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Full Description

GENERAL AIM
To understand and express oneself in various situations not necessarily familiar to the learner which require an exchange of information and personal opinions using complex linguistic structures.

SPECIFIC AIMS

Listening comprehension: To understand the general content and the essential details of conversations between more than two native speakers on topics not necessarily familiar to the learner. To understand news in social communication media.

Oral production: To participate in a pragmatically adequate way in conversations on topics familiar to the student, contributing his or her own opinions and attitudes.

Reading comprehension: To understand the general content and the essential details of different types of texts about topics not necessarily familiar to the learner.

Writing skills: To elaborate pragmatically adequate texts of descriptive and narrative natures on topics familiar to the learner.

LIST OF CONTENTS
In the Advanced Level the two sub-levels (A and B) are specified so that the level which the student must have attained to undertake the Hispanic Studies course is clearly defined.

1. Communicative content:
• Speak about oneself and others: likes, experiences, opinions, plans, ideals, character.
• Description strategies: define and give examples.
• Speak about the changes in people in the course of time.
• Express feelings: pain, hope, fear, happiness, sadness, sympathy, relief, etc, directly or in relation to events or facts.
• Give and ask for advice. Recommend, advise or warn of a danger. Use correctly different registers.
• Organise informative texts: comment on surveys.
• Give conditions: express the degree of probability of the condition. Minimal conditions so that the expressed condition is fulfilled.
• Conditions in which the way something is carried out is the condition which may be fulfilled. Impossible and unlikely conditions.
• Offer and ask for help.
• Define and identify objects, ideas or people through circumstances. Express that these objects, people or ideas are unknown to us.
• Express wishes about objects, our own or other’s actions.
• Give instructions. Refer to given elements.
• Speak about others: refer to one’s relationship with the speaker.
• Express agreement and disagreement in the conversation.
• Give opinions, assess and show agreement and disagreement with the events or facts.
• Express purpose.
• Make unreal comparisons.
• Speak about the past: Tell stories. Show perspective. Correct wrong sentences about the past. Refer to specific times and periods of time. Speak about the duration of an activity. Express a time as belonging to the past.
• Refer words and conversations: show the validity of what is said at the moment of speaking, show what is said in the past or avoid commitment with the validity of what has been said. Resume speech acts and conversations.
• Express hypotheses: show and recognise the sentence as a hypothesis by means of verbal changes. Show this explicitly. React to hypothesis.
• Relate actions in time: Indicate succession, immediate succession, previous events, later events, simultaneous events, initial and final limits.
• Speak about oneself and others: past experiences, conjectures about the future, sentimental relationships, health, family, personality.
• Express differences and identify ideas in a group.
• Interpret diagrams and express rules.
• Give opinions, assessments for and attitudes to possible actions and events.
• Interpret symbols.
• Recognise accents and phonetic characteristics of different varieties of the Spanish language.
• Past tenses: Show a perspective through the meaning of verbs. Recognise and produce types of narrative texts; stories, dreams, anecdotes, tales, articles.
• Referred discourse: Ask for repetitions of partial statements. Show validity. Resume speech acts and transmit all the content. Reproduce conversations from a referred discourse.
• Make hypothesis: Show and recognise degree of probability which the speaker attributes to the hypothesis which he or she makes. React to hypothesis. Introduce and comment on gossip.
• Express conditions I: Give conditions for future fulfilment of an action. Show the subjective probability of that condition (high, medium, low or non-existent).
• Express conditions II: Express the real time upon which a condition has effect and what is conditioned in improbable or impossible conditions.
• Express subjective sensations, impressions and feelings. Assess subjectively. Show and recognise different registers. Express and recognise agreement, disagreement or evasion in conversation. React to statements and proposals.
• Recognise the specific structures of journalistic language, oral and written. Reproduce journalistic tests.
• Make arguments, objections and react to them: give information on the objection, recognise it as acceptable or reject it. Show different registers.
• Relate actions in time. Write instructions.
• Recognise the specific structures of advertising language. Make analyses. Recognise and produce puns and connotations. Convince.
• Compare different versions of a story. Make artistic criticisms.

2. Grammatical content:

1. Vocabulary and expressions related to personal experiences and characteristics: personality and physical description.
2. Other uses of ser / estar
3. hacerse, volverse, ponerse, llegar a ser, terminar de.
4. Me gusta, me molesta, me pone nervioso ... + noun / infinitive /subjuctive.
5. Correlation of tenses with Past or Conditional: Me gustaría que + Imperfect Subjunctive.
6. Giving advice: Conditional, Imperative, poder, tener que, deber de, and es mejor que in advice. Correlation of tenses with the subjunctive.
7. Vocabulary, phraseology and discursive exponents to comment on surveys: processing figures, identification structures, computers, connectors for introducing and changing items, contrasting connectors.
8. Basic conditions: Si + (Present Indicative / Imperfect Subjunctive / Perfect Subjunctive). Correlation with the conditioned verb.
9. Marked conditions: con tal de que, a menos que / en caso de que / siempre que,siempre y cuando / condition with gerund.
10. Conversational exponents of offers and requests for help. Uses of the Subjunctive: quieres que ...? in relative clauses. Correlation of tenses.
11. Relative clauses with preposition. Use of the Subjunctive in relative clauses. Correlation of tenses.
12. Use of the subjunctive in the formulation of wishes. Correlation of tenses.
13. Paradigm of the Imperative and stressed and unstressed personal pronouns. Position of the pronouns. Reduplication of the direct and indirect object.
14. Vocabulary for the description of social types: pijo, progre, carca, don nadie, etc.
15. Vocabulary and expressions for the description of inter-personal relationships: llevarse, caer, ser, ser un pedazo de pan, etc.
16. Expression of agreement and disagreement. Uses of the related Subjunctive.
17. Use of the Subjunctive in the formulation of opinions: creo que, me parece que, está claro que, pienso que. Correlation of tenses.
18. Use of the Subjunctive in the formulation of evaluations of facts: es lógico que, está claro que, me parece imprescindible, etc.
19. Global functioning (inter-related) of the past tenses.
20. Mechanisms to show perspective. Use of the Indicative Pluperfect
21. Resources to correct information: no..., sino / si (que) / es más ..., no solo ... sino / (que) ..., Quien, cuando, donde, como, por lo que in topic structures.
22. Resources to refer to specific times and periods of time: dates / hace-hacía-hará que / llevo-llevaba-llevaré ... / desde ... / desde hace ... Use of durar and tardar.
23. Time expressions which change when referring to the past: ahora / en este momento / hoy / este mañana / ayer / anoche, ayer, mañana, pasado mañana, próximo / que viene, dentro de / hace.
24. Temporal correlation in the referred discourse. Changes in all the tenses.
25. Verbs of ‘the tongue’: decir, opinar, repetir, comentar, etc. Basic verbs to resume speech acts: saludar, despedirse, invitar, negarse, aceptar, etc.
26. Use of the Future, the Future Perfect, and the Conditional in the formulation of hypotheses.
27. Uses of the Subjunctive in the formulation of hypotheses: es probable que, es posible que, puede ser que, puede que, quizás, tal vez, probablemente, posiblemente.
28. Hypotheses with Indicative (supongo que, seguro que, etc.)
29. Conversational exponents of (im)possibility and (im)probability.
30. Temporal particles: cuando, en cuanto a, antes de (que), después de (que), desde, hasta, mientras. Uses of the subjunctive and past-present-future contrast.

3. Cultural content of the Advanced Level
- Spanish culture / Andalusian culture:
   - revision of stereotypes
- The different ‘Spains’: geographical, linguistic and cultural diversity.
- Andalucía: stereotypes and reality.
- The three cultures and their survival.
- The Moslem past and its legacy.
- Gastronomy.
   - the Mediterranean diet.
   - olive oil and wine.
- The Spanish family structure.
- Social and sexual stereotypes.
   - machismo.
   - the mother.
- Present-day Spain: main ideological, political and cultural
tendencies:
   - the sixties.
   - the Democracy.
- Bullfighting: symbol, rite and metaphor.
- Flamenco and ‘duende’ (magical energy / quality).
- Religion and folklore: artistic expressions:
   - pilgrimages.
   - Holy Week.
- Spain as a member of the European Union.
- Spain in relation to other regions of the world:
- Latin America.
- North Africa and the Middle East.
- Introduction to Literature in the Spanish language II..
- Introduction to Spanish Art II.
- Introduction to Spanish Cinema II.