YEAR 11-12 SPANISH TRANSITION WORK WELCOME TO YEAR
YEAR 11-12 SPANISH TRANSITION WORKWELCOME TO YEAR 12 SPANISHWORK DUE IN SEPTEMBER 20201. Choose ONE of the following mini-projects (a-d) to complete:a. Watch a Spanish Film and write a 150 word summary in Spanish.Suggested films (although you are free to choose your own):El Laberinto del faunoVolverLa Isla MínimaVivir es fácil con los ojos cerradosTambién la lluviaOcho apellidos vascosLos abrazos rotosEl NiñoRastres de sàndal(Pan’s Labryinth)(To go back)(Marshland)(Living is easy with eyes closed)(Even the rain)(Spanish Affair)(Broken Embraces)(The boy)(Traces of Sandalwood)b. Research two festivals or traditions from any Spanish-speaking countries anddeliver a spoken presentation to the group in Spanish. You may use PowerPoint orother visual aids. Alternatively, it could be a written piece of work that you hand in(150 words)c. Research a famous person/character from the Spanish-speaking world. Analysetheir impact in their native country. (150 words)d. Investigate the influence of Spanish speakers in the music industry, the world ofcinema and TV programmes. (150 words)2. Complete the booklet entitled ‘Tenses booklet’ – and bring it to the first lesson inSeptember without fail. It is a good idea to make a note of and/or research newgrammar rules that you are unsure of either online or in a grammar book. Pleasedon’t worry about any parts that you are unsure of - make a note of them and askyour teacher(s) in September.3. Choose a Spanish speaking country/region and find the most interesting 10 factsabout it in Spanish. These can be written in list format or you could design aposter. EXPLAIN IN SPANISH WHY YOU CHOSE THAT COUNTRY (50 words).
4. Students this year have found the book Palabra por Palabra a really greatresource to purchase (it offers LOTS of essay phrases, ideas, set phrases, points ofview) and costs relatively little. Search online for ISBN-13: 978-1444110012Note: It is not compulsory to buy this book as Mrs Acosta will also give you abooklet she has prepared with topic-specific vocabulary from which she setsweekly tests.¡Suerte y nos vemos pronto!El departamento de lenguas extranjeras, St. Joseph’s College
Know what is comingSUBJECT OVERVIEWSUBJECT:MFL (FRENCH & SPANISH)How many exams and ‘non-exam assessments’ will I sit in this subject?2 exams and 1 ‘non-exam assessment’ Component 1 – Speaking, ‘non-exam assessment’ (worth 30%) Component 2 – Listening, Reading and Translation (worth 50%) Component 3 – Critical and analytical response in writing (closed-book) (worth 20%)What do I have to do in each exam / assessment?Component 1 à 30% of A level – 21-23 minutes (including 5 minutes preparation)Oral ‘non-exam assessment’ Task 1 - (a) Presentation of independent research project (2 mins)(b) Discussion on the content of the research project (9-10 mins) Task 2 – Discussion based on a stimulus card relating to one of the themes studied (5 mins prep. time followed by5-6 mins discussion) No dictionaries permittedComponent 2 à 50% of A level - 2½ hoursListening, Reading and Translation Listening exercises Reading exercises Translation from Target Language to English and from English to Target LanguageNo dictionaries permittedComponent 3 à 20% of A level – 2 hours2 essays One based on a literary work and the second on an additional literary work or film from the prescribed listNo dictionaries OR texts permittedHow long is each exam / assessment?Component 1 à 30% of A level – 21-23 minutes (including 5 minutes preparation)Component 2 à 50% of A level - 2½ hoursComponent 3 à 20% of A level – 2 hoursWhat are the most common pitfalls which prevent success in this subject? Tendency to underestimate the importance of having a sound grammatical knowledge from the very beginning ofthe course – there is no shortcut to learning verb endings and tenses and other key grammatical principlesBeing too nervous to speak in class in the target language and clarify misconceptions – it doesn’t matter if youmake mistakes; the only way to improve your speaking is to practise!Insufficient time spent on independent language learning: e.g. listening of French / Spanish radio, watching French/ Spanish films and reading of French / Spanish articles online to keep up to date with current affairsWhat are the best tasks and activities I can do to revise as I go along in this subject? Grammar, grammar, grammar!!! Use of online grammar exercises and grammar books to improve knowledge andunderstandingDiscipline yourself to complete regular independent language learning: e.g. listening of French / Spanish radio,watching French / Spanish films and reading of French / Spanish articles online to keep up to date with currentaffairsAim to develop an in-depth understanding of the rubric of the exam using the Specimen Assessment Materialsand help from your teacherWhat other advice is there which will help in order to avoid these pitfalls? Recognise that MFL at A Level is a gateway qualification because of the skill set required to achieve mastery in it.This skill set includes academic rigour and excellence but also perseverance and determinationRecognise that poor learners get stuck and stay stuck, and that great learners get stuck but get unstuck, becausethey: identify issues quickly, work hard to resolve them by being proactive, seek help and guidance from others(including the teacher) and never settle for second best
ADVANCED LEVEL SPANISHATST. JOSEPH’S COLLEGE(September 2020 entry)
COURSE OVERVIEWv Topic areasThese are completely different to the ones you studied at GCSE. For example, we move awayfrom talking about our ourselves (i.e. jobs, school, town & region, etc) to discussing others insociety.This shift from the 1st person singular (i.e. I) to the 3rd person singular (i.e. He/She/It) and the 3rdperson plural forms (i.e. They) reflects the growing maturity of A level students as they begin torealise the importance of those around them. We also cover more ‘adult’ and contemporaryissues. These are split into Areas of interest, Themes and Sub-themes as shown below and willbe delivered by our native Spanish speakers Mrs Acosta (Y12-13) and Miss Cano (Y13 only):Whilst studying these Areas of Interest and Themes you will, through the use of authenticmaterials, develop a sound knowledge and understanding of the countries/communities whereSpanish is spoken through listening, speaking, reading and writing. The themes can be relatedto any country/community where Spanish is the spoken language.Note:In Y12, as part of the sub-theme Media, art, film and music in the Spanish-speaking world, youwill study a film about drug-trafficking set in Colombia and New York entitled María llena eresde Gracia (Maria Full of Grace), directed by Joshua Marston. This component will be led by MrBryan. Prior to starting the course in September, you should watch this over the summer tofamiliarise yourself with the film (https://www.youtube.com/watch?v vggQHansv7k). Thereare no subtitles available so it would be a good idea to use the script given out in class for extrasupport. To deepen your understanding of the film, you should also work through the twostudy guides given out in class.Looking ahead to Y13, you will also study a novel entitled Como agua para chocolate (Likewater for chocolate) written by the Mexican novelist and screenwriter Laura Esquivel. Thiscomponent will be led by our native Spanish speaker Mrs Cano. Should you wish to purchase acopy of the book in advance, Amazon tends to be the cheapest. Search for the following ISBNnumbers: ISBN-10: 8466329080 (or) ISBN-13: 978-8466329088
v GrammarThis is where there is a radical difference from GCSE. We analyse and dissect the language andit is absolutely essential that you understand the grammatical aspect of language learning asthis really does form the basis of advanced study in Spanish. We strongly recommend that youpurchase one (or both) of the following grammar books and work through it/themindependently to complement the grammar tutorials delivered in class:Spanish A-level Grammar Workbook 1by Denise Currie and Mike ThackerISBN-10: 1510416749 (or) ISBN-13: 978-1510416741Price: 11.41 (current price on Amazon – April 2020)Schaum’s Outlines SPANISH GRAMMAR (Sixth Edition)by Conrad J. SchmittISBN-10: 0071830413 (or) ISBN-13: 978-0071830416Price: 25.73 (current price on Amazon – April 2020)Please feel free to search onlinefor a second hand copy as theywill be considerably cheaperv Independent LearningAs with all ‘A’ level subjects, there is a huge emphasis on independent study. You will beexpected to access authentic written and spoken material in Spanish including from onlinemedia, in the course of your language study. Here is a list of useful websites:https://www.google.es/ and https://es.yahoo.com/ andhttps://es.wikipedia.org/Search engines – great for researching topics (and avoids the need for Google Translate!)http://wwitv.com/television/191.htmA wide range of live TV channels from around Spain: great for keeping up-to-date with currentaffairs and getting used to the speed at which native Spaniards talk.http://www.rtve.es/Click on Directos to watch live TV on four of Spain’s main channels: La1, La2, Teledeporte andCanal 24 horas. The A la carta link is great for watching catch-up TV on these channels.http://www.bbc.com/mundoBBC news in Spanishwww.newsinslowspanish.comSpanish news at a much slower pace and accompanied by transcripts (some activities require asubscription though!)http://www.lyricsgaps.com/A fun method to learn and improve your Spanish through music and typing in song lyricshttp://www.filta.org.uk/spanish.phpLots of free films in Spanish. Need to email them first to register:filtacommunity@googlemail.comv BenefitsAlthough very challenging, learning a language at advanced level is a rewarding andembellishing experience; it is highly valued by universities and employers alike.
v Assessment at A level (Y12 syllabus only)The exam board we follow is Eduqas. Assessments are broken down into 3 key components:
Component 3 will assess your knowledge of the film we shall be studying: María llena eres de graciaQuestions may relate to development and plot, relationships, the personalities of main characters,individual viewpoints and beliefs, motivation for personal actions, etc. and to cinematographic devicesin as far as they relate to any of those aspects (colour, flashback, slow motion, etc). You will not beexpected to have detailed knowledge of cinematographic technologies, production methods, etc.Minimum word count for essays: 250 words (no maximum).There is always a choice of 2 essays (see next page) – you only choose ONE.
Previous essay titles on our chosen film: María llena eres de graciaJune 2019(a) Comenta las opciones que tiene María en la vida.Discuss the choices that Maria has in life.(b) “Todos los hombres en la película son machistas.” Comenta esta afirmaciónAll of the men in the film are sexist. Discuss this statement.June 2018(c) Analiza esta afirmación: “Tanto en los Estados Unidos como en Colombia los valores de la sociedad son machistas”Analyse this statement: Both in America and Colombia, values in society are sexist.(d) ¿Hasta qué punto crees que esta película es una advertencia moralizante? Justifica tu respuesta.To what extent do you believe that this film is a warning about morality? Justify your answer.June 2017(e) ¿Crees que María no tiene otra salida sino la criminalidad? Justifica tu respuesta.Do you feel that Maria has no other alternative than to turn to crime? Justify your answer.(f) Las amenazas de los hombres no ganan la simpatía de la audiencia. Analiza la película desde este punto de vistaThreats from the men (in the film)don’t earn any sympathy from viewers. Analyse the film from thispoint of view.June 2016(g) Analiza el entorno social en que se desarrolla el carácter de MaríaAnalyse the social background in which Maria’s personality develops(h) ¿Crees que al final de la película María es “una mujer liberada”? Justifica tu respuesta.Do you think that Maria feels like “a free woman” at the end of the film. Justify your answer.June 2015(i) Analiza esta afirmación: “María no actúa según la voz de la razón”.Analyse this statement: María doesn’t act according to the voice of reason(j) “En esta película los hombres poseen las cosas materiales, lo que explica su poder sobre las mujeres”. Analiza lapelícula desde este punto de vista.In this film, the men have material things which explains their power over women. Analyse the film from this point of view.June 2014(k) Analiza el carácter de María, Blanca y LucyAnalyse the personalities of Maria, Blanca and Lucy.(l) ¿Crees que la decisión de María de quedarse en los Estados Unidos es un acto positivo, dado todo lo que le pasa enla película?Do you think that Maria’s decision to stay in America is a positive one, given everything that happens to her in the film?June 2013(a) Analiza la relación entre la droga y la muerte violenta en esta película.Analyse the relationship between drugs and violent death in this film.(b) Analiza los rasgos luchadores del carácter de MaríaAnalyse Maria’s fighting spiritJune 2012(a) “Se diga lo que se diga, las mujeres en esta película no son más que las sirvientas de los hombres”. ¿Hasta qué puntoestás de acuerdo?Whatever you might say, the women in this film are nothing more than servants to men. To what extent do you agree?(b) Teniendo en cuenta que María es una delincuente, analiza si es un personaje bueno o malo en la película.Taking into account that Maria is a delinquent/criminal, analyse if she is a good or bad character in the film.June 2011(m) ¿Hasta qué punto crees que esta película tiene un desenlace alegre?To what extent do you believe that this film has a happy ending?(n) ¿Crees que María y las otras mujeres sufren la discriminación machista? Da tus razones.Do you believe that Maria and the other women suffer from male discrimination? Give your reasons.
June 2010(a) Analiza el ambiente de amenaza en esta película.Analyse the threatening undertone in the film.(b) ¿Hasta qué punto estás de acuerdo con esta afirmación?: “María como ‘mula’ no es tan tonta como puede aparecer”To what extent do you agree with this statement?: Maria as a mule is not as daft as she might look.
SPANISHA LEVELGetting to Know María llena eres de graciaR BRAVOPOD o.ukZigZag is a large community of over 6,000 teachers & educationalists.Review new titles or publish your own work.Fancy being involved?Then register at publishmenow.co.ukThe Professional Publishing CommunityAlternatively, email new resource ideas directly to gital resources may only be copied by the purchasing institution on a single site and for their own use
ContentsIntroducción para elprofesor . . . . .1Esquema deTrabajo . . . . . .2Objetivos . . 3Complemento de estudios . . . .4Sección A: Antes de ver lapelícula . . . .5A.1 Marco sociocultural . . 7A.2 El director y losactores . . . .14A.3 El mundo cinematográfico . . . . .17Sección B: Mientras ves lapelícula . . . . 21B.1 El género y lasescenas . . 21B.2 Personajes y caracterización 1: Capítulos 1-10 . . .24B.3 Temas y simbología . . .27B.4 Técnicas cinematográficas . . . . .29Sección C: Después de ver la película . . 363.5 Personajes y caracterización 2: Capítulos 11-20 . . . .40Sección D: Prácticas deexamen . .44Oral . . . .44Redacciones y ensayos . . . .45Sección E –Respuestas . . . . .51A.1 Marco sociocultural . . . . 51A.2 El director y los actores . . .53A.3 El mundo cinematográfico . . .54B.1 El género y las escenas . . .54B.3 Temas y simbología . . .55B.4 Técnicas cinematográficas . . . 56Sección C – Después de ver la película . . .573.5 Personajes y caracterización 2: Capítulos 11-20 . . .58Redacción . . 59Introducción para el profesor(i)
Before: Preparing for researchIt is essential that, since this film is based on the drug trafficking in Colombia, the students are asfamiliar as possible with Colombia and its socio-economic situation in order to understand the sociocultural framework of the film. The cinema vocabulary sections provide some support on specificvocabulary so the students can familiarise themselves with reading, writing and talking about films inSpanish, and with the film analysis itself.Students should be encouraged to research independently; a series of links are offered for this purpose.During: A detailed look at key scenes and themesThis second section contains a range of activities and comprehension exercises on key scenes andcharacters of the film to enable students to further analyse the themes and issues presented by thedirector.At the same time as providing vocabulary and ensuring a good understanding of these aspects, theseexercises practise important skills such as reading comprehension, writing, translation, independentresearch, and analysis/evaluation. The four different sections (labelled B1-B4) mainly follow the film’schronological order and their purpose is to provide a more structured approach to the analysis. Thesefour sections are:a.Genre and scenesb.Characters: characterisation and representationc.Topics and symbologyd.Cinematography and techniquesAfter: Applying knowledge to the examThis section begins with a few exercises designed to be completed after wtching the film for the firsttime; these cover identifying the chronological sequencing of events, and the language used by thedifferent characters in order to consolidate a secure overview of the plot and a deeper understandingof characterisation. It also includes some specific grammar activities which act as a springboard for thestudents to focus on the subjunctive so that they are confident when applying sophisticated structuresto their writing.Section D, the final section of the resource, gives students a list of reflection, writing and speakingquestions, for them to practise for the oral and written exams. The essay questions have been groupedaccording to the four main examination foci:§ Essays on characters and their development or impact on the narrative§ Essays on themes§ Essays on socio-cultural aspects§ Essays on filming techniquesYou might decide not to give these to your students until the end of the course or to use them in amock exam.Esquema de TrabajoPage 1 of 59
En la primera sección hay muchas actividades independientes; es necesario recordar que es el alumno elque debe hacer la investigación orientada por el profesor. Si se dispone de una sala de ordenadores, sepuede utilizar el resto de la clase para las actividades independientes señaladas como ‹‹Deberes››; si no,será quizás conveniente dividir la clase en dos, por ejemplo, actividades no relacionadas con la película yestudio de la película más deberes:ObjetivosStudents will develop strategies to: Understand and respond, in speech and writing, to spoken and written language while researching,observing and analysing authentic sources in Spanish. Use grammar and syntax accurately. Adapt their tone to different purposes and situations in speech and writing. Present and develop explanations, facts, ideas and opinions in Spanish. Become confident participants in group discussions. Defend a stance when debating a controversial issue.Page 2 of 59
Summarise and/or synthesise information effectively and logically from two or more texts on thesame topic.Translate prose accurately.Students will develop skills that will enable them to: Research. Analyse. Present and evaluate a range of points of view. Plan essays coherently. Evaluate a director’s techniques.Students will need to analyse, evaluate and show deep understanding of: The significance of, motives of and relationships between different characters. The key themes and message the director wants to transmit to the spectator. The social setting and cultural background chosen for the film. The director’s choices in styles and/or filming techniques.Skills put to the test include: Researching. Selecting information. Organising materials. Developing ideas on a range of issues. Analysing. Synthesising. Expressing ideas critically. Evaluating.Avoid – retelling the story, listing facts, descriptive work.Complemento de estudiosPáginas de InternetInformación llcreditsPágina web oficial de la grace.html Site no longer availableEntrevista con el director (en e/a/maria070704.htmSobre la cultura de la muerte en /3-75302-2006-10-29.htmlPage 3 of 59
Lectura: el verdadero problema de ro/verpro.shtmlLectura: problemas sociales en ciales-en-colombia.htmlVideo: la historia política de Colombiahttp://www.youtube.com/watch?v 197sgo82b8U&feature relatedVideo animado: violencia en Colombiahttp://www.youtube.com/watch?v UrLrswuFIsk&feature relatedVideo: las FARC en cifras – una de las organizaciones terroristas más antiguas del mundohttp://www.youtube.com/watch?v xSCSuX6Nbtk Video no longer availableDVDMaria Full of Grace (see also: https://www.youtube.com/watch?v vggQHansv7k)Sección A: Antes de ver la películaTítulos y créditos y ficha artísticaEn parejas, traduce al inglés:Guión y Dirección: Joshua MarstonProducción: Paul S MezeyPaís: Colombia / Estados UnidosAño: 2004Duración: 101 minGénero: Drama / Suspenso / CrimenInterpretación: Catalina Sandino Moreno (María Álvarez), YennyPaola Vega (Blanca), Virginia Ariza (Juana), Wilson Guerrero (Juan),Page 4 of 59
John Álex Toro (Franklin), Guilied López (Lucy Díaz)Música: Julieta Venegas / Leonardo Heiblum / Jacobo LiebermanFotografía: Jim DenaultMontaje: Anne McCabe / Lee PercyLocalizaciones: Colombia / Estados Unidos / EcuadorDistribución: HBO Films / Fine Line FeaturesPresupuesto: 3.000.000Ingresos brutos: 6.517.198 en cinco meses en los cines de losEstados Unidos. El ingreso total según Wikipedia es 12.594.630Galardones: Oso de Oro a la mejor actriz (2004), FestivalInternacional de Cine en BerlínNominaciones: Premio OscarNo recomendada para menores de 15 años en el Reino Unido.Secuencias de escenasCapítulo 1: L a p lan taci ón d e flores – T he flower p lan tati on (0 :00 -5 :4 7)María se despide de su madre y su hermana, y se monta en un autobús con Blanca de camino al trabajo. Despuésdel trabajo queda con Juan. Decide subirse a una casa en construcción. Juan se va.Capítulo 2: E nferma – Un well (5 :4 7-9 :1 4)En la casa de la familia. Se ven las cuatro generaciones. Vuelta a la plantación de flores, María está enferma. Seenfrenta con su jefe.Capítulo 3: M enos va lorad a – T aken for gra nted (9:1 4-1 3:59 )En la farmacia. La familia depende económicamente de María. En la fiesta, María decide bailar con Franklin pues sunovio no le hace caso.Capítulo 4: Alg o que decir – Someth in g to tel l (13 :59 -1 8:35 )María va a la iglesia y después va a buscar a Juan al trabajo. Le confiesa que está embarazada pero no quierecasarse. Discuten y ella se va.Capítulo 5: Bu sca nd o tra ba jo – L ooking for work (18 :35 -2 2:29 )Franklin ve a María en la parada del autobús y la recoge. Le ofrece un contacto para trabajar como mula.Capítulo 6: L a en trevista – T he in terview (2 2:2 9-2 9:17 )María tiene una entrevista con Javier, el narcotraficante, en una sala de billares.Capítulo 7: L as verda des – Home truth s (29 :1 7 -3 3:46 )María se enfrenta a su hermana y le dice a su familia que se va a trabajar a una oficina.Capítulo 8: L os p repara tivos – Prepa ration s (33 :4 6-3 8:09 )Capítulo 9: Ses enta y d os – Six ty-two (3 7:2 4-4 3:26 )María va a la farmacia donde ve cómo se preparan las Ppepase 59ingiere 62.age 5 ofCapítulo 10: L os ma reos – T ravel s icknes s (4 3:2 6-5 0:30 )María, Blanca y Lucy suben al avión.
A.1 Marco sociocultural1.1. Sobre ColombiaPese a que la película se ambienta en Colombia, parte del rodaje tuvoque efectuarse en Ecuador por motivos de seguridad debido a lainestabilidad política del país. Otros lugares de rodaje incluyen JacksonHeights, en Queens, Nueva York.Lee la introducción a un artículo reciente y buscar información enwww.jornada.unam.mx/2012/01/23/mundo/031n1mun y en www.bbc.co.uk/mundo para responder a lasiguiente pregunta:¿Por qué piensa la gente que Colombia es un país peligroso?Una vez hayas completado esta actividad, puedes buscar información adicional en:Lectura: el verdadero problema de pro/verpro/shtml - Site no longer availablePage 6 of 59
Lectura: problemas sociales en ociales-en-colombia.html1.2. Sobre la geografía, la antropología y la cultura de ColombiaCompleta el texto. Necesitarás conjugar los verbos que están en infinitivo en el tiempo verbal másapropiado:Colombia es una república desde 1819. Con una superficie de1.138.205 kilómetros (casi cinco veces más extensa que el ReinoUnido) 1. (comprender) la parte noroeste deAmérica del Sur.2. (estar) situada entre el mar de las Antillas alnorte, Ecuador y Perú al sur, Venezuela y Brasil al este, y al oeste,Panamá y el océano Pacífico. En Colombia 3.(poder) encontrar volcanes, montañas y cordilleras. Una granmayoría de la población vive en lo que se conoce como regiónandina. En cuanto a sus costas, éstas 4.(comprender) casi 3.000 kilómetros en total, repartidas entre losocéanos Pacífico y Atlántico. Más del 30 por ciento de los colombianos 5. (ser)indios que descienden de los pueblos primitivos. Ésto es lo que dota a Colombia de su riquezacultural, tanto a nivel lingüístico como foclórico.El colombiano presenta una gran variedad de costumbres y tradiciones. Aunque 6.(ser) difícil de categorizar, se distingue al colombiano por ser una persona religiosa, trabajadora,apasionada con la política, con gran apego a la nación y muy familiares. Puesto que cada región es tandiversa, el país 7. (presentar) un abanico de fiestas, tradiciones musicales, ydialectos, como por ejemplo el dialecto costeño-caribeño, costeño-pacífico, andino-oriental y andinooccidental.No todos los colombianos ven la vida del mismo modo. El costeño, en concreto, 8.(sufrir) una influencia racial y espiritual de los esclavos negros africanos, y su carácter es alegre, social,apasionado del ritmo y el baile. 9. (decir) que los andinos, moradores de montañas,son más resistentes a los contrastes de clima y por eso tienen un espíritu empresarial y progresista.A principios del siglo XVI los españoles conquistan el país, y en 1718 Bogotá 10.Page 7 of 59
(conocer) inicialmente como ‹‹Santa Fe de Bogotá››, se convierte en la capital del vice reinado español.Un siglo más tarde, Simón Bolívar derrota a las tropas españolas, y proclama la República deColombia. Tras la guerra civil, de finales del s.XIX, el país entra en una vía de franco progreso, pero en1903 11. (surgir) complicaciones con Estados Unidos a causa de la construcción delcanal de Panamá. La cuestión se zanjó con el reconocimiento de los derechos de Colombia y fuenecesario que el gobierno estadounidense 12. (pagar) a Colombia unaindemnización millonaria.1.3.Visita guiada a BogotáImagina que eres un/a guía turística y que tienes quepreparar una visita de fin de semana a Bogotá, la capital deColombia. Elabora una ruta completa con la información enhttp://www.bogotaturismo.gov.co/ yhttp://es.wikipedia.org/wiki/Turismo en Bogot%C3%A1y en otras páginas web. Deberás incluir anotaciones coninformación histórica y cultural, y algunos eventos a los queasistir.Preparación (apuntes)MañanaTardeViernesSábadoDomingoPage 8 of 59Noche
1.4.Sobre el carnaval de BarranquillaPrepara una presentación con imágenes sobre la celebración del carnaval en Barranquilla. Debes hablarsobre: El sitio Los trajes o disfraces El origen de la fiesta La comida típica Otras tradiciones y costumbres1.5.Sobre la geografía, política e historia de ColombiaWeb quest: ¿Verdad o mentira?Busca en Internet la siguiente información y decide si las frases son verdaderas (v) o falsas (f).1.2.Los países colindantes con Colombia son Panamá, Ecuador, Brasil,Venezuela y PerúColombia es un país de interior sin costa3.Parte del Amazonas es Colombiano4.Colombia es una monarquía parlamentaria como Inglaterra y España5.Es la única nación sudamericana con costa caribeña y pacífica6.Es el segundo país más extenso en América del Sur7.Su mayor exportación es el algodón y la madera8.Su bandera es roja y amarilla9.Se le llamó Colombia en honor a Cristóbal Colón10.Se declaró ind
El Laberinto del fauno (Pan’s Labryinth) Volver (To go back) La Isla Mínima (Marshland) Vivir es fácil con los ojos cerrados (Living is easy with eyes closed) También la lluvia (Even the rain) Ocho apellidos vascos (Spanish Affair) Los abrazos rotos (Broken Embraces) El Niño (The boy)
With Brighter Child Spanish Grade 2, you can help your child master language skills for school success. Inside this book, fi nd activities that teach: Spanish Spanish vocabulary The Spanish alphabet First sentences Spanish introductions and greetings Listening skills Spanish songs and chants
PIMSLEUR LANGUAGE PROGRAMS Spanish IV SUPPLEMENTAL READING BOOKLET . Spanish IV ii Spanish IV BK.qxp:14654 Farsi 2nd-BK 10/29/10 8:53 AM Page 8. Spanish IV 1 Spanish IV BK.qxp:14654 Farsi 2nd-BK 10/29/10 8:53 AM Page 11. Spanish IV 2 Page 2 is intentionally blank. Spanish IV BK.qxp:14654 Farsi 2nd-BK 10/29/10 8:53 AM Page 12.
Spanish 001 Course Syllabus Introduction: Welcome to First-Year Spanish! We are glad that you have chosen to study Spanish with us. Over 300 million people from 24 countries in Latin America, Europe, Africa and the Philippines speak Spanish. Your study of Spanish will
Spanish 1501 Elementary Spanish (all mode of instruction [online, face-to-face-hybrid]) Course Description Bienvenidos to Spanish 1501! This is a Basic Spanish. This course could be face-to-face, hybrid, online asynchronous or online synchronous, five-credit course that is part of the Spanish Language Program. It has been designed for
Spanish (Spain-Castilian) 4 Pimsleur's Spanish (Spain-Castilian) 4 continues to teach the official language of Spain as it is spoken by the majority of its population. A brief history of the Spanish language, a summary of the primary differences between Latin American Spanish and Castilian Spanish, and information about the Spanish
o 470 Hispanic Culture in the U.S.* o 490 Spanish Seminar* Linguistics 300 Level — non-sequential o 325 Intro to Hispanic Linguistics* o 375 Spanish Pronunciation o 380 Structure of Spanish o 385 Intro to Varieties of Spanish 400 Level — non-sequential o 405 Spanish Sociolinguistics o 415 Spanish in the U.S.A .
Updated 7/22/15 COURSE SYLLABUS SPANISH IB COURSE DESCRIPTION Spanish 1B (first-year Spanish, second semester) is a communicative beginning-level Spanish course. Students will continue to develop their Spanish proficiency through extensive interaction in the target language. Each unit
More than 20,000 students from 65 countries learn Spanish with don Quijote every year. . Business Spanish 22 Spanish and Work Experience 23 Specialized Spanish courses 25 Fun Programs 27 . Our students leave us speaking Spanish with increased confi dence—and boasting of their rewarding stay in Spain or Latin
