Spanish Levels and Certificates

Level A1 (Hours of teaching: 60) of Spanish certifies the necessary skills to understand and use habitual expressions in context in conversations in basic Spanish  asking and giving basic personal information in daily situations, interacting in Spanish in a simple form when the other person cooperates and is speaking slowly and clearly.

– Asking for and giving personal data
– Greeting and saying goodbye
– Asking about words

– Expressing intentions and interests
– Explaining the reasons of our actions

– Describing places and countries
– Expressing existence
– Talking about location
– Talking about climate

– Identifying objects
– Expressing necessity
– Doing the shopping: identify products, ask for prices, etc
– Talking about preferences

– Talking about appearance and character
– Expressing tastes and interests
– Asking about someone else’s tastes
– Contrasting tastes
– Talking about personal relationships

– Talking about habits
– Expressing frequency
– Classifying actions

– Getting on in bars and restaurants
– Giving and asking for information about food

– Describing neighborhoods and cities
– Talking about what we like about a place
– Giving and asking for information about directions

– Talking about past experiences
– Talking about skills and abilities
– Talking about other people’s qualities and defects

– FINAL REVIEW:
– Giving and asking for personal information
– Talking about tastes and interests
– Talking about personal relationships
– Describing someone else’s character
– Talking about habits and custom
– Giving information on former experience

– Verbs ser, tener and llamarse
– Numbers from 1 to 100
– The gender (nationality and profession)
– Expressing intentions and interests
– The three conjugations

– Present simple
– Some usages of a, con, de, por and para
– Definite articles (el, la, los, las)
– Subject pronouns (yo, tu, él,…)

– Using hay
– Verb estar
– Superlative
– Un/una/unos/unas
– Mucho/a/os/as
– Qué, cuántos/as, cuál/es, dónde, cómo
– Sequence of tenses

– Demonstratives (este/a/os/as, esto)
– El/la/los/las + adjective
– ¿Qué + noun, cuál/es…?
– Tener que + infinitive
– Verbs ir and preferir
– Numbers from 100

– Verb gustar
– Possessives: mi, tu, su,…

– Some irregular verbs in the present simple
– Reflexive verbs: lavarse, ducharse, acostarse
– Yo también, Yo tampoco, Yo sí, Yo no
– Primero/Después/Luego
– The time

-Impersonal verbs with se
– Verbs poner and traer

– Quantifiers: mucho/a/os/as, bastante/s…
– Superlative

– Present perfect
– Saber + infinitive
– Poder + infinitive
– Frequency expressions

– Present simple and present perfect
– Irregular verbs and irregular ones in present tenses
– Verb gustar

Level A2 (Hours of teaching: 90) of Spanish accredits that the candidate understands common phrases and expressions of his knowledge area if they are relevant for them (basic information about themselves and their family, shops, places, professions, etc.)

– Giving personal information
– Talking about habits
– Expressing duration
– Asking and answering about motivations
– Talking about difficulties and intentions
– Making recommendations

– Looking for a roommate and designing the ideal house
– Expressing tastes and preferences
– Describing a house, comparing
– Locating objects in space
– Expressing coincidence
– Describing objects: shapes, styles, materials

– Identifying and describing people physically
– Talking about relationships and similarities between people
– Clothing items

– Situations of social contact
– Getting on in formal situations: invitations, introductions, greetings and farewells
– Let’s pay
– To gain someone’s attention

– Planning one day in a Spanish town
– Talking about leisure activities
– Talking about schedules
– Reporting past experiences
– Describing places
– Talking about intentions and projects

– Making a meal
– Talking about tastes and food habits

– Writing a biography
– Telling about and connecting past events
– Talking about durations

– Talking about experiences and evaluating them
– Expressing the wish to do something

– Giving advice
– Talking about states of mind
– Describing pains, discomforts and symptoms

– Remembering vocabulary and topics of the course
– Writing different kinds of texts

Reflexive verbs
– Porque/para
– Sentirse + adjective
– Tener que + infinitive/ hay que + infinitive/ lo mejor es + infinitive/ pensar + infinitive

– Comparatives
– Prepositions of place
– Verb gustar

– Irregular present tenses: c-zc/e- i
– Llevarse bien/mal
– Este/esta/estos/estas, ese/esa/esos/esas
– El/la/los/las + adjective, el/la/los/las + de + noun, el/la/los/las + que + verb

– Some expressions with imperative
– Using tu and usted
– Estar + gerund

– Present perfect
– Ir a + infinitive
– Ya/todavía no

– Direct object pronouns
– Impersonal verbs with se
– Weights and sizes
– Y/ pero/ y además

– The form and some usages of the past simple
– Temporal markers for the past tense
– Empezar a + infinitive
– Ir/irse

– Using the present perfect and the past simple
– Parecer
– Caer bien/mal
– Me/te/le/nos/os/les gustaría + infinitive

– Using ser and estar
– The body parts

– End of the course. Review of:
– usages and forms of the present simple, present perfect and past simple
– Using direct object pronouns
– Using ser and estar

Level B1 (Hours of teaching: 120) of Spanish accredits the necessary skills of the language understanding common daily situations and answering appropriately, as well as expressing desires and basic needs.

B1.1 – Hours of teaching: 60

B1.2 – Hours of teaching: 60

– Writing a cover letter for a job position
– Talking about habits in the present tense and relating past experiences
– Talking about the beginning and the duration of an action
– Locating an action in time
– Work
– Incidents in someone’s life

– Talking about habits, customs and circumstances in the past tenses
– Discerning actions in the past and present
– Arguing and debating
– Travels
– Historical terms
– Life stories

– Making an article about Spanish customs and social codes
– Expressing prohibition
– Expressing obligation
– Expressing impersonality
– Talking about habits
– Social customs
– work and school vocabulary

– Designing and presenting an advertising campaign
– Recommending and advise
– Giving instructions
– Describing an advertisement
– Advertising : values, media, elements of advertisements
– Household Chores

– Telling personal anecdotes
– Recounting in the past tense
– Classifying actions
– Expressing emotions
– Historic events

– Transmitting messages and developing communication strategies
– Communicating on the telephone
– To take and leave messages on the telephone
– Some communication strategies
– Verbs to sum up the intention of a message (to request, to recommend, etc)
– Types of messages (letter, phone messages, emails, etc.)

– Talking about future actions and situations
– Expressing conditions
– Formulating hypothesis in the future
– World’s problems
– Predictions about personal future

– Writing the plot of a movie
– Recounting using the present tense
– Summing up the plot of a book or a movie
– Telling anecdotes
– Telling jokes
– Narrative genders (cinema, television, novels)

– Present perfect and past simple
– Periphrasis: empezar a + infinitive/ acabar de + infinitive/ terminar de + infinitive/ volver a+ infinitive/ dejar de + infinitive/ llevar + gerund/ seguir + gerund
– Desde/ desde que/ desde hace

– Imperfect
– Ya/no todavía
– Time markers in the past tense
– Time markers in the present tense

– Lo normal/ lo habitual/ lo raro es + infinitive
– Soler + infinitive and quantifiers: todo el mundo/ la mayoría (de)/ muchos/ algunos…
– Es obligatorio / está prohibido / está permitido + infinitive, se prohíbe /n/ se permite/n + noun

– Forms and usages of the affirmative and negative imperative
– Placing reflexive pronouns and direct/indirect objects

– Irregular forms of the past simple
– Contrast between the past simple and the imperfect
– Estar + gerund in the past tense
– Time markers to relate

– Indirect style: me ha dicho que… / me ha preguntado si… / me ha preguntado cuándo / dónde / por qué…

– Si + present simple, future; depende de + noun, depende de si + present simple
– The form and some usages of the imperfect future
– seguramente / seguro que / supongo que + future
– Time markers in the future tense

– Connectives to relate: (y) entonces, en aquel momento, al final, de repente, de pronto, etc.

– Making a presentation
– Talking about skills
– Talking about emotions
– Connecting sentences

Writing a letter to expound a problem
– Expressing wishes, complaints and needs
– Proposing solutions
– Writing an open letter reporting a problem
– Politics and society
– Education

Telling real or invented anecdotes:
– Resources to tell anecdotes
– Resources to show interest in listening a story
– Talking about causes and consequences
– Travels
– Types of tourism

Writing a couple’s dispute for the script of a movie:
– Expressing interests and feelings
– Talking about human relationships
– Showing disagreement on various registers
– Qualifying a disagreement expression
– Countering
– Verbs to express interests, emotions and sensations
– Habits and means to show disagreement
– Adjectives to describe people’s character

Designing an object that solves a problem of daily life:
– Describing the characteristics and the functioning of something
– Giving an opinion on objects
– Vocabulary to describe objects (shapes materials…)
– Vocabulary to appreciate objects design

Preparing a presentation about a new movement:
– Evaluating situations and facts and giving an opinion on actions and behaviors
– Grammatical resources
– Environment
– Solidarity

Writing a blog about mysteries of science:
– Making hypothesis and conjectures
– Relating mysterious events
– Expressing degrees of security
– Believing something, believing in something, believing yourself to be something
– mysterious events and paranormal phenomenon
– Psychology
– Science

Choosing a party in a conflict between two people:
– Transmitting orders, requests and advice
– Recounting what others said in the past
– Coming and going
– Carrying and bringing
– Work

– Verbs with pronouns (hacerse, ponerse, quedarse, sentirse…)
– aunque y / y eso que
– dársele bien / mal algo a alguien
– dar vergüenza / miedo
– ponerse nervioso/-a, triste…
– adjectives buen y gran
– character adjectives
– ser bueno / malo + gerund

– Present subjunctive
– querer / pedir / exigir / necesitar + infinitive
– querer / pedir / exigir / necesitar + que + subjunctive
– debemos / tenemos que / se debe / deberían / se debería / habría que
– cuando + subjunctive, antes de que + subjunctive

– Some connectives to talk about causes and consequences: como, porque, así que, de modo que, etc.
– Pluperfect
– Combining the past tenses in a story (present simple, past simple, imperfect, pluperfect)
– Lexical recourses

– me fascina / me encanta / odio / no aguanto… que + subjunctive
– me fascina / me encanta / odio / no aguanto… + noun/ infinitive

– Superlatives ísimo/-a/- os/-as
– Some adjective modifiers: excesivamente, demasiado…
– Exclamatory sentences: ¡qué…!, ¡qué… tan / más…!
– Relative sentences with preposition
– Using indicative and subjunctive in relative sentences

– me parece bien / mal / injusto / ilógico… que + present subjunctive
– está bien / mal que… + present subjunctive – es injusto / ilógico / fantástico… que + present subjunctive
– Conditional
– lo de + infinitivo / sustantivo, lo que + verb

– Using future and conditional
– Indicative and subjunctive constructions to express different degrees of security

– Indirect and direct style

Level B2 (Hours of teaching: 150) of Spanish accredits the necessary skills to handle daily situations in normal circumstances as well as technical or work-related language.

B2.1 – Hours of teaching: 75

B2.2 – Hours of teaching: 75

– Referring to a piece of news and commenting on it
– Telling a story
– Mass media
– Politics and History

– Giving our opinion
– Evaluating various points of view
– Proposing conditions and arguing
– Expressing agreement or disagreement
– Referring to other’s subjects and interventions
– Vocabulary to talk about spare time and tourism and about the characteristics of cities and villages.

– Giving some advice
– Alluding to imaginary situations
– Giving one’s opinion about actions and behaviors
– Expressing wishes
– Sports
– Traditions
– Describing things as: fear, disgust, panic, sloth, shame…

– Expressing cause and purpose
– Giving advice and make proposals
– Talking about feelings, character and personality
– Talking about people’s qualities and objects
– Vocabulary to talk about personal and emotional relationships
– Urban tribes
– Some verbs with preposition

– Talking about cities: to describe them and to comment on their qualities
– Talking about initial beliefs about something
– Expressing positive, neutral and negative feelings about something
– Vocabulary to describe cities and to travel

– Expressing conditions
– Establishing conditions and requirements
– Politics and Society
– Education

– Past tenses
– Using the passive voice
– Impersonal constructions: se + verb conjugated in the 3rd person/ using the 3 rd person plural
– Anticipation of the direct object
– Verbs to transmit information: manifestar, declarar, etc.

– creo que + indicative, no creo que + subjunctive
– es una tontería / impensable + infinitive / subjunctive solo si / siempre que…
– eso de…
– en primer / segundo / …lugar, por último…

– Some usages of the conditional tense
– te recomiendo / aconsejo / sugiero que+ present subjunctive
– Imperfect subjunctive
– no sabía que…

– Imperfect subjunctive
– Using por y para
– Correlation of verbal tenses in sentences containing relative pronouns
– Connective to add, qualify, counter and deny an information

– Sentences containing relative pronouns: using que, quien/es, cuyo/- a/-os/- as
– The participle in sentences containing relative pronouns: the passive voice
– Perception and opinion verbs: indicative / subjunctive

– Using se in impersonal sentences: se valorará…
– Using passive sentences
– Using coumpound tenses
– Present perfect subjunctive
– Relative constructions: quienes, aquellos que, todo aquel que, el/la/los/las que

– Describing activities, movements, and the setting of persons and things
– Giving instructions
– Talking about postures
– Expressing feelings and states of mind
– Vocabulary for cultural activities: theater, sport, dance…

– Expressing purpose
– Expressing intention
– Referring to promises in reported speech
– Demanding to fulfill a commitment

– Combining past tenses
– Referring to past events
– Transmitting requests and warnings
– Telling stories (tales, legends)
– Press vocabulary
– Football vocabulary
– Vocabulary related to cities history

– Making predictions about the future
– Analyzing and expounding problems associated with the environment (causes and consequences)
– Connecting texts
– Environment vocabulary
– Resources to unit texts: synonyms, hypernyms, hyponyms, pronouns…
– Nominalization

– Talking about a job: qualities, functions, problems and feelings
– Describing a company
– Some characteristics of formal written texts
– Jobs and work vocabulary
– Resources for lexical cohesion

– Evaluating past events
– Talking about unrealized events and their consequences
– Making reproaches
– Transmitting what others said in the past
– Talking about skills
– Education vocabulary
– Vocabulary for biographies and life stories

– Describing actions with adjectives, gerunds and adverbs
– Time markers and constructions: mientras, mientras tanto, al + infinitive
– Pronominal verbs
– Using poner and quedar verbs

– para + infinitive / present subjunctive and imperfect subjunctive
– Time particles: hasta que, tan pronto como, cuando + present / imperfect subjunctive
– Using se to express not-intentioned actions
– Adjectives with prefixes
– hacer a propósito / sin querer / adrede…
– ICT vocabulary
– Vocabulary for mediation and resolution of conflicts

– Time markers and constructions: justo en ese momento, estar a punto de, entonces
– Using the imperfect and the imperfect subjunctive
– Using the gerund
– Place of the adjective

– Present perfect subjunctive
– Temporal constructions with mientras, hasta (que), en cuanto, antes de (que), después de (que)
– Recourses to connect texts: dicho/-a/-os/- as, el citado/-a/- os/-as, tal

– Concessive subordinate clauses: aunque, a pesar de, por mucho que…
– Reformulating: es decir, esto es, o sea
– Illustrating with examples: un ejemplo, por ejemplo, a modo de ejemplo

– Pronouns combinations: se lo
– Pluperfect subjunctive
– Conditional progressive
– Some causes and consequences connectives

Level C1 (Hours of teaching: 180) of Spanish accredits the skill to express yourself fluently and to understand a variety of long texts, recognizing implications, attitudes and intentions.

C1.1 – Hours of teaching: 30

C1.2 – Hours of teaching: 30

C1.3 – Hours of teaching: 30

C1.4 – Hours of teaching: 30

C1.5 – Hours of teaching: 30

C1.6 – Hours of teaching: 30

– Meeting other people of the class. Defining our personal image and the group’s one

– Understanding and arguing points of view about the world of animals

– Becoming aware of learning strategies in the discourse

– Deciding the benefit by selling or not our town

– Talking about ourselves and the others. Creating an atmosphere of cooperation

– Names, their meaning and value.

– Information texts and curiosities about the wild world

– Student texts and texts to discuss

– Arguments, reports, debates

– Various models of psychological tests

– Learning to emphasize our words (getting sed to strategies to emphasize our words)

– Learning to moderate our comments (getting used to strategies to moderate our comments)

– Increasing the resources to present information

– Increasing the resources to connect ideas

– Adjusting our words to the communicative context

– Resources to intensify: emphatic expressions, comparisons, rhetorical questions…

– Resources to qualify: mitigating expressions

– Discussion markers: to organize, to rephrase, to recapitulate

– Discussion connectives: additive, consecutive, counterargumentive…

– Form of address, requests with different degrees of familiarity

– Cross-cultural analysis (contact with other cultures and social habits)

– Expressing feelings and emotions

– Putting expressions and religious festivals into context

– Reflecting on an original period of the Spanish history

– Discussing about nonverbal communication

– A wedding between two people originating from very different cultures

– Texts and vocabulary about our emotions and how the cultural context affects us

– Information, expressions and vocabulary from the catholic world and Christmas

– Arabism and information about ethnical and cultural diversity of the Andalusian society

– Cultural gestures and misunderstandings

– Developing comprehension strategies to understand a movie in Spanish

– Working in Spain for the tourism sector

– Analyzing student’s difficulties in grammar

– Developing comprehension strategies to watch Spanish TV programs

– Taking interest in foreign Spanish-speaking people (not from Spain) and in their experiences

– The all movie contents: the form and substance

– Text and vocabulary for tourism, advertising, job adverts and job interviews

– Interviews with higher level students, who talk about grammar, ideas to help them and ourselves

– A TV program and texts linked with its contents. Vocabulary of the magic and paranormal world

– Interviews with emigrants in Spain and texts from Spanish people who had been living abroad.

– Controlling the words formation mechanism to learn vocabulary

– Learning words and expressions with animal’s references to speak about humans

– Learning vocabulary and lexical recourses to understand literary texts

– Improving handwriting quality in texts and academic discourse

– Increasing knowledge of Spanish media and Spanish-speaking ones

– Compound words for objects and persons. Derivation through prefixes and suffixes

– Writing a short report on a controversial subject – Colloquial comparisons and expressions with animals ‘names. Bulls

– Descriptive vocabulary in literary texts, referring to the five senses.

– Specifying vocabulary to replace usual verbs (hacer, tener, haber, poner). Nominalization. Structures with relative pronouns

– Mass Media language. Frequent vocabulary in each section of the newspaper.

– Learning to interpret and choose the verbal mode in a significant way

– Learning to interpret and choose the article in a significant way

– Being aware of when and why the pronouns appear, analyzing and understanding the specific context for its usage.

– Learning to interpret and choose the preposition in a significant way

– Solving problems to choose verbs in the past tense in difficult contexts

– Expressing objectives, declaring, questioning, assessing and identifying cores in subordinate clauses

– Definite and indefinite articles and the absence of article

– Using pronouns – their specific usage

– Prepositions of time and place and the ideas field. The preposition a with direct objects. Combination of prepositions.

– Verbs contrasts in the past tense. Era/fue, estaba/estuve, periphrasis

The certificate C2 accredits the necessary skills of the language for situations which require an advanced use of the language, as well as good knowledge of the cultural habits manifested through them.

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