than one grammatical objective. If we had to exclude one, and work on it without other objectives, it would be point G.4.1.
How are we going to evaluate?
– Textual typology: –. We write a poem using the learned structures.
- Oral productions: – . We practice compliments.
- Cultural references: -.Weddings in Spain.
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Theme and contents | Grammar objective | Lexical objective | Criteria |
When was life better: before or now? | A2/G.5.
G.5.1.-PRETERITE IMPERFECT: Morphology regular and irregular and uses.
G.5.1.1.- Markers or phrases that transmit past not exact: (key words) - Before – When I was little – In the past…
G.5.2.- Contrast between the Preterite Imperfect and the Present ( Keywords: before/now)
G.5.3.- Soler + Infinitive (present and past value)
G.5.4.-Adverbs and expressions of frequency
G.5.5.- ESTAR (imperfect) + gerund
G.5.6.- Contrast between Pret. Indef/Pret. Imperf./ Pret. Perf.
G.5.7.- Before/after/since/ago makes/verb span/during
| A2/L.5.
L.5.1.- Historical stages: - The school - Food – Fashion – Leisure – Housework – Social relations – The world of work
| A2/Co.5.
Co.5.1.- I am now able to talk about a past not exact. Co.5.2.- I am now able to talk about habits and customs in the past. Co.5.3.- I am now able to describe in past. Co.5.4.- I am now able to talk about two simultaneous actions in last. Co.5.5.- I am now able to talk about the circumstances in which developed a event. Co.5.6.- I am now able to relate two moments of the past. Co.5.7.- I am now able to narrate in a time frame finished and unfinished. Co.5.8.- I am now able to express a action in progress interrupted by another (in past). Co.5.9.- I am now able to ask for things in a shop, bar or restaurant in a polite manner. E.g.: I wanted a coffee with milk, please.
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Help for the teacher:
- Since past tenses require more than one class, the teacher can take advantage of the grammar subpoints (G.5) to “review” both the Pretérito Imperfecto and the rest of the past verb tenses, bringing diversity and variety to the class.
How are we going to evaluate?
– Textual typology: –. We write our memoirs or recollections.
- Oral productions: – When was life better, before or now?
- Cultural references: -.The Spain of our grandparents.
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Theme and contents | Grammar objective | Lexical objective | Criteria |
Are you superstitious?
How do you see the future? | A2/G.6.
G.6.1.-FUTURE IMPERFECT: Morphology regular and irregular and uses.
G.6.2.- Adverbs and adverbial phrases that transmit the future.
G.6.3.- It's just that…
G.6.4.- The expression of the conditional first: Yes + present + future
| A2/L.6.
L.6.1.- Horoscopes L.6.2.- Superstitions L.6.3.- Futurology or “futurism” L.6.4.- Geographical accidents
| A2/Co.6.
Co.6.1.- I am now able to express future action. Co.6.2.- I am now able to present excuses. Co.6.3.- I am now able to express warnings. Co.6.4.- I am now able to express threats. Co.6.5.- I am now able to talk about future actions that depend on a condition. Co.6.6.- I am now able to do predictions. Co.6.7.- I am now able to do promises.
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| Help for the teacher:
- If you need to review the future, the teacher can present the subpoints in another session to take advantage of the review without having to repeat the same grammatical objective. We can take advantage of the explanation of the First Conditional to also present the Zero Conditional: Yes+ present, present.
How are we going to evaluate?
– Textual typology: – We are editors of a magazine and we have to write the horoscopes.
- Oral productions: – How do you see the future? We propose a discussion.
- Cultural references: - “Magical” cultural festivals, for example: San Juan night.
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Theme and contents | Grammar objective | Lexical objective | Criteria |
Are you always connected?
Do you follow the news?
Do you play sports? | A2/G.7.
G.7.1.- Indirect Style (I) Present introductory verb of indicative or past perfect.
| A2/L.7.
L.7.1.- The press L.7.2.- Sports L.7.3.- Internet
| A2/Co.7.
Co.7.1.- I am now able to paraphrase Co.7.2.- I am now able to transmit information that others tell me.
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| Help for the teacher:
- The important thing in this unit is not the verbal changes or the changes in the adverbs, because when the introductory verb appears in the present or pret. perfect, there are no changes. Therefore, what is most important to us in this case is the change of the pronoun and its consequent verbal ending and the familiarity with the indirect speech that will later be enriched with new structures. If the teacher wishes, he can work a little on the lexical richness corresponding to the verb “say”, but he must keep in mind that this will be worked on in greater depth in later levels.
How are we going to evaluate?
– Textual typology: – The school blog. – Do you have Facebook?
- Oral productions: – What is the press saying today?
- Cultural references: -Current news in Spain.
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Theme and contents | Grammar objective | Lexical objective | Criteria |
La pharmacy
The office | A2/G.8.
G.8.1.- SIMPLE CONDITIONAL: Morphology regular and irregular and uses.
| A2/L.8.
L.8.1.- The pharmacy (basic vocabulary) L.8.2.- The consulting room (basic vocabulary) L.8.3.- Learning a language L.8.4.- Social relations
| A2/Co.8.
Co.8.1.- I am now able to express hypothesis. Co.8.2.- I am now able to give advice or suggestions. Co.8.3.- I am now able to express courtesy. Co.8.4.- I am now able to express wishes. Co.8.5.- I am now able to do guesses. Co.8.6.- I am now able to express future action from the point from the view of the past or from a perspective of the past.
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How are we going to evaluate?
– Textual typology: - We are psychologists in a magazine and we are going to give advice to one of our readers.
- Oral productions: -. What would you do if a stranger suddenly invited you for coffee? We talk about hypotheses. -. We give advice or suggestions for…
- Cultural references: - What would I do if I suddenly woke up Spanish? -. Stereotype of Spaniards according to their province.
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Theme and contents | Grammar objective | Lexical objective | Criteria |
Advertising | A2/G.9.
G.9.1.- Affirmative imperative (review)
G.9.2.- Negative imperative
G.9.3.- Imperative with pronouns (II)
| A2/L.9.
L.9.1.- Lexicalized imperatives basic. L.9.2.- Advertising. L.9.3.- Vocabulary related to the city (II).
| A2/Co.9.
Co.9.1.- I am now able to give instructions in the affirmative and in negative. Co.9.2.- I am now able to express orders in the affirmative and in negative. Co.9.3.- I am now able to show phatic (basic) function in my conversation.
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How are we going to evaluate?
– Textual typology: – . We wrote an advertisement. – . We write an advertising slogan for Hispania or Valencia. – . We wrote an instruction manual for…
- Oral productions: – . We talked about advertising. - I have always lived in the countryside, I don't know what I should do in the city.
- Cultural references: -. Spanish cities. Note: If you have not worked at level A1 (this would need to be confirmed in the software), it would be fun to talk about the Imperative to the exams (because you will see its use among the Spanish from the very beginning).
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Theme and contents | Grammar objective | Lexical objective | Criteria |
How important school is! | A2/G.10.
G.10.1.- Morphology of the present SUBJUNCTIVE.
G.10.2.- The expression of desire. Basic uses of the present subjunctive.
| A2/L.10.
L.10.1.- The school (review) and expansion) L.10.2.- Expressions cliche
| A2/Co.10.
Co.10.1.-I am now able to express basic form wishes. Co.10.2.-I am now able to react before a wish. Co.10.3.-I am now able to encourage somebody.
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How are we going to evaluate?
– Textual typology: -. We made an exam. -. We write congratulations expressing our wishes.
- Oral productions: – . We express our wishes about our academic career and that of our classmates.
- Cultural references: -. School in Spain.
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Theme and contents | Grammar objective | Lexical objective | Criteria |
Manners, divine treasure | A2/G.11.
G.11.1.- Prepositions and verbs with preposition.
G.11.2.- Verbs that can cause confusion (eg: Advance. Unit 10)
| A2/L.11.
L.11.1.- Feelings L.11.2.- Good manners L.11.3.- Social behavior: polite people and rude people
| A2/Co.11.
. Co.11.2.- I already understand the cultural code of behavior and I integrate it into my daily life.
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| Help for the teacher:
- This unit can be worked with different degrees of difficulty depending on the learning pace of the group.
How are we going to evaluate?
– Textual typology: -. We wrote the code of social behavior in Spain.
- Oral productions: - We're talking about good manners.
- Cultural references: -. What is appropriate or not in Spain?
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ACADEMIC PROGRAM. LEVEL B1
Theme and contents | Grammar objective | Lexical objective | Criteria |
Do you like travel blogs?
The history | B1/G.1.
G.1.1.- Review of times of the indicative seen at level A.
G.1.2.- PRETERITE PLUPERFECT OF INDICATIVE: Morphology regular and irregular and uses.
G.1.3.- Adverbs, phrases adverbials and expressions that express time (key words) for Pret. Plusc.)
| B1/L.1.
L.1.1.- The holidays L.1.2.- Events L.1.3.- Historical facts L.1.4.- Historical stages L.1.5.- Personal experiences L.1.6.- The dreamlike L.1.7.- Expressions of curiosity and surprise. | B1/Co.1.
Co.1.1.- I am now able to report actions that had occurred, occurred, have occurred, occur and will occur. Co.1.2.- I am now able to transmit actions that occurred before others since the point of view of the past. Co.1.3.- I am now able to express the immediacy of an action after another from the point of view of the past. Co.1.4.- I am now able to express the carrying out an action for the first time expressing emphasis or intensity in the action. Co.1.4.- I am now able to tell personal experiences. Co.1.5.- I am now able to narrate biographies. Co.1.6.- I am now able to count anecdotes. Co.1.7.- I am now able to express curiosity. Co.1.8.- I am now able to express surprise. Co.1.9.- I am now able to narrate dreams and nightmares.
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| Help for the teacher:
- Point G.1.1. will only be necessary if the students really need a review. If it is a completely new group, it is advisable. However, if the group has been in the school for a while, it is not necessary to carry out the entire explanation of the indicative; it will be enough to express it through a text or any other activity that the teacher considers.
How are we going to evaluate?
– Textual typology: – We created a travel guide.
- Oral productions: – We discuss the news of the week. – We tell a dream or a nightmare. – Do you like history?
- Cultural references: – Top destinations for holidays in Spain or Latin America.
Note: These topics can be worked on at all levels (adapting them to the requirements of each level). | ||
Theme and contents | Grammar objective | Lexical objective | Criteria |
The bank
Housework
The gym
Shall we cook? | B1/G.2.
G.2.1.- Regular and irregular negative IMPERATIVE (revision).
G.2.2.- TYPE 2 VERBS. IMPERATIVE + PRONOUNS
G.2.3.- FOSSILIZED IMPERATIVES: vCome on, look… (review and new forms)
| B1/L.2.
L.2.1.- The bank (basic vocabulary) L.2.2.- The ATM L.2.3.- The house: work home (adapted to B1) L.2.4.- In the gym (adapted to B1) L.2.5.- Body vocabulary (adapted to B1) Verbs of body movement. L.2.6.- Food (review and vocabulary expansion). L.2.7.- Cooking utensils. (more specific vocabulary,1 different from that worked on in A1) L.2.8.- Actions related to cooking. (more specific vocabulary, different from that worked on in A1)
| B1/Co.2.
Co.2.1.- I am now able to transmit request or petition. Ex.: Forgive me, please. Co.2.2.- I am now able to transmit suggestion or advice. Ex.: Go to bed early. Co.2.3.- I am now able to transmit acceptance, invitation or concession (reduplication of i imperative or other resources of a r character repetitive or emphatic). Ex.: _ Can I? _ Yes, of course. Come in, come in.
Ex.: _ Come, come, it's very rich.
Co.2.4.- I am now able to transmit an order or command. Eg: Get out of here. Co.2.5.- I am now able to express non-stigmatizing contexts E.g.: Waiter, give me a cortado. Co.2.6.- I am now able to convince, attract attention and encourage action.
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Help for the teacher:
- We recommend that in this unit more attention is paid to point G.2.2., as it is more difficult to learn. We have added different lexical objectives to give the teacher more freedom. We recommend looking in the software to see which lexical objectives have been worked on in previous levels when the imperative has been taught, so as not to repeat them. At level B1, the study of the imperative should not be carried out in more than one class session, as it has already been worked on at both level A1 and A2. Ideally, in this session, more importance would be given to the uses and vocabulary not worked on in previous levels. On the other hand, we have added type 2 verbs because the study of pronouns is so close to the imperative. The teacher will decide whether to work on it as a single unit or integrated into the imperative.
How are we going to evaluate?
– Textual typology: – We write a formal fax (complaint). – We write a table of exercises. – We enrolled in a gym. – The Decalogue of …
- Oral productions: – We want to open a bank account and find out about the advantages of the bank in question. (At this point in the course, it is It is very likely that our students are going through or have had to go through this situation). – We are the aerobics teachers. – We asked for information and enrolled in a gym. - Today you cook on Canal Hispania.
- Cultural references: – Shopping: Consumer habits in Spain, prices and payment methods. Note: These topics can be worked on at all levels (adapting them to the requirements of each level) | ||
Theme and contents | Grammar objective | Lexical objective | Criteria |
What customs are there in your country?
The afternoon | B1/G.3.
G.3.1.- PRESENT SUBJUNCTIVE: Regular and irregular shapes (review)
G.3.2.- Uses of the Present Subjunctive: – The expression of desire. – Verbs of feeling.
| B1/L.3.
L.3.1.- Social relations (adapted at Level B1) L.3.2.- Manias and customs L.3.3.- Feelings L.3.4.- Polite people and rude people (II)
| B1/Co.3.
Co.3.1.- I am now able to express tastes, desires and feelings. Co.3.2.- I am now able to express aversion. Co.3.3.- I am now able to ask for an opinion. Co.3.4.- I am now able to give an opinion. Co.3.5.- I am now able to express approval and disapproval. Co.3.6.- I am now able to express indifference or absence of preference. Co.3.7.- I am now able to express joy and satisfaction. Co.3.8.- I am now able to express sadness and grief. Co.3.9.- I am now able to express boredom. Co.3.10.- I am now able to express my weariness. Co.3.11.- I am now able to express anger or indignation. Co.3.12.- I am now able to express fear, anxiety and worry. Co.3.13.- I am now able to express nervousness. Co.3.14.- I am now able to express empathy. Co.3.15.- I am now able to express relief. Co.3.16.- I am now able to express hope. Co.3.17.- I am now able to express shame. |
| Help for the teacher:
- Since the Present Subjunctive will have been explained in the last stage of level A2 with the use of desires, we recommend that, while paying attention to the form and this use, we emphasize more on the use of feeling verbs, thus always offering a new grammatical objective in each class session. However, if the group is new, it is advisable to postpone the use of “feeling verbs” for future lessons (point G.7.1.)
How are we going to evaluate?
– Textual typology: - Dear Diary:
- Oral productions: – We show ourselves as we are.
- Cultural references: – I like that people come to Valencia to see Las Fallas.
Note: These topics can be worked on at all levels (adapting them to the requirements of each level) | ||
Theme and contents | Grammar objective | Lexical objective | Criteria |
Politics | B1/G.4.
G.4.1.- FUTURE PERFECT: Regular and irregular forms and uses.
G.4.2.- Contrast between future perfect, future imperfect and simple conditional.
G.4.3.- Why + conditional!
G.4.4.- COMPOUND CONDITIONAL
| B1/L.1.
L.4.1.- Politics: introduction to political language.
L.4.2.- European Institutions
| B1/Co.1.
Co.4.1.- I am now able to express plans for the future. Co.4.2.- I am now able to convey conviction. Co.4.3.- I am now able to express future action seen as finished. Co.4.4.- I am now able to express probability or hypothesis from different temporal perspectives. Co.4.5.- I am now able to transmit an order or command categorically. Co.4.6.- I am now able to refer to a future action prior to another future action. " The inauguration will take place in 2030 and the works will be finished before then.” Co.4.7.- I am now able to express an impossible wish. Co.4.8.- I am now able to express the impossibility of an action occurring. Co.4.9.- I am now able to express a hypothesis or probability about a past action prior to another past action. E.g.: He imagined that you would not have arrived, for that called you.
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| Help for the teacher:
- Although this unit focuses on “politics” as a lexical objective, remember that you cannot express opinions about political leanings or ideologies. Regarding the grammar objectives, the teacher, depending on the pace of the group, will decide whether to do one objective per session, 2 or all of them. It will always depend on the learning pace of the students.
How are we going to evaluate?
– Textual typology: – We wrote our party’s political program, which is based on creating an ideal city.
- Oral productions: - Debate: Is it hard to be a politician? – Debate option: Physical work versus intellectual work.
- Cultural references: – Politicians and civil servants.
Note: At no time should you talk about the political ideologies of the class participants, either the teacher or the teacher. as well as students. | ||
Theme and contents | Grammar objective | Lexical objective | Criteria |
The education system | B1/G.5.
G.5.1.- Tener que (imperfect) + compound infinitive.
G.5.2.- Thank you for + simple/compound infinitive.
G.5.3.- Periphrasis of obligation: – Deber + simple/compound infinitive
G.5.4.- Uses of the past participle (basic uses).
| B1/L.5.
L.5.1.- The studies L.5.2.- Education L.5.3.- The university
| B1/Co.5.
Co.5.1.- I am now able to express regret. Co.5.2.- I am now able to give thanks or express gratitude. Co.5.3.- I am now able to react to gratitude. Co.5.4.- I am now able to express obligation in the past. Co.5.5.- I am now able to explain the reason or cause of an action. Co.5.6.- I am now able to give explanations or apologize for something. Co.5.7.- I am now able to transmit absolute constructions.
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How are we going to evaluate?
– Textual typology: – We write the answer to an exam.
- Oral productions: – What do we want to study or what have we studied? – Communicative situations: – At school, communicative situation between a student and a teacher. – At school, communicative situation between two classmates. – At school, communication situation between the teacher and the parents of a student. – At home, communication situation (on school aspects) between the child and the parents.
- Cultural references: – Education in Spain. The Spanish education system.
Note: These topics can be worked on at all levels, adapting them to the requirements of each level. | ||
Theme and contents | Grammar objective | Lexical objective | Criteria |
Cinema | B1/G.6.
G.6.1.- The Present Subjunctive: the expression of probability. Adverbs and adverbial phrases that express probability (key words): maybe, perhaps, perhaps…
G.6.2.- Perhaps + subjunctive/ maybe + indicative. | B1/L.6.
L.6.1.- Cinema: types of films L.6.2.- Idiomatic expressions | B1/Co.6.
Co.6.1.- I am now able to express probability. Co.6.2.- I am now able to indicate the degree of probability of fulfillment of an action.
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| Help for the teacher:
- We have separated objectives G.6.1 and G.6.2 to highlight and remember the importance of the verbal mode in certain adverbs that express probability. However, although there are two grammatical objectives, it is mandatory to work on both in the same session because in reality they deal with the same point from different perspectives.
How are we going to evaluate?
– Textual typology: – We write the synopsis of a film.
- Oral productions: – We talked about cinema.
- Cultural references: – Spanish cinema.
Note: These topics can be worked on at all levels (adapting them to the requirements of each level) | ||
Theme and contents | Grammar objective | Lexical objective | Criteria |
Music
Marketing | B1/G.7.
(Structures corresponding to subordinate nouns)
G.7.1.- Verbs of feeling (II)
G.7.2.- Verbs of influence
G.7.3.- Head verbs
G.7.4.- Structure SER/ESTAR + Adj./Nom./ Adv/ + que + indicative/subjunctive
| B1/L.7.
L.7.1.- Music L.7.2.- Work vocabulary L.7.3.- The marketing. L.7.4.- Lexical richness: adjectives
| B1/Co.7.
Co.7.1.- I am now able to assess and give opinions more precisely. Co.7.2.- I am now able to persuade. Co.7.3.- I am now able to influence the listener. Co.7.4.- I am now able to express assertiveness. Co.7.5.- I am now able to express surprise. Co.7.6.- I am now able to express resignation. Co.7.7.- I am now able to express gratitude. Co.7.8.- I am now able to offer help, an idea, a service. Co.7.9.- I am now able to express admiration and pride. Co.7.10.- I am now able to express affection. Co.7.11.- I am now able to express constructions which involve value judgment. |
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How are we going to evaluate?
– Textual typology: – We wrote the lyrics of a song.
- Oral productions: – What kind of music do you like? Why? – We created a campaign of marketing to promote our music group.
- Cultural references: – Flamenco, tango and other musical genres or types of dance in Spain and Latin America.
Note: These topics can be worked on at all levels (adapting them to the requirements of each level) | ||
Theme and contents | Grammar objective | Lexical objective | Criteria |
The stereotypes | B1/G.8.
G.8.1.- SER and ESTAR (review and new uses)
| B1/L.8.
L.8.1.- Description lexicon (adapted to the level B1).
L.8.2.- Word creation: prefixes and suffixes.
L.8.3.- Vocabulary abstract.
| B1/Co.8.
Co.8.1.- I am now able to express and ask about physical sensations. Co.8.2.- I am now able to place events. Co.8.3.- I am now able to describe and define. Co.8.4.- I am now able to generalize and/or characterize people or things. Co.8.5.- I am now able to express idioms or idiomatic expressions with "ser" I 'estar'. Co.8.6.- I am now able to transmit linguistic economy through the replacement of the attribute by lo. Co.8.7.- I am now able to use and identify adjectives that change meaning depending on how they are used. "ser" I estar… Co.8.8.- I am now able to express the material that they are done certain things. Co.8.9.- I am now able to express the position or job in a company. Co.8.10.- I am now able to justify myself with the structure The thing is… Co.8.11.- I am now able to express the total price of things. Co.8.12.- I am now able to compare a current quality with another moment or with what is considered to be “normal”, “habitual”. Co.8.13.- I am now able to express profession or temporary occupation. Co.8.14.- I am now able to express a price that changes. Co.8.15.- I am now able to express the total price of a purchase.
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| Help for the teacher: Verbs "ser" y 'estar' They are studied at all levels. Their study goes from the most general to the most specific and detailed. It would be convenient to indicate this in class so that it does not seem that the class has already covered it. However, it is very important to work on the uses that have not been covered at level A1 and A2, for which it is necessary to confirm it in the software or on the grammar boards.
How are we going to evaluate?
– Textual typology: – Argumentation. Organizers of discourse.
- Oral productions: – Communicative situations: – Types of people. – The idiosyncrasy.
- Cultural references: – Stereotypes of Spanish people. Note: These topics can be worked on at all levels (adapting them to the requirements of each level). | ||
Theme and contents | Grammar objective | Lexical objective | Criteria |
Fashion | B1/G.9.
G.9.1.- Relative clauses: indicative/subjunctive contrast.
| B1/L.9.
L.9.1.-The world of fashion.
| B1/Co.9.
Co.9.1.- I am now able to connect two messages without having to repeat words. Co.9.2.- I can now show linguistic economy. Co.9.3.- I am now able to show whether the person/thing referred to is known or unknown. Co.9.4.- I am now able to express specificity or explanation. Co.9.5.- I am now able to highlight an element. Co.9.6.- I am now able to identify objects, places and people and provide secondary information. Co.9.7.- I am now able to ask about the existence or non-existence of something or someone. Co.9.8.- I am now able to deny existence or say that it is little or scarce. Co.9.9.- I am now able to ask with specificity.
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How are we going to evaluate?
– Textual typology: – We wrote an article about the trends that are being worn this year.
- Oral productions: – Are you modern? – Communicative situation: a fashion show in class. (It would be necessary to confirm whether this has already been done at level A)
- Cultural references: – Designers and Spanish fashion. Note: These topics can be worked on at all levels (adapting them to the requirements of each level). | ||
Theme and contents | Grammar objective | Lexical objective | Criteria |
Age and population | B1/G.10.
G.10.1.- Temporal sentences
G.10.2.- Temporary connectors (Adapted to level B1)
| B1/L.10.
L.10.1.- The stages of life: vocabulary related to each stage.
| B1/Co.1.
Co.10.1.- I am now able to relate two moments in time. Co.10.2.- I am now able to express the moment in which an action occurs. Co.10.3.- I am now able to fix the future moment. Co.10.4.- I am now able to express anteriority. Co.10.5.- I am now able to express posteriority. Co.10.6.- I am now able to express simultaneity. Co.10.7.- I am now able to express temporal delimitation: until…
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How are we going to evaluate?
– Textual typology: – We wrote and completed a survey: Are you afraid of getting older?
- Oral productions: – We talked about the stages of life.
- Cultural references: – The Spanish population pyramid. The image of the population according to age. – Spanish festivals, for all ages. Note: These topics can be worked on at all levels (adapting them to the requirements of each level). | ||
Theme and contents | Grammar objective | Lexical objective | Criteria |
Manias and customs
The world of work | B1/G.11.
G.11.1.- Causal sentences
G.11.2.- Causal connectors
G.11.3.- Argumentation connectors (adapted to level B1)
| B1/L.11.
L.11.1.- Manias and customs
L.11.2.- The world of work (II)
| B1/Co.11.
Co.11.1.- I am now able to explain the reason or cause of an action. Co.11.2.- I am now able to explain the true cause of something by denying another explanation. Co.11.3.- I am now able to justify an opinion by denying a previous one. Co.11.4.- I am now able to give explanations or apologize for something. Co.11.5.- I am now able to express annoyance and resignation. Co.11.6.- I am now capable of complaining about something. Co.11.7.- I am now able to reassure and console someone. Co.11.8.- I am now able to ask for and give information about the Curriculum vitae. Co.11.9.- I am now able to introduce myself and say goodbye formally. Co.11.10.- I am now able to read and understand the content of job offers in different media: press, internet or notice boards.
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How are we going to evaluate?
– Textual typology: – We write our Curriculum vitae. – We write job offers.
- Oral productions: – The job interview.
- Cultural references: – The most popular jobs in Spain. – Popular culture expressions related to work. Ex.: – Work dignifies. – Along the street of I'm coming, He goes to the house of Never. – Living off the story. – Work ennobles, but it also ages. Note: These topics can be worked on at all levels (adapting them to the requirements of each level). | ||
Theme and contents | Grammar objective | Lexical objective | Criteria |
Health and aesthetics | B1/G.12.
G.12.1.- Consecutive sentences
G.12.2.- Consecutive connectors
G.12.3.- Argumentation connectors
| B1/L.12.
L.12.1.- Health and aesthetics
| B1/Co.12.
Co.12.1.- I am now able to express consequence. Co.12.2.- I am now able to draft a complaint in writing (formal letter). Co.12.3.- I am now able to argue.
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How are we going to evaluate?
– Textual typology: – We submit a written complaint to a beauty center – We respond to a written complaint.
- Oral productions: – Debate: – Does being handsome open doors? – Are handsome people happier?
- Cultural references: – Expressions of Spanish popular culture related to aesthetics and image: – Even if a monkey dresses in silk, it remains a monkey. – There is no mirror that better reflects the image of man than his words. (Juan Luis You live)
Note: These topics can be worked on at all levels (adapting them to the requirements of each level). | ||
Theme and contents | Grammar objective | Lexical objective | Criteria |
show business | B1/G.13.
G.13.1.- Final prayers
G.13.2.- End connectors
G.13.3.- Discourse organizers | B1/L.13.
L.13.1.- The world of entertainment.
| B1/Co.13.
Co.13.1.- I am now able to express purpose. Co.13.2.- I am now able to express the objective. Co.13.3.- I am now able to organize the speech. Co.13.4.- I am now able to provide secondary information.
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How are we going to evaluate?
– Textual typology: – We write our opinion about a show.
- Oral productions: What could be considered a spectacle? – We comment on the phrase: The show must go on. – We comment on Shakespeare’s phrase: ““Life is a theater.”
- Cultural references: – What shows does our city offer? Let’s discuss them.
– Character and communication: – Spanish riddles (using purpose structures).
Note: These topics can be worked on at all levels (adapting them to the requirements of each level). | ||
Theme and contents | Grammar objective | Lexical objective | Criteria |
Shopping and sales | B1/G.14.
G.14.1.- PAST PERFECT OF SUBJUNCTIVE
| B1/L.14.
L.14.1.- Good, pretty and cheap.
L.14.2.- Vocabulary of shopping and sales.
| B1/Co.14.
Co.14.1.- I am now able to express wishes about actions that have recently occurred but we do not know their outcome. Co.14.2.- I am now able to express probability about an action that may have occurred in the recent past. Co.14.3.- I am now able to express surprise about actions that have occurred recently. Co.14.4.- I am now able to express an opinion on actions that have or have not occurred recently. Co.14.5.- I am now able to express an assessment of actions that have occurred recently. Co.14.6.- I am now able to express joy/sadness/anger/melancholy…about actions that have occurred recently.
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How are we going to evaluate?
– Textual typology: – We own a clothing store and we are writing a letter of recommendation for a former clothing saleswoman who no longer works for us.
- Oral productions: – Tertulia: – Why does shopping make us happy?
- Cultural references: – Spanish shops.
– Character and communication: – gestures – Invitations and offers
Note: These topics can be worked on at all levels (adapting them to the requirements of each level). | ||
Theme and contents | Grammar objective | Lexical objective | Criteria |
As we have changed! | B1/G.15.
G.15.1.- Verbs of change
G.15.2.- Prepositions and verbs with preposition. New uses.
| B1/L.15.
L.15.1.- My circumstances and I.
L.15.2.- The senses.
| B1/Co.15.
Co.15.1.- I am now able to express temporary or permanent change, voluntary or involuntary.
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Note to the teacher: We have added new uses of prepositions in this unit, since prepositions are studied at all levels. However, it is advisable to study them independently, not with the verbs of change. Their value as a communicative objective, due to the variety and richness of the value of prepositions and the schematic nature of this curriculum plan, will be expressed by the teacher. Therefore, the teacher must confirm with the software or with the grammar boards which values or uses of prepositions have been worked on in previous levels or in previous classes so as not to repeat.
How are we going to evaluate?
– Textual typology: – The instance.
- Oral productions: – How have we changed? In what ways have we noticed it?
- Cultural references:– Character and communication: – The value of time: punctuality. – Stereotypes of Spaniards and reality. Does it change at all?
Note: These topics can be worked on at all levels (adapting them to the requirements of each level). | ||
Theme and contents | Grammar objective | Lexical objective | Criteria |
And you, are you a gossip? | B1/G.16.
G.16.1.- Indirect speech. Indicative mood. | B1/L.16.
L.16.1.- Lexical richness: diction verbs.
| B1/Co.16.
Co.16.1.- I am now able to transmit messages that other people have told me or told me. Co.16.2.- I am now able to paraphrase (adapted to level B1) Co.16.3.- I am now able to gossip (adapted to level B1)
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How are we going to evaluate?
– Textual typology: – We write a commentary on a news item we have read, citing certain sections.
- Oral productions: – What did he say to you? Let’s play at being gossips.
- Cultural references: – The Spanish press. – What do Spaniards talk about?
Note: These topics can be worked on at all levels (adapting them to the requirements of each level). | ||
Theme and contents | Grammar objective | Lexical objective | Criteria |
Literature | B1/G.17.
G.17.1.- IMPERFECT PAST OF SUBJUNCTIVE (I)
G.17.2.- Conditional sentences. (Conditional zero, first and second)
| B1/L.17.
L.17.1.-Literature.
| B1/Co.17.
Co.17.1.- I am now able to express almost impossible or impossible wishes. Co.17.2.- I am now able to express probability in the past. Co.17.3.- I am now able to express hypotheses. Co.17.4.- I am now able to express real, probable and hypothetical conditions.
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How are we going to evaluate?
– Textual typology: – We write a poem using conditional sentences.
- Oral productions: – Tertulia: - If I were born again, …
- Cultural references: – Spanish and Latin American literature. – Character and communication: - Forgiveness y Thank you. – Smiling and talking to strangers.
Note: These topics can be worked on at all levels (adapting them to the requirements of each level). | ||
ACADEMIC PROGRAM. LEVEL B2
Theme and contents | Grammar objective | Lexical objective | Criteria |
Health
| B2/G.1.
G.1.1.- IMPERFECT PAST SUBJUNCTIVE (II). Review of uses of the subjunctive from the perspective of the Imperfect Subjunctive.
G.1.2.- Contrast indicative tenses vs. subjunctive tenses.
G.1.3.- Correspondence of indicative and subjunctive tenses.
| B2/L.1.
L.1.1.- Health L.1.2.- Polysemy L.1.3.- Synonyms and opposites
| B2/Co.1.
Co.1.1.- I am now able to express impossible, almost impossible or unrealizable wishes. Co.1.2.- I am now able to transmit desiderative value with past value. E.g.: I wished with all my might that Ana would have luck. Co.1.3.- I am now able to express courtesy. E.g.: I would like to see that coat. Co.1.4.- I am now able to ask for and give advice in a subtle way. Co.1.5.- I am now able to express probability in the past. Co.1.6.- I am now able to express hypotheses in the past. Co.1.7.- I am now able to express possible and unlikely conditions in the present and in the future. Co.1.8.- I am now able to express will, order and prohibition in the past. Co.1.9.- I am now able to express a value judgment in the past. Co.1.10.- I am now able to express surprise, disbelief or indifference. Co.1.11.- I am now able to verify reality and make value judgments. Co.1.12.- I am now able to define, describe, evaluate and judge.
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| Help for the teacher:
-All the points or objectives of this unit can be worked on in different sessions or in one session, if the group perfectly remembers the last point or objective of level B1. The teacher will set the pace of the class depending on his group and will choose to work on one, several or all of the grammar objectives in the same session. Note: When we say “work on all the objectives in one session” we mean working on them through texts, exercises or different supports that allow the objectives to be seen as something global.
How are we going to evaluate?
– Textual typology: – Different media: forum, chat, email and WhatsApp. – We write about health on a forum.
- Oral productions: – Debate: Cosmetic surgery.
- Cultural references: – A new type of tourism in Spain and Latin America: Health tourism or medical tourism.
– Character and communication: The street, a place of meeting and celebration.
The volume of the voice.
Note: These topics can be worked on at all levels (adapting them to the requirements of each level). | ||
Theme and contents | Grammar objective | Lexical objective | Criteria |
The art | B2/G.2.
G.2.1.-Indirect style: indicative and subjunctive. Correlation of times.
| B2/L.2.
L.2.1.- Art. L.2.2.- Lexical precision: the verb dsay. L.2.3.- Idiomatic expressions.
| B2/Co.2.
Co.2.1.- I am now able to express or convey what an artist wants to say with his work. Co.2.2.- I am now able to reproduce, transmit and summarize a conversation or information. Co.2.3.- I am now able to reproduce and transmit an order, advice or suggestion. Co.2.4.- I am now able to reproduce and transmit probability, desires and feelings. |
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How are we going to evaluate?
– Textual typology: – We wrote an art review.
- Oral productions: – We talked about art. – What did he say to do?
- Cultural references: – Spanish painters, sculptors and architects.
Note: These topics can be worked on at all levels (adapting them to the requirements of each level). | ||
Theme and contents | Grammar objective | Lexical objective | Criteria |
The Zodiac
The world of work
The environment and ecology
Technological advances | B2/G.3.
Types of sentences. Review and extension with connector types.
G.3.1.- Adjective or relative clauses
G.3.2.- Final prayers
G.3.3.- Causal sentences
G.3.4.- Consecutive sentences
G.3.5.- Temporal sentences
G.3.6.- Modal sentences
G.3.7.- Concessive sentences
G.3.8.- Conditional sentences
| B2/L.3.
L.3.1.- The inventions L.3.2.- The Zodiac L.3.3.- The world of work L.3.4.- The environment and ecology L.3.5.- Technological advances L.3.6.- Lexical precision: the word thing L.3.7.- Opposites L.3.8.- Optimism and pessimism Abstract vocabulary L.3.9.- The lexicon of diets (to do diet) L.3.10.- Flirting L.3.11.- Internet
| B2/Co.3.
Co.1.1.- I am now able to express relative clauses with a purposeful value. E.g.: I need a secretary who update the accounting in my company. = I need a secretary for update the accounting in my company. Co.1.2.- I am now able to identify and describe objects, places and people. Co.1.3.- I am now able to give secondary information. Co.1.4.- I am now able to talk about something highlighting it and making objections. Co.1.5.- I am now able to ask information on whether it is known or knows something/someone. Co.1.6.- I am now able to express specificity and explanation. Co.1.7.- I am now able to transmit universal truths. Co.1.8.- I am now able to transmit need. Co.1.9.- I am now able to transmit indifference to what says the interlocutor. E.g.: Whatever you want, darling. Co.1.10.- I already know how to accept ideas from interlocutor. E.g.: Of course, like you say. Co.1.11.- I am now able to express purpose, objective or purpose. Co.1.12.- I am now able to express the cause. Co.1.13.- I am now able to present the cause as something evident or probable. Co.1.14.- I am now able to present the cause as something positive. Co.1.15.- I am now able to present the cause as something negative. Co.1.16.- I am now able to express the cause in more records formal Co.1.17.- I am now able to present the cause with a sense of caution. Co.1.18.- I am now able to present the cause with idea of effort job. Co.1.19.- I am now able to express consequence. Co.1.20.- I am now able to express deduction. Co.1.21.- I am now able to express consequence taking into account quality, quantity and intensity of what is told. Co.1.22.- I am now able to express messages that are understood. E.g.: She sings so much that it's a pleasure to hear her. (She sings so well that it's a pleasure to listen to her) Co.1.23.- I am now able to deny the intensity or quantity of facts and things. Co.1.24.- I am now able to place two or more actions in time. Co.1.25.- I am now able to convey simultaneity, anteriority and posteriority between two actions. Co.1.26.- I am now able to convey the limit that one action establishes with respect to another. Co.1.27.- I am now able to indicate immediacy in action. Co.1.28.- I am now able to indicate that one action begins when another ends. Co.1.29.- I am now able to express the way I perform an action. Co.1.30.- I am now able to express myself in an unreal way or in a real way. Co.1.31.- I am now able to express opposing ideas. Co.1.32.- I am now able to express an obstacle to carrying out a task action (real or unreal) and the positive result thereof. Co.1.33.- I am now able to express new information to the interlocutor. Co.1.34.-I am now able to express information shared with the interlocutor that is considered important. Co.1.35.- I am now capable of threatening. Co.1.36.- I am now able to express the minimum essential condition for something to happen. Co.1.37.- I am now able to express conditions that I feel as the only eventuality that can occur for whether something happens or not ( unless, except if…). |
| Help for the teacher:
- We have included the sentence types in the same section because they are studied individually at level B1. At level B2, it is advisable to analyse the connectors corresponding to each sentence type. It would also be appropriate to study several sentence types in the same class through texts or exercises, so that they are worked on as a whole.
How are we going to evaluate?
– Textual typology: – We describe people by their Zodiac sign. – We want to be promoted in our company, so we prepared a document indicating the reasons for our desired promotion and what positive consequences would our promotion have on the company? – We wrote a manifesto to protect the environment. – We wrote a survey about dieting. – Forum with dating tips.
- Oral productions: – The formal presentation: we present an invention that we have created before a court. – Tertulia: Would it be advisable to place surveillance cameras on the street? Why? What would be the consequence of all this? I'm at work? – How do you see the future of our planet? Would it be better to go back in time and live with more natural resources? – Are technological advances really advances? – How can we take care of our planet? Tips for recycling, caring for the planet and protecting animals. – How does the Internet help us? Could we live in a completely virtual world? – Have you ever been on a diet? Is it a scam or does it work? – Communicative situation: flirting tricks.
- Cultural references: – Do Spaniards live to work or work to live? – The most charming natural landscapes in Spain. – Spanish is the second most used language on the Internet. Note: These topics can be worked on at all levels (adapting them to the requirements of each level). | ||
Theme and contents | Grammar objective | Lexical objective | Criteria |
Cinema and television | B2/G.4.
G.4.1.- Periphrases of infinitive verbs, gerund and participle.
| B2/L.4.
L.4.1.- Cinema and television L.4.2.- Polysemy L.4.3.- Synonyms and opposites L.4.4.- Idiomatic expressions.
| B2/Co.4.
Co.4.1.- I am now able to express the development of actions (uses of verbal periphrases). Co.4.2.- I am now able to indicate that a desired or expected action finally occurs. E.g.: We insisted so much that he ended up telling the truth. Co.4.3.- I am now able to indicate that the action has occurred right now. Ex: He just called you. Co.4.4.- I am now able to express that an action is a consequence of the result of another action or a situation. E.g.: Maria ended up leaving her job in the face of so much criticism. Co.4.5.- I am now able to express the beginning of something done with impetus. E.g.: When she discovered that he was gone, she burst into tears. Co.4.6.- I am now able to express that an event occurs progressively. E.g.: Book prices have been increasing for more than ten years. Co.4.7.- I am now able to express that an action has not been carried out completely or satisfactorily. E.g.: I don't quite understand why he did it. Co.4.8.- I am now able to express the non-realization of an action that has already been attempted previously. E.g.: Still don't know how to do it? Co.4.9.- I am now able to express an action that is repeated and that is developing. E.g.: They are saying around that it was you. Co.4.10.- I am now able to express that we complete an action voluntarily. Ex.: I end the class.
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| Help for the teacher:
- We have added some examples of verbal periphrases, however the teacher can add more examples. The important thing in this unit is to show how we show nuances in communication through periphrases. This type of pragmatic nuances differentiates a student at level A or B1 from a student at level B2.
How are we going to evaluate?
– Textual typology: – We write a review of a movie. – We wrote the script for a short film. – We prepare a written proposal for a television program.
- Oral productions: -Discussion: Spanish cinema and cinema from other countries. – Debate: Does television destroy or build? – Tertulia: The objective of the media in its beginnings: inform, educate and entertain.
- Cultural references: – Spanish cinema – Television in Spain and its function. Note: These topics can be worked on at all levels (adapting them to the requirements of each level). | ||
Theme and contents | Grammar objective | Lexical objective | Criteria |
Car | B2/G.5.
G.5.1.- Review and expansion of past uses.
| B2/L.5.
L.5.1.- The car. L.5.2.- The driving school. L.5.3.- Idiomatic expressions.
| B2/Co.5.
Co.5.1.- I am now able to talk about life trajectories. Co.5.2.- I am now able to transmit evolution. Co.5.3.- I am now able to tell a story, anecdote or tale. Co.5.4.- I am now able to tell or describe what happens, has happened or happened on the roads.
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| Help for the teacher:
- Verb tenses are also studied at advanced levels, especially for their pragmatic value. For this reason, the teacher can work on all the verbal tenses at level B2, always adapting them to the difficulty of this level. We can use texts, short films, songs for the study, revision and extension of verbal tenses.
How are we going to evaluate?
– Textual typology: – We wrote an appeal in response to a complaint filed against us for exceeding the speed limit.
- Oral productions: – Communicative situation: Police and driver (we have not respected traffic regulations). – Anecdotes in the car.
- Cultural references: – Car culture in Spain and other countries. Note: These topics can be worked on at all levels (adapting them to the requirements of each level). | ||
Theme and contents | Grammar objective | Lexical objective | Criteria |
Children
Music | B2/G.6.
G.6.1.- Verbs of change: to put on, become, turn into, become, arrive to be, to stay/ to end and to finish.
G.6.2.- Grammatical structures with "ser" y estar…
G.6.3.- The passive voice.
G.6.4.- The verb opinion y resemble.
| B2/L.6.
L.6.1.- Children. L.6.2.- Music. L.6.3.- Word creation: suffixes and prefixes. L.6.4.- Idiomatic expressions.
| B2/Co.6.
Co.6.1.- I am now able to transmit temporary or permanent change. Co.6.2.- I am now able to transmit voluntary or involuntary change. Co.6.3.- I am now able to evaluate actions, states, objects and facts. Co.6.4.- I am now able to judge. Co.6.5.- I am now able to express the final result without being interested in the process. Co.6.6.- I am now able to show emphasis on the message. Co.6.7.- I am now able to present a topic to be discussed. Co.6.8.- I am now able to organize the arguments. Co.6.9.- I am now able to present my point of view and that of others. Co.6.10.- I am now able to oppose arguments. Co.6.11.- I am now able to conclude. Co.6.12.- I am now able to talk about appearances and similarities. Co.6.13.- I am now able to make comparisons and establish differences. Co.6.14.- I am now able to invite or encourage someone to do or accept something. |
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How are we going to evaluate?
– Textual typology: – Formal letter: we formally ask and demand. – We invented a story and wrote it.
- Oral productions: – Presentation of a topic: Children's toys. Music therapy. – We comment on the phrase: What is more important, being or seeming? – We talked about similarities in class. – We perform the story we have written in class.
- Cultural references: – Music in Spain and Latin America. – The star cartoons in Spain. – Spain from North to South. Are we Spaniards very similar?
Note: These topics can be worked on at all levels (adapting them to the requirements of each level). | ||
Theme and contents | Grammar objective | Lexical objective | Criteria |
The
Women
The man | B2/G.7.
G.7.1.- PRETERITE PLUSCUAMPERFECT SUBJUNCTIVE.
G.7.2.- Conditional sentences (III)
G.7.3.- The structures As if/as if… + Imperfect subjunctive/ Pluperfect pret. of subjunctive.
| B2/L.7.
L.7.1.-Family and relationships personal L.7.2.- The woman L.7.3.- The man
| B2/Co.7.
Co.7.1.- I am now able to express a condition that did not occur in the past, a condition that expresses impossibility. Co.7.2.- I am now able to express regret. Co.7.3.- I am now able to react to what another person does (in the present and in the past). Co.7.4.- I am now able to express hyperbolic comparison. Co.7.5.- I am now able to transmit mockery. Co.7.6.- I am now able to convey a complaint. Co.7.7.- I am now able to convey lack of importance. Co.7.8.- I am now able to indicate non-concern.
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How are we going to evaluate?
– Textual typology: – We draft a marriage contract.
- Oral productions: – Debate: Becoming independent or living with parents? – We discuss the proverb: He who leans against a good tree finds good shade. – Is it sexist to say compliments?
- Cultural references: – The family in Spain. – The situation of women in Spain. – Character and communication: The street, a place of meeting and celebration. The volume of the voice.
Note: These topics can be worked on at all levels (adapting them to the requirements of each level). | ||
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Theme and contents | Grammar objective | Lexical objective | Criteria |
The world of business | B2/G.8.
G.8.1.- Replacement of complements with pronouns (revision and expansion). Type 1, 2 and 3 verbs (review and expansion. The value of pronouns.
G.8.2.- Reduplication
G.8.3.- Prepositions and verbs with preposition (revision and expansion).
| B2/L.8.
L.8.1.- The company L.8.2.- Lexical precision: consist of, to consist of, to consist ( of ), conform to, adapt to, adapt to.
| B2/Co.8.
Co.8.1.- I am now able to convey linguistic economy, so my message is more effective. Co.8.2.- I am now able to convey emphasis. Co.8.3.- I am now able to show a clarification in the message. Co.8.4.- I am now able to recap previous arguments. Co.8.5.- I am now able to transmit possession.
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| Help for the teacher:
- We have added prepositions and verbs with prepositions only for information purposes regarding their need for constant study up to level C2. The teacher can choose at what point in level B2 to work on this topic. It is not necessary to combine it with the study of pronouns.
How are we going to evaluate?
– Textual typology: – We create a company profile.
- Oral productions: – Let’s imagine that we are entrepreneurs. What kind of company would we create? Let’s describe our project.
- Cultural references: – Spanish companies. Note: These topics can be worked on at all levels (adapting them to the requirements of each level). | ||
ACADEMIC PROGRAM. LEVEL C1
Theme and contents | Grammar objective | Lexical objective | Criteria |
The city
The traffic | C1/G.1.
G.1.1.- Grammatical deviations: G.1.1.1.- Equivalences of the present G.1.1.2.- Deviations from the past G.1.1.3.- Deviations from the future G.1.1.4.- Deviations from the conditional
| C1/L.1.
L.1.1.- The city L.2.2.- Traffic
| C1/Co.1.
Co.1.1.- I am already able to identify different actions with moments of speech and convey an intention. Co.1.2.- I am now able to present an action as a general truth and therefore show assertiveness. Co.1.3.- I am now able to announce future scheduled, planned or decided actions. Co.1.4.- I am now able to refer to past actions by bringing them closer to the present or indicating their impact on the present. Co.1.5.- I am now able to give an order in an imperative and very direct way. Co.1.6.- I am now able to update or give more life to the story or message.
I am now able to bring the listener closer to a story or anecdote that happened in the past. Co.1.7.- I am now able to transmit an action that we feel as immediate. Co.1.8.- I am now able to convey an emotional past. Co.1.9.- I am now able to convey honesty in speech. Ex.: If I could, I would buy it now same. Co.1.10.- I am now able to express probability or assumption from different temporal perspectives. Co.1.11.- I am now able to express irony. Co.1.12.- I am now able to express surprise or disapproval. E.g.: You couldn't have done it! Co.1.13.- I am now able to convey future action from a past perspective. Co.1.14.- I am now able to transmit various formulas to express command. |
| Help for the teacher:
- As we mentioned in level B2, verb tenses are also studied in advanced levels. In this case, we focus on deviations, an aspect that makes the difference between the initial and advanced levels.
How are we going to evaluate?
– Textual typology: – We wrote an appeal against an unfair fine.
- Oral productions: – We talked about the ideal city.
- Cultural references: – Cities of Spain.
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Theme and contents | Grammar objective | Lexical objective | Criteria |
show business | C1/G.2.
G.2.1.- The indirect style: a mixture of types of Prayers (III)
| C1/L.2.
L.2.1.- The world of entertainment (II) L.2.2.- Lexical precision: substitution of the verb do.
| C1/Co.2.
Co.2.1.- I am now able to paraphrase or retransmit messages that I have heard or read, from different temporal perspectives.
Co.2.2.- I am now able to interpret other people's words and transmit them.
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| Help for the teacher:
-The important thing in this unit is not to explain indirect speech again. Here we need to paraphrase types of sentences with indirect speech. (studied at B1 and B2 level) and know which tense or verb mood to use and identify what type of sentence it is and therefore what value it brings to communication. Impersonality can also be worked on in indirect speech.
How are we going to evaluate?
– Textual typology: – We wrote an opinion article about a show for a newspaper.
- Oral productions: – We convince our classmates to go see an opera (which nobody likes and has very bad reviews).
- Cultural references: -The tango. – Legends: – The origin of the name “horchata” – The bat as an animal that represents Valencia.
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Theme and contents | Grammar objective | Lexical objective | Criteria |
The house | C1/G.3.
G.3.1.- THE SUBJUNCTIVE: review and new uses from the point of view of pragmatics.
| C1/L.3.
L.3.1.- The house | C1/Co.3.
Co.3.1.- I am now able to express nuances in speech that indicate the intention I want to convey. Co.3.2.- I am now able to convey emotions. Co.3.3.- I am now able to recognize and transmit implicit messages. Co.3.4.- I am now able to transmit complex structures correctly. Co.3.5.- I am now able to convey a derogatory nuance. Co.3.6.- I am now able to transmit anger and cause as a whole. E.g.: And why do you deny it, because he is there?
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| Help for the teacher:
- The important thing in this unit is to see the subjunctive as something global in communication. It should not be worked on as the beginning of the study of uses but rather as the relationship between them through texts, shorts or songs.
How are we going to evaluate?
– Textual typology: – We draw up a rental contract.
- Oral productions: – Debate: The house is a reflection of society and intimacy. – Tertulia: Is tradition a symptom of nostalgia?
- Cultural references: -All Spaniards want to own a house, right? Character and communication: – Rules of courtesy in Spain.
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Theme and contents | Grammar objective | Lexical objective | Criteria |
The tourism | C1/G.4.
G.4.1.- SER and ESTAR: Review and new uses. New structures. The passive.
| C1/L.4.
L.4.1.- Tourism L.4.2.- Lexical precision: substitution of the verb to have. | C1/Co.4.
Co.4.1.- I am now able to identify and create idioms typical of colloquial language. Co.4.2.- I am now able to specify contents. Co.4.3.- I am now able to show irony and play with words to convey emphasis or attenuation. Co.4.4.- I am now able to convey existence or non-existence in different ways. Co.4.5.- I am now able to ask about the fate or destiny of someone or something. Co.4.6.- I am now able to convey emphasis on the message and maintain the listener's attention: E.g.: That's when I got fed up and left. Co.4.7.- I am now able to express deixis: Ex.: Excuse me, is that me? Co.4.8.- I am now able to confirm reality. Co.4.9.- I am now able to express an insult to someone. E.g.: He is an idiot. Co.4.10.- I am now able to convey emphasis on the what and not on the who. Co.4.11.- I am now able to express an action in progress. Co.4.12.- I am now able to express the result of an action. Co.4.13.- I am now able to express that something is about to happen. E.g.: The train is about to fall. Co.4.14.- I am now able to express that I am prepared or that I have the spirit to do something. Eg: I was about to leave, with my coat on, when Maria called and said that the party was cancelled.. Co.4.15.- I am now able to express the need to do something that is pending. E.g.: Juan's room is unpainted. The rest is finished. |
| Help for the teacher:
- It is worth explaining to our students that the verbs "ser" y 'estar' They are studied at all levels, always adapting them to the difficulties of each level. In this unit, it is very important to pay attention to prosody in order to understand the different uses or communicative objectives that are reflected in it.
How are we going to evaluate?
– Textual typology: – We developed a satisfaction questionnaire for the clients of a 5-star hotel.
- Oral productions: – Discussion: Does sun and beach tourism discredit a country?
- Cultural references: – Language tourism. Spanish in the world.
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Theme and contents | Grammar objective | Lexical objective | Criteria |
The business world | C1/G.5.
G.5.1.- PRONOUNS. Pragmatics, errors common and difficulties in agreement
G.5.2.- Verbs that change meaning depending on whether or not they are conjugated with a pronoun
| C1/L.5.
L.5.1.- The business world L.5.2.- “Wildcard” words: the word cool. | C1/Co.5.
Co.5.1.- I am now able to emphasize something that I am interested in highlighting. Co.5.2.- I am now able to select between several. Co.5.3.- I am now able to clarify, qualify or specify something. Co.5.4.- I am now able to destroy the logical order of an action to convey emphasis. Co.5.5.- I am now able to convey possessive value, especially in spoken conversation. Co.5.6.- I am now able to identify the value of interest and possession through the pronouns Co.5.7.- I am now able to avoid ambiguity.
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How are we going to evaluate?
– Textual typology: – We request in writing the operating license for our company.
- Oral productions: – Oral presentation: We present our company to a very wide audience.
- Cultural references: – Inditex: the most profitable Spanish company. | ||
Theme and contents | Grammar objective | Lexical objective | Criteria |
Fauna and flora | C1/G.6.
G.6.1.- Other values of verbal periphrases
G.6.2.- Grammatical values of non-verbal forms personal G.6.3.- Regular/irregular participles.
G.6.4.- Participle agreement.
| C1/L.6.
L.6.1.- Fauna and flora L.6.2.- Lexical precision: “Wildcard” verb. Verb put
| C1/Co.6.
Co.6.1.- I am now able to express the beginning of action in a general and special way. Co.6.2.- I am now able to convey voluntariness in action. Co.6.3.- I am now able to convey abruptness in action. Co.6.4.- I am now able to convey the feeling of repression and the breaking of that repression. Co.6.5.- I am now able to convey the idea of confusion. Co.6.6.- I am now able to provoke action on the interlocutor. Co.6.7.- I am now able to convey foolishness or evidence of something: _ Is this the house? _ Sure, what's it gonna be? Co.6.8.- I am now able to transmit the inchoative, progressive value. Co.6.9.- I am now able to convey ease in action. Co.6.10.- I am now able to transmit action in progress. Co.6.11.- I am now able to transmit absolute constructions. Co.6.12.- I am now able to convey the progressive nature of an action and its orientation towards the future. Co.6.13.- I am now able to transmit causal or conditional value. E.g.: Being so busy, he won't be able to attend to you. Co.6.14.- I am now able to convey the durative character of an action. Co.6.15.- I am now able to transmit the causal value with the use of the participle. E.g.: When the strike was called, we decided not to go on a trip. Co.6.16.- I am now able to convey concessive value with the use of the participle. E.g.: Unhappy with the conditions, he accepted the job. Co.6.17.- I am now able to express the beginning of something done with impetus. Co.6.18.- I am now able to indicate that the action in process or in progress is finished. E.g.: Check that the letters are signed. Co.6.19.- I am now able to express the intention of doing something with conviction. E.g.: I plan to attend. Co.6.20.- I am now able to express a piece of information in an approximate way E.g.: I think this costs 6 Euros. Co.6.21.- I am now able to express that a situation or state is long, it lasts a long time. E.g.: He's been very worried for some time now.
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| Help for the teacher:
- The study of verbal periphrases is necessary at almost all levels. However, at advanced levels we will focus on their pragmatic values.
How are we going to evaluate?
– Textual typology: – We prepare the minutes of a meeting where the acceptance or rejection of converting a natural area into a tourist space is discussed.
- Oral productions: – Debate: Animal shows. Yes or no?
- Cultural references: – The bullfight | ||
Theme and contents | Grammar objective | Lexical objective | Criteria |
Types of people | C1/G.7.
G.7.1.- The adjective
| C1/L.7.
L.7.1.- Types of people L.7.2.- Lexical precision. “Wildcard” verb. Verb give. | C1/Co.7.
Co.7.1.- I am now able to express tenderness in speech. Co.7.2.- I am now able to express aversion. Co.7.3.- I am now able to express variety or nuance in colors. Co.7.4.- I am now able to describe in a detailed and thorough manner. Co.7.5.- I am now able to show selection between several options. Co.7.6.- I am now able to differentiate between several options. |
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How are we going to evaluate?
– Textual typology: – We wrote a poem using epithets.
- Oral productions: – Tertulia: “Charm is what some people have until they start to believe it.” Simone de Beauvoir
- Cultural references: -Portrait of Spanish society. | ||
Theme and contents | Grammar objective | Lexical objective | Criteria |
logistics | C1/G.8.
G.8.1.- Uses of “se”
G.8.2.- Uses of “ like this ”, “ like this ”
G.8.3.- Uses of “with what”, “with that”, “conque”
G.8.4.- Uses of “why”, “because”, “because”, “why”
G.8.5.- Uses of "although"
G.8.6.- Uses of “and”, “but” and “that”
| C1/L.8.
L.8.1.- Logistics L.8.2.- Migratory movements | C1/Co.8.
Co.8.1.- I am now able to express the importance of what and not in the whose. Co.8.2.- I am now able to express involuntariness. Co.8.3.- I am now able to transmit impersonal constructions. Co.8.4.- I am now able to convey “linguistic economy” in the message. Co.8.5.- I am now able to transmit manner. Co.8.6.- I am now able to transmit time sequences. Co.8.7.- I am now able to transmit concession. Co.8.8.- I am now able to convey consequence. Co.8.9.- I am now able to transmit negative wishes. Co.8.10.- I am now able to transmit comparison. Co.8.11.- I am now able to transmit that I have discovered a lie. |
| Help for the teacher:
- We have highlighted uses of different words for their polysemy and versatility. The teacher, depending on the pace of learning, can choose one or several points to work on in a session.
How are we going to evaluate?
– Textual typology: – We wrote a reflection on migratory movements.
- Oral productions: – Emigration and immigration.
- Cultural references: – What is exported and what is imported in Spain? – Immigration and emigration in Spain. | ||
Theme and contents | Grammar objective | Lexical objective | Criteria |
DIY | C1/G.9.
G.9.1.- Verbs with prepositions and phrases prepositional.
| C1/L.9.
L.9.1.- DIY L.9.2.- Lexical precision. Verb “wildcard”. Verb "ser". | C1/Co.9.
Co.9.1.- I am now able to express an approximate time. E.g.: He came around six, I think. Co.9.2.- I am now able to express how to do something comparing it to something. Eg: He dresses like Elvis Presley, he loves it. Co.9.3.- I am now able to indicate the disappearance of something or someone. Ex.: Do you want to break my patience? Co.9.4.- I am now able to express the sudden start of an action that is considered either capricious or without much sense. E.g.: Now he has taken to collecting pencil sharpeners. Co.9.5.- I am now able to indicate a time frame for an event to occur. E.g.: It will have arrived by November. Co.9.6.- I am now able to express a request for someone not to do something that bothers me. E.g.: Stop criticizing others and mind your own business. |
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How are we going to evaluate?
– Textual typology: – We work for an international company that sells furniture. We need to write instructions for assembling a piece of furniture. so that the customer, who has to assemble the furniture, understands it perfectly.
- Oral productions: – Communicative situation: we want to change the living room of our house and we are discussing it with a bricklayer.
- Cultural references: – The world of construction in Spain | ||
ACADEMIC PROGRAM. LEVEL C2
Theme and contents | Grammar objective | Lexical objective | Criteria |
The medicine | C2/G.1.
G.1.1.- Values of prepositions with non-personal forms.
G.1.2.- Verbs with preposition (expansion).
G.1.3.- Verbs that change meaning depending on which preposition follows them.
G.1.4.- Adverbs with preposition of type - where/where – outside/outside – under/below/underneath
| C2/L.1.
L.1.1.- Medicine L.1.2.- Pharmacy L.1.3.- Human anatomy L.1.4.- Lexical precision: take advantage of, take advantage of, enjoy, have a good time, abuse, benefit from. L.1.5.- Compound adjectives. | C2/Co.1.
Co.1.1.- I am now able to understand any type of spoken language, both in live conversations and in broadcast speeches, even if they are delivered at native speaker speed, as long as I have time to familiarise myself with the accent. Co.1.2.- I am now able to transmit the uses and values of the prepositions (precision and expansion). Co.1.3.- I am now able to identify and produce deixis in any type of conversation. Co.1.4.- I am now able to use message disambiguation mechanisms. Co.1.5.- I am now able to express the beginning of an action in various ways. Co.1.6.- I am now able to express the cause in various ways. Co.1.7.- I am now able to express the concessive value and the conditional value in various ways. Co.1.8.- I am now able to point out a lower space without comparing or relating it to anything. Co.1.9.- I am now able to indicate the place where a movement is headed. Co.1.10.- I am now able to indicate an outside space without comparing or relating it to anything. Co.1.11.- I am now able to place an element in a lower position physically or figuratively. Co.1.12.- I am now able to place something in an inferior position with respect to another element.
General grade at level C2: I am now able to convey different intentions (voluntarily) through grammar. |
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How are we going to evaluate?
– Textual typology: – We wrote an expository-argumentative text on the privatization of healthcare.
- Oral productions: – In the waiting room of a hospital, there is a group of people chatting. They are talking about health, about the conduct of health personnel and patients. Each student plays a role.
- Cultural references: – The Spanish healthcare system.
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Theme and contents | Grammar objective | Lexical objective | Criteria |
The money | C2/G.2.
G.2.1.- Verbs that change meaning depending on whether they have a pronoun o no. G.2.2.- “Superfluous” pronoun or dative of interest.
| C2/L.2.
L.2.1.- Money L.2.2.- Lexical precision: give an account, realize, give an account, take into account, take into account.
| C2/Co.2.
Co.2.1.- I am now able to convey protagonism in the action even if I am not the active subject. Co.1.2.- I am now able to express indifference. Co.1.3.- I am now able to clarify my message. Co.1.4.- I am now able to express emotional closeness. Co.1.5.- I am now able to reinforce the interest of an action. Co.1.6.- I am now able to express a sudden idea. Co.1.7.- I am now able to express that I am interested in an action, but I am not directly involved in it. Co.1.8.- I am now able to express that an action was not intentional. Co.1.9.- I am now able to express apology for an action.
General grade at level C2: I am now able to convey different intentions (voluntarily) through grammar. |
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How are we going to evaluate?
– Textual typology: – We are the financial managers of a company and we have to present its accounting records in writing.
- Oral productions: - Don Money is a powerful knight.
- Cultural references: – Spain and the economy.
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Theme and contents | Grammar objective | Lexical objective | Criteria |
The history | C2/G.3.
G.3.1.- Contrast of the four times of past (Indicative). Values pragmatic. G.3.2.- Indefinite and past perfect without time markers. G.3.3.- Indefinite for description. G.3.4.- Temporal markers that indicate time frame. G.3.5.- Narrative imperfect and present.
G.3.6.- Past Perfect with the value of The Future. G.3.7.- Imperfect instead of present and of the conditional.
| C2/L.3.
L.3.1.- The story L.3.2.- Proverbs and idiomatic expressions. L.3.3.- Lexical precision: rehearse, train, practice, exercise, try, attempt, try out. L.3.4.- Latin and Greek cultisms. | C2/Co.3.
Co.3.1.- I am now able to narrate from different perspectives and with different informative intentions. Co.3.2.- I am now able to convey emotional past. Co.3.3.- I am now able to express courtesy in cases of request, order and command and rejection. Co.3.4.- I am now able to use markers in conversation to regulate my own speech. Co.3.5.- I am now able to give compliments and respond to them. Co. 3.6.- I am now able to use elements that regulate interaction with interlocutors in conversation. Co.3.7.- I am now able to express inferences from the speech. Co.3.8.- I am now able to identify connotations of language. Co.3.9.- I am now able to identify and transmit various speech acts. Co.3.10.- I am now able to express irony, sarcasm, anger, mischief, ambiguity… Co.3.11.- I am now able to express courtesy or modesty. Co.3.12.- I am now able to express doubt or forgetfulness about information already given. Co.3.13.- I am now able to contrast information. Co.2.14.- I am now able to convey posteriority with respect to a past.
General grade at level C2: I am now able to convey different intentions (voluntarily) through grammar. |
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How are we going to evaluate?
– Textual typology: – We wrote our autobiography. – We are writing a chapter in the history of our country.
- Oral productions: – If you could travel back in time, what era would you go to? Why? – The price of the past. If it exists, what is that price?
- Cultural references: – Spain and its history
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Theme and contents | Grammar objective | Lexical objective | Criteria |
The phone
The world of showbiz | C2/G.4.
G.4.1.- Future and conditional: uses and values. G.4.2.- Contrast between synthetic future and analytical future ( go to + infinitive). G.4.3.- The expression of courtesy through the alternation of verb tenses (present, imperfect and conditional). G.4.5.- The expression of insecurity.
| C2/L.4.
L.4.1.- The telephone. L.4.2.- The world of show business. L.4.3.- Lexical precision: to strain, to sneak in, to pass, to pass over, to reduce, to reduce to, to lend, to lend to, to agree, to remember, | C2/Co.4.
Co.4.1.- I am now able to transmit a previous future action to another future action. Co.4.2.- I am now able to convey uncertainty (conjecture) in the present and in the past. Co.4.3.- I am now able to convey concession or opposition in the present and in the past. Co.4.4.- I am now able to transmit orders and commands. Co.4.5.- I am now able to convey surprise and strangeness ¿Is it true that she left him with her? husband? Co.4.6.- I am now able to express rejection or insult towards another person. Co.4.7.- I am now able to express irony. Co.4.8.- I am now able to express emphasis on the feature.
General grade at level C2: I already know how to convey different intentions (voluntarily) through grammar. |
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How are we going to evaluate?
– Textual typology: – Starting from a well-known melody, we write the lyrics of a song on a topic that is interesting for the whole class.
- Oral productions: - “We all need a bit of south, to be able to see north.” – We represent a telephone conversation. What would we do without the telephone?
- Cultural references: – The world of “celebrity”. What is your opinion? Do you think it is popular in Spain? | ||
Theme and objectives | Grammar objective | Lexical objective | Criteria |
Cook | C2/G.5.
G.5.1.-Noun clauses: general rules the use of the indicative and the subjunctive. G.5.2.- Use of the indicative instead of the subjunctive with head verbs (opinion), language and perception. G.5.3.- Use of the subjunctive in questions. G.5.5.- Difference between affirmative questions and negative. G.5.6.- Importance of the meaning of the verb for mode selection (namely, ignore, doubt, deny). G.5.7.- Seem + indicative/subjunctive. G.5.8.- Verbs whose meaning changes depending on whether they are followed by the indicative or subjunctive.
| C2/L.5.
L.5.1.- Cooking L.5.2.- Lexical precision: to arrange, to proliferate, to hesitate, to unsettle, to condescend, to straighten, to touch, to lie down.
| C2/Co.5.
Co.5.1.- I am now able to express feelings. Co.5.2.- I am now able to convey doubt. Co.5.3.- I am now able to express my opinion. Co.5.4.- I am now able to convey assertiveness. Co.5.5.- I am now able to transmit knowledge or ignorance. Co.5.6.- I am now able to convey understanding. Co.5.7.- I am now able to make a hypothetical comparison. Co.5.8.- I am now able to ask whether a proposal is accepted or not. Co.5.9.- I am now able to express an order or command indicating a prior process of formulation. Co.5.10.- I am now able to refute. Co.5.11.- I am now able to express rectification. Co.5.12.- I am now able to tone down my message. Co.5.13.- I am now able to convey desire in a colloquial way with less intensity than using I wish. E.g.: Let's see if I pass this time.
General grade at level C2: I already know how to convey different intentions (voluntarily) through grammar. |
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How are we going to evaluate?
– Textual typology: – Textual cohesion: we produced a report on Spanish cuisine.
- Oral productions: – Tertulia: Do you like cooking? The art of cooking. – Why are there so many cooking competitions now?
- Cultural references: – Food as a social ritual, after-dinner conversation and the value of coffee. – World-renowned Spanish chefs.
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Theme and contents | Grammar objective | Lexical objective | Criteria |
The world of work | C2/G.6.
G.6.1.- Relative clauses. General rule for the use of the indicative and the subjunctive.
G.6.2.- Contexts that allow and favor the presence of the indicative and subjunctive. G.6.3.- Anyone who/some/any of those who/ one of those who G.6.4.- The/an/— + antecedent G.6.5.- Relative clauses in sayings, proverbs and sentences. G.6.6.- Relative clauses that depend on or are preceded by poco, sólo, único and relative superlatives. G.6.7.- Omission of the preposition before the relative.
| C2/L.6.
L.6.1.- The world of work L.6.2.- Identity L.6.3.- Idiomatic expressions and proverbs. L.6.4.- Lexical precision: to transpose, to flesh out, to happen, to tend, to agonize. L.6.5.- Opposites L.6.6.- Polysemy
| C2/Co.6.
Co.6.1.- I am now able to express specificity. Co.6.2.- I am now able to express non-specificity. Co.6.3.- I am now able to convey explanatory phrases. Co.6.4.- I am now able to transmit possessive value (whose) Co.6.5.- I am now able to convey the lack of importance in the communicative act. Co.6.6.- I am now able to identify and produce popular sayings and adapt them to the conversation. Co.6.7.- I am now able to convey generality. Co.6.8.- I am now able to express that something belongs to a species. Co.6.9.- I am now able to convey purpose value with relative clauses. Eg: The general indicated to the soldiers the village where they should camp. (to camp). Co.6.10.- I am now able to convey conditional value with relative clauses. E.g.: Whoever saw her like this would be surprised. (If anyone saw her like this, they would surely be very surprised) Co.6.11.- I am now able to convey concessive value with relative clauses. E.g.: Even I, who don't like the football, I saw that game. (although I don't like football at all, I saw that match)
General grade at level C2: I already know how to convey different intentions (voluntarily) through grammar. |
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How are we going to evaluate?
– Textual typology: – We write a thank you letter in a formal setting.
- Oral productions: – We give a speech on the occasion of the opening of our company or a celebration at the company. – Comment on the following quotes: “A man does not feel complete only with a family, it is work that gives us our identity.” – Globalization is creating an obsessive desire for identity, which will lead to many conflicts. Our minds are becoming globalized, but our hearts are becoming localized. – The best way to achieve personal fulfillment is to dedicate yourself to selfless goals.
- Cultural references: – Spain, a set of identities.
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Theme and contents | Grammar objective | Lexical objective | Criteria |
Linguistics | C2/G.7.
G.7.1.- Values of the adjective. G.7.2.- Precedence of good and bad with weight value. G.7.3.- Other options to express the degree of the adjective. G.7.4.- Article values. G.7.5.- Values of the demonstrative. G.7.6.- Values of the possessive. G.7.7.- Values of the personal pronoun.
| C2/L.7.
L.7.1.- Cultisms and patrimonial words L.7.2.- Linguistics.
| C2/Co.7.
Co.7.1.- I am now able to convey literary or stylistic value through the position of the adjective. Co.7.2.- I am now able to express emphasis on quantity from the point of view of quality. E.g.: I don't have even one bad piece of bread left. Co.7.3.- I am now able to express an ironic value through the adjective: E.g.: Those are nice ways of answering. Co.7.4.- I am now able to express emphasis on quality. Co.7.5.- I am now able to convey the maximum degree of emphasis Eg: It's not a song, it's the song. Co.7.6.- I am now able to transmit quantitative value in a colloquial way. E.g.: The number of times I have seen that movie. E.g.: I have one of old books… Co.7.7.- I am now able to convey emphasis. E.g.: Holy crap! The look on his face! E.g.: He is quite a doctor. Co.7.8.- I am now able to convey condescension. E.g.: That boy… Co.7.9.- I am now able to convey derogatory value. E.g.: This is a list. Co.7.10.- I am now able to convey nostalgia. E.g.: Those were the days! Co.7.11.- I am now able to convey surprise and humorous value. E.g.: Look how clever this guy is! Co.7.12.- I am now able to transmit quantitative value. E.g.: This has its difficulties… Co.7.13.- I am now able to convey ignorance or the will to not name something. E.g.: This is your thing. Co.7.14.- I am now able to convey a humorous or ironic nuance (with demonstrative) Ex.: This boyfriend of yours sings very well. Co.7.15.- I am now able to identify contempt. E.g.: This boy. Co.7.16.- I am now able to avoid ambiguity in the message. Ex.: I would like (I/you/he/she) to! E.g.: When he arrived, everyone fell silent. Co.7.17.- I am now able to convey emphasis on whether or not to participate in the action. E.g.: But I haven't done anything to him! Co.7.18.- I am now able to reiterate an order or advice. Ex.: You listen to me.
General grade at level C2: I already know how to convey different intentions (voluntarily) through grammar. |
| How are we going to evaluate?
– Textual typology: – We write the teaching unit of an E/LE class.
- Oral productions: - Tell me how you speak and I'll tell you who you are. Do you agree? – The importance of speaking correctly.
- Cultural references: – Spanish. The second most studied language in the world. Varieties of Spanish
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