Understand and express oneself in multiple situations not necessarily familiar to the student which require the exchange of information as well as their own opinions with complex linguistic structures.
Listening Comprehension- Understand the general content and essential details of conversations between more than two native speakers about themes not necessarily known to the student. Understand news in the means of social communications.
Oral Production- Participate in a pragmatic and appropriate manner in conversations about themes familiar to the student which support his or her opinions and attitudes.
Reading Comprehension.- Understand the general content and the essential details of different types of texts about topic not necessarily familiar to the student.
Written Production- Create a descriptive narrative about a familiar theme.
SUMMARY OF CONTENTS
For better definition of the level the student should have reached to accomplish the CEH, the advanced level is divided into two sublevels (A & B).
- To speak about oneself and others: Likes, experiences, opinions, projects, ideals, character.
- Strategies of description: define and illustrate.
- Speak about changes in people throughout time.
- Express feelings: pain, hope, fear, happiness, sadness, sympathy, calmness,etc. directly or with respect to happenings.
- Give and take advice. Recommend, discourage, warn about a danger.
- Organize and understand surveys.
- Place conditions: express the level of probability of a circumstance. Minimum conditions for what is expressed in the condition can be accomplished. Conditions in which the way something is done is the condition in which it is accomplished. Impossible and unlikely circumstances.
- Offer and ask for help.
- Define and identify objects, ideas, or people through circumstances. Observe that these objects, ideas, or people are unknown to us.
- Express control over objects, ones actions, or others.
- Formulate instructions. Refer to cited elements
- Talk about others: refer to the relationship with the speaker.
- Express agreement and disagreement in a conversation.
- Formulate opinions, appreciate and show agreement and disagreement with facts.
- Express purpose.
- Make unrealistic comparisons.
- Talk about the past: Tell stories. Show perspective. Correct incorrect statements about the past. Refer to concrete moments and amount of time. Talk about the duration of an activity. Show a moment pertaining to the past. Reference words and conversations: indicate the force of what is said in the moment of enunciation, indicate what has been said in the past or avoid obligation with the force of what is said. Summarize conversations.
- Express hypothesis: Show and recognize a statement as a hypothesis through verbal changes. React to the hypothesis.
- Relate actions in time: Indicate succession, immediate succession, beforehand, later than, simultaneous happenings, first draft and deadline.
- Talk about oneself and others: past experiences, guesses about the future, romantic relationships, health, family, personality.
- Formulate differences and identify ideas in a group.
- Interpret schemes and formulate rules.
- Formulate opinions, values, and attitudes towards facts and possible actions.
- Interpret symbols.
- Recognize accents and phonetic characteristics of different varieties of Spanish.
- Past tense: Note which person a text is written in by the context of the verbs. Recognize different types of narrative texts: stories, fables, anecdotes, short stories, or news articles.
- Discussions: Asks for parts of statements to be repeated. Indicate validity. Summarize past conversations in a discussion.
- Make guesses. Indicate and recognize the level of probability according to the speaker making the hypothesis. Introduce and comment on gossip.
- Express conditions I: Use the conditional with to express the hypothetical future. Subjectively indicate the probability of the completion of the condition (total, most likely, low, none).
- Express Conditions II: Indicate real time with reference to the condition and those who would be affected as improbable or impossible.
- Express sensations: impressions and personal feelings.
- Express and recognize agreement, disagreement and avoidance in a conversation. React to affirmations and proposals.
- Recognize specific journalistic language, oral and written. Write journalistic pieces.
- Learn language of argumentation and persuasion.
- Write instructions.
- Recognize specific language of public notices. Formulate analysis.
- Compare different versions of a story. Do literary criticism.
- Vocabulary related to personal experience and characteristics.
- Basic functions of ser and estar.
- Hacerse, volverse, ponerse, llegar a ser, terminar de.
- Me gusta, me molesta, me pone nervioso... + noun/ infinitive/ subjunctive.
- Correlation of tenses with the Past or Conditional: Me gustaría que + Imperfect subjunctive.
- Giving advice: Conditional, Imperative, poder, tener que, deber de y es mejor que in advice.
- Vocabulary, phrasing and discussion for making surveys: statistics, structure and identification.
- Basic conditions: If + [pres. indicative/imp. subj./pluperfect. subj.].
- Markers of conditions: con tal de que, a menos que / en caso de que / siempre que, siempre y cuando /condition with gerund.
- Conversational elements of offering and asking for help. Uses of the subjunctive: ¿ quieres que...?
- Relative clauses with prepositions. Use of the subjunctive in relative clauses.
- Use of the subjunctive for wishes.
- Paradigm of the imperative and personal pronouns.
- Vocabulary to describe social groups: pijo, progre, carca, don nadie, etc.
- Vocabulary and expressions to describe interpersonal relationships: llevarse, caer, ser un pedazo de pan, etc.
- Expressions of agreement and disagreement.
- Use of the subjunctive in the formation of opinions: creo que, me parece que, está claro que, pienso que.
- Use of the subjunctive with different tenses in the formation of opinions about facts: Uso del subjuntivo en la formulación de valoraciones ante hechos: es lógico que, estáa claro que, me parece imprescindible que, etc.
- General use of the preterite.
- Ways to show perspective. Use of the Pluperfect indicative and paraphrasing: estar + gerund, estar + participle, ir a + infinitive, estar a punto de + infinitive.
- Ways to correct information: no..., sino / sí (que) / es más,.../ no solo..., sino (que)...Quien, cuando, donde, como, por lo que in topical structures.
- Ways to refer to concrete moments in time and amounts of time: dates / hace-hacía-hará...(que)/ llevo-llevaba-llevaré.../ desde.../ desde hace...Use of durar y tardar.
- Time markers that change when referring to the past: ahora, en este momento, hoy, esta mañana, ayer, anoche, ayer, mañana, pasado mañana, próximo/que viene, dentro de, hace.
- Verbs about speaking: decir, opinar, repetir, comentar, etc.
- Basic verbs to resume conversation: saludar, despedirse, invitar, negarse, aceptar, etc.
- Uses of the Future, Future Perfect and Conditional when making guesses.
- Uses of the Subjunctive in the formation of hypotheses: es probable que, es posible que, puede ser que, puede que, quizás, tal vez, probablemente, posiblemente.
- Hypotheses with the indicative (suponge que, seguro que, etc.).
- Conversational exponents of possibility and probability.
- Time markers: cuando, en cuanto, antes de (que), después de (que), desde, hasta, mientras. Uses of the subjunctive and comparison with past-present-future.
- Vocabulary of personality and personal characteristics.
- Ser/estar: less common uses.
- Ways to make general rules, skills for public speaking and organizing information.
- Review of skills to make opinions about facts and events.
- Use of the subjunctive for possible events: estoy de acuerdo con que.
- Review of the difference between using the indicative/subjunctive in relative clauses.
- Vocabulary about the home.
- Specific characteristics of public language.
- Past: principle verbs of description and action verbs. Narrative perspective
- Additionaluses of the imperfect: dreams, fiction, virtuality
- Using question words as responses: qué, quién, cómo, dónde, cuándo, por qué
- Verbs referring to ending conversations: pedir, disculparse, dar las gracias, regañer, quejarse, confesar, poner excusas, convencer, dar la razón, reconocer, admitir, felicitar. Dialogue sequence.
- Conditional and the hypothetical future.
- Review of basic forms of the conditional.
- Artistic vocabulary and speaking abstractly.
- Conversational tools of agreement and disagreement.
- Linguistic characteristics of journalistic Spanish. Use of the imperfect in journalism.
- Uses of the subjunctive with "although"and a pesar de que, si bien, aun cuando, aun a sabiendas de que, aun a riesgo de, aun + gerund.
- Use of the subjunctive under conditions of completion.: con tal de que, a condición de que, siempre que, siempre y cuando.
- Review of temporal phrases.
- Historical variations of Spanish with respect to other Romance languages (Italian and French). Similar vocabulary.
- Words borrowed from other languages in Spanish and vice versa. False cognates.
- Phonetic characteristics of Spanish and variations.
Cultural contents for the advanced level:
- Spanish culture/Andalusian
Spaniards: geographic, linguistic and cultural diversity
- The three cultures and their longevity.
- The Islamic influence.
- the Mediterranean diet
- olive oil and wine.
- Spanish Family structure.
- Social topics:
- the mother
- Present-day Spain: main ideological, political and cultural
- The decade of the 1970s
- Bullfights: symbolism and rituals.
- Religion and folklore:
- The Roma people
- Holy Week.
- Spain as a member of the European Union.
- Spain in relation to other nations of the world.
- Latin America.
- Maghreb and the Middle East.
- Introduction to the literature and Spanish language II.
- Introduction to Spanish Art II.
- Introduction to Spanish Cinema II