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London Business School – MBA Programme SPANISH Level 1 (False Beginners)

Term 2 & 3 2016/2017

2016/2017 1

TEACHER:

MIGUEL TARIFA

TEACHER EMAIL:

[email protected]

BLOG ADDRESS:

https://4lbsspanishfbb.wordpress.com

KEY DATES

WRITTEN EXAM 1: 03/03/17

PARTICIPATION 1: 17/03/17

PARTICIPATION 2: 17/05/17

WRITTEN EXAM 2: 17/05/17

FINAL ORAL EXAM: 07/06/17

BREAK WEEK: NOT APPLICABLE

TIMETABLE

TERM START DATE END DATE TEACHING DAYS / TIME 2 13/01/2017 17/03/2017 FRIDAY 12.45-15.15 3 05/04/2017 07/06/2017 WEDNESDAY 18.45-21.15

COURSE BOOKS:

Textbook: M. Gonzaléz, F. Martín, C. Rodrigo, E. Verdía, Socios 1, Libro del Alumno, Difusión, 2007. Exercise book: M. Gonzaléz, F. Martín, C. Rodrigo, E. Verdía, Socios 1 Cuaderno de ejercicios, Difusión, 2007. Students are expected to purchase their own textbook and exercise book. The teacher will supply additional material, both tailor-made and taken from other sources (textbooks, newspapers and news media). Recommended material for self-study: Research indicates that successful language learners revise new material and review their progress on a regular basis. Students are strongly encouraged to spend an average of four to six hours self-study per week in order to reach the target level. Please find below a list of recommended resources: •Student’s Basic Grammar of Spanish-English version- Published by Difusión: Note that this grammar book is a good reference book for both levels 1 and 2. The explanations in English are clear and there are pictures to help. •Bilingual English-Spanish, Spanish-English Dictionary- Collins •The vocabulary list for the course book (by unit and also in alphabetical order) is available on the course webpage.

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Useful websites:

http://www.colby.edu/~bknelson/SLC/index.php http://www.studyspanish.com/index.htm http://www.trinity.edu/mstroud/grammar/index.html http://mld.ursinus.edu/~jarana/Ejercicios/ http://www.bowdoin.edu/~eyepes/newgr/

A list of bookshops where course books and other language materials may be purchased is available on our KCL website: http://www.kcl.ac.uk/artshums/depts/mlc/about/facilities/shops.aspx

LONDON BUSINESS SCHOOL LIBRARY & LANGUAGE RESOURCES CENTRE (LRC) In order to support independent learning and to maintain contact with the culture of the language you study, use of the language resources made available at the London Business School library or at the Language Resources Centre (King’s College London) is strongly encouraged. The Language Resources Centre (LRC), situated in room K-1.072 in level minus one of the Strand Campus, houses a wide collection of learning material including text and grammar books, magazines and newspapers, CDs, DVDs, satellite television and self-access e-learning language programmes. Free oral speaking practice sessions are also available. For more information, please see our website: http://www.kcl.ac.uk/artshums/depts/mlc/lrc/speaking-practice.aspx For details on LRC opening times and language resources, please see our website: http://www.kcl.ac.uk/artshums/depts/mlc/lrc/language-resources/ COURSE OVERVIEW The course aims to develop students’ language competence for communication purposes in a business context. Students will be able to discuss a variety of topics, enhance their understanding of grammar, extend their vocabulary and improve their intercultural skills through the introduction of a wide range of media and teaching materials. LEARNING OBJECTIVES To enable students to use Spanish effectively in all skills at an A2.1 level (CEFR): listening,

speaking, reading and writing, with an emphasis on speaking. To gain an insight into the Spanish business world and into the social, political and cultural life of

Spanish speaking countries. To integrate an element of independent learning into the course allowing students to become

effective autonomous language learners.

By the end of this course students will have achieved a level corresponding to the A1/A2.1 Basic User, Breakthrough level of the Common European Framework.

http://www.colby.edu/~bknelson/SLC/index.php

http://www.studyspanish.com/index.htm

http://www.trinity.edu/mstroud/grammar/index.html

http://mld.ursinus.edu/~jarana/Ejercicios/

http://www.bowdoin.edu/~eyepes/newgr/

http://www.kcl.ac.uk/artshums/depts/mlc/about/facilities/shops.aspx

http://www.kcl.ac.uk/artshums/depts/mlc/lrc/speaking-practice.aspx

http://www.kcl.ac.uk/artshums/depts/mlc/lrc/language-resources/


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HOUSE RULES House rules are essential to ensure quality learning. Expectations regarding attendance, use of mobile phones, attitude in class, breaks, homework, independent study, will be discussed in the first class of the first week. LANGUAGE LEARNING Please also read the ‘Learning Styles Questionnaire’ in Appendix section.

Learning styles Read these brief descriptions of learning styles: which do you think is your strongest learning style? Visual Learners You learn better through visual means, for example by reading and looking at pictures or watching films. You remember instructions best if you see them, for example on the board.

Auditory Learners

You learn well through listening for example to lectures or tapes. You prefer teachers to give oral instructions and you like recording what you are learning and discussing it..

Kinaesthetic learners

You learn best when you have hands-on experiences, when you are physically involved or can actively participate in a situation. You like moving around when you learn and you also enjoy a variety of classroom activities. Here are some suggestions for you to maximize your learning, according to your learning style: Visual Learners

1) Write things down 2) To help you stay focused, look at people who talk to you 3) Look at the pictures and models in a chapter before you read it

Auditory Learners

1) Study out loud with a friend, or alone 2) Ask your teacher for oral instructions if you don’t understand 3) Play tape recordings to yourself of what you are studying, or make the recordings yourself

Kinaesthetic learners

1) When you are learning, walk around the room or change your position regularly take frequent short breaks, for example every 20 minutes or so

2) Highlight or underline your notes or draw on them


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COURSE OVERVIEW LEVEL 1

Weeks Topics

Weeks 1 & 2 Text book: Units 1&2

The alphabet and pronunciation Personal information and introducing people


Describing one’s job Describing a company (I)


Family, friends and colleagues Describing a company (II)

Weeks 7 & 8 Textbook: Units 5&6

Places to live and places to work WEEK 8: Written Examination 1

Weeks 9 & 10 Text book: Unit 7

Daily routine and work diary WEEK 10: Participation Deadline

END OF TERM 1

Weeks 11 & 12 Text book: Units 8 & 9

Appointments and Meetings Products and Projects

Weeks 13 & 14 Text Book: Unit 12

Training and Work Experience

Week 15 Text Book: Unit 12

Biographies

Weeks 16 & 17 Text Book: Unit 10

Keys to career success (I) WEEK 17: Written Examination 2 WEEK 17: Participation Deadline

Week 18 Text Book: Unit 10

Keys to career success (II)


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Weeks 19 & 20

General Revision Preparation for the Oral Exam WEEK 20: Final Oral Examination

ASSESSMENT

Task Due date Percentage of grade

Duration of test Status

Written Examination 1 Reading Comprehension

Use of Language & Writing 03/03/17 30%

90 min

Mandatory

Written Examination 2 Listening Comprehension Use of Language & Writing

17/05/17 30% 90 min

Mandatory

Final Oral Examination

07/06/17 30% 10 min/student Mandatory

Participation 1 17/03/17 5% 5 min/student Mandatory

Participation 2 17/05/17 5% 5 min/student

Mandatory

All tests are mandatory for successful completion of a course. Written Examinations 1 and 2 (please see above) Reading Comprehension (WE1): Students will be asked to read short documents linked to daily life and work. Listening Comprehension (WE2): Students will be asked to listen to several short audio extracts or/and to watch short video extracts linked to daily life and work. Use of Language: Students will be tested on grammar and vocabulary. Writing (WE1 & WE2): two tasks; one about daily life and one related to business Dictionaries are not allowed during the examinations.


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Final Oral Examination: Students will be tested individually. The oral session will consist of a short introduction and a guided interview regarding personal and general information and business related topics.

No preparation time will be provided on the day of the examination.

Students will not be allowed to bring notes to the examination room. Participation: Two 5 minute oral presentations in the target language:

One presentation will have to be related to a business topic

One presentation will have to reflect on an intercultural experience Students will be allowed to decide the order in which they choose the topic for the presentations. However, both topics will have to be covered. The first presentation will be submitted in the final week of term one (i.e. Week 10). The second presentation will be submitted by week 17 (term 2).

CRITERIA FOR ASSESSMENT MARKING Attendance at languages classes is essential. The face-to-face component of all language courses is crucial if progress is to be made; help with pronunciation, individual and group practice, interface with teacher and other students, opportunity for questioning and checking can only be achieved in a classroom situation. It is also the most appropriate arena for the practice of the two key skills: speaking and listening, and a perfect opportunity for developing reading and writing skills with the help and guidance of language specialists. All components of assessment, speaking, listening, reading and writing, are marked according to clear marking criteria. These include contents, format, use of grammar, appropriate use of register. FEEDBACK

All pieces of formative assessment are normally returned to students within two weeks, and teachers will provide feedback in groups and/or individually.


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Schedule and Preparation Guidelines

Please note that changes may occur.

WEEKS 1 & 2 The alphabet and pronunciation

Personal information & introducing people TEXT BOOK: Unit 1 & 2

Key language concepts Functions: Greeting people and introducing yourself and others

Using formal and informal register: Tú or Usted?

Alphabet, spelling & pronunciation in Spanish

Counting from 0 to 20

Asking for and giving personal information (e.g. nationality, occupation/studies, age, address, e-mail and phone number)

Grammar: Present form of regular and of some irregular verbs

Use of verbs Llamarse and Ser

Definite and indefinite articles

Demonstrative adjectives and pronouns: este, esta

Agreeement in gender and number between nouns and adjectives

Vocabulary: Countries and nationalities

The alphabet

Numbers: 0 to 20

Useful expressions to be used in class

Occupations and work places

The days of the week

Intercultural aspects: First steps into Spanish and Latin/American culture

Getting accustomed to Spanish pronunciation/intonation


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WEEKS 3 & 4 Describing one’s job

Describing a Company (I) TEXT BOOK: Unit 2 & 3

Key language concepts Functions: Addressing people formally and informally

Asking for and giving personal information

Describing one’s profession and related duties

Identifying and describing companies

Talking about different positions within a company

Expressing likes and dislikes

Grammar: Personal pronouns: Tú – Usted

Present form of regular and of irregular verbs

Possessive adjectives

Preposition of location: en

Use of verb Gustar

Vocabulary: Interrogative pronouns

Numbers: 20 to 100

Vocabulary related to describing places/objects at work

Jobs and professions

Vocabulary related to describing people at work and related duties

Intercultural aspects:

Getting to know workplaces/companies in Spain/Latin America and related job descriptions


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WEEKS 5 & 6 Family, Friends and Colleagues

Describing a Company (II) TEXT BOOK: Unit 4 & 5

Key language concepts Functions: Describing family and friends

Describing people: physical appearance and personality traits

Formal and informal greetings

Talking about timetables and daily routine

Asking and giving the time

Describing companies and public places

Making requests: agreeing and refusing

Grammar: Use of verbs Ser and Estar

Use of verb Hay

Use of preposition para

Use of the expression tener que + Infinitive

Agreement between nouns and adjectives

Definite and indefinite articles

The negative form

Vocabulary: Vocabulary to describe family members

Vocabulry related to jobs and professions

Adjectives to describe people and their personality

Adjectives to describe places and location

Numbers: 100 onwards

Describing the time/daily routine at work


Getting familiar with Spanish/Latin America companies and their structure

Getting familiar with Spanish and Latin American relationships within a family and a group of friends


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WEEKS 7 & 8 Places to live and Places to work

TEXT BOOK: Unit 5 & 6

Key language concepts Functions: Asking for and giving the price

Talking about amounts and percentages

Describing hotels and public places

Describing one’s office and one’s home

Comparing situations and products

Grammar: Present tense of some irregular verbs

Use of verbs Ser and Estar

Use of verbs Preferir and Querer

Adjectives and adverbs of quantity

Comparative and superlative adjectives

Revision in preparation for the Written Exam 1

Vocabulary: Vocabulary to describe places, cities, and neighbourhood

Objects and furniture at work and at home

Vocabulary to express preferences



Working environment in Spain and Latin America

Cities and public services in Spain/Latin America

WEEK 8: Written Examination 1


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WEEKS 9 & 10 Daily Routine and Work Diary

TEXT BOOK: Unit 7

Feedback on Written Examination 1 Key language concepts

Functions: Talking about daily routine at work

Describing one’s free time activities

Expressing frequency of actions

Making arrangements/appointments

Accepting /refusing an invitation

Expressing obligation

Grammar: Present tense of reflexive verbs

Present tense of some irregular verbs to describe daily routine

Adverbs of frequency

Time expressions to describe sequence of actions

Use of Tener que + Infinitive

Vocabulary: The days of the week and the time

Vocabulary related to daily routine activities

Vocabulary related to free time activities

Intercultural aspects: Daily routine at work in Spain and Latin America

WEEK 10: Participation Deadline


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WEEKS 11 & 12 Appointments and Meetings

Products and Projects TEXT BOOK: Unit 8 & 9

Key language concepts

Functions: Inviting and making suggestions

Expressing agreement and disagreement

Talking about food habits

Business meetings in a restaurant: ordering food and expressing preferences

Describing objects and products

Describing actions in progress

Grammar: Use of verbs Gustar and Preferir

Expressions to describe preferences, agreement and disagreement

Direct and indirect object pronouns

Present Continuous: Estar + gerund

Time expressions to describe a sequence of events

Use of Ir a + infinitive to describe future actions

Vocabulary: Vocabulary related to food

Vocabulary related to food habits and preferences

Vocabulary related to restaurants/bars

Vocabulary related to organizing business meetings

Expressions of time; days, weeks, months

Colours, shapes and adjectives to describe an object

Intercultural aspect:

Food culture in Spain and Latin America

Products of the Spanish/Latin American world


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WEEKS 13 & 14 Training and Work Experience

TEXT BOOK: Unit 12


Functions: Talking about the past

Describing one’s professional life/career

Describing a sequence of events in the past

Grammar: Form and use of the Simple Past Tense: Pretérito Indefinido

Expression of time in the past

Expression of time to describe duration

Vocabulary: Vocabulary related to describing events in the past

Vocabulary related to describing people and their skills at work


Writing a CV in Spain and Latin America

WEEK 15 Biographies

TEXT BOOK: Unit 12


Functions: Describing important people in the business world

Describing events in the past

Describing historical events

Asking questions/interviewing about past events


Grammar: Revision and consolidation of the form and use of the Simple Past Tense

Different uses of the Simple Past Tense


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Vocabulary: Vocabulary related to describing past events

Vocabulary related to describing people and their achievements/career

Expressions of time in the past


Famous Spanish/Latin American Businessmen

WEEKS 16 - 17 Keys to Career Success (I)

TEXT BOOK: Unit 10


Functions: Talking about recent past events

Describing on-going events

Making judgments about past events

Expressing obligation

Grammar: Form and use of the Present Perfect Tense: Pretérito Perfecto

Contrast between Simple Past and Present Perfect (I)

Regular and irregular past participles

Use of tener que/hay que + infinitive


Vocabulary: Vocabulary to describe recent past events


Vocabulary related to describing business success



Important companies in Spain and Latin America (I)


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WEEK 17: Written Examination 2

WEEK 17: Participation Deadline

WEEK 18 Keys to Career Success (II)

TEXT BOOK: Unit 10

Key language concepts:

Functions: Talking about the history, success and failure of a company

Expressing cause and effect

Describing a sequence of events in the past

Describing business plans


Grammar: Contrast between Simple Past and Present Perfect (II)

Irregular past participles


Vocabulary: Vocabulary related to describing past events

Vocabulary related to describing a company

Vocabulary to present an argumentation


Important companies in Spain and Latin America (II)

WEEKS 19 - 20

TEXT BOOK: Unit 10

General Revision and preparation for the Final Oral Exam

WEEK 20 - Final Oral Examination


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APPENDIX

What’s Your Learning Style?

Take a few minutes to complete the following questionnaire to assess your preferred learning style. Begin by reading the words in the left-hand column. Of the three responses to the right, circle the one that best characterizes you, answering as honestly as possible with the description that applies to you right now. Count the number of circled items and write your total at the bottom of each column.

1. Concentrating Does seeing untidiness or movement distract you? Do you notice things in your visual field that other people don’t?

Are you distracted by sounds or noises? Do you prefer to manage the amount and the type of noise around you?

Are you distracted by activity around you? Do you shut out conversations and go inside yourself?

2. Visualizing Do you see vivid, detailed pictures in your thoughts?

Do you think in sounds and voices?

Do the images you see in your thoughts involve movement?

3. Talking Do you dislike listening for a long time? Do you often use words such as see, picture, and imagine?

Do you enjoy listening? (Or, maybe, you’re impatient to talk?) Do you often use words such as say, hear, tune, and think?

Do you like to gesture and use expressive movements? Do you often use words such as feel, touch, and hold?

4. Contacting people Do you prefer direct, face-to-face, personal meetings?

Do you prefer the telephone for intense conversations?

Do you prefer to talk while walking or participating in an activity?

5. Meeting someone again

Do you forget name but remember faces? Can you usually remember where you met someone?

Do you tend to remember people’s names? Can you usually remember what you talked about?

Do you tend to remember what you did together? Can you almost feel your time together?

6. Relaxing Do you prefer to watch TV, see a play, go to a movie?

Do you prefer to listen to the radio, play music, read, talk with a friend?

Do you prefer to play sports, knit, build something with your hands?

7. Reading Do you like descriptive scenes? Do you pause to imagine the action?

Do you enjoy the dialogue most? Can you “hear” the characters talk?

Do you prefer action stories? (Or, maybe don’t even enjoy reading for pleasure?)

8. Spelling Do you try to see the word in your mind? Do you imagine what it would look like on paper?

Do you use a phonetic approach to sound out the word? Do you hear it in your thoughts or say it aloud?

Do you write down the word to find out if it feels right? Maybe you run your finger over it or type it out?

9. Doing something new at work

Do you like to see demonstrations, diagrams, and flow charts? Do you seek out pictures or diagrams?

Do you find verbal and written instructions helpful? Do you like talking it over? Do you ask a neighbor?

Do you prefer to jump right in and try it? Do you keep trying? Do you try different ways?


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10. Putting something together

Do you look at the picture and then, maybe, read the directions?

Do you like reading or talking with someone about it? Do you find yourself talking aloud as you work?

Do you usually ignore the directions and figure it out as you go along?

11. Interpreting mood

Do you primarily look at facial expressions?

Do you listen to the tone of voice?

Do you watch for body language?

12. Teaching people Do you prefer to show them?

Do you prefer to tell them? Write it out?

Do you demonstrate how it’s done? Ask them to try it?

Total Visual: _______ Auditory: _______ Tactile/Kinesthetic: ____

The column with the highest total represents your primary processing style. The column with the second-most choices is your secondary style.

Your primary learning style: ____________________________________________

Your secondary learning style: ____________________________________________

Now that you know which learning style you rely on, you can boost your learning potential when working to learn more. For instance, the following suggestions can help you get more from reading a book. If your primary learning style is visual, draw pictures in the margins, look at the graphics, and read the text that explains the graphics. Envision the topic or play a movie in your thoughts of how you’ll act out the subject matter. If your primary learning style is auditory, listen to the words you read. Try to develop an internal conversation between you and the text. Don’t be embarrassed to read aloud or talk through the information. If your primary learning style is tactile/kinesthetic, use a pencil or highlighter pen to mark passages that are meaningful to you. Take notes, transferring the information you learn to the margins of the book, into your journal, or onto a computer. Doodle whatever comes to mind as you read. Hold the book in your hands instead of placing it on a table. Walk around as you read. Feel the words and ideas. Get busy—both mentally and physically. More information on each style, along with suggestions on how to maximize your learning potential, is available in

the book Learn More Now (Hoboken, NJ; John Wiley & Sons, 2004). © Marcia L. Conner, 1993-2003. All rights reserved View this assessment online at http://agelesslearner.com/assess/learningstyle.html

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