COURSE INFORMATION PACKAGE · LFR215
Basic Spanish I
Compulsory · French
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Content Weekly Contents Assessment System Relation of Proficiency ECTS
Course Instructor(s)
Nazlı KARAMEHMET
nkaramehmet@gsu.edu.tr
nkaramehmet@gsu.edu.tr
Content
Objective
The aim is to give the students a basic knowledge about the spanish grammar, vocabulary and culture in a beginners level,
Course Content
From alphabet to the present tense the basic grammar and vocabulary
Course Learning Outcomes
The use of the present time and the imperative mood of the regular and irregular verbs, the student will have the ability of presenting and explaining himself with short and easy sentences.
Teaching and Learning Methods
To gain the active participation of the students through exercises, homeworks, text reading and plays.
References
Nuevo Ven 1,Espanol Lengua Extranjera, Edelsa, Madrid, 2003
Espanol 2000, Nivel Elemental,Ed. Coloquio, Garcia Fernandez, Sánchez Lobato, Madrid, 1989
Aprende 1, SGEL, Francisco Castro Viudez, Madrid, 2004
Gramatica Basica de Espanol, Difusion, Alonso Raya, Castaneda Castro, Martinez Gila, Miquel Lopez, Ortega Olivares, Ruiz Campillo, Barcelona, 2005
Weekly Contents
| Week | Weekly Contents |
|---|---|
| 1 | The alphabet, presentation, pronounciation, signs of punctuation, the femenine and masculine articles. |
| 2 | The conjugation of the verb ‘SER’ in present tense, sharing personal informations :professions, countries, nationalities. |
| 3 | Adjective démonstrative, Plural and singular of the adjectives and nouns, présent tense of the regular verbs, intonation of affirmative and interrogative frases. |
| 4 | Numbers, definite and indéfinité articles, the présent tense of the verbs’estar, poner, tener’, prépositions. House : rooms, furniture, objects. Explain the place of the things, describe a room, a house |
| 5 | Difference between the verbs ‘ser/estar’. To ask the existence of a place or an establishment, to ask and to describe an address, the difference between ‘hay/estar’, the présent tense of the irregular verbs ‘ir, dar, venir, seguir, cerrar’, description of a city : shops, establishments, public places, public transports. |
| 6 | To give an order in a restaurant, to specify what you like or dislike, présent tense of the irregular verbs, the verb ‘gustar’ and its use, foods, hobbies, habits of nutrition. |
| 7 | Descibe a person, ask and tell about the age, adjective possessive, to talk about habits, the present tense of the irregular verbs II, réflexive verbs, description physical. |
| 8 | Materials, ask for permission, ask for a price, talking and asking about choices, colours. |
| 9 | The present tense of the irregular verbs, complemento directo e indirecto, impérative mood |
| 10 | Clothing, measurement of length and weight, shopping list, shopping, imperativo con complemento directo o indirecto. |
| 11 | To concrete a date, invite someone, to responde to an invitation, use of ‘tener que, deber, hay que´. |
| 12 | The use of grund : ‘estar + gerundio’ con complemento directo o indirecto, days, months, seasons |
| 13 | The future tense with ‘ir a+ infinitivo’, maling plans about the future. Andalucia. |
| 14 | Final exam. |
| Week | Weekly Contents |
|---|---|
| 1 | Reading, Listening, Talking |
| 2 | Reading, Listening, Talking |
| 3 | Reading, Listening, Talking |
| 4 | Reading, Listening, Talking |
| 5 | Reading, Listening, Talking |
| 6 | Reading, Listening, Talking |
| 7 | Reading, Listening, Talking |
| 8 | Reading, Listening, Talking |
| 9 | Reading, Listening, Talking |
| 10 | Reading, Listening, Talking |
| 11 | Reading, Listening, Talking |
| 12 | Reading, Listening, Talking |
| 13 | Reading, Listening, Talking |
Assessment System
| Activities | Number | Contribution |
|---|---|---|
| Contribution of in-term studies to overall grade | 14 | 10 |
| Contribution of final exam to overall grade | 1 | 5 |
| Total | 15 | 15 |
| Activities | Number | Contribution |
|---|---|---|
| Assignments | 14 | 10 |
| Presentation | 1 | 5 |
| Midterm Examinations (including preparation) | 1 | 30 |
| Project | 0 | 0 |
| Laboratory | 0 | 0 |
| Other Applications | 0 | 0 |
| Quiz | 0 | 0 |
| Term Paper/ Project | 0 | 0 |
| Portfolio Study | 0 | 0 |
| Reports | 0 | 0 |
| Learning Diary | 0 | 0 |
| Thesis/ Project | 0 | 0 |
| Seminar | 0 | 0 |
| Other | 0 | 0 |
| Total | 16 | 45 |
Relation of Proficiency
| No | Program Learning Outcomes | Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Acquire competence in written French C1 | |||||
| 2 | Acquisition of speaking proficiency in French at level C1 | |||||
| 3 | Being able to translate from French to Turkish at all levels of language. | |||||
| 4 | Being able to translate from Turkish to French at all levels of language. | |||||
| 5 | Being able to analyze texts of various kinds and levels. | |||||
| 6 | Being able to make cross-cultural studies. | |||||
| 7 | To teach French literature. | |||||
| 8 | Being able to descriptions of languages starting with the contemporary linguistic theories. | |||||
| 9 | Being able to teach French as a foreign language. | |||||
| 10 | Having acquired the Spanish language and literature. | X | ||||
ECTS
| Activities | Number | Period | Total Workload |
|---|---|---|---|
| Class Hours | 0 | 6 | 0 |
| Working Hours out of Class | 14 | 3 | 42 |
| Assignments | 14 | 1 | 14 |
| Presentation | 1 | 3 | 3 |
| Final Examinations (including preparation) | 1 | 4 | 4 |
| Learning Diary | 0 | 1 | 0 |
| Total Workload | 63 | ||
| Total Workload / 25 | 2.52 | ||
| Credits ECTS | 3 | ||