SPANISH ADVANCED 2

Anglia Ruskin University Language Centre

Faculty: Arts, Law and Social Sciences
Module Code: AD115108S
AD215108S
AD315108S

Academic Year: 2009/10

Semester 1

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2
Contents

1. Key Information ..................................................................................................................4

2. Introduction to the Module...................................................................................................4
3. Intended Learning Outcomes..............................................................................................4
Outline Delivery.......................................................................................................................5
Unidad 7..................................................................................................................................5
¿Qué te pasa?........................................................................................................................5
Unidad 8..................................................................................................................................5
Responder a una llamada de teléfono.....................................................................................5
Proyecto .................................................................................................................................6
Proyecto 1: Trabajar para vivir................................................................................................6
Unidad 11................................................................................................................................7
Unidad 12................................................................................................................................7
Proyecto .................................................................................................................................7
Proyecto 2: Un viaje diferente.................................................................................................7
7. Assessment.........................................................................................................................8
7. Assessment Offences.......................................................................................................12
8. Learning Resources..........................................................................................................12
The computer rooms in the Helmore Building (330, 352, 254 ) and the Language Centre
(HEL) all provide access to internet resources......................................................................12
9. Module Definition Form.....................................................................................................13
10. Report on last delivery of module....................................................................................16

3
1. Key Information

Module/Unit title: Spanish Advanced 6

Module Leader: Name: Dr Alicia Peña Calvo

Cambridge, Helmore 354
Extension: 2043
Email: a.p.calvo@anglia.ac.uk

2. Introduction to the Module

This is the second part of the first of a series of Advanced modules in Spanish
designed for non-native speakers of Spanish, and it attains level B2 of the Common
European Framework. It is open to all students wishing to study Spanish at this
linguistic level. Its aim is to improve communicative competence in Spanish in the
context of Hispanic cultures. Its working medium is elements of these cultures, such
as beliefs, values and institutions, using contemporary materials taken from Hispanic
media and literature. You will be exposed to various varieties of Spanish. The areas
of linguistic competence covered include grammatical and lexical skills, as well as
oral and aural proficiency and extended writing skills. Account is taken of culturally
conditioned language production and appropriate linguistic register, reflecting such
variables as age, sex, class and location. The class is taught in Spanish and consists
of three hours weekly, with emphasis on student-centred activities, with active
participation in class and team work to develop speaking, listening, reading and
writing skills. Students will also be guided in independent learning via the Language
Centre, the Library and the Language Laboratories through a wide range of media
resources including newspapers and journals, television, films, videos, DVDs and
internet. Assessment methods consist of coursework, which may take the form of
essays, research projects, in-class reports or an oral presentation and an exam. The
module develops students’ language competence, which will enhance employability.

3. Intended Learning Outcomes

On successful completion of this module you will be able to:

1. generate different ways of structuring and using written or spoken Spanish;

2. differentiate appropriate Spanish linguistic registers in cultural context;

3. present clear and detailed descriptions of complex subjects, integrating sub-
themes, developing particular points and rounding-off an appropriate conclusion,
showing successful use of learning aids, e.g. bilingual and monolingual
dictionaries, grammar books and communication tools such as recordings and
ICT-based facilities;
4. produce a coherent text in Spanish demonstrating knowledge of a particular topic.

4
Outline Delivery
Unidad Comunicación Gramática & Vocabulario
Interesarse por el estado de salud Presente de subjuntivo
Unidad 7
Describir el estado físico y anímico Imperativo afirmativo de ueste/es e
¿Qué te pasa? Aconsejar o recomendar imperativo negativo
Formular buenos deseos Uso de los pasados: pretérito
indefinido y pretérito imperfecto
Advertir a alguien de un peligro
Oraciones causales: porque y
Expresar alivio como
Expresar deseo Oraciones temporales: cuando
Dar ánimos y tranquilizar a alguien Oraciones condicionales:
Reaccionar ante el relato de un si+presente, presente/imperativo
accidente Síntomas
Remedios
Pruebas médicas
Partes del cuerpo
Especialistas médicos
Accidentes y lesiones
Usos de los pasados: pretérito
Unidad 8 Responder a una llamada de perfecto y pretérito indefinido
teléfono
Oraciones consecutivas: entonces,
Buscar trabajo Preguntar por alguien formalmente
o sea que y así (es) que
Responder a una llamada
formalmente Ofertas de empleo
Verificar la identidad del que llama Cualidades y capacidades
Dejar un recado Profesiones
Despedir una llamada
Pedir permiso El currículum vital
Pedir algo cortésmente Las cartas de presentación
Los tipos de contrato

Preguntar y expresar gustos, Interrogativos: qué, cuál

Unidad 9 deseos y preferencias. Querer, gustar, encantar,
Hablar de planes e intenciones apetecer…+ infinitivo/ + que +
¿Qué hacemos subjuntivo
este fin de Pedir información sobre
semana? espectáculos y eventos
Preguntar por la certeza de una El ocio y el tiempo libre
información Los espectáculos
Responder a una pregunta El teatro
indicando seguridad o duda
Responder a una propuesta
expresando duda o indecisión
Responder a una propuesta
expresando falta de interés o
indiferencia
Expresar grados de probabilidad

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 Repaso: 7-9
Proyecto Proyecto 1: Trabajar para vivir

Preguntar por deseos y Tan, tanto, tanto/a/os/as

Unidad 10 preferencias Oraciones de relativo: que
Expresar deseos o preferencias Oraciones temporales: cuando
Hacer turismo
Intensificar la negación Los viajes: régimen, alojamiento,
Expresar miedo o temor tipos, en avión, en tren.
Expresar esperanza
Transmitir una información
Transmitir una pregunta
Quejarse
Expresar grados de probabilidad
Ceder la elección a otro
Expresar satisfacción, alegría,
sorpresa

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 Reaccionar ante una información El uso del artículo con nombres de
Unidad 11 accidentes geográficos
Contar una anécdota
Uso de los pasados: pretérito
Un viaje por imperfecto y pretérito indefinido
España e
Hace (ya) / Hacía (ya) + tiempo
Hispanoamérica
La concordancia de número en los
sustantivos colectivos y algunos
cuantificadores.
El género de los animales
Pretérito pluscuamperfecto
Perífrasis verbales:
seguir/continuar+ gerundio;
empezar a + infinitivo; ponerse a +
infinitivo; acabar/terminar de+
infinitivo; dejar de + infinitivo
Datos básicos de un país
Marcadores de indefinido para
acciones puntuales
Pedir a alguien su opinión Oraciones finales: para, para que
Unidad 12
Opinar Oraciones temporales: cuando, en
Hacer valoraciones cuanto, tan pronto como, nada
EL futuro más, al+infinitivo, después de
Aconsejar (que), hasta que, desde que.
Expresar finalidad El modo del verbo en las oraciones
Expresar grados de probabilidad temporales:
Hablar del futuro indicativo/subjuntivo/infinitivo
Expresar esperanza El medio ambiente
Los parques nacionales: paisajes,
fauna, flora
Las nuevas tecnologías
La televisión: tipos de programas
Marcadores del discurso: para
referirnos a un tema , para
enumerar, para aclarar, para
concluir y resumir un escrito
Repaso: 6-12
Proyecto Proyecto 2: Un viaje diferente

in-class listening & speaking task(s)

ASSESSMENT
Extensive Reading (Easter Break)*
week 6 & week 12
in-class writing/grammar in context test

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5. Assessment

Week 6 (01/03/10): Listening / speaking / grammar-vocabulary in context tasks in

class assessment.

*Easter Break: Extensive reading as stimulus for writing and speaking

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

Week 12 (03/05/10): Grammar-vocabulary/ reading comprehension/ writing tasks

6. Attendance Requirements:

International students who are non-EEA nationals and in possession of entry

clearance/leave to remain as a student (student visa) are required to be
in regular attendance at Anglia Ruskin. Failure to do so is considered to
be a breach of the immigration regulations. From the academic year 2008/09
onwards, Anglia Ruskin is required to inform the Border and Immigration
Agency (Home Office) of significant unauthorised absences by any student
visa holders.

7. Assessment

Note to students: The university assessment criteria for Level 1 / 2 / 3 follows at the
end of this document.

A (70% -) Achievement all three criteria to a near-professional standard

B (6 - 69%) Above average performance in all three criteria.
C (50 - 59%) Satisfactory achievement in all three criteria.
D (40 – 49%) Criteria 1 and 2 are minimally satisfied and there are problems
with Criterion 3 (Accuracy)
E (below 40%) Fails to satisfy the above criteria.

8. Assessment Criteria and Marking Standards

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 ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS
LEVEL 1
Marking standards (by mark band)
Assessment criteria by level
70%+ 60-69% 50-59% 40-49% 30-39% 1-29%
Generic Fails marginally
Achieves a Fails to achieve
Learning Achieves to achieve
marginal pass in module
Outcomes Characteristics of student achievement per Achieves module module Achieves module module
the module outcome/s
mark band → outcome/s related outcome/s outcome/s related outcome/s
outcome/s related to this
to this GLO at this related to this to this GLO at this related to this
(Academic related to this GLO and is not
Level of Study GLO at this Level of Study GLO. MDF may
Regulations, GLO at this eligible for
Level of Study permit
Section 2) Level of Study compensation
compensation
Level 1 (FHEQ level 4) introduces students to Excellent Good Satisfactory Basic information Limited Inadequate
Knowledge and Understanding

HE. Students are expected to demonstrate information base, information information base base; omissions information base; information base;
relevant skills and competencies; to be articulate exploring and base; explores that begins to in understanding limited lack of
in expressing ideas orally; and to be coherent analysing the and analyses the explore and of major / ethical understanding of understanding of
and structured in terms of written or other media. discipline, its discipline, its analyse the issues. Largely discipline and its discipline and its
Forms of expression at this level may be theory and ethical theory and discipline and its imitative. ethical ethical
descriptive or imitative, but students are expected issues with ethical issues ethical issues but dimension. dimension.
to demonstrate an increasing understanding of considerable with some is still mainly Wholly imitative.
the theoretical background of their study and the originality. originality. imitative.
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
Level 1 (FHEQ Level 4) introduces students to Excellent Good Satisfactory use of
Basic use of Limited use of Inadequate use
HE. Students are expected to demonstrate management of management of learning resources
learning learning of learning
relevant skills and competencies; to be articulate learning learning and input to team
resources with resources, No resources.
in expressing ideas orally; and to be coherent resources, resources with work. Some lack
no self-direction. self-direction, Failure to
and structured in terms of written or other media. complemented by some self- of
Some input to little input to contribute to
Forms of expression at this level may be self-direction/ direction. structure/accuracy
team work. Some team work and team work. Major
Affective and Transferable Skills
Intellectual (thinking), Practical,

descriptive or imitative, but students are expected exploration. Structured and in expression.
difficulty with difficulty with problems with
to demonstrate an increasing understanding of Structured/ mainly accurate Acceptable
structure and structure/ structure/
the theoretical background of their study and the accurate expression. academic/
accuracy in accuracy in accuracy in
analytic competence to explore it, as well as its expression. Very Good academic/ intellectual skills
expression. expression. expression. Very
relationship, where appropriate, to particular good academic/ intellectual skills and satisfactory
Some difficulties Weak academic/ weak academic/
skills. Students are expected to develop an intellectual and and team/prac- practical/professio
with academic/ intellectual skills intellectual skills
awareness of strengths and weaknesses in their team/ practical/ tical/professional nal skills
intellectual skills Practical/prof and practical/
skill sets professional skills skills and developing essional skills professional
practical/ prof- are not yet skills
essional skills secure
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

9
 ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS
LEVEL 2
Assessment criteria by level Marking standards (by mark band)
70%+ 60-69% 50-59% 40-49% 30-39% 1-29%
Generic Fails marginally
Learning Achieves a Fails to achieve
Achieves to achieve
marginal pass in module
Outcomes Characteristics of student Achieves module module Achieves module
the module
module
outcome/s
outcome/s related outcome/s outcome/s related outcome/s
achievement per mark band → outcome/s related to this
to this GLO at this related to this to this GLO at this related to this
(Academic related to this GLO and is not
Regulations, Section 2) Level of Study GLO at this Level of Study GLO. MDF may
GLO at this eligible for
Level of Study permit
Level of Study compensation
compensation
Level 2 (FHEQ level 5) reflects continuing Excellent Good knowledge Satisfactory Basic knowledge Limited Inadequate
Knowledge and
Understanding

development from Level 1. At this level students knowledge base, base; explores knowledge base base with some knowledge base; knowledge base;
are not fully autonomous but are able to take exploring and and analyses the that begins to omissions and/or limited lack of
responsibility for their own learning with some analysing the discipline, its explore and lack of theory of understanding of understanding of
direction. Students are expected to locate an discipline, its theory and analyse the theory discipline and its discipline and its discipline and its
increasingly detailed theoretical knowledge of the theory and ethical ethical issues and ethical issues ethical ethical ethical
discipline within a more general intellectual issues with with some of the discipline. dimension. dimension. dimension..
context, and to demonstrate this through forms of considerable originality, detail
expression which go beyond the merely originality and and autonomy.
descriptive or imitative. Students are expected to autonomy.
demonstrate analytical competence in terms both
of problem identification and resolution, and to
develop their skill sets as required.
Level 2 (FHEQ level 5) reflects continuing Excellent Good Satisfactory use of
Basic use of Limited use of Inadequate use
development from Level 1. At this level students management of management of learning
learning learning of learning
Affective and Transferable Skills
Intellectual (thinking), Practical,

are not fully autonomous but are able to take learning, with a learning with resources.
resources with resources, resources. Major
responsibility for their own learning with some degree of consistent self- Acceptable
little self- working towards problems with
direction. Students are expected to locate an autonomy/ direction. structure/accuracy
direction. Some self-direction. structure/
increasingly detailed theoretical knowledge of the exploration that Structured and in expression.
input to team General difficulty accuracy in
discipline within a more general intellectual may exceed the mainly accurate Acceptable level of
work. Some with structure expression. Very
context, and to demonstrate this through forms of brief. Structured/ expression. academic/ intell-
difficulties with and accuracy in weak academic/
expression which go beyond the merely accurate Good academic/ ectual skills, going
academic/ expression. intellectual skills.
descriptive or imitative. Students are expected to expression. Very intellectual skills beyond description
intellectual skills. Weak academic/ Wholly imitative
demonstrate analytical competence in terms both good academic/ and team/ prac- at times. Satis-
Largely imitative intellectual skills. and descriptive
of problem identification and resolution, and to intellectual skills tical/ profess- factory team/
and descriptive. Still mainly Very weak team/
develop their skill sets as required. and team/ prac- ional skills practical/professio
Some difficulty imitative and practical/professi
tical/ professional nal skills. Inconsis-
with structure descriptive. onal skills. No
skills tent self-direction
and accuracy in Team/ practical/ ability to direct
expression, but professional own learning
developing skills that are not
practical/ prof- yet secure
essional 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

10
 ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS
LEVEL 3
Marking standards (by mark band)
Assessment criteria by level
70%+ 60-69% 50-59% 40-49% 30-39% 1-29%
Generic Fails marginally
Achieves a Fails to achieve
Learning Achieves
marginal pass in
to achieve
module
Outcomes Characteristics of student Achieves module module Achieves module module
the module outcome/s
outcome/s related outcome/s outcome/s related outcome/s
achievement per mark band → outcome/s related to this
to this GLO at this related to this to this GLO at this related to this
(Academic related to this GLO and is not
Level of Study GLO at this Level of Study GLO. MDF may
Regulations, GLO at this eligible for
Regulation 2.26-2.41.2) Level of Study permit
Level of Study compensation
compensation
Level 3 (FHEQ level 6) is characterised by an Excellent Good knowledge Satisfactory Basic knowledge Limited Inadequate
expectation of students’ increasing autonomy in knowledge base base that knowledge base base with some knowledge base; knowledge base;
Knowledge and
Understanding

relation to their study and developing skill sets. that supports supports that supports omissions at the limited lack of
Students are expected to demonstrate problem analysis, analysis, some analysis, level of understanding of understanding of
solving skills, both theoretical and practical. This evaluation and evaluation and evaluation and theoretical/ethical discipline/ethical discipline/ethical
is supported by an understanding of appropriate problem-solving in problem-solving problem-solving in issues.. issues.. Difficulty issues. Unable to
theory; creativity of expression and thought theory/practice/ in theory/ theory/practice/ Restricted ability with theory and discuss theory or
based in individual judgement; and the ability to ethics of discipline practice/ ethics ethics of discipline. to discuss theory problem solving solve problems in
seek out, invoke, analyse and evaluate with considerable of discipline with and/or or solve in discipline discipline.
competing theories or methods of working in a originality. some originality. problems in
critically constructive and open manner. Output discipline
includes is articulate, coherent and skilled in the
appropriate medium, with some students
producing original or innovative work in their
specialism.
Level 3 (FHEQ level 6) is characterised by an Excellent Good
Satisfactory Basic use of Limited use of Inadequate use
expectation of students’ increasing autonomy in management of management of
management of learning learning resour- of learning
relation to their study and developing skill sets. learning, with learning, with
learning. Some resources with ces. Unable to resources.
Students are expected to demonstrate problem degree of consistent self-
autonomy in little autonomy. work autonom- Failure to
Affective and Transferable Skills
Intellectual (thinking), Practical,

solving skills, both theoretical and practical. This autonomy/ directed

research but Some difficulties ously. Little input contribute to
is supported by an understanding of appropriate research that may research.
inconsistent. with academic/ to teams. Weak team work. Major
theory; creativity of expression and thought exceed the Structured and
Structured and intellectual skills academic/intel- problems with
based in individual judgement; and the ability to assessment brief. accurate
mainly accurate Some difficulty ectual skills. Still structure/
seek out, invoke, analyse and evaluate Structured and expression.
expression. with structure/ mainly descrip- accuracy in
competing theories or methods of working in a creative Good academic/
Acceptable level of accuracy in tive General expression. Very
critically constructive and open manner. Output is expression. Very intellectual skills
academic/ expression, but difficulty with weak academic/
articulate, coherent and skilled in the appropriate good academic/ and team/
intellectual skills evidence of structure/ accur- intellectual skills.
medium, with some students producing original or intellectual skills practical/ prof-
going beyond developing team/ acy in express- and weak
innovative work in their specialism. and practical/ essional/problem
description at practical/ ion. Practical/ practical/professi
team/professional/ solving skills
times Satisfactory professional/ professional/ onal skills. No
problem-solvingteam/practical/prof problem-solving problem-solving ability to direct
skills essional/ problem- skills skills that are not own learning
solving skills yet secure
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

11
7. Assessment Offences
You 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) and the Student Handbook.

8. Learning Resources
8.1 Recommended Texts
Course material (Key texts):
 Español Lengua Viva 2, Cuaderno de ejercicios , Editorial Santillana.
 Gramática y Recursos Comunicativos 2, Santillana

Books for sale in John Smiths Books, ARU

Dictionaries (available in the Library and / or Language Centre):

Butterfield J 2004 Collins Spanish Dictionary 8th edition Glasgow: Collins
Or Garman, B. 2001 The Oxford Spanish Dictionary 3rd edition Oxford: O.U.P
Universidad de Salamanca 1996 Diccionario Salamanca de la lengua española
Salamanca: Santillana
Corripio, F. 1997 Diccionario de Ideas Afines Barcelona: Herder

Reference Grammars (available in the Library and / or Language Centre):

Butt, J. & Benjamin, C. A New Reference Grammar of Spanish 4th edition London
Arnold
Coronado González, M.L. Et al 1998 . Materia Prima. Gramática y Ejercicios Nivel
Medio y Superior 2nd edition Madrid SGEL

8.2. Recommended Internet Resources

Access to networked computers and multimedia language laboratories.
Language Centre audio and audio-visual materials Spanish/Latin American Web-
sites, e.g. Virtual Resource Centre:
Internet resources:
http://cervantes.es
http://www.colby.edu/~bknelson/exercises/index.html
http://depts.washington.edu/spnrectr/irst.htm
http://news.bbc.co.uk/hi/spanish/programmes/default.stm
http://www.rtve.es/rne/index.htm
http:/www.elpais.es
http://www.elmundo
http://espanol.yahoo.es
http://www.mundolatino.org/

8.3. Other Resources

The computer rooms in the Helmore Building (330, 352, 254 ) and the Language
Centre (HEL) all provide access to internet resources.

12
9. Module Definition Form

Module Definition Form (MDF)

Module Code: AD215108S Version: 1 Date amended: 14.11.05

1. Module Title:
Spanish Advanced 2

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

Dr Alicia Peña Calvo ECFM ALSS

3a. Level: 3b. Module Type:

2 Standard

4a. Credits: 4b. Study Hours:

15 150

5. Restrictions
Pre-requisites: Spanish Advanced 1 or equivalent.

Co-requisites:

Exclusions:

Pathways to which this

module is restricted:

LEARNING, TEACHING AND ASSESSMENT INFORMATION

6a. Module Description: 200 – 300 words
This is the second part of the first of a series of Advanced modules in Spanish designed for non-native speakers of
Spanish, and it attains level B2 of the Common European Framework. It is open to all students wishing to study Spanish
at this linguistic level. Its aim is to improve communicative competence in Spanish in the context of Hispanic cultures.
Its working medium is elements of these cultures, such as beliefs, values and institutions, using contemporary materials
taken from Hispanic media and literature. You will be exposed to various varieties of Spanish. The areas of linguistic
competence covered include grammatical and lexical skills, as well as oral and aural proficiency and extended writing
skills. Account is taken of culturally conditioned language production and appropriate linguistic register, reflecting such
variables as age, sex, class and location. The class is taught in Spanish and consists of two hours weekly, with emphasis
on student-centred activities, with active participation in class and team work to develop speaking, listening, reading and
writing skills. Students will also be guided in independent learning via the Language Centre, the Library and the
Language Laboratories through a wide range of media resources including newspapers and journals, television, films,
videos, DVDs and internet. Assessment methods consist of coursework, which may take the form of essays, research
projects, in-class reports or an oral presentation and an exam. The module develops students’ language competence,
which will enhance employability.
6b. Outline Content:
• Registers and styles in general and academic Spanish.
• Information selection, transfer and recording.
• Techniques of language acquisition and autonomous learning.
6c. Key Texts/Literature:
Key text as indicated by module leader.
Module Guide of relevant materials compiled by Module Leader and made available to students.
Additional texts:

13
Dictionaries (available in the Library and / or Language Centre):
Butterfield J (2004) Collins Spanish Dictionary 8th edition Glasgow Collins
Garman, B.(2003)The Oxford Spanish Dictionary 3rd edition Oxford O.U.P
Universidad de Salamanca (1996) Diccionario Salamanca de la lengua española Salamanca Santillana
Corripio, F. (1997) Diccionario de Ideas Afines Barcelona Herder
Reference Grammars (available in the Library and / or Language Centre):
Butt, J. & Benjamin, C. (2004) A New Reference Grammar of Spanish 4th edition London Arnold
Coronado González, M.L. et al. (1998) Materia Prima. Gramática y Ejercicios Nivel Medio y Superior 2nd edition
Madrid SGEL
6d. Specialist Learning Resources:
Access to networked computers and multimedia language laboratories
Language Centre audio and audio-visual materials
Spanish/Latin American Web-sites, e.g. Virtual Resource Centre:
Internet resources:
http://cervantes.es
http://www.colby.edu/~bknelson/exercises/index.html
http://depts.washington.edu/spnrectr/irst.htm
http://news.bbc.co.uk/hi/spanish/programmes/default.stm
http://www.rtve.es/rne/index.htm
http:/www.elpais.es
http://www.elmundo
http://www.mundolatino.org/
Audio and audio-visual materials related to the course book as available in the Language Centre and University Library.

7. Learning Outcomes (threshold standards):

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

Knowledge and 5. generate different ways of structuring and using written or spoken Spanish
understanding 6. differentiate appropriate Spanish linguistic registers in cultural context

Intellectual, practical,
affective and
transferable skills
7. present clear and detailed descriptions of complex subjects, integrating sub-themes,
developing particular points and rounding-off an appropriate conclusion, showing
successful use of learning aids, e.g. bilingual and monolingual dictionaries, grammar
books and communication tools such as recordings and ICT-based facilities
8. produce a coherent text in Spanish demonstrating knowledge of a particular topic.

8. Learning Activities
Learning Details of duration, frequency and
Learning Activities Hours
Outcomes other comments
Lectures: 0 2 hrs per week over 1 semester. Active participation in class
1-4 group-work, discussions, debates and simulations
Other teacher managed learning: 24
Student managed learning: 126 1-4 Students will be expected to undertake additional self
study/learning activities of at least 6 hours, in the language
laboratories and in the language centre.
TOTAL 150

9. Module Assessment
% Weighting &
Learning Qualifying Mark
Method Fine Grade (FG) Length/duration and other comments
Outcomes see guidance notes
or pass/fail (PF)
Coursework 1-4 FG 100% 30%1,000 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

14
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 2

11. Subject: see guidance notes

15
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: AE12315027S Spanish Advanced 2; AE123 30012D Spanis
advanced 1 & 2 (part 2)

Anglia Ruskin Department: Languages and Intercultural Communication

Location(s) of Delivery: Cambridge

Academic Year: 2008/09 Semester/Trimester: 2

Enrolment Numbers (at each location): 10

Module Leader: Dr Alicia Peña Calvo

Other Module Tutors:

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.
10 students took these modules. 2 students got an A; 3 a B; 3 a C and 2 failed the module.

Feedback from Students Briefly summarise student responses, including any written comments
The majority of students, responded agree or strongly agree to most questions. The structure,
content and methodology were the areas students enjoyed most.

Clashes were the only aspect mentioned to be improved.

Module Leader/Tutor’s Reflection on Delivery of the Module, including Response to

Feedback from Students (including resources if appropriate)
Business students had clashes with one of the contact hours, Revision of materials used in the
course.

Developments during the current year or planned for next year (if appropriate)
Review materials and possible preparation for DELE
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
All marks are fair.

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