BASIC SPANISH 1 (BASIC USER. ACCESS)
Subject: Basic Spanish I (90 hours)
Previous subject or module: None
Subsequent subject or module: Basic Spanish 2
I. General objective
The student will be able to understand and use some basic structures of the Spanish language to express (orally and in writing) simple ideas related to areas of immediate priority.
II. Specific objectives
• The student will learn the basic language structures and vocabulary necessary to communicate simple ideas verbally and in writing in relation to areas of immediate priority (eg, basic personal and family information, habitat, and habits).
• They will be able to use the structures of the language to perform the following basic communicative functions: greeting, introducing themselves, saying goodbye, thanking, apologizing, asking for and giving personal information, describing people and objects, expressing physical and emotional state, locating ( se) in space and time, express actions and states that are developed in the present, in the future and in a lasting way.
• In direct relationship or by telephone with an interlocutor who takes into account that he is addressing a beginner foreigner, he will understand and produce sentences that refer to: – basic material needs and social formulas of daily life (including telephone formulas): presentations , greetings and farewells, apologies, thanks, basic personal and family information, habitat and habits. – explicitly formulated physical sensations and states of mind. The message will be understandable for the interlocutor even if the oral intervention has a simple structure and occurs at a slow speed and with errors.
• Produce and understand essential information in short, authentic texts related to immediate priority areas, for example notices, signs, billboards, signs, menus, listings, schedules, invitations, postcards, catalogs, and so on.
• You will use some basic strategies to improve your understanding and communication.
- Nociofunctional content and associated grammatical structures
• Spell out. Table of phonemes and spellings. Alphabet.
• Say hello to someone. Answer a greeting. Verb to be.
• Count, number, say quantities: Numbers from 1 to 100 and by hundreds up to 1000.
• Asking / giving personal information about oneself and others. Interrogative constructions: Who is it? Who are they? What is? Where it is? Identification and realization of the basic intonation patterns: enunciative, interrogative and exclamatory.
Verb SER: Identification, nationality, origin, occupation, political affiliation and religion. Verb SER: description of people’s physical characteristics. Presence / absence of the article. Special cases: in treatments.
• Answer affirmatively and negatively. Adverbs YES and NO.
• Express actions and states that are developed in the present.
WORK verb: model of the 1st. conjugation (present indicative).
Verb eat. Model of the 2nd. Conjugation.
Verb LIVE. Model of the 3rd conjugation (present indicative).
• Ask / give information about objects: prices, colors, sizes and materials. Interrogative adverbs How? How much (a, os, as)?
• Physically describe a person.
Verb SER: description of physical characteristics of people.
Qualifying adjectives: formation of plurals. Concordance of gender and number with the noun.
• Describe objects.
Verb SER: description of objects (material, color, size, price, etc.)
.Preposition DE: material.
• Point out and locate entities in space.
Demonstrative adjectives ESTE, ESE and AQUEL and their relationship with adverbs HERE, THERE, THERE.
• Identify, point out and discriminate.
Indefinite singular and plural article.
• Ask / give information about location in space and time.
Verb ESTAR: location in space and time.
Verb SER: time, events.
Interrogative adverbs: WHERE?
Preposition DE: origin, material and possession.
Prepositive location phrases: TO THE RIGHT, TO THE LEFT, TO THE SIDE (OF), TO THE NORTH, TO THE SOUTH, TO THE EAST, TO THE WEST.
Dates and seasons of the year.
Interrogative adverb WHEN? WHAT DAY DOES IT FALL ON?
Verb SER: Time.
Months and days of the week. Presence / absence of the article.
Special cases: days of the week. Adverbs and expressions of time: TODAY, TOMORROW, EVERYDAY.
• Express possession.
Verb to have. Irregular conjugation in present indicative. Age, relationship and possession.
Appropriate use according to the different factors involved: holder, gender and number of the holder; prenominal placement.
Verb SER: kinship and possession.
Proposition of possession.
• Manifest physical and mental state.
Express and ask about physical and emotional sensations.
DO impersonal (It’s cold, hot, etc.)
Verb HAVE: states of health, expression of sensations and symptoms.
Verb ESTAR + adverb of manner (good, bad).
Verb ESTAR + adjective: moods (concordance).
• Express physical sensations.
SER / ESTAR contrast.
• Asking / giving personal information about activities.
Express actions that are developed in a durable way in the present.
ESTAR + gerund.
The irregular gerund.
Gerund with spelling change.
• Express future actions that are within the subjective control of the speaker. Future periphrasis: GO A + infinitive.
• Indicate movement toward a goal.
Irregular verb IR.
Destination (present indicative).
Preposition A. Address.
• Indicate physical or temporal movement from a point of origin to a goal. Irregular verb COME.
Origin (present indicative).
Prepositions FROM … TO … (beginning and end in space and time).
AL and DEL contractions.
Prepositions FROM … TO, FROM … TO.
Contrast GO / COME.
Adverbs WHERE? FROM WHERE?
• Express subjective states: needs and preferences.
Verbs WANT, NEED AND PREFERRED + noun and + infinitive in the present indicative.
II. Sociolinguistic competence
• Use a neutral register suitable for the most common communication situations.
• Select type of treatment (you or you) according to the situation and the interlocutor.
• Master the linguistic mechanisms and the repercussions (in the verb, in the possessives, in the pronouns) that one or another type of treatment implies.
• Social norms, greetings, farewells, introductions, apologies and thanks.
• Daily life: habits and schedules in the family and school environment.
• Hours of public establishments: classes, library, services. • Interpersonal relationships: with friends, neighbors, family, with classmates and with the teacher.
• Work and free time.
• Food and drinks.
• Visit the doctor.
III. Strategic competence
Strategies for oral interaction
• Point out that something is not understood.
• Request a repetition of what was said.
• Ask someone to speak more slowly or louder.
• Memorize common phrases and expressions.
Listening comprehension strategies
• Recognize the meaning of frequently used phrases and expressions.
• Identify the main idea of short, clear and simple notices and statements.
• Relate visual elements with information in descriptive auditory texts about specific objects, people and places (drawings, images, maps).
Reading comprehension strategies
• Identify the information contained in short and simple texts on everyday matters written with a frequent vocabulary and related to areas of expertise that are especially relevant to them (basic information about themselves and their family, habitat and habits, shopping, place of residence, occupations ).
• Identify the meaning of frequently used phrases and expressions, including those contained in personal letters and commonly used postcards on everyday subjects.
• Identify the main idea of short, clear and simple notices, signs, signs, news and statements, and so on. (they can have visual support).
• Locate specific and predictable information on birthday invitations, postcards, menus, schedules, advertisements, illustrated stories, and so on.
• Relate visual elements with written information in descriptive texts about specific objects, people and places (drawings, images, maps).
Suggested verbs to evaluate in Basic level I
- make impersonal)
- get up
- be called
- to present
Verbs to be studied in the past tense, first person: BE, BE, GO, COME, ARRIVE, BORN, HAVE, EAT, BUY, STUDY, DO and WORK.