Module Catalogue 2025/26

Pre Requisite Comment

Students may take the module without having studied LPS1303 provided that they have the required entry level (please consult with the teacher).

Co Requisite Comment

N/A

Aims

By the end of the course, students will:

i. be able to communicate in the foreign language with greater fluency, accuracy and confidence;
ii. have gained more insight into the current issues related to the country/-ies and culture(s) where the foreign language is spoken;
iii. be able to locate information from different sources (eg. internet) in order to contribute their own materials and ideas to the module.

This is the first part of a Spanish Advanced course designed with the non language specialist in mind. It is open to students who have obtained an A-Level Grade B or above. It is also open to students who have received a lower A-Level grade in the past but have had tuition, undertook self-study or lived in a Spanish-speaking country since and feel that they can communicate in the foreign language fluently. The module covers the four skills: writing, reading, speaking and listening. At the end of the module, students will have gained a body of vocabulary and grammatical structures sufficient to allow them to communicate orally and in writing with confidence at an advanced level (B2/C1 on the Common European Framework of Reference for Languages).

Outline Of Syllabus

•       Repaso. Los hábitos de la comida en España mas extraños para un británico. El subjuntivo
•       La cultura mejicana.
•       El grafiti. Hipótesis sobre Banksy
•       La catrina. Las calaveritas. El día de los muertos.
•       La identidad biológica.
•       Roma, la película, traducción e interpretación.
•       El lenguaje de los mensajes. Objeto directo e indirecto.
•       Colas en la Alhambra.
•       La navidad

Intended Knowledge Outcomes

All areas of grammar, vocabulary and background knowledge related to the skills listed below.

Intended Skill Outcomes

Speaking:
To develop and refine the students’ speaking skills so that by the end of the module they feel confident about contributing to discussions and debates as well as giving presentations in the foreign languages.
Listening:
To improve the students’ listening skills through different types of authentic broadcasts in the foreign language (eg. from radio and television programs) as well as exposure to different regional accents. Other skills that may be needed when planning to live or study abroad (eg. note-taking) will also be covered.
Writing:
To develop the students’ writing skills (eg. reports, essays, summaries and non-literary translations) through a variety of writing tasks and regular feedback on their progress.
Reading:
To improve the students’ reading skills through a variety of authentic reading materials. These will include longer texts from newspapers, magazines and the Internet. Students will also be asked to bring their own texts for discussion in class.

Grammar/Vocabulary:
•       To develop students’ awareness of formal and informal language
•       To revise problem areas within the grammar on the foreign language and to introduce and discuss grammatical issues appropriate for an Advanced level course.
•       To expand students’ knowledge of general as well as more specific vocabulary (this may be related to social, cultural and political matters or to the students’ own subject area)
•       To develop an ability to work independently and confidently on their own or in a group, either within or outside of the classroom.

Teaching Rationale And Relationship

1. Teaching in the language seminars will focus on communication skills. Grammar will be taught systematically to enable students to produce and manipulate the foreign language. Use of the target language will be made as much as possible to develop listening skills. All four skills: listening, reading, writing and speaking are fully integrated in the language seminars and associated work and preparation, and will be tested equally.

2. Independent learning and learner autonomy are further developed through online guided tasks, pair and group work, assessment preparation and completion, and self-study at home, via the University’s Virtual Learning Environment (VLE) and in the Language Resource Centre. Particular initiative is expected from students, e.g. course participants will be asked to contribute their own materials to the classes and activities.

3. Depending on numbers we may be able to offer one online only group and the Teaching Activities will differ as follows.
Scheduled Learning and Teaching Activities / Small group teaching / 11 weeks / 2 hours weekly / 22 hours / Online synchronous language seminars

Assessment Rationale And Relationship

The portfolio will help students assess their progress and identify their strengths and areas for improvement. It will test student’s ability to communicate effectively, identify relevant information and produce a structured text in the target language.

General Notes

N/A