FP033 - CURRICULUM DESIGN AND PROGRAMMING - THEORY AND

PRACTICE
THE SPANISH LE CURRICULUM AND COURSE AND CLASS PLANNING

WORK CONV. ORDINARY

GENERAL INDICATIONS:

The work of this course consists of designing a Spanish as a foreign language course and
elaborating the most suitable program for the characteristics of the course. The work must
be done on an individual basis and must meet the following conditions:

 Length: between 8 and 10 pages (excluding instructions, statements,

bibliography and annexes, if any).
 Typeface: Arial.
 Size: 11 points.
 Spacing: 1.5.
 Alignment: Justified.

Moreover, the work should be carried out in this Word document following the rules of
presentation and editing as far as citations and bibliographic references are concerned
(see the Study Guide). To facilitate the correction work, the student is asked not to write
the answers in bold, as this makes it easier to differentiate them from the statements of
the activities.

The submission must be made following the procedures described in the evaluation
document of the subject and in no case should it be delivered through the teacher's
mail.

On the other hand, it is reminded that there are some evaluation criteria whose
monitoring by the student is considered extremely important. For further information,
please refer to the course evaluation document.

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Student's first and last name(s):

Group:

Date:

Job

Design a Spanish as a foreign language course and elaborate the most suitable program
for the characteristics of the course:

 Immersion course.
 CEFR level B2.
 3 weeks duration.
 Classes of 2 hours per day, Monday through Friday.
 12 students from the following countries: Japan, China, United States, Germany,
Russia, France, Brazil and Australia.

The course should be based on a learner-centered, process-oriented program, which

should include:

 The objectives and evaluation criteria.

 Contents.
 Methodology.
 Evaluation.
 A course schedule that includes a brief description of the tasks or processes to
be scheduled:

Wednesda
Monday Tuesday Thursday Friday
y
1
2
3

The work must include a Justification section in which the proposal is argued.

Very important: on the cover page that appears on the following page you must
indicate the personal data detailed and the title of the paper (the paper that does
not comply with the identification conditions will not be corrected). After the title
page, the Table of Contents should be included.

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THE SPANISH LE CURRICULUM AND THE PLANNING OF COURSES AND

CLASSES

Student's first and last name(s):

Bolaños Bobadilla Rocío del Pilar

Group:

FP-FOPELE-2019-06

Date:

SEPTEMBER 6, 2020

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INDEX

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INTRODUCTION

Language is the human capacity par excellence, which leads human beings to
conceptually appropriate the reality that surrounds them and to offer a representation of
this conceptualization by means of diverse symbolic systems. Thus, what the individual
does, thanks to language, consists of relating a content (the idea or concept of a flower or
a triangle, for example) with a form (a word, a drawing, a bodily characterization), in order
to represent this content and thus be able to evoke it, keep it in memory, modify it or
express it when desired and required (Ministry of Education, 2002).

This concept of language is integrative and also relates language to the interaction that
the individual has with his environment, which determines his reality. When this individual
has the opportunity to interact with people who share the same vision, the function of
language is truly fulfilled, which is to allow the sharing of ideas, concepts, feelings, hopes
and future.

From this arises the need to establish a hierarchy in the steps to be followed to develop a
curriculum taking into account all the actors: the situation, the learner, the teachers and
the educational policies. Spanish as a foreign language has experienced an
unprecedented boom in recent years, as the multiplication of opportunities for cultural,
commercial and educational exchange with Brazil has made it necessary to increase the
acquisition of Spanish and Portuguese in both countries.

The following is a proposed curriculum for teaching Spanish as a foreign language.

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JUSTIFICATION

The immersion course is for a group of students (12) of different nationalities from
Japan, China, United States, Germany, Russia, France, Brazil and Australia, in the
city of Bogota, Colombia.
The methodology planned for this immersion course is based on the development of
speaking and listening skills, using a process-based communicative approach that
focuses on the development and improvement of skills within the permeable cultural
contexts of the city determined for this exercise.

Reading and writing activities will also be developed, to allow at the same time the
improvement of the target language, and to ensure a better understanding and
linguistic development.

The student's own experimentation is of vital importance, that is, interacting with the
context in a spontaneous way, drawing his own conclusions about what is determined
by the program and what has been acquired (meaningful learning).

IMMERSION COURSE

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SPANISH AS A FOREIGN LANGUAGE

Tres semanas de Dos horas de

Nivel B2 del MCERL
duración intensidad horaria

Grupo de
estudiantes de
De lunes a viernes
diferentes
nacionalidades

General course outline

OBJECTIVES:

In this course the student will be able to:

 Interact with all types of speakers with a sufficient degree of fluency and
naturalness, so that communication does not involve any effort on the part of any
interlocutor.

 Produce clear and detailed texts on a variety of subjects, including.

 Understand the gist of complex oral and written texts, even if they deal with
abstract topics, are presented in several varieties of Spanish or are of a technical
nature, especially if they deal with areas of specialized knowledge to which they
have had access. The objectives and evaluation criteria.

EVALUATION CRITERIA:

Continuous evaluation is understood as the change that students experience in the

teaching-learning process, i.e. how and to what extent they achieve the previously
established objectives. Thus, the criteria to be followed during the course will be:

 Participation in the sessions inside (theoretical tutoring and field work)

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 Final assignments and oral presentation in class:

 A final test: In order to pass the final test, a grade higher than 40% must be
obtained.

THE CONTENTS:

Didactic unit 1 Traveling in yesterday and today

Speak Write Read Listen to
Describe and Review of the Customs of
narrate situations, Pretérito Perfecto, yesterday and Paseo de olla
actions and stories Imperfecto and today. (activities that take
in the past. Indefinido, regular
and irregular place during a
Express time. formation and uses. family outing)
The Pretérito
Pluscuamperfecto,
regular and
irregular formation
and uses.

Contrast the uses

of all past tenses.

Temporal, local
and modal
sentences with
infinitive and
indicative.

Direct and Indirect

Complement
unstressed and
tonic pronouns,
form and
placement.

Didactic unit 2 Eco-output

Speak Write Read Listen to

Talk about changes Simple and Urban problems. Eco-exit within the
in people, societies, compound future, environment and city
customs. Debate, regular and climate.
convince and attract irregular formation.
attention. Talk
Uses of adverbs
about the future.

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Review of the
comparative and
superlative.

Didactic unit 3 Visiting the city

Speak Write Read Listen to

Giving advice and The affirmative and Physical activities, Visiting the city
hypothesizing. negative imperative, leisure and
Giving, receiving forms and uses. entertainment.
and following
instructions.

METHODOLOGY

The methodology planned for this immersion course is based on the development of
speaking and listening skills, using a process-based communicative approach that
focuses on the development and improvement of skills within the permeable cultural
contexts of the city determined for this exercise.

Reading and writing activities will also be developed, to allow at the same time the
improvement of the target language, and to ensure a better understanding and
linguistic development.

In each unit a cultural contextualization will be developed that will give a traceability
of the 4 items developed during the week. During the class phase, the variety and
quality of audiovisual media (videos, movies, music, newspapers, magazines,
Internet and literary pieces) will be guaranteed, in order to evidence a high level in
the above mentioned components.
On the other hand, the implementation of activities centered on the student, who
will be confronted with biculturality, making possible the valuation and acceptance of
his or her own and other people's culture.

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In this way, a curriculum is being developed that focuses on performance in an

open, linear, analytical manner with processes that lead to the appropriation of
knowledge.

EVALUATION

The evaluation will be permanent and individualized and preferably oral. Although
activities of all skills will be developed, only the 2 with more emphasis in this
immersion (speaking and listening) will be taken into account, the others will be
conceptualized by extra points within the immersion that will help in the final
evaluation.
The development of the evaluation will be carried out as follows:

 Participation in the sessions inside (theoretical tutoring and field work), with a
percentage of 30%.

 Final Assignments and oral presentation in class: 30%.

 A final test: In order to pass the final test, a grade higher than 40% must be
obtained. 40%

CHRONOGRAM

Monday Tuesday Wednesday Thursday Friday

ELECTIVE SPEAK WRITE LEE LISTEN
Storytelling Anecdotes Temporary Customs of Pot walk
1 act from the sentences yesterday
past and today

WRITE LISTEN ELECTIVE SPEAK LEE

Simple and Eco-exit Mapping green Talk about Urban
compound within the areas changes in problems
2 future city people,
societies,
customs,
etc.
3 SPEAK WRITE LEE LISTEN CLOSING
The Visiting the Visiting the
Giving, affirmative Physical city city
receiving and and activities,

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negative FINAL
following imperative leisure and CELEBRATION
instructions entertainment

DESCRIPTION OF ACTIVITIES

WEEK 1

1. ELECTIVE:

Storytelling act is carried out in the initial tutoring where a local storyteller is invited
to develop a cultural act of local storytelling, i.e. this character will narrate stories
of the Bogota culture, with the target language and will engage in a conversation
with the students, who although they have different nationalities will be able to
basically understand what is being narrated, then the teacher will inquire about
expressions that caused greater interest in the student and why. The teacher will
then inquire about the expressions that caused the most interest in the student and
why.

2. SPEAKS: Anecdotes from the past

In this session we will work with the dynamics of the clock, which consists of
locating an appointment for each hour of the clock, without repeating time or
person, the students must determine who and at what time they will meet so that,
in the period of time determined by the teacher, they can talk about the anecdote
they remember the most from their childhood and/or adolescence. The teacher will
be present at each meeting in a sequential manner, making the necessary
contributions for good communication and clearing up pronunciation doubts.

3. WRITE: Temporal sentences

This session is determined in pair work, where with a collaborative work the
students will expose topics such as, for example, education, fashion, sports, food
and tastes; They should develop a graphic organizer and paste it in the classroom
as a graphic exhibition, so that at the end of the exercise they can share what they
have written with the other groups.

4. READ:

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In this session, a reading of an article about the Bogotan customs of yesterday and
today is developed, contrasting the two verb tenses worked on; the student will
have to make an interpretation about the topics worked on and make his own
deductions.

5. LISTEN:

For this exercise they will have an immersion in a daily walk in the city, which is
the ascent to the Cerro de Monserrate, a culturally visited site by foreigners in the
Colombian capital. There our students can enjoy an ecological walk, a visit to the
Saint of the city, take advantage of all the lexical contact they can have in this
space, in addition to tasting the delicacies of the capital.

WEEK 2

1. WRITE

The observation of a film tape is determined in order to establish relationships

between actions and verb tenses, with special emphasis on the simple and simple
future, with that basis the students in pairs will be able to complete a text about the
film where they will inherently work on the theme.

2. LISTEN

In this session we will have an outing to the Chicaque natural park on the outskirts of
the city, where we will be accompanied by a park tour guide who will tell us about the
species of fauna and flora found there. All this will strengthen the student's listening
skills and understanding of colloquial phrases of the area, in addition to learning much
more about the immersion area.

3. ELECTIVE

In this elective session, a dynamic exercise of Where are the green areas of Bogota
will be developed, on a map provided by the teacher they will have to look for the
green sites or places in the city, with the help of a series of clues, students will be able
to make relationships of space and spatial time location. At the same time they have
fun since they will be done in teams and will run with time to develop and reach the
achievement of the activity.

4. SPEAK

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In this space the students will be the protagonists of the class. On previous days they
will be instructed to bring to class a short explanation about their country, customs and
description of the people who live there, they will have the task of making relationships
of similarities and differences with what they see of this city (Bogota).

5. LEE

In this session the student will have the task of consulting through the internet the
urban problems that afflict the city in which they find themselves, among them may be
environmental, political, social and cultural problems. Then they will work in groups to
draw out the causes and consequences of these problems mentioned above, to make
a short presentation in the form of a discussion.

WEEK 3

1. SPEAK

A blind labyrinth activity is developed where students will have to give, receive and
follow instructions correctly to reach the goal where there will be a possession of the
challenging team. This exercise should be worked quickly but effectively, the exercise
should consist of making the most appropriate work strategy to win the activity.

2. WRITE

The exercise of this session is determined in delivering a workshop on the most native
expressions and phrases of Colombians, in this workshop the student will have to
determine the imperative and complete some of the conjugations that are incomplete,
this exercise is based on trial and error, since without any prior knowledge the student
must face the development of this activity.

At the end of the exercise, a discussion will be opened about the inconveniences that
were encountered during the exercise to be clarified among the students themselves
or, in the last case, with the tutor teacher.

3. LEE

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In this space an exercise of discontinuous reading will be developed where the student
will find a series of posters with images allusive to the activities that Colombians do;
they will develop an advertisement to practice that activity within the city with the
interpretation they make.

4. LISTEN

Students will have the ability to organize a survey to apply to students from other
careers within the school, this survey should contain specific questions of the daily
celebrations that are made in Bogota, sites, food and activities that take place within
this space; then with that database will determine an itinerary to develop in their final
days in the city.

5. CLOSING

The best itinerary of the class will be developed and finally in the evening, they will
have a typical Chiva ride through the city and enjoy a typical Bogota party. This will
end the dive with a certification and all the certificates available for it.

Explanatory note:

* A logbook will be developed by the student in order to determine what was learned in
each session.

* This schedule of activities will be subject to the changing interests of the students and
their reaction to it.

CONCLUSIONS

In designing a curriculum for teaching Spanish as a foreign language to speakers of

different nationalities, we had the opportunity to reflect on the shortcomings in terms of

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knowledge and appropriation of the language that a group of students may have with an
immersion exercise.

When thinking about the levels, strategies and methodologies of foreign language
education, reflections emerge from the pedagogical and social fields, since there must be
an unbreakable relationship between culture, context and teaching.

This course leaves me wondering how appropriate are the curricula that are currently
used in the teaching of ELE, under what objectives these curricula are based, what should
be evidenced at the time of an appropriate methodological strategy for ELE and finally,
how much should change educational policies for teaching to be carried out satisfactorily.

BIBLIOGRAPHIC REFERENCES

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 Colombia. Ministry of National Education. (2001). Foreign Language Training.

Guide Series No. 22. Retrieved from:
http://www.mineducacion.gov.co/cvn/1665/articles-115174_archivo_pdf.pdf

 Instituto Cervantes. Instituto Cervantes Curriculum Plan, 2008. Reference levels

for Spanish B1. B2. Madrid: Instituto Cervantes Biblioteca Nueva.

 López, Mª R., 2008. Let's talk about it in class. Madrid: Edinumen.

 Miqel, L. and Sans, N., 2008. Two by two. Interactive oral production exercises.
Basic and intermediate level. Barcelona: Difusión.

 Montes, F., 2008. Writing workshop. 1303 exercises of literary creation. Córdoba:
Berenice.

 Santillana, 2005. The student's encyclopedia. Spanish language and literature.

Madrid: Santillana.

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