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Course Description
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Spanish - 200B Low Intermediate Spanish
Universitat Autònoma de Barcelona (UAB)
Barcelona, Spain

Subject Area(s) Level(s) Instruction in Credits Contact Hours Prerequisites
Spanish 200 Spanish 6 90 Spanish 100 or equivalent

General Aims

By the end of the course, students will be able to:

- Improve their pronunciation and intonation in Spanish.

- Use Spanish to interact adequately in the classroom; recognise and use basic communicative mechanisms in this situation.

- Extract information from brief spoken messages broadcast in the media or public places.

- Participate successfully in everyday face-to-face and telephone conversations.

- Recognise mood from the way speakers express themselves, and react appropriately.

- Understand the gist of simple texts.

- Understand and extract specific information from authentic informative documents (e.g. signs, notices, leaflets, posters, newspaper articles).

- Read out loud texts written by themselves and others.

- Narrate, both verbally and in writing, past, present and future events, appropriately organising the discourse.

- Write informal letters, personal notes, and postcards.

- Develop basic comprehension and expression strategies: e.g. deducing the meaning of words from context, relating words with common roots.

- Take notes and write down spoken messages.

- Increase knowledge of the social and cultural aspects that enable the student to integrate more fully into the learning environment.

- Start using bilingual dictionaries.

Linguistic Functions


- Using conventional expressions for asking permission and favours.

- Using common expressions for starting and finishing telephone conversations.

- Using written expressions for starting and ending letters.

Informative (inform, describe, narrate)

- Describing and identifying people or objects from among a group.

- Locating people or objects (asking and stating where they are).

- Asking for and giving information about people: e.g. age, profession, address, telephone number, marital status.

- Asking about and stating one's mood.

- Asking for and giving information on public services ( e.g. opening hours, activities, location).

- Asking for and giving information on travelling within and out of the city ( e.g. forms of transport, timetables, booking tickets, distances, prices).

- Asking and stating who someone is.

- Asking for and giving information on everyday activities and routines, in the present and past.

- Speaking about plans and intentions in the future, and explaining conditions. Formulating hypotheses.

- Placing an event in time and explaining it in order (asking and stating when something happened and in what order the events happened).

- Communicating information from one person to another .

Expressive (expressing feelings and moods) - Expressing pleasure or displeasure.

- Expressing surprise.

- Expressing interest or indifference.

- Giving encouragement.

- Expressing doubt or certainty.

- Expressing anger, disgust, or irritation.


- Showing likes and preferences; comparing them to other people's.

- Showing agreement and disagreement with someone or something. - Expressing opinions and asking for other people's opinions.

- Accepting other people's opinions or reasoning.

- Showing interest or disinterest in something.


- Offering to do something.

- Inviting someone to do something. Accepting or rejecting invitations. Arranging to

meet someone.

- Demanding, ordering someone to do something. Expressing prohibition.

- Expressing an intention and asking about other people's intentions.

- Asking for and giving advice.

- Giving warnings.

- Asking for, giving, or refusing permission.


- Interrupting someone in order to speak.

- Asking follow-up questions, repeating questions.

- Numbering and ordering the main points in an argument. - Expressing certainty concerning a principle.

Grammatical content


- Definite, indefinite and contracted articles: revision and consolidation.

- Neutral demonstrative esto: use and syntax.

- Possessives: difference between mi, tu, su, nuestro/-a, vuestro/-a and el mío/la mía, el tuyo/la tuya, el suyo/la suya, el nuestro/la nuestra, el vuestro/la vuestra (and corresponding plural forms).

- Indefinites: revision and consolidation.

- Degree: revision and consolidation.

- Numerals: ordinals, partitives and Roman numerals.

Nouns and adjectives

- Gender and number inflexion: revision and extension. Exceptions (e.g. actor/actriz). - Use of certain adjectives with the verbs ser and estar ( e.g. ser feliz, estar contento ).

Tenses and verbs

- Present indicative of regular and irregular verbs and the most frequently used time markers (e.g. siempre, todos los días, normalmente, a veces, a menudo, de vez en cuando): revision and consolidation. Use of the verb soler to express frequent actions.

- Defective verbs: e.g. llover, nevar, hacer sol, hacer viento.

- Most frequently used regular and irregular reflexive verbs: revision and consolidation.

- Verbs with emphatic pronouns: gustar, parecer, encantar, apetecer, doler.

- Future forms of verbs: revision and consolidation.

- Use of si... conditional for expressing requests, orders, and invitations (e.g. es usted tan amable).

- Imperative forms of the most frequent regular and irregular verbs ( e.g. coger, subir, tener, hacer). Use of tú and usted in imperative forms.

- Contrast of the preterite perfect and indefinite indicative, with the most frequently used time markers: revision and consolidation.

- Preterite imperfect indicative of regular and irregular verbs: use and syntax.

- Difference between the three indicative pasts (perfect, indefinite and imperfect).

- Verbs and prepositions: e.g. quedarse en, llamar desde, quedar con, pasar por.

- Polite conditional: me gustaría / querría + infinitive.

- Present subjunctive of most frequent regular verbs.


- Adverbs of manner: e.g. bien, mal, deprisa, despacio.

- Adverbs of place: difference between aquí, ahí, allí, allá etc.

- Adverbs of time: e.g. ahora, nunca, aún (no), todavía (no), dentro de, ya, (más) tarde. - Adverbs of doubt: e.g. quizá/s, tal vez.


- Combining direct and indirect object pronouns (enclitic and proclitic): e.g. me lo dices, dímelo

- Emphatic pronouns: a mí me..., a ti te... : revision and consolidation.

- Reflexive pronouns: revision and consolidation.

- Relative pronoun que: revision and consolidation.


- Revision and extension of prepositions and prepositional phrases ( e.g. en, con, sin, por, para, desde, a, hasta, hacia, entre).

- Question words with prepositions: e.g. a quién, por quién, por dónde, desde dónde, desde cuándo.

Linking words

- Revision and extension of most frequently used linking words ( e.g. y, e, o, ni, pero, así, pues, porque, como).


- Use of tan and tanto with adjectives, adverbs, and verbs ( e.g. «Este coche vale tanto como el otro» ).


- General roles on use of accents in words, according to syllable stress and in question particles.

Course books


-L. MIQUEL, N. SANS. Rápido (libro del alumno). Ed. Difusión

Recornmended complementary books

- A. GONZÁLEZ, J. R. GUENOT, M. SÁNCHEZ ALF ARO. Gramática de español lengua extranjera. Edelsa.

- A. SÁNCHEZ, E. MARTÍN, J. A. MATILLA. Gramática práctica de español para extranjeros. Edelsa.

- Diccionario intermedio de lengua española. Ed. SM:

Diccionario para la enseñanza de la lengua española (español para extranjeros) . Universidad de Alcalá. Ed. Vox

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