Spanish Advanced 4

Anglia Ruskin University Language Centre

Faculty: Arts, Law and Social Sciences
Module Code: AD115110S
AD215110S
AD315110S

Academic Year: 2009/10

Semester 2

1
Contents

1. Key Information

2. Introduction to the Module

3. Intended Learning Outcomes

4. Outline Delivery (including attendance requirements)

5. Assessment

6. Anglia Ruskin Generic Assessment Criteria and Marking Standards

7. Assessment Offences

8. Learning Resources

8.1 Recommended Texts

8.2 Recommended Internet resources
8.3 Other Resources

9. Module Definition Form

10. Report on last delivery of Module

2
1. Key Information

Module: Advanced Spanish 4

Module Leader: Dr Alicia Peña Calvo

Cambridge, Helmore 354
Extension: 2043
alicia.pena-calvo@anglia.ac.uk

2. Introduction to the Module

This is the second part of the second in a series of advanced language modules in
Spanish designed for non-Spanish speakers and it contributes to the attainment of
the level B2 (independent user) of the Common European Framework. It is open to
all students with the appropriate linguistic level in Spanish. Its aim is to improve
communicative competence in Spanish in the context of Hispanic cultures. This
module focuses on advanced productive and receptive use of Spanish through a
variety of language materials and diverse activities and tasks. This is a challenging
module which aims to extend proficiency in Spanish, making use of a wide and
appropriate linguistic repertoire, contextualized in contemporary issues in the
Hispanic world. The module, taught over three hours per week will consist of a
variety of activities including group debates, and discussions, presentations, listening
and comprehension exercises from authentic audio-visual material. Students will also
be guided in independent learning, via the Language Centre and Library and the
Language Laboratories through a wide range of media resources including
newspapers and journals, television, films, videos, DVD and internet. Assessment
methods consist of course work, which may take the form of essays, research
projects, in-class test, reports or an oral presentation, and examination. Analytical,
problem solving and communication skills practised in the module are of direct
benefit to future employment.

3. Intended Learning Outcomes

On successful completion of this module you will be able to:

1. Show a sophisticated control of Spanish language functions and registers

2. Work with a high level of autonomy on their own language acquisition and error correction

3. Write different types of texts (e.g. summaries, reviews, reports, academic essays), following
appropriate structures and conventions, selecting and making critical use of written and spoken
sources.
4. Use a variety of sources in Spanish to determine the reliability of information and to present and
justify opinions and arguments.

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4. Outline Delivery

Unidad Comunicación Gramática & Vocabulario

Unidad 7 Opinar El subjuntivo con estructuras para
Expresar certeza opinar, expresar certeza y valorar
Otro mundo Valorar Tiempos de subjuntivo con
posible expresiones que indican valoración
Introducir una opinión negativa
Funciones de una organización
Añadir una información negativa
Economía y sociedad
Concluir el relato
Las siglas
Lenguaje SMS
Problemas urbanos
El medio ambiente
Referirse al inicio y a la continuidad Oraciones condicionales:
Unidad 8 de una acción si+imperfecto de subjuntivo,
Referirse a una acción realizada en condicional simple;
La publicidad si+pluscuamperfecto de subjuntivo,
un momento anterior al actual
condicional simple/compuesto
Referirse a la interrupción de una
acción Pretérito pluscuamperfecto de
subjuntivo
Referirse a la duración de una
acción hasta el momento en el que Oraciones concesivas: aunque, a
se habla pesar de (que)
Expresar obligación Oraciones adversativas: pero, sin
embargo
Expresar posibilidad
Contrastar ideas

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 Preguntar y responder por el
Unidad 9 conocimiento de algo
Expresar indiferencia
Medios de
comunicación Expresar sorpresa y extrañeza
Expresar desconfianza
Expresar interés
Citar palabras de otro
Interrumpir
Pedir que se guarde silencio
Ceder la palabra
Indicar que se puede reanudar el
discurso
Proyecto 1: En antena
Proyecto
Opinar
Unidad 10
Añadir un argumento
A debate Introducir una opinión
Interrumpir
Pedir a alguien que se guarde
silencio
Disculparse por interrumpir
Reanudar una intervención
Pedir una aclaración
Enfatizar una opinión
Introducir un nuevo tema
Transmitir preguntas, peticiones,
órdenes y consejos
5
El gerundio
Las oraciones temporales:
conectores y modo
El futuro perfecto
Secciones de un periódico
Tipos de revistas
La prensa del corazón
Tipos de programas de televisión
Conectores del discurso: añadir
información para reforzar la
argumentación, matizar una
argumentación y contrastar las
informaciones
Repaso 6-9
El estilo indirecto: cambios en los
tiempos verbales y otros cambios
(posesivos, demostrativos, etc)
La vivienda
Verbos para trasmitir palabras de
otros
Expresiones para comparar
Recursos para moderar un debate
 Dar instrucciones La pasiva refleja
Unidad 11
Hablar de qué se va a hacer ante El modo de las oraciones de
una situación relativo
Cursos de
Por si (acaso)+
formación
indicativo/subjuntivo
No vaya a ser que+ subjuntivo
Oraciones condicionales: con tal
(de) que, siempre que, siempre y
cuando, salvo que/si…
Los ordenadores e Internet
El ámbito educativo
Ropa y accesorios de viaje
Conectores del discurso: reconducir
la conversación y cerrar el discurso
Proponer y sugerir una actividad El subjuntivo con verbos de
Unidad 12 percepción
Aceptar una propuesta
Rechazar una propuesta Verbos de cambio
Recuerdos del
Expresar deseos referidos al Estilos artísticos
curso
pasado Estilos musicales
Danza
Pintura
Colores
Recursos para valorar una obra de
arte

Proyecto Proyecto 2: La página del español

Repaso: 6-12

in-class writing/grammar in context task

ASSESSMENT
Extensive Reading (Easter Break)
week 6 & week 12
in-class listening & speaking task

Attendance Requirements:

International students who are non-EEA nationals and in possession of entry

clearance/leave to remain as a student (student visa) are required to be
in regular attendance at Anglia Ruskin. Failure to do so is considered to
be a breach of the immigration regulations. From the academic year 2008/09
onwards, Anglia Ruskin is required to inform the Border and Immigration
Agency (Home Office) of significant unauthorised absences by any student
visa holders.

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5. Assessment

Assessment Method % contribution to Learning

module mark or Outcomes
P/F
Coursework (may include more than one task e.g. 100% 1-4
oral/aural/written) 1,000 words equivalent

Week 6 (01/03/10): Grammar-vocabulary/ reading comprehension/ writing

tasks

*Easter break: Extensive Reading to prepare during the Easter Break as

stimulus for writing and speaking

Week 12 (03/05/10): Listening / speaking / grammar-vocabulary in context

tasks in class assessment.

6. Assessment Criteria and Marking Standards

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 ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS
LEVEL 1
Marking standards (by mark band)
Assessment criteria by level
70%+ 60-69% 50-59% 40-49% 30-39% 1-29%
Generic
Fails marginally
Learning Achieves a Fails to achieve
Achieves to achieve
Outcomes marginal pass in module
Characteristics of student achievement per Achieves module module Achieves module module
the module outcome/s
mark band → outcome/s related outcome/s outcome/s related outcome/s
outcome/s related to this
(Academic to this GLO at this related to this to this GLO at this related to this
related to this GLO and is not
Regulations, Level of Study GLO at this Level of Study GLO. MDF may
GLO at this eligible for
Regulation 2.26- Level of Study permit
Level of Study compensation
2.41.2) compensation
Level 1 (Certificate) introduces students to HE. Excellent Good Satisfactory Basic information Limited Inadequate
Students are expected to demonstrate relevant information base, information information base base; omissions information information base;
skills and competencies; to be articulate in exploring and base; explores that begins to in understanding base; limited lack of
Knowledge, Understanding and

expressing ideas orally; and to be coherent and analysing the and analyses explore and of major / ethical understanding of understanding of
structured in terms of written or other media. discipline, its the discipline, its analyse the issues. Largely discipline and its discipline and its
Forms of expression at this level may be theory and ethical theory and discipline and its imitative. Some ethical ethical
Intellectual Skills

descriptive or imitative, but students are issues with ethical issues ethical issues but difficulties with dimension. dimension.
expected to demonstrate an increasing considerable with some is still mainly academic/ Weak academic/ Wholly imitative.
understanding of the theoretical background of originality. Very originality. Good imitative. intellectual skills intellectual skills Very weak
their study and the analytic competence to good academic/ academic/ Acceptable academic/
explore it, as well as its relationship, where intellectual skills intellectual skills academic/ intellectual skills
appropriate, to particular skills. Students are intellectual skills
expected to develop an awareness of strengths
and weaknesses in their skill sets

Level 1 (Certificate) introduces students to HE. Excellent Good Satisfactory use of Basic use of Limited use of Inadequate use
Students are expected to demonstrate relevant management of management of learning resources learning learning of learning
skills and competencies; to be articulate in learning learning and input to team resources with resources, No resources.
expressing ideas orally; and to be coherent and resources, resources with work. Some lack no self-direction. self-direction, Failure to
Transferable and

structured in terms of written or other media. complemented by some self- of Some input to little input to contribute to
Forms of expression at this level may be self-direction/ direction. structure/accuracy team work. team work and team work. Major
descriptive or imitative, but students are exploration. Structured and in expression. Some difficulty difficulty with problems with
expected to demonstrate an increasing Structured/ mainly accurate Satisfactory with structure structure/ structure/
understanding of the theoretical background of accurate expression. practical/professio and accuracy in accuracy in accuracy in
Practical Skills

their study and the analytic competence to expression. Very Good team/ nal skills expression. expression. expression. Very
explore it, as well as its relationship, where good team/ practical/ Developing Practical/ weak practical
appropriate, to particular skills. Students are practical/ professional practical/ professional /professional
expected to develop an awareness of strengths professional skills skills professional skills are not yet skills
and weaknesses in their skill sets skills secure

A mark of 0% may be awarded for non-submission, poor or dangerous practice, incoherent and insufficient work, and in situations where the student fails to address the assignment brief and related learning
outcomes

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 ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS
LEVEL 2
Marking standards (by mark band)
Generic Assessment criteria by level
70%+ 60-69% 50-59% 40-49% 30-39% 1-29%
Learning Fails marginally
Outcomes Achieves a Fails to achieve
Achieves to achieve
marginal pass in module
Characteristics of student Achieves module module Achieves module module
the module outcome/s
(Academic achievement per mark band → outcome/s related outcome/s outcome/s related outcome/s
outcome/s related to this
Regulations, to this GLO at this related to this to this GLO at this related to this
related to this GLO and is not
Regulation 2.26- Level of Study GLO at this Level of Study GLO. MDF may
GLO at this eligible for
2.41.2) Level of Study permit
Level of Study compensation
compensation
Level 2 (Diploma) reflects continuing Excellent Good knowledge Satisfactory Basic knowledge Limited Inadequate
development from Level 1. At this level students knowledge base, base; explores knowledge base base with some knowledge base; knowledge base;
Knowledge, Understanding and

are not fully autonomous but are able to take exploring and and analyses that begins to omissions and/or limited lack of
responsibility for their own learning with some analysing the the discipline, its explore and lack of theory of understanding of understanding of
direction. Students are expected to locate an discipline, its theory and analyse the theory discipline and its discipline and its discipline and its
Intellectual Skills

increasingly detailed theoretical knowledge of the theory and ethical ethical issues and ethical issues ethical ethical ethical
discipline within a more general intellectual issues with with some of the discipline. dimension. dimension. dimension. Very
context, and to demonstrate this through forms of considerable originality, detail Acceptable level Some difficulties Weak academic/ weak academic/
expression which go beyond the merely originality and and autonomy. of academic/ with academic/ intellectual skills. intellectual skills.
descriptive or imitative. Students are expected to autonomy. Very Good academic/ intellectual skills, intellectual skills. Still mainly Wholly imitative
demonstrate analytical competence in terms both good academic/ intellectual skills going beyond Largely imitative imitative and and descriptive.
of problem identification and resolution, and to intellectual skills description at and descriptive. descriptive.
develop their skill sets as required. times

Level 2 (Diploma) reflects continuing Excellent Good Satisfactory use of Basic use of Limited use of Inadequate use
development from Level 1. At this level students management of management of learning learning learning of learning
are not fully autonomous but are able to take learning, with a learning with resources. resources with resources, resources. Major
responsibility for their own learning with some degree of consistent self- Acceptable little self- working towards problems with
Transferable and

direction. Students are expected to locate an autonomy/ direction. structure/accuracy direction. Some self-direction. structure/
increasingly detailed theoretical knowledge of the exploration that Structured and in expression. input to team General difficulty accuracy in
discipline within a more general intellectual may exceed the mainly accurate Satisfactory team/ work. Some with structure expression. Very
context, and to demonstrate this through forms of brief. Structured/ expression. practical/professio difficulty with and accuracy in weak team/
expression which go beyond the merely accurate Good team/ nal skills. structure and expression. practical
Practical Skills

descriptive or imitative. Students are expected to expression. Very practical/ Inconsistent self- accuracy in Team/ practical/ /professional
demonstrate analytical competence in terms both good team/ professional direction expression, but professional skills. No ability
of problem identification and resolution, and to practical/ skills developing skills that are not to direct own
develop their skill sets as required. professional skills practical/ yet secure learning
professional
skills

A mark of 0% may be awarded for non-submission, poor or dangerous practice, incoherent and insufficient work, and in situations where the student fails to address the assignment brief and related learning
outcomes

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 ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS
LEVEL 3
LEVEL 3 Marking standards (by mark band)
Assessment criteria by level
Generic 70%+ 60-69% 50-59% 40-49% 30-39% 1-29%
Learning Fails marginally
Achieves a
Achieves to achieve
Outcomes Achieves module
module Achieves module
marginal pass in
module
Fails to achieve
Characteristics of student outcome/s the module module outcome/s
outcome/s outcome/s related outcome/s
achievement per mark band → related to this outcome/s related to this GLO
(Academic related to this to this GLO at this related to this
GLO at this Level related to this and is not eligible
Regulations, GLO at this Level of Study GLO. MDF may
Regulation 2.26- of Study GLO at this for compensation
Level of Study permit
2.41.2) Level of Study
compensation
Level 3 (Degree) is characterised by an Excellent Good Satisfactory Basic knowledge Limited Inadequate
Knowledge, Understanding and

expectation of students’ increasing autonomy in knowledge base knowledge base knowledge base base with some knowledge knowledge base;
relation to their study and developing skill sets. that supports that supports that supports omissions at the base; limited lack of
Students are expected to demonstrate problem analysis, analysis, some analysis, level of understanding of understanding of
Intellectual Skills

solving skills, both theoretical and practical. This evaluation and evaluation and evaluation and theoretical/ethic discipline/ethical discipline/ethical
is supported by an understanding of appropriate problem-solving problem-solving problem-solving in al issues. Some issues. Weak issues. Very weak
theory; creativity of expression and thought in theory/practice/ in theory/ theory/practice/ difficulties with academic/ academic/
based in individual judgement; and the ability to ethics of practice/ ethics ethics of academic/ intellectual skills. intellectual skills.
seek out, invoke, analyse and evaluate discipline with of discipline with discipline. intellectual skills. Still mainly Unable to discuss
competing theories or methods of working in a considerable some originality. Acceptable level Restricted ability descriptive. theory or solve
critically constructive and open manner. Output originality. Very Good academic/ of academic/ to discuss theory Difficulty with problems in
includes is articulate, coherent and skilled in the good academic/ intellectual skills intellectual skills and/or or solve theory and discipline.
appropriate medium, with some students intellectual skills going beyond problems in problem solving
producing original or innovative work in their description at discipline in discipline
specialism. times
Practical SkillsTransferable and

Level 3 (Degree) is characterised by an Excellent Good Satisfactory Basic use of Limited use of Inadequate use of
expectation of students’ increasing autonomy in management of management of management of learning learning learning resources.
relation to their study and developing skill sets. learning, with learning, with learning. Some resources with resources. Failure to contribute
Students are expected to demonstrate problem degree of consistent self- autonomy in little autonomy. Unable to work to team work. Major
solving skills, both theoretical and practical. This autonomy/ directed research but Some difficulty autonomously. problems with
is supported by an understanding of appropriate research that may research. inconsistent. with structure/ Little input to structure/ accuracy
theory; creativity of expression and thought exceed the Structured and Structured and accuracy in teams. General in expression. Very
based in individual judgement; and the ability to assessment brief. accurate mainly accurate expression, but difficulty with weak practical
seek out, invoke, analyse and evaluate Structured and expression. expression. evidence of structure/ /professional skills.
competing theories or methods of working in a creative Good team/ Satisfactory team/ developing accuracy in No ability to direct
critically constructive and open manner. Output expression. Very practical/ practical/professio team/ practical/ expression. own learning
is articulate, coherent and skilled in the good practical/ professional/pro nal/ problem- professional/ Practical/
appropriate medium, with some students team/professional blem solving solving skills problem-solving professional/
producing original or innovative work in their / problem-solving skills skills problem-solving
specialism. skills skills that are not
yet secure
A mark of 0% may be awarded

8
7. Assessment Offences

You are reminded that any work that you submit must be your own. All suspected
assessment offences will be investigated and can result in severe penalties. Please
note that it is your responsibility to consult the relevant sections of the Academic
Regulations (section 10) and the Student Handbook.

8. Learning Resources

8.1 Recommended Texts

Course material (Key texts):

 Español Lengua Viva 3, Cuaderno de ejercicios , Editorial Santillana.
 Gramática y Recursos Comunicativos 3, Santillana

Books for sale in John Smiths Books, ARU

Dictionaries:
Butterfield J. 2004.Collins Spanish Dictionary 8th edition Glasgow: Collins
Or Garman, B. 2001. The Oxford Spanish Dictionary 3rd edition Oxford: O.U.P
Universidad de Salamanca 1996. Diccionario Salamanca de la lengua española
Salamanca: Santillana
Corripio, F. 1997. Diccionario de Ideas Afines Barcelona: Herder

Reference Grammars (available in the Library and / or Language Centre):

Butt, J. & Benjamin, C. A New Reference Grammar of Spanish 4th edition London
Arnold
Coronado González, M.L. et al 1998 . Materia Prima. Gramática y Ejercicios Nivel
Medio y Superior 2nd edition Madrid SGEL

8.2. Recommended Internet Resources

• Access to networked computers and multimedia language laboratories.
Language Centre audio and audio-visual materials
Spanish/Latin American Web-sites, e.g. Virtual Resource Centre:
Internet resources:
http://cervantes.es
http://www.colby.edu/~bknelson/exercises/index.html
http://depts.washington.edu/spnrectr/irst.htm
http://news.bbc.co.uk/hi/spanish/programmes/default.stm
http://www.rtve.es/rne/index.htm
http:/www.elpais.es http://www.elmundo http://espanol.yahoo.es
http://www.mundolatino.org/

8.3. Other Resources

The computer rooms in the Helmore Building (330, 353 and 355) and the Language
Centre all provide access to internet resources.

9
9. Module Definition Form

Module Definition Form (MDF)

Module Code: AD215110S Version: 1 Date amended: 14.11.05

1. Module Title: maximum 100 characters
Spanish Advanced 4

2a. Module Leader: 2b. Department: 2c. Faculty:

Dr Alicia Peña Calvo ECFM ALSS

3a. Level: see guidance notes 3b. Module Type: see guidance notes
2 Standard

4a. Credits: see guidance notes 4b. Study Hours: see guidance notes
15 150

5. Restrictions
Pre-requisites: Spanish Advanced 3 or equivalent (European Framework B1+)

Co-requisites:

Exclusions:

Pathways to which this

module is restricted:

LEARNING, TEACHING AND ASSESSMENT INFORMATION

6a. Module Description: 200 – 300 words
This is the second part of a series of advanced language modules in Spanish designed for non-Spanish speakers and it
contributes to the attainment of the level B2 (independent user) of the Common European Framework. It is open to all
students with the appropriate linguistic level in Spanish. Its aim is to improve communicative competence in Spanish in
the context of Hispanic cultures. This module focuses on advanced productive and receptive use of Spanish through a
variety of language materials and diverse activities and tasks. This is a challenging module which aims to extend
proficiency in Spanish, making use of a wide and appropriate linguistic repertoire, contextualized in contemporary
issues in the Hispanic world. The module, taught over two hours per week will consist of a variety of activities including
group debates, and discussions, presentations, listening and comprehension exercises from authentic audio-visual
material. Students will also be guided in independent learning, via the Language Centre and Library and the Language
Laboratories through a wide range of media resources including newspapers and journals, television, films, videos, DVD
and internet. Assessment methods consist of course work, which may take the form of essays, research projects, in-class
test, reports or an oral presentation. Analytical, problem solving and communication skills practised in the module are of
direct benefit to future employment.
6b. Outline Content:
• Information retrieval, organization and presentation
• Text creation: coherence and cohesion
• Vocabulary in context: general and specialised lexis
6c. Key Texts/Literature:
Key text as indicated by module leader.
Module guide of relevant materials compiled by Module Leader and made available to students.
Course book/grammar books as indicated by Module Leader
Additional texts:
Dictionaries:

10
Butterfield, J (2004) Collins Spanish Dictionary 8th edition Glasgow: Collins
Or Garman, B (2003) Oxford Spanish Dictionary 3rd edition Oxford: O.U.P.
Universidad de Salamanca (1996) Diccionario Salamanca de la Lengua Española Salamanca: Santillana
Corripio, F. (1997) Diccionario de Ideas Afines Barcelona: Herder
Reference Grammars:
Butt, J. & Benjamin, C. (2004) A New Reference Grammar of Spanish 4th edition London: Arnold
Coronado González, M et al (1998) Materia Prima. Gramática y Ejercicios. Nivel Medio y Superior 2nd edition Madrid:
SGEL
6d. Specialist Learning Resources:
Access to networked computers and multimedia language laboratories
Language Centre audio and audiovisual materials
Spanish/Latin American websites, e.g. Virtual Resource Centre:
Internet resources:
http://www.cervantes.es
http://www.colby.edu/~bknelson/exercises/index.html
http://depts.washington.edu/spnrectr/irst.htm
http://news.bbc.co.uk/hi/spanish/programmes/default.stm
http://www.rtve.es/me/index.htm
http://www.elpais.es
http://www.elmundo
http://espanol.yahoo.es
http://www.mundolatino.org
Audio and audio-visual materials related to the course book as available in the Language Centre (HEL 245/6), Language
laboratories (HEL 330, HEL 352, HEL 354) and Library.

7. Learning Outcomes (threshold standards):

On successful completion of this module the student will be expected to be able to:

Knowledge and 1. Show a sophisticated control of Spanish language functions and registers
understanding 2. Work with a high level of autonomy on their own language acquisition and error
correction
Intellectual, practical, 3. Write different types of texts (e.g. summaries, reviews, reports, academic essays),
affective and following appropriate structures and conventions, selecting and making critical use of
transferable skills written and spoken sources.
4. Use a variety of sources in Spanish to determine the reliability of information and to
present and justify opinions and arguments.

8. Learning Activities
Learning Details of duration, frequency and
Learning Activities Hours
Outcomes other comments
Lectures: 0 2 hours per week.
Other teacher managed learning: 24 1-4 Active participation in class group-work activities,
discussions, debates simulations.
Student managed learning: 126 1-4 Students need to do at least 10 hours self study per
week
TOTAL 150

9. Module Assessment
% Weighting &
Learning Qualifying Mark
Method Fine Grade (FG) Length/duration and other comments
Outcomes see guidance notes
or pass/fail (PF)
Coursework 1-4 FG 100% 30%
3,000 words equivalent
may include more than one task e.g.
oral/aural/written
In order to pass this module, students are required to achieve an overall mark of 40%.
In addition, students are required to:
(a) achieve the qualifying mark for each element of fine graded assessment as specified above
(b) pass any pass/fail elements

11
OTHER TECHNICAL DETAILS
10. Delivery of the Module Please delete as appropriate
Delivery This module is delivered over… Yes or No? Indicate which by deleting as appropriate

1 …a single semester Y Semester 2

13. Subject: see guidance notes

10 . Report on last delivery of module

MODULE REPORT FORM

This form should be completed by module tutors (where there is more than one delivery) and forwarded to Module
Leaders who compiles the results on to one form for use at the Programme Committee and other methods of
disseminating feedback to students.

Module Code and Title: Spanish Advanced 4, Spanish Advanced 3 & 4 (part 2)

Anglia Ruskin Department: Languages and IC

Location(s) of Delivery: Cambridge

Academic Year: 2008-09 Semester/Trimester: 2

Enrolment Numbers (at each location): 13

Module Leader: Dr Alicia Peña Calvo

Other Module Tutors:

Student Achievement Provide a brief overview of student achievement on the module as evidenced by the
range of marks awarded. A detailed breakdown of marks will be available at the Departmental Assessment Panel.
The mean mark was 63.8 7 students got a B; 4 students got a C and 3 got a C.

Feedback from Students Briefly summarise student responses, including any written comments
Student feedback was very positive, “strongly agree” for the majority of the criteria’, and “ agree” with
the rest.

Grammar, listening and oral presentations were the aspects of the course that helped them most.

Module Leader/Tutor’s Reflection on Delivery of the Module, including Response to

Feedback from Students (including resources if appropriate)
This year some of the students from Evry were not as prepared and motivated as other years.
Their attendance was irregular and this had an effect on the cohesion and progression of the
group.

Developments during the current year or planned for next year (if appropriate)
New materials in line with the European Framework of Languages and DELE exams.
Re-structure due to 2 hours contact

External Examiner’s Comments State whether the external examiner agreed the marks and/or commented on the
module

12
“Marks and comments are fair”

External Examiner’s Comments State whether the external agreed the marks and/or commented on the module
Last Updated: September 2006

13