Spanish Advanced 4 Module Guide

8/14/2019 Spanish Advanced 4 Module Guide

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Spanish Advanced 4

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

Module Code: AD115110SAD215110SAD315110S

Academic Year: 2009/10Semester 2

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Contents

1. Key Information

2. Introduction to the Module

3. Intended Learning Outcomes

4. Outline Delivery (including attendance requirements)

5. Assessment

6. Anglia Ruskin Generic Assessment Criteria and Marking Standards

7. Assessment Offences

8. Learning Resources

8.1 Recommended Texts8.2 Recommended Internet resources8.3 Other Resources

9. Module Definition Form

10. Report on last delivery of Module

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1. Key Information

Module: Advanced Spanish 4

Module Leader: Dr Alicia Pea Calvo

Cambridge, Helmore 354Extension: [email protected]

2. Introduction to the Module

This is the second part of the second in a series of advanced language modules inSpanish designed for non-Spanish speakers and it contributes to the attainment ofthe level B2 (independent user) of the Common European Framework. It is open toall students with the appropriate linguistic level in Spanish. Its aim is to improve

communicative competence in Spanish in the context of Hispanic cultures. Thismodule focuses on advanced productive and receptive use of Spanish through avariety of language materials and diverse activities and tasks. This is a challengingmodule which aims to extend proficiency in Spanish, making use of a wide andappropriate linguistic repertoire, contextualized in contemporary issues in theHispanic world. The module, taught over three hours per week will consist of avariety of activities including group debates, and discussions, presentations, listeningand comprehension exercises from authentic audio-visual material. Students will alsobe guided in independent learning, via the Language Centre and Library and theLanguage Laboratories through a wide range of media resources includingnewspapers and journals, television, films, videos, DVD and internet. Assessmentmethods consist of course work, which may take the form of essays, researchprojects, in-class test, reports or an oral presentation, and examination. Analytical,problem solving and communication skills practised in the module are of directbenefit to future employment.

3. Intended Learning OutcomesOn successful completion of this module you will be able to:

1. Show a sophisticated control of Spanish language functions and registers

2. Work with a high level of autonomy on their own language acquisition and error correction

3. Write different types of texts (e.g. summaries, reviews, reports, academic essays), followingappropriate structures and conventions, selecting and making critical use of written and spokensources.

4. Use a variety of sources in Spanish to determine the reliability of information and to present andjustify opinions and arguments.

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mailto:[email protected]:[email protected]


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4. Outline Delivery

Unidad Comunicacin Gramtica & Vocabulario

Unidad 7

Otro mundoposible

OpinarExpresar certeza

Valorar

Introducir una opinin negativa

Aadir una informacin negativa

Concluir el relato

El subjuntivo con estructuras paraopinar, expresar certeza y valorar

Tiempos de subjuntivo conexpresiones que indican valoracin

Funciones de una organizacin

Economa y sociedad

Las siglas

Lenguaje SMS

Problemas urbanos

El medio ambiente

Unidad 8

La publicidad

Referirse al inicio y a la continuidadde una accin

Referirse a una accin realizada enun momento anterior al actual

Referirse a la interrupcin de unaaccin

Referirse a la duracin de unaaccin hasta el momento en el quese habla

Expresar obligacin

Expresar posibilidad

Contrastar ideas

Oraciones condicionales:si+imperfecto de subjuntivo,condicional simple;si+pluscuamperfecto de subjuntivo,condicional simple/compuesto

Pretrito pluscuamperfecto desubjuntivo

Oraciones concesivas: aunque, apesar de (que)

Oraciones adversativas:pero, sin

embargo

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Unidad 9

Medios decomunicacin

Preguntar y responder por elconocimiento de algo

Expresar indiferencia

Expresar sorpresa y extraeza

Expresar desconfianzaExpresar inters

Citar palabras de otro

Interrumpir

Pedir que se guarde silencio

Ceder la palabra

Indicar que se puede reanudar eldiscurso

El gerundio

Las oraciones temporales:conectores y modo

El futuro perfecto

Secciones de un peridicoTipos de revistas

La prensa del corazn

Tipos de programas de televisin

Conectores del discurso: aadirinformacin para reforzar laargumentacin, matizar unaargumentacin y contrastar lasinformaciones

Proyecto

Proyecto 1: En antena Repaso 6-9

Unidad 10

A debate

Opinar

Aadir un argumento

Introducir una opinin

Interrumpir

Pedir a alguien que se guardesilencio

Disculparse por interrumpir

Reanudar una intervencin

Pedir una aclaracin

Enfatizar una opinin

Introducir un nuevo tema

Transmitir preguntas, peticiones,rdenes y consejos

El estilo indirecto: cambios en lostiempos verbales y otros cambios(posesivos, demostrativos, etc)

La vivienda

Verbos para trasmitir palabras deotros

Expresiones para compararRecursos para moderar un debate

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Unidad 11

Cursos deformacin

Dar instrucciones

Hablar de qu se va a hacer anteuna situacin

La pasiva refleja

El modo de las oraciones derelativo

Por si (acaso)+indicativo/subjuntivo

No vaya a ser que+ subjuntivo

Oraciones condicionales: con tal(de) que, siempre que, siempre ycuando, salvo que/si

Los ordenadores e Internet

El mbito educativo

Ropa y accesorios de viaje

Conectores del discurso: reconducirla conversacin y cerrar el discurso

Unidad 12

Recuerdos delcurso

Proponer y sugerir una actividad

Aceptar una propuesta

Rechazar una propuesta

Expresar deseos referidos alpasado

El subjuntivo con verbos depercepcin

Verbos de cambio

Estilos artsticos

Estilos musicales

Danza

Pintura

Colores

Recursos para valorar una obra de

arte

Proyecto Proyecto 2: La pgina del espaolRepaso: 6-12

ASSESSMENT

week 6 & week 12

in-class writing/grammar in context task

Extensive Reading (Easter Break)

in-class listening & speaking task

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.

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5. Assessment

Assessment Method % contribution to

module mark orP/F

Learning

Outcomes

Coursework (may include more than one task e.g.oral/aural/written) 1,000 words equivalent

100% 1-4

Week 6 (01/03/10): Grammar-vocabulary/ reading comprehension/ writingtasks

*Easter break: Extensive Reading to prepare during the Easter Break asstimulus for writing and speaking

Week 12 (03/05/10): Listening / speaking / grammar-vocabulary in contexttasks in class assessment.

6. Assessment Criteria and Marking Standards

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ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDSLEVEL 1

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 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

Knowledge,

Understandingand

IntellectualSkills

Level 1 (Certificate) introduces students to HE.Students are expected to demonstrate relevantskills and competencies; to be articulate inexpressing ideas orally; and to be coherent andstructured in terms of written or other media.Forms of expression at this level may bedescriptive or imitative, but students areexpected to demonstrate an increasingunderstanding of the theoretical background oftheir study and the analytic competence toexplore it, as well as its relationship, whereappropriate, to particular skills. Students areexpected to develop an awareness of strengthsand weaknesses in their skill sets

Excellentinformation base,exploring andanalysing thediscipline, itstheory and ethicalissues withconsiderableoriginality. Verygood academic/intellectual skills

Goodinformationbase; exploresand analysesthe discipline, itstheory andethical issueswith someoriginality. Goodacademic/intellectual skills

Satisfactoryinformation basethat begins toexplore andanalyse thediscipline and itsethical issues butis still mainlyimitative.Acceptableacademic/intellectual skills

Basic informationbase; omissionsin understandingof major / ethicalissues. Largelyimitative. Somedifficulties withacademic/intellectual skills

Limitedinformationbase; limitedunderstanding ofdiscipline and itsethicaldimension.Weak academic/intellectual skills

Inadequateinformation base;lack ofunderstanding ofdiscipline and itsethicaldimension.Wholly imitative.Very weakacademic/intellectual skills

Transferableand

PracticalSkills

Level 1 (Certificate) introduces students to HE.Students are expected to demonstrate relevantskills and competencies; to be articulate inexpressing ideas orally; and to be coherent andstructured in terms of written or other media.Forms of expression at this level may bedescriptive or imitative, but students areexpected to demonstrate an increasingunderstanding of the theoretical background oftheir study and the analytic competence to

explore it, as well as its relationship, whereappropriate, to particular skills. Students areexpected to develop an awareness of strengthsand weaknesses in their skill sets

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

good team/practical/professional skills

Goodmanagement oflearningresources withsome self-direction.Structured andmainly accurateexpression.Good team/

practical/professionalskills

Satisfactory use oflearning resourcesand input to teamwork. Some lackofstructure/accuracyin expression.Satisfactorypractical/professional skills

Basic use oflearningresources withno self-direction.Some input toteam work.Some difficultywith structureand accuracy inexpression.

Developingpractical/professionalskills

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

Practical/professionalskills are not yetsecure

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

weak 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 related learningoutcomes

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GenericLearning

Outcomes




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

Characteristics of studentachievement per mark band






Fails to achievemoduleoutcome/srelated to thisGLO and is noteligible forcompensation

Knowledge,

Understandingand

IntellectualSkills

Level 2 (Diploma) 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. Verygood academic/intellectual skills

Good knowledgebase; exploresand analysesthe discipline, itstheory andethical issueswith someoriginality, detailand autonomy.Good academic/intellectual skills

Satisfactoryknowledge basethat begins toexplore andanalyse the theoryand ethical issuesof the discipline.Acceptable levelof academic/intellectual skills,going beyonddescription attimes

Basic knowledgebase with someomissions and/orlack of theory ofdiscipline and itsethicaldimension.Some difficultieswith academic/intellectual skills.Largely imitativeand descriptive.

Limitedknowledge base;limitedunderstanding ofdiscipline and itsethicaldimension.Weak academic/intellectual skills.Still mainlyimitative anddescriptive.

Inadequateknowledge base;lack ofunderstanding ofdiscipline and itsethicaldimension. Veryweak academic/intellectual skills.Wholly imitativeand descriptive.

Transferableand

Practical

Skills

Level 2 (Diploma) 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 both

of problem identification and resolution, and todevelop their skill sets as required.

Excellentmanagement oflearning, with adegree ofautonomy/exploration thatmay exceed thebrief. Structured/accurateexpression. Verygood team/

practical/professional skills

Goodmanagement oflearning withconsistent self-direction.Structured andmainly accurateexpression.Good team/practical/professional

skills

Satisfactory use oflearningresources.Acceptablestructure/accuracyin expression.Satisfactory team/practical/professional skills.Inconsistent self-direction

Basic use oflearningresources withlittle self-direction. Someinput to teamwork. Somedifficulty withstructure andaccuracy inexpression, but

developingpractical/professionalskills

Limited use oflearningresources,working towardsself-direction.General difficultywith structureand accuracy inexpression.Team/ practical/professional

skills that are notyet secure

Inadequate useof learningresources. Majorproblems withstructure/accuracy inexpression. Veryweak team/practical/professionalskills. No ability

to direct ownlearning

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 learningoutcomes

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LEVEL3GenericLearning

Outcomes




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

Characteristics of studentachievement per mark band

Achieves moduleoutcome/srelated to thisGLO at this Levelof Study





Fails to achievemodule outcome/srelated to this GLOand is noteligiblefor compensation

Knowledge,

Understanding

and

IntellectualSkills

Level 3 (Degree) is characterised by anexpectation of students increasing autonomy in

relation 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.

Excellentknowledge base

that supportsanalysis,evaluation andproblem-solvingin theory/practice/ethics ofdiscipline withconsiderableoriginality. Verygood academic/intellectual skills

Goodknowledge base

that supportsanalysis,evaluation andproblem-solvingin theory/practice/ ethicsof discipline withsome originality.Good academic/intellectual skills

Satisfactoryknowledge base

that supportssome analysis,evaluation andproblem-solving intheory/practice/ethics ofdiscipline.Acceptable levelof academic/intellectual skillsgoing beyonddescription attimes

Basic knowledgebase with some

omissions at thelevel oftheoretical/ethical issues. Somedifficulties withacademic/intellectual skills.Restricted abilityto discuss theoryand/or or solveproblems indiscipline

Limitedknowledge

base; limitedunderstanding ofdiscipline/ethicalissues. Weakacademic/intellectual skills.Still mainlydescriptive.Difficulty withtheory andproblem solvingin discipline

Inadequateknowledge base;

lack ofunderstanding ofdiscipline/ethicalissues. Very weakacademic/intellectual skills.Unable to discusstheory or solveproblems indiscipline.

Transferableand

PracticalSkills

Level 3 (Degree) 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. Outputis articulate, coherent and skilled in theappropriate medium, with some studentsproducing original or innovative work in theirspecialism.

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

Structured andcreativeexpression. Verygood practical/team/professional/ problem-solvingskills

Goodmanagement oflearning, withconsistent self-directedresearch.Structured andaccurate

expression.Good team/practical/professional/problem solvingskills

Satisfactorymanagement oflearning. Someautonomy inresearch butinconsistent.Structured andmainly accurate

expression.Satisfactory team/practical/professional/ problem-solving skills

Basic use oflearningresources withlittle autonomy.Some difficultywith structure/accuracy inexpression, but

evidence ofdevelopingteam/ practical/professional/problem-solvingskills

Limited use oflearningresources.Unable to workautonomously.Little input toteams. Generaldifficulty with

structure/accuracy inexpression.Practical/professional/problem-solvingskills that are notyet secure

Inadequate use oflearning resources.Failure to contributeto team work. Majorproblems withstructure/ accuracyin expression. Veryweak practical

/professional skills.No ability to directown learning

A mark of 0% may be awarded

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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 3, Cuaderno de ejercicios , Editorial Santillana.

Gramtica y Recursos Comunicativos 3, Santillana

Books for sale in John Smiths Books, ARU

Dictionaries:

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 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 LondonArnoldCoronado 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, 353 and 355) and the Language

Centre 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:maximum 100 characters

Spanish Advanced 4

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

Dr Alicia Pea Calvo ECFM ALSS

3a. Level:see guidance notes 3b. Module Type:see guidance notes

2 Standard

4a. Credits: see guidance notes 4b. Study Hours: see guidance notes

15 150

5. Restrictions

Pre-requisites: Spanish Advanced 3 or equivalent (European Framework B1+)

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 a series of advanced language modules in Spanish designed for non-Spanish speakers and it

contributes to the attainment of the level B2 (independent user) of the Common European Framework. It is open to all

students with the appropriate linguistic level in Spanish. Its aim is to improve communicative competence in Spanish in

the context of Hispanic cultures. This module focuses on advanced productive and receptive use of Spanish through a

variety of language materials and diverse activities and tasks. This is a challenging module which aims to extend

proficiency in Spanish, making use of a wide and appropriate linguistic repertoire, contextualized in contemporary

issues in the Hispanic world. The module, taught over two hours per week will consist of a variety of activities including

group debates, and discussions, presentations, listening and comprehension exercises from authentic audio-visual

material. Students will also be guided in independent learning, via the Language Centre and Library and the Language

Laboratories through a wide range of media resources including newspapers and journals, television, films, videos, DVDand internet. Assessment methods consist of course work, which may take the form of essays, research projects, in-class

test, reports or an oral presentation. Analytical, problem solving and communication skills practised in the module are of

direct benefit to future employment.

6b. Outline Content:

Information retrieval, organization and presentation

Text creation: coherence and cohesion

Vocabulary in context: general and specialised lexis

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.

Course book/grammar books as indicated by Module Leader

Additional texts:Dictionaries:

Module Code: AD215110S Version: 1 Date amended: 14.11.05

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Butterfield, J (2004) Collins Spanish Dictionary 8th edition Glasgow: CollinsOr Garman, B (2003) Oxford Spanish Dictionary 3rd edition Oxford: O.U.P.

Universidad de Salamanca (1996)Diccionario Salamanca de la Lengua Espaola Salamanca: SantillanaCorripio, F. (1997)Diccionario de Ideas Afines Barcelona: Herder

Reference Grammars:

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

Coronado Gonzlez, M et al (1998) Materia Prima. Gramtica 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 audiovisual materials

Spanish/Latin American websites, e.g. Virtual Resource Centre:

Internet resources:

http://www.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/me/index.htm

http://www.elpais.es

http://www.elmundo

http://espanol.yahoo.es

http://www.mundolatino.org

Audio and audio-visual materials related to the course book as available in the Language Centre (HEL 245/6), Language

laboratories (HEL 330, HEL 352, HEL 354) and Library.

7. Learning Outcomes (threshold standards):

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

Knowledge and

understanding

1. Show a sophisticated control of Spanish language functions and registers

2. Work with a high level of autonomy on their own language acquisition and error

correction

Intellectual, practical,affective and

transferable skills

3. Write different types of texts (e.g. summaries, reviews, reports, academic essays),following appropriate structures and conventions, selecting and making critical use of

written and spoken sources.

4. Use a variety of sources in Spanish to determine the reliability of information and to

present and justify opinions and arguments.

8. Learning Activities

Learning Activities HoursLearning

Outcomes

Details of duration, frequency and

other comments

Lectures: 0

1-4

2 hours per week.

Active participation in class group-work activities,

discussions, debates simulations.Other teacher managed learning: 24

Student managed learning: 126 1-4 Students need to do at least 10 hours self study per week

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% 3,000 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

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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.elpais.es/http://www.elmundo/http://espanol.yahoo.es/http://www.munolatino.org/http://www.munolatino.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.elpais.es/http://www.elmundo/http://espanol.yahoo.es/http://www.munolatino.org/


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Marks and comments are fair

External Examiners Comments State whether the external agreed the marks and/or commented on the moduleLast Updated: September 2006

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Documents

Spanish Advanced 4 Module Guide