module guide spanish intermediate 2

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Spanish Intermediate 2

Anglia Ruskin University Language CentreFaculty: Arts, Law and Social SciencesModule Code: AD115092S

AD215092SAD315092S

Academic Year: 2009/10Semester: 2

Contents

1. Key Information

2. Introduction to the Module

3. Intended Learning Outcomes

4. Outline Delivery (including attendance requirements)

5. Assessment

6. Anglia Ruskin Generic Assessment Criteria and Marking Standards

7. Assessment Offences

8. Learning Resources

8.1 Recommended Texts8.2 Recommended Internet resources8.3 Other Resources

9. Module Definition Form

10. Report on last delivery of Module

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1. Key Information

Module/Unit title: Spanish Intermediate 2 AE 1/2/3 15025S

Module Leader: Dr Alicia Peña CalvoCambridge, Helmore 354Extension: 2043Email: alicia.peñ[email protected]

Other lecturers: Carla Pedra AgutEmail: [email protected] or [email protected]

2. Introduction to the ModuleThis module is part of a continuing programme of modules open to all students who have previously taken Spanish Intermediate 1 or equivalent. The Intermediate Language programme contributes to the attainment of the Common European Framework level A2. It focuses on all four language skills (listening, speaking, reading and writing) in an integrated approach. It introduces key structures and vocabulary relevant to topics studied, and provides initial insights into Spanish society and culture. It combines a communicative approach to language with the development of basic reading and writing skills. It also expects students to undertake a programme of guided independent learning in support of class sessions. The module will develop students’ language competence, which will enhance their employability.

3. Intended Learning OutcomesOn successful completion of this module you will be able to:

1. attain the equivalent of the level A2 of the Common European Framework in all four language skills

2. understand the main points and nuances of standard Spanish language on familiar matters

3. deal with most situations likely to arise in an area where Spanish is spoken4. give reasons and explanations in Spanish for opinions and plans

5. Outline Delivery

Unit Communication Language Focus

Revision

Units 0-9

Proyecto: La revista de clase Units 0-9

Unidad 10

Los mejores años de nuestra vida

Describing a city

Talking about the weather

Talking about actions in progress

Comparing

Indefinite adjectives and pronouns: algún, alguno, alguna, algunos, algunas, ningún, ninguno, ninguna.

Verbal periphases: estar + gerund

The gerund

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mailto:[email protected]

mailto:[email protected]

mailto:Alicia.pe%C3%[email protected]

Expressing opinion and reasoning

Asking for agreement

Expressing agreement and disagreement.

Asking and giving instructions to give directions.

The imperative

Pronouns with the imperative

Present tense indicative: venir, volver

Services in a city / town, numbers 1000 –, seasons, weather, distances.

Unidad 11

¿Hoy como ayer?

Asking and giving information about habitual actions.

Expressing likes and preferences.

Asking about likes and interests.

Asking for the date and place of the celebration of an event.

Expressing a wish

Expressing enthusiasm, indifference, unhappiness and disappointment.

Talking about plans and already decided projects

Antes de/ después de +infinitive

Verbal periphrases: soler + infinitive; ir a + infinitive

Conditional sentences: si + present tense, present tense

Ser to locate in time and space.

Present tense indicative: soler, interesar.

Daily activities, expressions to organise the discourse, frequency expressions, leisure time activities, expresions to talk on the phone, time expressions to talk about the future.

Unidad 12

El mundo del trabajo

Asking and giving information about the skills of a person.

Asking for and giving help.

Deny help and apologise

Accepting apologies

Asking for and giving permission.

Asking and answering about past life experiences in relation with the present.

Asking about and answering how someone feels.

Present perfect indicative

The past participle

Combination of two pronouns

Prepositions: a : a+ Direct object (person); a+ Oi

The character, expressions that go with the Od; feelings; greetings

Revision

Units 0-12

Proyecto 4: La ludoteca Revision 0-12

ASSESSMENT (100%)in-class test (week 6) (40%)

Reading (Easter Break )*

in-class test (week 12) (60%)

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4.1 Attendance Requirements

Attending all your classes is very important and one of the best ways to help you succeed in this module. In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes. If you are unable to attend a class for a valid reason (eg: illness), please contact your Module Tutor.

Anglia Ruskin will closely monitor the attendance of all students and will contact you by e-mail if you have been absent without notice for two weeks. Continued absence can result in the termination of your registration as you will be considered to have withdrawn from your studies.

International students who are non-EEA nationals and in possession of entryclearance/leave to remain as a student (student visa) are required to bein regular attendance at Anglia Ruskin. Failure to do so is considered tobe a breach of the immigration regulations. Anglia Ruskin, like all British Universities, is statutorily obliged to inform the Border and Immigration Agency of the Home Office of significant unauthorised absences by any student visa holders.

5. Assessment

Week 6 (01/03/10): Listening / grammar-vocabulary in context tasks (40%) in class assessment.

* Easter Break: Reading of a Grader Reader on line during the Easter break as stimulus for writing and speaking. http://cvc.cervantes.es/aula/lecturas/

Week 11 (26/04/10): Revision and mock assessment in class.

Week 12 (03/05/10): Speaking/ grammar-vocabulary/ reading comprehension/ writing tasks (60%)

Assessment Method % contribution tomodule mark or

P/F

LearningOutcomes

Coursework (may include more than one task e.g. oral/aural/written) 3,000 words equivalent.

100% 1-4

Week in-class test (week 6) (40%)

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http://cvc.cervantes.es/aula/lecturas/

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ASSESSMENT in-class test (week 12) (60%)

All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission.

All student work which contributes to the eventual outcome of the module (ie: if it determines whether you will pass or fail the module and counts towards the mark you get for the module) is submitted via the iCentre using the formal submission sheet Academic staff CANNOT accept work directly from you.

If you decide to submit your work to the iCentre by post, it must arrive by midday on the due date. If you elect to post your work, you do so at your own risk and you must ensure that sufficient time is provided for your work to arrive at the Posting your work the day before a deadline, albeit by first class post, is extremely risky and not advised.

Any late work (submitted in person or by post) will NOT be accepted and a mark of zero will be awarded for the assessment task in question.

You are requested to keep a copy of your work.

Feedback

You are entitled to written feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is provided by a member of academic staff completing the assignment coversheet on which your mark and feedback will relate to the achievement of the module’s intended learning outcomes and the assessment criteria you were given for the task when it was first issued.

Examination scripts are retained by Anglia Ruskin and are not returned to students. However, you are entitled to feedback on your performance in an examination and may request a meeting with the Module Leader or Tutor to see your examination script and to discuss your performance.

Anglia Ruskin is committed to providing you with feedback on all assessed work within 20 working days of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when Anglia Ruskin University is officially closed; eg: between Christmas and New Year).

At the main Anglia Ruskin University campuses, each Faculty will publish details of the arrangement for the return of your assessed work (eg: a marked essay or case study etc.) within 20 working days of the availability of the feedback (therefore, normally 40 working days after the submission date; 50 working days for the Major Project).

Any work which is not collected by you from the Faculty within this timeframe is returned to the iCentres from where you can subsequently collect it. The iCentres retain student work for a specified period prior to its disposal.

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To assure ourselves that our marking processes are comparable with other universities in the UK, Anglia Ruskin provides samples of student assessed work to external examiners as a routine part of our marking processes. External examiners are experienced academic staff from other universities who scrutinise your work and provide Anglia Ruskin academic staff with feedback and advice. Many of Anglia Ruskin’s staff act as external examiners at other universities.

On occasion, you will receive feedback and marks for pieces of work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It is important to note that, in these cases, the marks for these pieces of work are unconfirmed as the processes described above for the use of external examiners will not have been completed. This means that, potentially, marks can change, in either direction! Marks for modules and individual pieces of work become confirmed on the Dates for the Official Publication of Results which can be checked at www.anglia.ac.uk/results.

6. Assessment Criteria and Marking Standards

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http://www.anglia.ac.uk/results

ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDSLEVEL 1

GenericLearning

Outcomes

(Academic Regulations,

Regulation 2.26-2.41.2)

Assessment criteria by levelMarking standards (by mark band)

70%+ 60-69% 50-59% 40-49% 30-39% 1-29%

Characteristics of student achievement per mark band →

Achieves module outcome/s related to this GLO at this Level of Study



Achieves a marginal pass in the module outcome/s related to this GLO at this Level of Study

Fails marginally to achieve module outcome/s related to this GLO. MDF may permit compensation

Fails to achieve module outcome/s related to this GLO and is not eligible for compensation

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Level 1 (Certificate) introduces students to HE. Students are expected to demonstrate relevant skills and competencies; to be articulate in expressing ideas orally; and to be coherent and structured in terms of written or other media. Forms of expression at this level may be descriptive or imitative, but students are expected to demonstrate an increasing understanding of the theoretical background of their study and the analytic competence to explore it, as well as its relationship, where appropriate, to particular skills. Students are expected to develop an awareness of strengths and weaknesses in their skill sets

Excellent information base, exploring and analysing the discipline, its theory and ethical issues with considerable originality. Very good academic/ intellectual skills

Good information base; explores and analyses the discipline, its theory and ethical issues with some originality. Good academic/ intellectual skills

Satisfactory information base that begins to explore and analyse the discipline and its ethical issues but is still mainly imitative. Acceptable academic/ intellectual skills

Basic information base; omissions in understanding of major / ethical issues. Largely imitative. Some difficulties with academic/ intellectual skills

Limited information base; limited understanding of discipline and its ethical dimension. Weak academic/ intellectual skills

Inadequate information base; lack of understanding of discipline and its ethical dimension. Wholly imitative. Very weak academic/ intellectual skills

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Level 1 (Certificate) introduces students to HE. Students are expected to demonstrate relevant skills and competencies; to be articulate in expressing ideas orally; and to be coherent and structured in terms of written or other media. Forms of expression at this level may be descriptive or imitative, but students are expected to demonstrate an increasing understanding of the theoretical background of their study and the analytic competence to explore it, as well as its relationship, where appropriate, to particular skills. Students are expected to develop an awareness of strengths and weaknesses in their skill sets

Excellent management of learning resources, complemented by self-direction/ exploration. Structured/ accurate expression. Very good team/ practical/ professional skills

Good management of learning resources with some self-direction. Structured and mainly accurate expression. Good team/ practical/ professional skills

Satisfactory use of learning resources and input to team work. Some lack of structure/accuracy in expression. Satisfactory practical/professional skills

Basic use of learning resources with no self-direction. Some input to team work. Some difficulty with structure and accuracy in expression. Developing practical/ professional skills

Limited use of learning resources, No self-direction, little input to team work and difficulty with structure/ accuracy in expression. Practical/ professional skills are not yet secure

Inadequate use of learning resources. Failure to contribute to team work. Major problems with structure/ accuracy in expression. Very weak practical /professional skills

A mark of 0% may be awarded for non-submission, poor or dangerous practice, incoherent and insufficient work, and in situations where the student fails to address the assignment brief and related learning outcomes

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ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDSLEVEL 2

GenericLearning

Outcomes




70%+ 60-69% 50-59% 40-49% 30-39% 1-29%

Characteristics of studentachievement per mark band →







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Level 2 (Diploma) reflects continuing development from Level 1. At this level students are not fully autonomous but are able to take responsibility for their own learning with some direction. Students are expected to locate an increasingly detailed theoretical knowledge of the discipline within a more general intellectual context, and to demonstrate this through forms of expression which go beyond the merely descriptive or imitative. Students are expected to demonstrate analytical competence in terms both of problem identification and resolution, and to develop their skill sets as required.

Excellent knowledge base, exploring and analysing the discipline, its theory and ethical issues with considerable originality and autonomy. Very good academic/ intellectual skills

Good knowledge base; explores and analyses the discipline, its theory and ethical issues with some originality, detail and autonomy. Good academic/ intellectual skills

Satisfactory knowledge base that begins to explore and analyse the theory and ethical issues of the discipline. Acceptable level of academic/ intellectual skills, going beyond description at times

Basic knowledge base with some omissions and/or lack of theory of discipline and its ethical dimension. Some difficulties with academic/ intellectual skills. Largely imitative and descriptive.

Limited knowledge base; limited understanding of discipline and its ethical dimension. Weak academic/ intellectual skills. Still mainly imitative and descriptive.

Inadequate knowledge base; lack of understanding of discipline and its ethical dimension. Very weak academic/ intellectual skills. Wholly imitative and descriptive.

Tra

nsf

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nd

Pra

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Level 2 (Diploma) reflects continuing development from Level 1. At this level students are not fully autonomous but are able to take responsibility for their own learning with some direction. Students are expected to locate an increasingly detailed theoretical knowledge of the discipline within a more general intellectual context, and to demonstrate this through forms of expression which go beyond the merely descriptive or imitative. Students are expected to demonstrate analytical competence in terms both of problem identification and resolution, and to develop their skill sets as required.

Excellent management of learning, with a degree of autonomy/ exploration that may exceed the brief. Structured/ accurate expression. Very good team/ practical/ professional skills

Good management of learning with consistent self-direction. Structured and mainly accurate expression. Good team/ practical/ professional skills

Satisfactory use of learning resources. Acceptable structure/accuracy in expression. Satisfactory team/ practical/professional skills. Inconsistent self-direction

Basic use of learning resources with little self-direction. Some input to team work. Some difficulty with structure and accuracy in expression, but developing practical/ professional skills

Limited use of learning resources, working towards self-direction. General difficulty with structure and accuracy in expression. Team/ practical/ professional skills that are not yet secure

Inadequate use of learning resources. Major problems with structure/ accuracy in expression. Very weak team/ practical /professional skills. No ability to direct own learning


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ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS (Level 3)

LEVEL 3GenericLearning

Outcomes




70%+ 60-69% 50-59% 40-49% 30-39% 1-29%

Characteristics of studentachievement per mark band →







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Level 3 (Degree) is characterised by an expectation of students’ increasing autonomy in relation to their study and developing skill sets. Students are expected to demonstrate problem solving skills, both theoretical and practical. This is supported by an understanding of appropriate theory; creativity of expression and thought based in individual judgement; and the ability to seek out, invoke, analyse and evaluate competing theories or methods of working in a critically constructive and open manner. Output includes is articulate, coherent and skilled in the appropriate medium, with some students producing original or innovative work in their specialism.

Excellent knowledge base that supports analysis, evaluation and problem-solving in theory/practice/ ethics of discipline with considerable originality. Very good academic/ intellectual skills

Good knowledge base that supports analysis, evaluation and problem-solving in theory/ practice/ ethics of discipline with some originality. Good academic/ intellectual skills

Satisfactory knowledge base that supports some analysis, evaluation and problem-solving in theory/practice/ ethics of discipline. Acceptable level of academic/ intellectual skills going beyond description at times

Basic knowledge base with some omissions at the level of theoretical/ethical issues. Some difficulties with academic/ intellectual skills. Restricted ability to discuss theory and/or or solve problems in discipline

Limited knowledge base; limited understanding of discipline/ethical issues. Weak academic/ intellectual skills. Still mainly descriptive. Difficulty with theory and problem solving in discipline

Inadequate knowledge base; lack of understanding of discipline/ethical issues. Very weak academic/ intellectual skills. Unable to discuss theory or solve problems in discipline.

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Level 3 (Degree) is characterised by an expectation of students’ increasing autonomy in relation to their study and developing skill sets. Students are expected to demonstrate problem solving skills, both theoretical and practical. This is supported by an understanding of appropriate theory; creativity of expression and thought based in individual judgement; and the ability to seek out, invoke, analyse and evaluate competing theories or methods of working in a critically constructive and open manner. Output is articulate, coherent and skilled in the appropriate medium, with some students producing original or innovative work in their specialism.

Excellent management of learning, with degree of autonomy/ research that may exceed the assessment brief. Structured and creative expression. Very good practical/ team/professional/ problem-solving skills

Good management of learning, with consistent self-directed research. Structured and accurate expression. Good team/practical/ professional/problem solving skills

Satisfactory management of learning. Some autonomy in research but inconsistent. Structured and mainly accurate expression. Satisfactory team/ practical/professional/ problem-solving skills

Basic use of learning resources with little autonomy. Some difficulty with structure/ accuracy in expression, but evidence of developing team/ practical/ professional/ problem-solving skills

Limited use of learning resources. Unable to work autonomously. Little input to teams. General difficulty with structure/ accuracy in expression. Practical/ professional/ problem-solving skills that are not yet secure

Inadequate use of learning resources. Failure to contribute to team work. Major problems with structure/ accuracy in expression. Very weak practical /professional skills. No ability to direct own learning


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7. Assessment OffencesYou are reminded that any work that you submit must be your own. All suspected assessment offences will be investigated and can result in severe penalties. Please note that it is your responsibility to consult the relevant sections of the Academic Regulations (section 10 – see www.anglia.ac.uk/academicregs) and the Student Handbook.

When you are preparing your work for submission, it is important that you understand the various academic conventions that you are expected to follow in order to make sure that you do not leave yourself open to accusations of plagiarism (eg: the correct use of referencing, citations, footnotes etc.) and that your work maintains its academic integrity.

Plagiarism is theft and constitutes the presentation of another’s work as your own in order to gain an unfair advantage. You will receive advice and guidance on how to avoid plagiarism and other elements of poor academic practice during the early stages of your studies at Anglia Ruskin.

A Guide to Academic Integrity and Good Academic Practice

A primary purpose of a University education is to instil in each student an understanding of, and a capacity for scholarship, independent judgment, academic rigour, and intellectual honesty.

It is the joint responsibility of university teachers, support staff and students to work together to foster these ends through relationships which encourage freedom of inquiry, demonstrate personal and professional integrity, and foster mutual respect.

Good academic practice refers to the process of completing your academic work independently, honestly and in an appropriate academic style, using good referencing and acknowledging all of your sources.

To demonstrate good academic practice this you must:

develop your own independent evaluation of academic issues; draw upon research from academics in your field of study; discuss and evaluate existing concepts and theories; demonstrate your understanding of the key literature; develop your own arguments.

To support your own good academic practice you will need to develop:

study and information skills (eg. reading, note-taking, research etc); skills of critical enquiry and evaluation (eg. taking a balanced opinion, using

reasoning and argument); appropriate academic writing skills (eg. for essays, reports, dissertations etc); referencing skills; examination techniques (eg. preparation and timing etc).

Achieving good academic practice is not as complicated as it may appear. In a nutshell, you need to:

know the rules; make sure you reference all sources.

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http://www.anglia.ac.uk/academicregs

Poor academic practice or academic dishonesty (plagiarism, cheating, fraud etc.) is sometimes caused by insecurity as to what is expected and what is allowed. If you are in any doubt you should talk to a librarian and/or your module or personal tutor.

Our Expectations of Students

The Student Charter (available at: http://web.anglia.ac.uk/anet/students/pdfs/ 11473_Charter_16ppA5.pdf) requires you to ‘be aware of the academic rules relating to your studies’, p9). We expect you to agree that you will:

i) ensure that you are familiar with the academic conventions regarding the citing (acknowledgement, referencing) of the work of others (see http://libweb.anglia.ac.uk/referencing/referencing.htm for assistance);

ii) only hand in your own original work for assessment; iii) correctly reference all the sources for the information you have included in your

work; iv) identify information you have downloaded from the internet; v) never use another student’s work as if it were your own work; vi) never use someone else’s artwork, pictures or graphics (including graphs,

spreadsheets etc. and information from the internet) as if they were made by you;

vii) never let other students use or copy from your work; viii) work through ‘PILOT’, the online tutorial available on the University library

website (http://libweb.anglia.ac.uk/pilot/). PILOT addresses a number of study skills which will help you develop good academic practice.

8. Learning Resources

8.1 Recommended Texts

Course material (Key texts):

Español Lengua Viva 1, Cuaderno de ejercicios , Editorial Santillana.

Gramática y Recursos Comunicativos 1, Santillana

Books for sale in John Smiths Books, ARU

Recommended:

AULA 2 , Curso de español, Jaime Corpas, Carmen Soriano, Agustín Garmendia. Difusión Spanish At Your Fingertips 2007. BBC Active

Jarman, B. 2003 Oxford Spanish Dictionary 3rd ed. Oxford; O.U.P orButterfield, J. (ed.) 2004 Collins Spanish Dictionary, Glasgow; Harper CollinsSpinelli, E.1999 English Grammar for Students of Spanish, London; Arnold

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http://libweb.anglia.ac.uk/pilot/

http://libweb.anglia.ac.uk/referencing/referencing.htm

http://web.anglia.ac.uk/anet/students/pdfs/%2011473_Charter_16ppA5.pdf

http://web.anglia.ac.uk/anet/students/pdfs/%2011473_Charter_16ppA5.pdf

8.2. Recommended Internet ResourcesAccess to networked computers and multimedia language laboratoriesCentro Virtual Cervantes http://cvc.cervantes.es/aula/lecturas/intermedio/http://news.bbc.co.uk/hi/spanish/specials/default.stmSpanish Grammar web sites http://www.colby.edu/~bknelson/exercises- BBC Language sites http://www.bbc.co.uk/languages/spanish-Newspaper sites such as http://elpais.es, http://www.elmundo.es, etc

audio and audio-visual materials related to the course book as available in the Language Centre and the university library

8.3. Other Resources

Audio and audio-visual materials related to the course book as available in the Language Centre (Hel 245) and the university library.

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http://www.elmundo.es/

http://elpais.es/

http://www.bbc.co.uk/languages/spanish

http://www.colby.edu/~bknelson/exercises

http://news.bbc.co.uk/hi/spanish/specials/default.stm

http://cvc.cervantes.es/aula/lecturas/intermedio/

9. Module Definition Form

Module Definition Form (MDF)

1. Module Title: maximum 100 characters

Spanish Intermediate 2

2a. Module Leader: 2b. Department: 2c. Faculty:

Dr Alicia Peňa Calvo ECFM ALSS

3a. Level: see guidance notes 3b. Module Type: see guidance notes

1 Standard

4a. Credits: see guidance notes 4b. Study Hours: see guidance notes

15 150

5. Restrictions

Pre-requisites: Spanish Intermediate 1 or equivalent

Co-requisites:

Exclusions:

Pathways to which this module is restricted:

LEARNING, TEACHING AND ASSESSMENT INFORMATION (for inclusion in the Module Guide)

6a. Module Description: 200 – 300 words

This module is part of a continuing programme of modules open to all students who have previously taken Spanish Intermediate 1 or equivalent. The Intermediate Language programme contributes to the attainment of the Common European Framework level A2. It focuses on all four language skills (listening, speaking, reading and writing) in an integrated approach. It introduces key structures and vocabulary relevant to topics studied, and provides initial insights into Spanish society and culture. It combines a communicative approach to language with the development of basic reading and writing skills. It also expects students to undertake a programme of guided independent learning in support of class sessions. The module will develop students’ language competence, which will enhance their employability.

6b. Outline Content:

To acquire new knowledge of different cultures and cultural practices;To further develop generic language and employability skills such as:

letter writing personal presentation skills listening comprehension reading comprehension intercultural awareness.

6c. Key Texts/Literature:

Key text as indicated by module leader.Jarman, B (2003) Oxford Spanish Dictionary 3rd ed. Oxford; O.U.POr Butterfield, J. (ed.) (2004) Collins Spanish Dictionary, Glasgow; Harper Collins

Module Code: AD115092S Version: 2 Date amended: 11.06.07

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Spinelli, E (1999) English Grammar for Students of Spanish, London; Arnold

6d. Specialist Learning Resources:

Access to networked computers & multimedia language laboratories.Websites: http://www.bbc.co.uk/languages/spanish/index http://cvc.cervantes.es/aula http://www.linguanet.org.uk/websites/span http://www.lang.anglia.ac.uk:8300/call/learnes1.htm

7. Learning Outcomes (threshold standards):

On successful completion of this module the student will be expected to be able to:

Knowledge and understanding

1. attain the equivalent of the level A2 of the Common European Framework in all four language skills

2. understand the main points and nuances of standard Spanish language on familiar matters

Intellectual, practical, affective and transferable skills

3. deal with most situations likely to arise in an area where Spanish is spoken

4. give reasons and explanations in Spanish for opinions and plans

8. Learning Activities

Learning Activities HoursLearning Outcomes

Details of duration, frequency and other comments

Lectures: 01-4

2 hrs per week over one semester; to include laboratory workOther teacher managed learning: 24

Student managed learning: 126 1-4 students will be expected to undertake 10 hours weekly additional learning activities - a variety of tasks to improve oral and written communication

TOTAL 150

9. Module Assessment

MethodLearning Outcomes

% Weighting & Fine Grade (FG) or pass/fail (PF)

Qualifying Mark see guidance notes

Length/duration and other comments

Coursework 1-4 FG 100% 30% 3,000 words equivalent may include more than one task e.g. oral/aural/written

In order to pass this module, students are required to achieve an overall mark of 40%.

In addition, students are required to:

(a) achieve the qualifying mark for each element of fine graded assessment as specified above

(b) pass any pass/fail elements

OTHER TECHNICAL DETAILS

10. Delivery of the Module Please delete as appropriate

Delivery This module is delivered over… Yes or No? Indicate which by deleting as appropriate

1 …a single semester Y Semester 1 Semester 2

11. Subject: see guidance notes

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http://www.linguanet.org.uk/websites/span

http://cvc.cervantes.es/aula

http://www.bbc.co.uk/languages/spanish/index

10. Report on last delivery of module

MODULE REPORT FORM

This form should be completed by module tutors (where there is more than one delivery) and forwarded to Module Leaders who compiles the results on to one form for use at the Programme Committee and other methods of disseminating feedback to students.

Module Code and Title: AE 1/2/3 15025S Spanish Intermediate 2

Anglia Ruskin Department: Languages and ICC Location(s) of Delivery: Cambridge & Chelmsford

Academic Year: 2008/09 Semester/Trimester: 1

Enrolment Numbers (at each location): 16

Module Leader: Dr Alicia Peña Calvo

Other tutors: Ernesto Dolz Barberá

Student Achievement Provide a brief overview of student achievement on the module as evidenced by the range of marks awarded. A detailed breakdown of marks will be available at the Departmental Assessment Panel.

16 students from levels 1, 2 and 3 took this module and the average mark is 64.8 . 5 students got an A; 1 student got a B; 7 students got a C; 6 students got a D; 3 students failed.

Feedback from Students Briefly summarise student responses, including any written comments

All the students “strongly agree” and “agree’ for all the criteria’.

The aspects of the module that students found most helpful were: the nice atmosphere in the classroom, the group work activities and conversation time with language assistant; delivery.

Module Leader/Tutor’s Reflection on Delivery of the Module, including Response to Feedback from Students (including resources if appropriate)

At the level we all feel 2 hours contact is not enough in a non-immerse context. Time spent on self study does not seem to be use efficiently.

Developments during the current year or planned for next year (if appropriate)

Revision of materials used in the course. We will select a text book following the European Framework and use the Spanish modules to prepare for the DELE Exams.

External Examiner’s Comments State whether the external examiner agreed the marks and/or commented on the module

“I agree with the marks awarded internally. ”

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module guide spanish intermediate 2

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