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Spanish - 400 C1.2 Advanced Spanish
Universitat Autònoma de Barcelona (UAB)
Spanish 200 or equivalent. Placement test required.
On completing this course, students should be able to:
- Use linguistic and non-linguistic resources to express themselves fluently and
naturally with virtually no effort.
- Carry out delicate transactions that have a certain degree of complexity which is
greater than that in everyday situations.
- Develop the appropriate register in a coherent and consistent way.
- Understand the connotative weighting of idioms, sayings and colloquial
expressions even though they may need to confirm the detailed meanings.
- Use the language for social ends (emotional, allusive and humoristic uses).
- Express opinions and use resources to take part in and maintain a conversation.
- Make clear and we--structured presentation on complex subjects in their
professional and academic fields.
- Tackle oral texts of all kinds within their academic, social or professional field.
- Identify shades of meaning that include attitudes and opinions, both explicit and
- Follow an extensive discourse even where it is not clearly structured.
- Follow long, complex conversations between third parties with ease, even where
the topic is not known.
- Extract information from warnings or public announcements, even where the
sound is distorted.
- Use paraphrase and other mechanisms to substitute a lack of vocabulary and
structures without completely interrupting the fluency of the discourse.
- Understand sufficiently well to follow long, complex discourses, even when
outside their area of speciality.
- Be able to follow films that use a large number of colloquial expressions and
- Follow the rhythm of a debate with ease and argue their position with formality
- Choose the appropriate way of expressing themselves clearly without limited what
they want to say.
- Place appropriate emphasis to express subtle shades of meaning.
- Produce clear, well-structured and detailed texts on complex topics demonstrating
the correct use of mechanisms of organisation, cohesion and articulation of the text.
- Understand extensive texts in detail, whether they are related to their specialist area
or not, even though they may have to re-read the more difficult sections.
- Understand all correspondence even though they may need to make occasional use
of a dictionary.
- Search quickly to find relevant information in extensive texts.
- Understand extensive technical instructions in detail.
- Transmit information with ease and great precision using notes and summaries.
- Write clear and well-structured reports in their professional and academic fields
about complex subjects.
- Tackle written texts of all kinds in their academic, social or professional field.
- Identify subtle nuances that include attitudes and opinions, both implicit and explicit.
- Express themselves without any serious errors of vocabulary.
- Write texts with consistent paragraphing and punctuation.
- Write detailed descriptions and narrations including several topics.
- Be able to give opinions and make statements with degrees of certainty/uncertainty,
- Take careful notes from an original that can be used by other people.
- Synthesise information from an exhibitive written or spoken text, on complex and
- Draw up minutes or reports based on spoken information.
- Describe t6hings from an objective, general to specific and subjective point of
view; from general to specific in a clear and evocative way.
- Relate something from an objective and subjective point of view.
- Ask explicitly for information.
- Confirm previous information.
- Invite agreement.
- Show scepticism.
- Express certainly or evidence, or the lack of them.
- Ask about knowledge of something.
- Express a lack of obligation or need.
- Give opinions and present counter arguments.
- Express any feeling or mood appropriately.
- Ask about someone's mood in any situation.
- Talk about frustrated plans and intentions.
- Respond to an order or request and avoid commitment of refuse to do something,
either politely or rudely.
- Calm someone down and console them.
- Promises and commitments.
- Refuse permission.
- Offer condolences.
- Express themselves and react with an appropriate register in formal situations.
- Propose a toast.
- Ask to be introduced.
- Respond to an apology.
- Make good wishes.
- Ask someone to tell a story and reacting.
- Indicate with interest that the storyteller continue.
- Control the attention of the speaker.
- Hand over the conversation.
- Ask someone to be quiet.
- Opening and closing a digression.
- Indicate that they wish to continue the conversation.
- Change of gender to express different meanings (el frente/la frente, el editorial/la
- Plural nouns (las tenazas, los tirantes, etc.).
- Chang of meaning on changing the number (el celo/los celos, etc.).
- Expressing shades of meaning in continua (infantil (…) senil, esquelético (…) obeso,
- Use before exclamations with qué.
- Relative adjective cuyo. Concordance with the thing possessed and not the
- Eso + subordinate clause. e.g. Eso que dices es una tontería.
- Quantifying value (equivalent to bastante). e.g. Esto tiene su importancia.
- Inclusives (ni siquiera) exclusives (al menos).
- Unaccentuated direct object: alternation with change of meaning (part/whole). e.g. Si
quieres, coge. / Si quieres, cógelos.
- Unaccentuated indirect object: In impersonal sentences with ser, resultar + adjective.
e.g. Me fue imposible avisarte.
- Values for Se:
- Datives of interest. e.g. Pedro se leyó el libro en una noche.
- Exclusive use of the relative pronouns el/la/lo cual – los /las cuales.
- Relative possessive cuyo.
- Nuancing mechanisms of coordination with meanings of consecution.
- Adverbial phrases.
- Review of the use of subjunctive and contrasting indicative/subjunctive tenses.
- Periphrastic terminations.
- Review and extension of verbs with different prepositions. e.g. Tender de / tender a.
- Expressions with ser / estar.
- Lo que… es… (+ que) + SN / inf. / (conjugated verb). e.g. Lo que no soporto es
comer pescado / Lo que me extraña es que no haya llamado.
- ¿Cómo que (no) + previous statement?
- Rules for accents.
- Words with double spellings.
Our grading system takes into consideration the student's progression through the
course: continuous assessment (30%) - and if the student achieves the course objectives
or not - final exam (70%).
? Continuous Assessment:
Tests. During the course some of the exercises will be rated: Reading
comprehension, listening comprehension and written expression.
Students will be tested twice during the course: prior to the mid-term and during the
second part of the course. These tests will be conducted as class exercises and not
as partial exams, that is with no prior notification.
Evaluation of the learning progression, participation in class and attendance.
By the middle of the course, there will be a mid-term report with information from
the first part of the course. These reports will be delivered to students and will be
discussed individually in personal tutorials that will take place during class hours.
? Exam and Certification
The final exam consists of 5 sections. Students must complete at least 50% of each in
order to pass.
Writing 15 points
Speaking 15 points
Reading Comprehension 15 points
Listening Comprehension 15 points
Grammar and Vocabulary 10 points
Total 70 points
The result in the exam (70 points) combined with the continuous assessment (30 points)
result in the following grading:
Fail 0 – 6,49
Pass 6,50 – 7,49
Good 7,50 – 8,99
Excellent* 9,00 – 10,00
*Excellent is reserved to exceptional cases.
Those students who achieve 6.50 or more will get the corresponding certificate of
L. Coronado, J. García González, A. R. Zarzalejos, A Fondo 2 . Editorial SGEL.
E. López , M Rodríguez, M.Tololevsky, Procesos y recursos, Ed. Edinumen.