Language Outreach Programmes Spanish courses

Spanish Beginners

Academic Year (September / April)

40 hours class contact¹ over a 20-week period.

Maximum intake of 15 participants.

Textbook: AULA 1 - Difusion (click here for further information on the textbook)

This course is designed for adult learners with no previous knowledge of the language. Typically the first 5 chapters of the book will be covered during the 20-week course. There is no formal assessment for this course but participants will receive a certificate on successful completion of the course, including a minimum of 60% attendance record in both terms.

Course objectives:

The present course aims at:

Providing participants with the relevant speaking, listening, reading, and writing skills in a variety of basic topics related to family, daily activities, city life, etc., using mainly the present tense,
Beginning to develop an awareness of Spanish and Latin American cultures,
Encouraging autonomous learning,
Developing your own learning strategies.

Teaching methodology:

Classes are interactive and based on oral communication. Spanish will be used for teaching purposes as much as possible and activities will be varied giving intensive practice in all language skills with an emphasis on speaking and listening. Material used in class will be drawn from a variety of sources, including the textbook, CDs, DVDs, websites, etc. Homework will be given every week. It reflect the lesson content covered in class and prepares participants for the material to follow.

¹Please note that an hour is an academic hour, i.e. 50 mn

‘Can do’ statements – Beginner level*

This grid of ‘can do’ statements has been designed to help you assessing your progress during the course of the programme. It succinctly presents the main learning aims of this course at beginner’s level (note that it is possible that due to time restrictions, not every aspect of this grid content might be covered in class). This grid might also reveal your weaker areas, thus highlighting topics you can improve on your own. To use it, simply tick the statements corresponding to your ability. You can review your progress on a regular basis.

Speaking: I can…
1. introduce myself and use basic greeting and leave-taking expressions.
2. ask people for things and give people things.
3. use simple phrases and sentences to describe where I live.
4. ask and answer simple questions on familiar topics (e.g. nationality, job…).
5. interact in a simple way provided the other person is prepared to repeat, rephrase, or speak slowly.
Listening: I can…
1. recognize and understand familiar words and basic phrases concerning myself, people I know and things around me when people speak slowly and clearly.
2. understand everyday questions and instructions.
3. follow easy directions.
4. understand numbers, prices, dates and times.
5. follow speech which is very slow and simple with long pauses for me to get the meaning.
Reading: I can…
1. understand the general idea of simple information documents especially if they contain pictures which help the understanding of the text.
2. understand very short texts which include familiar names, words and basic phrases.
3. follow short, simple written instructions especially if they contain pictures.
4. recognise familiar names, words and very simple phrases on notices in the most common everyday situations.
5. understand short, simple messages such as postcards, invitations…
Writing: I can…
1. fill in forms with personal details (e.g. name, date of birth, nationality...).
2. describe where I live (town, house, location).
3. write a short simple postcard to friends (where I am, what I am doing…).
4. write short letters and messages with the help of a dictionary.
5. write simple isolated phrases and sentences on everyday topics.
Pronunciation/Fluency: I can…
1. manage to pronounce very short, isolated mainly pre-packaged utterances.
2. articulate less familiar words with much pausing and false starts.
3. repeat the correct pronunciation of less familiar words if need be.
4. repair communication by reformulated misunderstood utterances.
5. spell a word if its mispronunciation prevents communication.
Vocabulary: I can…
1. use a very basic repertoire of words related to personal details.
2. use a limited range of vocabulary to talk about particular concrete situations.
3. use a small range of ready-made expressions and phrases related to everyday topics (introductions, leave-taking, apologies…).
4. imitate formulas and phrases encountered and explained in class.
5. use the vocabulary I know and some shared international words to understand the general idea of simple statements about everyday situations.
Grammar: I can…
1. show a limited control of a few simple grammatical structures (present tense, articles...).
2. reproduce simple sentence patterns that I have memorised.
3. link words or groups of words with very basic connectors such as ‘and’.
4. recognise various tenses in a text.
5. recognise marks of gender, cases or plural forms as appropriate.

(* Beginner level corresponds to A1 in the Common European Framework of Reference for Languages. This grid is adapted from DIALANG self-assessment statements and CEF self-assessment grid)

Spanish Elementary

Academic Year (September / April )

40 hours class contact¹over a 20-week period.

Maximum intake: 15 participants.

Textbook: To be advised after the first class

This course is designed for adult learners who have a basic understanding of the language including phonetics, vocabulary and simple grammatical concepts. Typically, chapter six to ten of the book will be covered during the 20-week course. There is no formal assessment for this course but participants will receive a certificate of attendance on successful completion of the course, including a minimum of 60% attendance record in both terms.

Course objectives:

The present course aims at:

Providing participants with the relevant speaking, listening, reading, and writing skills in a variety of basic topics related to everyday life (making simple statements, giving / understanding directions, booking accommodation, etc.)
Revising basic phonetics and vocabulary,
Revising the present tense and other simple grammatical structures,
Introducing new tenses, use of prepositions, etc.,
Expanding knowledge of Spanish and Latin American cultures,
Encouraging autonomous learning,
Developing personal learning strategies.

Teaching methodology:

Classes are interactive and based on oral communication. Spanish will be used for teaching purposes as much as possible and activities will be varied giving intensive practice in all language skills with an emphasis on speaking and listening. Material used in class will be drawn from a variety of sources, including the textbook, CDs, DVDs, websites, etc. Homework will be given every week. It reflects the lesson content covered in class and prepares participants for the material to follow.

¹Please note that an hour is an academic hour, i.e. 50 mn

‘Can do’ statements – Elementary level*

This grid of ‘can do’ statements has been designed to help you assessing your progress during the course of the programme. It succinctly presents the main learning aims of this course at beginner level (note that it is possible that due to time restrictions, not every aspects of this grid content might be covered in class). This grid might also reveal your weaker areas, thus highlighting topics you can improve on your own. To use it, simply tick the statements corresponding to your ability. You can review your progress on a regular basis.

Speaking: I can…
1. manage simple, routine exchanges on familiar topics in everyday situations.
2. describe everyday aspects of my environment e.g. people, places, job…
3. make plans and arrangements and deal with common aspects of everyday living such as travel, lodgings, eating and shopping.
4. talk about my daily routine, pastimes and past activities.
5. exchange ideas, opinion and information on familiar topics.
Listening: I can…
1. understand enough to manage simple, routine exchanges without too much effort.
2. catch the main points in short, clear, simple messages, announcements or news items.
3. understand simple directions: e.g. how to get from A to B (by foot, by car or public transport).
4. handle simple business in shops, post offices or banks.
5. understand the essential information from clear, slow standard speech on familiar matters (personal, family, etc) if I can ask for repetition or reformulation.
Reading: I can…
1. find specific, predictable information in simple everyday material such as ads, leaflets, menus and timetables.
2. understand everyday signs and notices in public places, such as streets, restaurants, railway stations, etc.
3. understand simple instructions on equipment encountered in everyday life.
4. read short, simple personal letters and understand most of the information.
5. understand short, simple texts written in common everyday language.
Writing: I can…
1. briefly describe my family, living conditions, job, likes and dislikes, hobbies…
2. write very simple personal letters for e.g. expressing thanks and apologies.
3. give short, basic descriptions of events and activities (past, present, future)
4. describe plans and arrangements.
5. can write short, simple notes and messages relating to matters of everyday life.
Pronunciation/Fluency: I can…
1. be understood in short utterances despite a noticeable foreign accent.
2. articulate most words but pauses and false starts are still common and my conversational partners will need to ask for repetition or reformulation at times.
3. hear the correct pronunciation of less familiar words and correct myself.
4. rehearse utterances on my own to improve my pronunciation.
5. spell a word if its mispronunciation prevents communication.
Vocabulary: I can…
1. use a basic repertoire of words to deal with everyday transactions.
2. use a range of vocabulary sufficient to cope with simple daily needs.
3. use everyday polite forms of greetings and address to respond to invitations, suggestions and apologies.
4. imitate and adapt formulae and phrases encountered and explained in class.
5. guess the meaning of some unknown words from a familiar context.
Grammar: I can…
1. use a few grammatical structures correctly to deal with everyday situations.
2. expand learned phrases through simple re-combinations of elements.
3. link groups of words with basic connectors such as ‘and’, ‘but’, ‘because’ in order to build a text (e.g. a story or a description…).
4. use a few tenses and agreements even though I still make basic mistakes.
5. start to identify my own basic mistakes in written texts if the errors are pointed out to me.

(*Elementary level corresponds to A2 in the Common European Framework of Reference for Languages. This grid is adapted from DIALANG self-assessment statements and CEF self-assessment grid).

Spanish Lower Intermediate

Academic Year (September/ April)

40 hours class contact¹over a 20-week period.

Maximum intake: 15 participants.

Textook: Textbook: To be advised after the first class

This course is designed for adult learners who have a prior knowledge of the language including basic phonetics and vocabulary as well as of simple grammatical concepts. Typically, chapter 1 to 5 of the book will be covered during the 20-week course. There is no formal assessment for this course but participants will receive a certificate of attendance on successful completion of the course, including a minimum of 60% attendance record in both terms.

Course objectives:

The present course aims at:

Providing participants with the relevant speaking, listening, reading, and writing skills in a variety of basic topics related to everyday life (expressing simple opinions and preferences, describing daily activities, etc.)
Consolidating basic phonetics and vocabulary,
Revising tenses and other simple grammatical structures,
Introducing more complex grammatical points (use of conjunctions, subjunctive, etc.)
Expanding knowledge of Spanish and Latin American cultures,
Encouraging autonomous learning,
Developing personal learning strategies.

Teaching methodology:

Classes are interactive and based on oral communication. Spanish will be used for teaching purposes as much as possible and activities will be varied giving intensive practice in all language skills with an emphasis on speaking and listening. Material used in class will be drawn from a variety of sources, including the textbook, CDs, DVDs, websites, etc. Homework will be given every week. It reflects the lesson content covered in class and prepares participants for the material to follow.

¹Please note that an hour is an academic hour, i.e. 50 mn

‘Can do’ statements – Lower-Intermediate *

This grid of ‘can do’ statements has been designed to help you assess your progress during the course of the programme. It succinctly presents the main learning aims of this course at beginner level (note that it is possible that due to time restrictions, not every aspects of this grid content might be covered in class). This grid might also reveal your weaker areas, thus highlighting topics you can improve on your own. To use it, simply tick the statements corresponding to your ability. You can review your progress on a regular basis.

Speaking: I can…
1. start, maintain and close simple face to face conversation on familiar topics.
2. seek and give personal views or opinions.
3. deal with most situations that arise when making travel arrangements or when travelling.
4. agree or disagree politely and justify my opinion.
5. express and respond to feelings such as surprise, happiness, sadness, interest, etc.
Listening: I can…
1. generally follow discussion if the speech is quite slow and clear.
2. take part in an everyday conversation but sometimes need words/phrases to be repeated.
3. understand the main points of a radio or TV programme and simple recorded materials on topics of personal interest if the speech is relatively slow and clear.
4. understand simple technical information and follow simple directions.
5. start to make the difference between standard, formal and colloquial language.
Reading: I can…
1. understand the main points in short newspaper articles about topics that are familiar to me.
2. read short texts or interviews where an opinion is given on a topic and understand the overall meaning.
3. quickly read short texts and find relevant facts and information, e.g. who, when,...
4. read personal letters and understand most of the information including descriptions of events or feelings.
5. understand clearly written, straightforward instructions for a piece of equipment.
Writing: I can…
1. fill in a form with personal details.
2. write short and simple texts on a range of topics that I am interested in and include my personal views and opinions.
3. produce descriptions of events and activities (past, present, future).
4. write an informal letter to a friend giving news (past events, meeting arrangements…).
5. take short messages for other people.
Pronunciation/Fluency: I can…
1. produce comprehensible stretches of speech.
2. speak using hesitations but fewer long pauses to plan or repair communication.
3. hear the correct pronunciation of less familiar words and correct myself.
4. plan what I want to say to improve fluency and pronunciation.
5. spell a word if its mispronunciation prevents communication.
Vocabulary: I can…
1. use a repertoire of words which allows me to get by in everyday situations.
2. use a range of vocabulary sufficient to express my opinions on a variety of topics.
3. draw on words I know to express myself on less familiar topics.
4. start making the difference between colloquial, standard and formal speech.
5. guess the meaning of some unknown words from their context.
Grammar: I can…
1. use frequently-used grammatical structures correctly.
2. adapt learned phrases to various situations.
3. link groups of words with connectors expressing time, cause, consequence (etc) in order to build a short text (e.g. a story or a description…).
4. use a few tenses and agreements even though I still make mistakes at times.
5. start to identify my own basic mistakes in written texts and in oral speech if the errors are pointed out to me.

(*Lower Intermediate level corresponds to A2 in the Common European Framework of Reference for Languages. This grid is adapted from DIALANG self-assessment statements and CEF self-assessment grid).

Spanish Intermediate

Academic Year (September / April)

40 hours class contact¹over a 20-week period.

Maximum intake: 15 participants.

Textbook:. To be advised after the first class

This course is designed for adult learners who have a fairly good understanding of the language including phonetics, vocabulary and grammatical concepts. Typically, chapter six to ten of the book will be covered during the 20-week course.

Course objectives:

The present course aims at:

Providing participants with the relevant speaking, listening, reading, and writing skills in a variety of familiar routine and non-routine matters related to her/ his interests and professional field,
Developing a degree of independence in the use of the target language (maintaining a discussion, giving an opinion, dealing with situations likely to arise in daily life, etc.),
Extending vocabulary to express her/himself on topics such as family, hobbies, work, travel, current affairs,
Communicating with reasonable accuracy in familiar contexts using several tenses,
Expanding knowledge of Spanish and Latin American cultures,
Encouraging autonomous learning,
Developing personal learning strategies.

Teaching methodology:

Classes will be interactive and based on oral communication. Spanish will be used for teaching purposes as much as possible and activities will be varied giving intensive practice in all language skills with an emphasis on speaking and listening. Material used in class will be drawn from a variety of sources, including the textbook, CDs, DVDs, websites, etc. Homework will be given every week. It reflects the lesson content covered in class and prepares participants for the material to follow.

¹Please note that an hour is an academic hour, i.e. 50 mn

‘Can do’ statements – Intermediate level*

This grid of ‘can do’ statements has been designed to help you assess your progress during the course of the programme. It succinctly presents the main learning aims of this course at beginner level (note that it is possible that due to time restrictions, not every aspects of this grid content might be covered in class). This grid might also reveal your weaker areas, thus highlighting topics you can improve on your own. To use it, simply tick the statements corresponding to your ability. You can review your progress on a regular basis.

Speaking: I can…
1. enter unprepared into conversation on topics that are familiar (personal interest, everyday life, etc.)
2. briefly give reasons and explanations for opinions and plans.
3. initiate, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest.
4. start again using a different tactic when communication breaks down.
5. express thoughts on more abstract, cultural topics such as films, books, music etc.
Listening: I can…
1. demonstrate an understanding of the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure etc., including short narratives.
2. demonstrate an understanding of the information content of the majority of recorded or broadcast audio material (radio, TV) on current affairs and on topics of personal interest when the delivery is relatively slow and clear.
3. generally follow the main points of extended discussion around me, provided speech is clearly articulated in standard dialect.
4. demonstrate an understanding of simple technical information, such as operating instructions for everyday equipment.
5. follow detailed directions.
Reading: I can…
1. find and understand relevant information in everyday material, such as letters, brochures and short official documents.
2. identify the main conclusions in clearly signalled argumentative texts.
3. demonstrate an understanding of clearly written, straightforward instructions.
4. demonstrate an understanding of the description of events, feelings and wishes in personal letters.
5. gather information from different parts of a text, or from different texts in order to fulfil a specific task.
Writing: I can…
1. convey information and ideas on abstract as well as concrete topics.
2. write personal letters giving news and expressing thoughts about abstract or cultural topics such as music, films.
3. write personal letters describing experiences, feelings and events in some detail.
4. write simple connected text on topics which are familiar or of personal interest.
5. write a description of an event or a recent trip.
Pronunciation/Fluency: I can…
1. speak clearly even if a foreign accent is sometimes evident and occasional mispronunciations occur.
2. maintain a conversation or discussion but may sometimes be difficult to follow when trying to say exactly what I would like to.
3. keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is still very evident, especially in longer stretches of free production.
4. repeat back part of what someone has said to confirm mutual understanding.
5. reasonably fluently relate a straightforward narrative or description.
Vocabulary: I can…
1. use a repertoire of words which allows me to get by in everyday situations.
2. use a range of vocabulary sufficient to express my opinions on a variety of topics.
3. draw on words I know to express myself on less familiar topics.
4. manage to differentiate colloquial, standard and formal speech.
5. guess the meaning of some unknown words from their context.
Grammar: I can…
1. use frequently-used grammatical structures correctly.
2. adapt learned phrases to various situations.
3. link groups of words with connectors expressing time, cause, consequence (etc) in order to build a text (e.g. a story or a description…).
4. use a few tenses and agreements even though I still make mistakes at times.
5. start to identify my own mistakes in written texts and in oral speech if the errors are pointed out to me.

(*Intermediate level corresponds to B1 in the Common European Framework of Reference for Languages. This grid is adapted from DIALANG self-assessment statements and CEF self-assessment grid).