Module Guide Spanish Advanced 2

8/14/2019 Module Guide Spanish Advanced 2

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SPANISH ADVANCED 2

Anglia Ruskin University Language CentreFaculty: Arts, Law and Social Sciences

Module Code: AD115108SAD215108SAD315108S

Academic Year: 2009/10Semester 1

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Contents

1. Key Information ..................................................................................................................42. Introduction to the Module ...................................................................................................43. Intended Learning Outcomes ..............................................................................................4Outline Delivery .......................................................................................................................5Unidad 7 ..................................................................................................................................5Qu te pasa? ........................................................................................................................5Unidad 8 ..................................................................................................................................5Responder a una llamada de telfono .....................................................................................5Proyecto .................................................................................................................................6Proyecto 1: Trabajar para vivir ................................................................................................6Unidad 11 ................................................................................................................................7Unidad 12 ................................................................................................................................7Proyecto .................................................................................................................................7Proyecto 2: Un viaje diferente .................................................................................................77. Assessment.........................................................................................................................87. Assessment Offences .......................................................................................................12

8. Learning Resources ..........................................................................................................12The computer rooms in the Helmore Building (330, 352, 254 ) and the Language Centre(HEL) all provide access to internet resources......................................................................129. Module Definition Form .....................................................................................................1310. Report on last delivery of module ....................................................................................16

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1. Key Information

Module/Unit title: Spanish Advanced 6

Module Leader: Name: Dr Alicia Pea Calvo

Cambridge, Helmore 354Extension: 2043Email:[email protected]

2. Introduction to the Module

This is the second part of the first of a series of Advanced modules in Spanishdesigned for non-native speakers of Spanish, and it attains level B2 of the CommonEuropean Framework. It is open to all students wishing to study Spanish at thislinguistic level. Its aim is to improve communicative competence in Spanish in thecontext of Hispanic cultures. Its working medium is elements of these cultures, such

as beliefs, values and institutions, using contemporary materials taken from Hispanicmedia and literature.You will be exposed to various varieties of Spanish. The areasof linguistic competence covered include grammatical and lexical skills, as well asoral and aural proficiency and extended writing skills. Account is taken of culturallyconditioned language production and appropriate linguistic register, reflecting suchvariables as age, sex, class and location. The class is taught in Spanish and consistsof three hours weekly, with emphasis on student-centred activities, with activeparticipation in class and team work to develop speaking, listening, reading andwriting skills. Students will also be guided in independent learning via the LanguageCentre, the Library and the Language Laboratories through a wide range of mediaresources including newspapers and journals, television, films, videos, DVDs and

internet. Assessment methods consist of coursework, which may take the form ofessays, research projects, in-class reports or an oral presentation and an exam. Themodule 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 monolingualdictionaries, grammar books and communication tools such as recordings andICT-based facilities;

4. produce a coherent text in Spanish demonstrating knowledge of a particular topic.

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mailto:[email protected]:[email protected]:[email protected]


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Outline Delivery

Unidad Comunicacin Gramtica & Vocabulario

Unidad 7

Qu te pasa?

Interesarse por el estado de salud

Describir el estado fsico y anmico

Aconsejar o recomendar

Formular buenos deseos

Advertir a alguien de un peligro

Expresar alivio

Expresar deseo

Dar nimos y tranquilizar a alguien

Reaccionar ante el relato de unaccidente

Presente de subjuntivo

Imperativo afirmativo de ueste/es eimperativo negativo

Uso de los pasados: pretritoindefinido y pretrito imperfecto

Oraciones causales:porque ycomo

Oraciones temporales: cuando

Oraciones condicionales:si+presente, presente/imperativo

Sntomas

Remedios

Pruebas mdicas

Partes del cuerpo

Especialistas mdicos

Accidentes y lesiones

Unidad 8

Buscar trabajo

Responder a una llamada detelfono

Preguntar por alguien formalmenteResponder a una llamadaformalmenteVerificar la identidad del que llamaDejar un recadoDespedir una llamadaPedir permisoPedir algo cortsmente

Usos de los pasados: pretritoperfecto y pretrito indefinido

Oraciones consecutivas: entonces,o sea que y as (es) que

Ofertas de empleo

Cualidades y capacidades

Profesiones

El currculum vital

Las cartas de presentacin

Los tipos de contrato

Unidad 9

Qu hacemoseste fin desemana?

Preguntar y expresar gustos,deseos y preferencias.

Hablar de planes e intencionesPedir informacin sobreespectculos y eventos

Preguntar por la certeza de unainformacin

Responder a una preguntaindicando seguridad o duda

Responder a una propuestaexpresando duda o indecisin

Responder a una propuestaexpresando falta de inters oindiferencia

Expresar grados de probabilidad

Interrogativos: qu, cul

Querer, gustar, encantar,

apetecer+ infinitivo/ + que +subjuntivo

El ocio y el tiempo libre

Los espectculos

El teatro

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Proyecto Proyecto 1: Trabajar para vivirRepaso: 7-9

Unidad 10

Hacer turismo

Preguntar por deseos ypreferencias

Expresar deseos o preferencias

Intensificar la negacin

Expresar miedo o temor

Expresar esperanza

Transmitir una informacin

Transmitir una pregunta

Quejarse

Expresar grados de probabilidad

Ceder la eleccin a otro

Expresar satisfaccin, alegra,sorpresa

Tan, tanto, tanto/a/os/as

Oraciones de relativo: que

Oraciones temporales: cuando

Los viajes: rgimen, alojamiento,tipos, en avin, en tren.

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5. Assessment

Week 6 (01/03/10): Listening / speaking / grammar-vocabulary in context tasks inclass 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 entryclearance/leave to remain as a student (student visa) are required to bein regular attendance at Anglia Ruskin. Failure to do so is considered tobe a breach of the immigration regulations. From the academic year 2008/09onwards, Anglia Ruskin is required to inform the Border and ImmigrationAgency (Home Office) of significant unauthorised absences by any studentvisa holders.

7. Assessment

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

A (70% -) Achievement all three criteria to a near-professional standardB (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 STANDARDSLEVEL 1

GenericLearning

Outcomes

(AcademicRegulations,

Section 2)

Assessment criteria by levelMarking standards (by mark band)

70%+ 60-69% 50-59% 40-49% 30-39% 1-29%

Characteristics of student achievement permark band

Achieves moduleoutcome/s relatedto this GLO at thisLevel of Study

Achievesmoduleoutcome/srelated to thisGLO at thisLevel of Study


Achieves amarginal pass inthe moduleoutcome/srelated to thisGLO at thisLevel of Study

Fails marginallyto achievemoduleoutcome/srelated to thisGLO. MDF maypermitcompensation

Fails to achievemoduleoutcome/srelated to thisGLO and is noteligible forcompensation

KnowledgeandUnderstanding

Level 1 (FHEQ level 4) introduces students toHE. Students are expected to demonstraterelevant skills and competencies; to be articulate

in expressing ideas orally; and to be coherentand structured in terms of written or other media.Forms of expression at this level may bedescriptive or imitative, but students are expectedto demonstrate an increasing understanding ofthe theoretical background of their study and theanalytic competence to explore it, as well as itsrelationship, where appropriate, to particularskills. Students are expected to develop anawareness of strengths and weaknesses in theirskill sets

Excellentinformation base,exploring and

analysing thediscipline, itstheory and ethicalissues withconsiderableoriginality.

Goodinformationbase; explores

and analyses thediscipline, itstheory andethical issueswith someoriginality.

Satisfactoryinformation basethat begins to

explore andanalyse thediscipline and itsethical issues butis still mainlyimitative.

Basic informationbase; omissionsin understanding

of major / ethicalissues. Largelyimitative.

Limitedinformation base;limited

understanding ofdiscipline and itsethicaldimension.

Inadequateinformation base;lack of

understanding ofdiscipline and itsethicaldimension.Wholly imitative.

Intellectual(think

ing),Practical,

AffectiveandTransferableSkills

Level 1 (FHEQ Level 4) introduces students toHE. Students are expected to demonstraterelevant skills and competencies; to be articulatein expressing ideas orally; and to be coherentand structured in terms of written or other media.Forms of expression at this level may bedescriptive or imitative, but students are expectedto demonstrate an increasing understanding ofthe theoretical background of their study and theanalytic competence to explore it, as well as itsrelationship, where appropriate, to particular

skills. Students are expected to develop anawareness of strengths and weaknesses in theirskill sets

Excellentmanagement oflearningresources,complemented byself-direction/exploration.Structured/accurateexpression. Verygood academic/

intellectual andteam/ practical/professional skills

Goodmanagement oflearningresources withsome self-direction.Structured andmainly accurateexpression.Good academic/intellectual skills

and team/prac-tical/professionalskills

Satisfactory use oflearning resourcesand input to teamwork. Some lackofstructure/accuracyin expression.Acceptableacademic/intellectual skillsand satisfactory

practical/professional skills

Basic use oflearningresources withno self-direction.Some input toteam work. Somedifficulty withstructure andaccuracy inexpression.Some difficulties

with academic/intellectual skillsand developingpractical/ prof-essional skills

Limited use oflearningresources, Noself-direction,little input toteam work anddifficulty withstructure/accuracy inexpression.Weak academic/

intellectual skillsPractical/professional skillsare not yetsecure

Inadequate useof learningresources.Failure tocontribute toteam work. Majorproblems withstructure/accuracy inexpression. Veryweak academic/

intellectual skillsand practical/professionalskills

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 relatedlearning outcomes

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GenericLearning

Outcomes

(AcademicRegulations, Section 2)

Assessment criteria by level Marking standards (by mark band)70%+ 60-69% 50-59% 40-49% 30-39% 1-29%

Characteristics of studentachievement per mark band







Knowledge

and

Understand

ing

Level 2 (FHEQ level 5) reflects continuingdevelopment from Level 1. At this level studentsare not fully autonomous but are able to takeresponsibility for their own learning with somedirection. Students are expected to locate anincreasingly detailed theoretical knowledge of thediscipline within a more general intellectualcontext, and to demonstrate this through forms ofexpression which go beyond the merelydescriptive or imitative. Students are expected todemonstrate analytical competence in terms bothof problem identification and resolution, and todevelop their skill sets as required.

Excellentknowledge base,exploring andanalysing thediscipline, itstheory and ethicalissues withconsiderableoriginality andautonomy.

Good knowledgebase; exploresand analyses thediscipline, itstheory andethical issueswith someoriginality, detailand autonomy.

Satisfactoryknowledge basethat begins toexplore andanalyse the theoryand ethical issuesof the discipline.

Basic knowledgebase with someomissions and/orlack of theory ofdiscipline and itsethicaldimension.

Limitedknowledge base;limitedunderstanding ofdiscipline and itsethicaldimension.

Inadequateknowledge base;lack ofunderstanding ofdiscipline and itsethicaldimension..

Intellectua

l(thinking),Practical,

Affectivea

ndTransferableSkills

Level 2 (FHEQ level 5) reflects continuingdevelopment from Level 1. At this level studentsare not fully autonomous but are able to takeresponsibility for their own learning with somedirection. Students are expected to locate anincreasingly detailed theoretical knowledge of thediscipline within a more general intellectualcontext, and to demonstrate this through forms ofexpression which go beyond the merelydescriptive or imitative. Students are expected todemonstrate analytical competence in terms bothof problem identification and resolution, and to

develop their skill sets as required.

Excellentmanagement oflearning, with adegree ofautonomy/exploration thatmay exceed thebrief. Structured/accurateexpression. Verygood academic/intellectual skills

and team/ prac-tical/ professionalskills

Goodmanagement oflearning withconsistent self-direction.Structured andmainly accurateexpression.Good academic/intellectual skillsand team/ prac-tical/ profess-

ional skills

Satisfactory use oflearningresources.Acceptablestructure/accuracyin expression.Acceptable level ofacademic/ intell-ectual skills, goingbeyond descriptionat times. Satis-factory team/

practical/professional skills. Inconsis-tent self-direction

Basic use oflearningresources withlittle self-direction. Someinput to teamwork. Somedifficulties withacademic/intellectual skills.Largely imitativeand descriptive.

Some difficultywith structureand accuracy inexpression, butdevelopingpractical/ prof-essional skills

Limited use oflearningresources,working towardsself-direction.General difficultywith structureand accuracy inexpression.Weak academic/intellectual skills.Still mainly

imitative anddescriptive.Team/ practical/professionalskills that are notyet secure

Inadequate useof learningresources. Majorproblems withstructure/accuracy inexpression. Veryweak academic/intellectual skills.Wholly imitativeand descriptiveVery weak team/

practical/professional skills. Noability to directown learning


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GenericLearning

Outcomes

(AcademicRegulations,

Regulation 2.26-2.41.2)

Assessment criteria by levelMarking standards (by mark band)

70%+ 60-69% 50-59% 40-49% 30-39% 1-29%

Characteristics of studentachievement per mark band







Knowledgeand

Understanding

Level 3 (FHEQ level 6) is characterised by an

expectation of students increasing autonomy inrelation to their study and developing skill sets.Students are expected to demonstrate problemsolving skills, both theoretical and practical. Thisis supported by an understanding of appropriatetheory; creativity of expression and thoughtbased in individual judgement; and the ability toseek out, invoke, analyse and evaluatecompeting theories or methods of working in acritically constructive and open manner. Outputincludes is articulate, coherent and skilled in theappropriate medium, with some studentsproducing original or innovative work in theirspecialism.

Excellent

knowledge basethat supportsanalysis,evaluation andproblem-solving intheory/practice/ethics of disciplinewith considerableoriginality.

Good knowledge

base thatsupportsanalysis,evaluation andproblem-solvingin theory/practice/ ethicsof discipline withsome originality.

Satisfactory

knowledge basethat supportssome analysis,evaluation andproblem-solving intheory/practice/ethics of discipline.

Basic knowledge

base with someomissions at thelevel oftheoretical/ethicalissues..Restricted abilityto discuss theoryand/or or solveproblems indiscipline

Limited

knowledge base;limitedunderstanding ofdiscipline/ethicalissues.. Difficultywith theory andproblem solvingin discipline

Inadequate

knowledge base;lack ofunderstanding ofdiscipline/ethicalissues. Unable todiscuss theory orsolve problems indiscipline.

Intellectual(thinking),Practical,

AffectiveandTransferableSkills

Level 3 (FHEQ level 6) is characterised by anexpectation of students increasing autonomy inrelation to their study and developing skill sets.Students are expected to demonstrate problemsolving skills, both theoretical and practical. Thisis supported by an understanding of appropriatetheory; creativity of expression and thoughtbased in individual judgement; and the ability to

seek out, invoke, analyse and evaluatecompeting theories or methods of working in acritically constructive and open manner. Output isarticulate, coherent and skilled in the appropriatemedium, with some students producing original orinnovative work in their specialism.

Excellentmanagement oflearning, withdegree ofautonomy/research that mayexceed theassessment brief.

Structured andcreativeexpression. Verygood academic/intellectual skillsand practical/team/professional/problem-solvingskills

Goodmanagement oflearning, withconsistent self-directedresearch.Structured andaccurate

expression.Good academic/intellectual skillsand team/practical/ prof-essional/problemsolving skills

Satisfactorymanagement oflearning. Someautonomy inresearch butinconsistent.Structured andmainly accurate

expression.Acceptable level ofacademic/intellectual skillsgoing beyonddescription attimes Satisfactoryteam/practical/professional/ problem-solving skills

Basic use oflearningresources withlittle autonomy.Some difficultieswith academic/intellectual skillsSome difficulty

with structure/accuracy inexpression, butevidence ofdeveloping team/practical/professional/problem-solvingskills

Limited use oflearning resour-ces. Unable towork autonom-ously. Little inputto teams. Weakacademic/intel-ectual skills. Still

mainly descrip-tive Generaldifficulty withstructure/ accur-acy in express-ion. Practical/professional/problem-solvingskills that are notyet secure

Inadequate useof learningresources.Failure tocontribute toteam work. Majorproblems withstructure/

accuracy inexpression. Veryweak academic/intellectual skills.and weakpractical/professional skills. Noability to directown learning


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7. Assessment Offences

You are reminded that any work that you submit must be your own. All suspectedassessment offences will be investigated and can result in severe penalties. Pleasenote 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):

Espaol Lengua Viva 2, Cuaderno de ejercicios , Editorial Santillana.

Gramtica 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 3rdedition Oxford: O.U.P

Universidad de Salamanca 1996 Diccionario Salamanca de la lengua espaolaSalamanca: 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 LondonArnold

Coronado Gonzlez, M.L. Et al 1998 . Materia Prima. Gramtica y Ejercicios NivelMedio y Superior 2ndedition 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 LanguageCentre (HEL) all provide access to internet resources.

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http://cervantes.es/http://www.colby.edu/~bknelson/exercises/index.htmlhttp://depts.washington.edu/spnrectr/irst.htmhttp://news.bbc.co.uk/hi/spanish/programmes/default.stmhttp://www.rtve.es/rne/index.htmhttp://elpais.es/http://www.elmundo/http://espanol.yahoo.es/http://www.mundolatino.org/http://cervantes.es/http://www.colby.edu/~bknelson/exercises/index.htmlhttp://depts.washington.edu/spnrectr/irst.htmhttp://news.bbc.co.uk/hi/spanish/programmes/default.stmhttp://www.rtve.es/rne/index.htmhttp://elpais.es/http://www.elmundo/http://espanol.yahoo.es/http://www.mundolatino.org/


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9. Module Definition Form

Module Definition Form (MDF)

1. Module Title:

Spanish Advanced 2

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

Dr Alicia Pea 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 andwriting 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:

Module Code: AD215108S Version: 1 Date amended: 14.11.05

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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.PUniversidad de Salamanca (1996)Diccionario Salamanca de la lengua espaola Salamanca Santillana

Corripio, F. (1997)Diccionario de Ideas Afines Barcelona HerderReference Grammars (available in the Library and / or Language Centre):

Butt, J. & Benjamin, C. (2004)A New Reference Grammar of Spanish 4th

edition London ArnoldCoronado Gonzlez, M.L. et al. (1998) Materia Prima. Gramtica y Ejercicios Nivel Medio y Superior 2ndedition

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

understanding

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

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, grammarbooks 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 Activities HoursLearning

Outcomes

Details of duration, frequency and

other comments

Lectures: 01-4

2 hrs per week over 1 semester. Active participation in class

group-work, discussions, debates and simulationsOther teacher managed learning: 24

Student managed learning: 126 1-4 Students will be expected to undertake additional selfstudy/learning activities of at least 6 hours, in the languagelaboratories and in the language centre.

TOTAL 150

9. Module Assessment

MethodLearning

Outcomes

% Weighting &

Fine Grade (FG)

or pass/fail (PF)

Qualifying Marksee guidance notes

Length/duration and other comments

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

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http://cervantes.es/http://www.colby.edu/~bknelson/exercises/index.htmlhttp://depts.washington.edu/spnrectr/irst.htmhttp://news.bbc.co.uk/hi/spanish/programmes/default.stmhttp://www.rtve.es/rne/index.htmhttp://elpais.es/http://www.elmundo/http://www.mundolatino.org/http://cervantes.es/http://www.colby.edu/~bknelson/exercises/index.htmlhttp://depts.washington.edu/spnrectr/irst.htmhttp://news.bbc.co.uk/hi/spanish/programmes/default.stmhttp://www.rtve.es/rne/index.htmhttp://elpais.es/http://www.elmundo/http://www.mundolatino.org/


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10. Delivery of the ModulePlease 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

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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 ModuleLeaders 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 Pea Calvo

Other Module Tutors:

Student Achievement Provide a brief overview of student achievement on the module as evidenced by therange of marks awarded. A detailed breakdown of marks wil l 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/Tutors Reflection on Delivery of the Module, including Response toFeedback from Students (including resources if appropriate)

Business students had clashes with one of the contact hours, Revision of materials used in thecourse.

Developments during the current year or planned for next year(if appropriate)

Review materials and possible preparation for DELEWe will select a text book following the European Framework and use the Spanish modules toprepare for the DELE Exams.

External Examiners Comments State whether the external examiner agreed the marks and/or commented on themodule

All marks are fair.

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Documents

Module Guide Spanish Advanced 2