Room 809, Napier Building
Phone 83188361
E-mail: jorge.paredes@ adelaide.edu.au

Office hours: Monday 11:00 AM to 12:00 PM
                      Wednesday   3:00 to 4:00 PM

The timetable and the teaching rooms are as follows:

Lecture: Monday 10:00-11:00 AM, Napier 205
Tutorial 1: Tuesday 2:00-3:00 PM, Nexus 10, UB40
Tutorial 2: Wednesday 4:00 - 5:00 PM, 111B Hughes Building

On successful completion of this course, students will be able to:

1	Demonstrate in-depth knowledge of the Indicative Mood in all its tenses.
2	Further consolidate knowledge of the Subjunctive Mood of the Spanish language.
3	Acquire knowledge and an understanding of how to use Spanish expressions referring to the body.
4	Make use of Spanish lexicon in the right context.
5	Use more complicated/advanced grammar structures in Spanish.
6	Further enhance the ability to synthesize, analyse and present information both in written and oral forms in Spanish.
7	Enhance their ability and positive attitude to facilitate and participate in oral exchanges in specific contexts in Spanish.
8	Acquire the ability to translate basic documents from English into Spanish.
9	Further develop their capacity to write formal documents in Spanish.
10	Further enhance the capacity to see cultural continuities and differences between Australia and the Spanish-speaking world, and to make respectful comparisons between the two worldviews.

All required resources will be available in MyUni.

The official dictionary for this course is the Collins Spanish Concise Dictionary. Although this is not a required book in this course, it is highly recommended that you buy your own copy. It would be needed for more advanced courses in Spanish. It is available from UNIBOOKS.

Spanish Grammar Collins GEM is the official recomended book for extra help with your grammar. It is also available from UNIBOOKS.

The Barr Smith Library has a number of Spanish-English dictionaries in its reference section.  When preparing assignments, it is a good habit to work with dictionaries and other reference books around you. If you are thinking of purchasing a dictionary, there are several possibilities, depending on your budget.

I recommend you to expose yourself to the language and Spanish culture through watching films, listening to music (there is plenty of types in each single country) and specially the arts and sciences. In order to develop your listening skills is paramount that you listen to Spanish or Latin American radios or the SBS radio. There are many sites on the worldweb that you can acces. I can help you to select the best, simply let me know.

There are 3 main Learning Resources that will allow you to open a door into Spain and Latin America as well as Amerindia:

1. Latin American Network Information Center, University of Texas: http://lanic.utexas.edu/la/region/history/
This is a vast internet site with ample resources on countries, economy, education, government, media, culture, communication, science, society and many other aspects of these cultures. It is in English, Portuguese and Spanish.

2. Consejo Latinoamericano de Ciencias Sociales. CLACSO. http://www.clacso.org.ar/inicio/inicio.php?idioma=esp
This is also a vast internet site with information in Spanish in all of the above mentioned areas. It also funds research in Social Sciences. It is the most important site to know what research is being done now in all Latin American countries.

3. Library of the Congress - Hispanic Reading Room: http://www.loc.gov.rr/hispanic/
This is the primary access point for research to the Caribbean, Latin America, and Iberia; the indigenous cultures of those areas; and peoples throughout the world historically influenced by Luso-Hispanic heritage; including Latinos in the USA, and peoples of Portuguese or Spanish heritage in Africa, Asia and Oceania.

All class material will be available in MyUni.

Course components

The course will be divided in two parts, a one-hors lecture and 2 one-hour tutorials per week.

The lecture will be dedicated to the study of advanced Spanish grammar, lexicon and writing strategies. 
The tutorials will provide the opportunity to have the "intercambio oral" in which in depth discussion about the weekly topics should take place.

It is assumed that students will review and become familiar with the text material in advance in preparation for the lectures. Each grammar topic will contain some issues that are likely to be new or less familiar, hence students must prepare all guiding questions from the Textbook in advance for the lectures and tutorials.

The language tutorials have the main following objectives:

a) To develop the necessary skills to orally discuss specific topics in Spanish .
b) To improve oral expression and understanding of spoken Spanish.
c) To immerse students in more complex contexts in which the Spanish language is used.
d) To build confidence in presenting one's personal viewpoints in Spanish.

1 x 2-hour lecture (or equivalent) per week	24 hours per semester
1 x 1-hour workshop (or equivalent) per week	12 hours per semester
6 hours homework and assignment per week	72 hours per semester
2 hours research per week	24 hours per semester
2 hours oral exchange preparation per week	24 hours per semester
TOTAL WORKLOAD	156 hours per semester

PROGRAMA DE ACTIVIDADES

Semana 1:
Clase/Lecture:
Introducción al curso.
Organización de grupos para "Intercambio Oral".

Semana 2:
Clase/Lecture:
Repaso del uso del pretérito y el imperfecto.
La palabra "time" y sus equivalentes en español.

Ver y preparar documental para el seminario (Intercambio oral)

Semana 3:
Clase/Lecture:
Expresiones con las partes del cuerpo.
Equivalentes de "to know".
Ver y preparar documental para el seminario (Intercambio oral)

Semana 4:
Clase/Lecture :
Usos de "ser" y "estar".
Ver y preparar documental para el seminario (Intercambio oral)

Semana 5:
Clase/Lecture:
Los aumentativos, diminutivos y despectivos.
Ver y preparar documental para el seminario (Intercambio oral)


Desde el viernes 30 de marzo hasta el viernes 13 de abril: VACACIONES DE MITAD DE SEMESTRE.

Semana 6:
Clase/Lecture:
Verbos con construcción especial: gustar, doler y similares.
Seminario: Mini-Test 1 (Escribir un resumen de "El origen de la cocina peruana") (50 minutos).

Semana 7:
Clase/Lecture:
El modo subjuntivo I.
Ver y preparar  documental para el seminario (Intercambio oral)

Semana 8:
Clase/Lecture:El modo subjuntivo II.
Ver y preparar documental para el seminario (Intercambio oral)

Semana 9:
Clase/Lecture:
El subjuntivo III.
Ver y preparar documental para el seminario (Intercambio oral)

Semana 10:
Clase/Lecture:
 El subjuntivo y el indicativo.
Ver y preparar documental para el seminario (Intercambio oral)

Semana 11:
Clase/Lecture:
Influencia del inglés.
Equivalentes de "to ask" en español.
Seminario: Mini-Test 2. (Escribir resumen de "Niña chilena y su familia en el sur de Chile") (50 minutos)

Semana 12
Clase/Lecture:
TEST FINAL (Gramática. 90 minutos).

This course requires the student to view and study (at home and in preparation for the Clase/Lecture) 8 documentals in Spanish.
You MUST view them at home. Every week you need to use 6 hours to prepare for the seminar ("Intercambio oral"). These viewings MUST be done in anticipation to the Clase/Lecture. It is very important that you do this task because otherwise you will be lost or not understand the themes and as a consequence you will not know what your peer students and the lecturer are speaking about. The earlier you start doing this exercise is the better. You also need to prepare at least 5 questions for each documental. To answer use short tenses and do not repeat vocabulary. These activities will enlarge your vocabulary and enhance the sintactic structures you use.

In all seminars ("Intercambio oral") there will be an opportunity to discover something new, so the seminar is to be conducted as a "small-group discovery" activity throughout the semester. This small group discovery experience may result to be a new perspective into something that we though to be otherwise, or it may be a completely new view. This experience will allow to see what otherwise is obscured by our own culture. This obscuring may be a predjudice or simply that we think we know something.

When conversing about the theme you will be able to discover something new. The aim is to be able to see and explore new aspects related to those themes. There is a great poet in the english language that once said:  "If the doors of perception were cleansed, the world would be anew" (William Blake). This is exactly what the small-group discovery experience aims at so our senses are cleansed by experiencing a new perspective on a given theme.

Students will be organized in group of 4 to 6 students to do research on a general topic on the cultures of Spain and/or Latin America as the basis for the "intercambio oral". The activity for the "intercambio oral" will be prepared by all students in the group but each week only one student will be in charge of leading the actual conversation. At the end of the session, the leader of each group will report back to the class on the group discovery or findings.

Assessment Task	Task Type	Weighting	Learning Outcome
Participation	Formative and Summative	10%	1, 2, 3, 10
Oral presentation	Formative and Summative	20%	1, 2, 4, 5, 6, 7, 8, 9
Mid semester test	Formative and Summative	20%	1, 2, 3, 4, 5, 6
Composition	Formative and summative	20%	1, 2, 4, 6, 8, 10
Online quizzes	Formative and summative	10%	1, 2, 4, 3, 5, 8
Final Test	Summative	20%	1, 2, 4, 5, 6, 8

Due to the current COVID-19 situation, modified arrangements have been made to assessments to facilitate remote learning and teaching. Assessment details provided here reflect recent updates.
1. The 10% of the final mark originally allocated to class participation will be added to the three translation assignments, which will now count for 30% of the final mark.
2. The new assessment summary is as follows
   a. Conversation class 20%
   b. Translation assignments (3 x 10%) 30%
   c. Grammar test # 1 20%
   d. Grammar test # 2 30%

It is a requirement of the course that students attend all SPANIIIA lectures and seminars. Exemption from attendance may be given by the course coordinator only for medical reasons or for documented cases of personal hardship. If students fail to attend 2 language courses without providing a satisfactory explanation (on medical or compasionate grounds), they will be asked to provide evidence justifying why they should not be excluded from the course. In al cases, the onus is on student to contact to contact the coordinator, preferibly in advance. Students must comply a minimum 75% attendance through the semester.

Students must complete/submit all assessment tasks in order to pass this course. Failing to submit one or more assessment tasks will result in the student receiving a final grade of FNS (Fail No Submission).

Your final result in this course will be determined on the following basis:

Participation                                     10%
Oral presentation                              20%
Mid-term test                                   20%
Composition                                     20%
Online quizzes                                  10%
Final Test                                         20%
                                  ___________________
                                                       100%

All work must be submitted the due date to the lecturer personally and at the beginning of the Tutorial (sesión 3).