sp foundation 1 2011_12 sem 1

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Faculty of Arts, Law and Social Sciences

Spanish Foundation 1

Anglia Ruskin University Language CentreModule Code: AD115053S

AD215103SAD315106S

Academic Year: 2011/12Semester: 1



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Contents

1. Key Information ................................................................................................ 2 2. Introduction to the Module ................................................................................ 2 3. Intended Learning Outcomes............................................................................ 2 4. Outline Delivery................................................................................................ 3

4.1 Attendance Requirements........................................................................ 5

5. Assessment...................................................................................................... 5 6. Assessment Criteria and Marking Standards.................................................... 7 7. Assessment Offences..................................................................................... 12 8. Learning Resources ....................................................................................... 12

8.1. Library.................................................................................................... 17 8.2. Other Resources.................................................................................... 18

9. Module Evaluation.......................................................................................... 18 10. Report on Last Delivery of Module.................................................................. 19



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1. Key Information

Module title: Spanish Foundation 1

Module Leader: Dr Alicia Peña CalvoCambirdge Helmore 354Extension [email protected]

Every module has a Module Definition Form (MDF) which is the officially validated record ofthe module. You can access the MDF for this module in three ways:

• the Virtual Learning Environment (VLE)

• the My.Anglia Module Catalogue at www.anglia.ac.uk/modulecatalogue • Anglia Ruskin’s module search engine facility at www.anglia.ac.uk/modules

All modules delivered by Anglia Ruskin University at its main campuses in the UK and atpartner institutions throughout the UK and overseas are governed by the Academic Regulations . You can view these at www.anglia.ac.uk/academicregs . A printed extract of theAcademic Regulations , known as the Assessment Regulations , is available for every studentfrom your Faculty Office (all new students will have received a copy as part of their welcomepack).

In the unlikely event of any discrepancy between the Academic Regulations and any otherpublication, including this module guide, the Academic Regulations , as the definitivedocument, take precedence over all other publications and will be applied in all cases.

2. Introduction to the ModuleThis module is an introductory language module for students who need anintroduction to Spanish at absolute beginner level. It focuses on all four languageskills (listening, speaking, reading and writing) in an integrated approach, introduceskey structures and vocabulary relevant to topics studied, and provides initial insightsinto Hispanic society and culture. It combines a communicative approach to languagewith the development of basic reading and writing skills. It also expects students toundertake a programme of guided independent learning in support of class sessions.The module contributes to the attainment of Common European Framework level A1(Basic User). The module will develop students’ language competence, which willenhance employability.

3. Intended Learning Outcomes

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

Knowledge andunderstanding

1. Demonstrate that they understand everyday vocabulary and basicgrammar and interact orally in a simple way with someone who speaksSpanish slowly and clearly.

2. Read and write simple clear messages in Spanish.

Intellectual,practical, affectiveand transferableskills

3. Demonstrate that they have followed a programme of independentactivities in support of learning.

4. Demonstrate understanding of basic Hispanic social and culturalformations.

An in-class assessment (consisting of various tasks) will test all 4 outcomes above.



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4. Outline Delivery

Unit Communication Language Focus

Unidad 0

Kilómetro 0

Saying hello and goodbye.

Pronunciation.

Asking to spell words.

Expressing purposes and aims.

Expressing existence.

Present tense (verbs llamarse ; ser,vivir, hablar, aprender, escribir);Interrogatives (cómo, dónde, qué)

Alphabet.

Nouns & gender; adjectives;

Definite articles:

Indefinite articles

Prepositions: para, en

Countries, nationalities, alphabet,

languages, things in the classroom,greetings.

Unidad 1

Encantado deconocerte

Personal information (name,nationality, age, profession,languages).

Use of tú / usted

Introducing people.

Asking for repetition.

Numbers: 0-100 .

Present tense: apellidarse, tener,saber .

Demonstratives: este, esta

Interrogatives: cuál, cuántos/as .

Jobs, numbers, years, months,orthographic symbols,abbreviations, proper names,

ordinal numbers, forms ofaddressing.

Unidad 2

Aprenderespaňol

Expressing obligation.

Asking and expressing if somethingis allowed.

Asking for repetition

Asking and telling the time

Asking and giving timetable

Ask and give information aboutdaily routines.

Present tense indicative: hacer,poder, tener, empezar, entender,acostarse, ir, decir )

Verbal periphrases (tener que + infinitivo; hay que + infinitivo).

Prepositions: de/a; desde/hasta;

Interrogatives: qué

Instructions in the book, the time,

days of the week, daily routines.



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Unidad 3

En familia

Asking and answering aboutmarital status.

Identify a person.

Describing people

Making proposalsWishing happy birthday

Possessive adjectives: mi, tu, su,nuestro, vuestro/a….

Definite article (el, la, los, las) / indefinite article (un, una, unos,unas).

Muy, bastante, un poco

Otro/a/os/as

Demonstratives: este, esta, estos,estas.

Exclamatives: qué

Interrogatives: quién/es

Present tense Indicative:parecerse, ser, estar

The family, physical description,character and personality.

Revision

Units 0-3

Proyecto: Un juego de mesa Revision of Present tense, articles,demonstratives, and vocabularyUnits 0-3

ASSESSMENT (100%)

Week 12

In-class assessment (4 skills)



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4.1 Attendance Requirements

Attending all your classes is very important and one of the best ways to help you succeed inthis module. In accordance with the Student Charter, you are expected to arrive on time andtake an active part in all your timetabled classes. If you are unable to attend a class for avalid reason (eg: illness), please contact your Module Tutor.

Anglia Ruskin will closely monitor the attendance of all students and will contact you by e-mailif you have been absent without notice for two weeks. Continued absence can result in thetermination of your registration as you will be considered to have withdrawn from your studies.

International students who are non-EEA nationals and in possession of entryclearance/leave to remain as a student (student visa) are required to bein regular attendance at Anglia Ruskin. Failure to do so is considered tobe a breach of national immigration regulations. Anglia Ruskin, like all British Universities, is

statutorily obliged to inform the Border and Immigration Agency of the Home Office ofsignificant unauthorised absences by any student visa holders.

5. Assessment

All coursework assignments and other forms of assessment must be submitted by thepublished deadline which is detailed above. It is your responsibility to know when work is dueto be submitted – ignorance of the deadline date will not be accepted as a reason for late ornon-submission.

All student work which contributes to the eventual outcome of the module (ie: if it determineswhether you will pass or fail the module and counts towards the mark you achieve for themodule) is submitted via the iCentre using the formal submission sheet. Academic staffCANNOT accept work directly from you.

If you decide to submit your work to the iCentre by post, it must arrive by midday on the duedate. If you elect to post your work, you do so at your own risk and you must ensure thatsufficient time is provided for your work to arrive at the iCentre. Posting your work the daybefore a deadline, albeit by first class post, is extremely risky and not advised.

Any late work (submitted in person or by post) will NOT be accepted and a mark of zero willbe awarded for the assessment task in question.

You are requested to keep a copy of your work.

Feedback

You are entitled to written feedback on your performance for all your assessed work. For allassessment tasks which are not examinations, this is provided by a member of academic staffcompleting the assignment coversheet on which your mark and feedback will relate to theachievement of the module’s intended learning outcomes and the assessment criteria youwere given for the task when it was first issued.

Examination / Assessment scripts are retained by Anglia Ruskin and are not returned tostudents. However, you are entitled to feedback on your performance in an examination andmay request a meeting with the Module Leader or Tutor to see your examination script and todiscuss your performance.



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Anglia Ruskin is committed to providing you with feedback on all assessed work within 20working days of the submission deadline or the date of an examination. This is extended to30 days for feedback for a Major Project module (please note that working days excludesthose days when Anglia Ruskin University is officially closed; eg: between Christmas andNew Year). Personal tutors will offer to read feedback from several modules and help you toaddress any common themes that may be emerging.

At the main Anglia Ruskin University campuses, each Faculty will publish details of thearrangement for the return of your assessed work (eg: a marked essay or case study etc.).Any work which is not collected by you from the Faculty within this timeframe is returned tothe iCentres from where you can subsequently collect it. The iCentres retain student work fora specified period prior to its disposal.

To assure ourselves that our marking processes are comparable with other universities in theUK, Anglia Ruskin provides samples of student assessed work to external examiners as aroutine part of our marking processes. External examiners are experienced academic stafffrom other universities who scrutinise your work and provide Anglia Ruskin academic staffwith feedback and advice. Many of Anglia Ruskin’s staff act as external examiners at otheruniversities.

On occasion, you will receive feedback and marks for pieces of work that you completed inthe earlier stages of the module. We provide you with this feedback as part of the learningexperience and to help you prepare for other assessment tasks that you have still tocomplete. It is important to note that, in these cases, the marks for these pieces of work areunconfirmed as the processes described above for the use of external examiners will nothave been completed. This means that, potentially, marks can change, in eitherdirection!

Marks for modules and individual pieces of work become confirmed on the Dates for theOfficial Publication of Results which can be checked at www.anglia.ac.uk/results.



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7. Assessment Offences

You are reminded that any work that you submit must be your own. All suspectedassessment offences will be investigated and can result in severe penalties. Please note thatit is your responsibility to consult the relevant sections of the Academic Regulations (section10 – see www.anglia.ac.uk/academicregs ) and the Student Handbook.

When you are preparing your work for submission, it is important that you understand thevarious academic conventions that you are expected to follow in order to make sure that youdo not leave yourself open to accusations of plagiarism (eg: the correct use of referencing,citations, footnotes etc.) and that your work maintains its academic integrity.

Plagiarism is theft and constitutes the presentation of another’s work as your own in order togain an unfair advantage. You will receive advice and guidance on how to avoid plagiarismand other elements of poor academic practice during the early stages of your studies atAnglia Ruskin.

Introduction

Being honest in your work is at the heart of studying and working at university. To be honestin your work you must acknowledge the ideas and work of others you use, and you must nottry to get an advantage over others by being dishonest. It is important that you understandwhat it means to be honest in your work. Although there is general agreement within the UKacademic community about the types of activity that are unacceptable, this does vary slightlybetween institutions, and may be different from where you studied before.

We have developed this guidance to help you understand what it means to be honest in yourwork, and what you should do to make sure that you are handing in work that meets ourexpectations. This means we can make sure that we can maintain reliable standards for ouracademic awards, and students continue to enjoy studying for academic qualifications that

have a good reputation. In this guidance we will:

• clearly define what being honest in your work and good practice mean, and how you canachieve this;

• define ‘assessment offences’, including plagiarism, cheating and collusion;• identify the resources, help and advice available to help you learn the academic skills you

need to avoid committing assessment offences;

• explain how we expect you to behave; and

• describe what happens if we think you have committed an assessment offence.

Being honest in your work and good practice

You can show good practice when you do your work independently, honestly and in a proper

academic style, using good referencing and acknowledging all of your sources.

To show good academic practice you must:

• show you understand the literature;• use research from academics and others in your area of study;

• discuss and evaluate ideas and theories;

• develop your own independent evaluation of academic issues; and• develop your own arguments.

To support your own good practice you will need to develop your:

• skills at studying and getting information (for example, reading, taking notes, researchand so on);



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• skills in looking at an argument and making your own evaluation (for example, having abalanced opinion, using reasoning and argument);

• writing skills for essays, reports, dissertations and so on;• referencing skills (how you include your sources of information in your work); and

• exam techniques (for example, revising and timing).

Achieving good practice is not as complicated as it may appear. You need to do the following.

• Know the rules.• Make sure you reference all of your information sources. Poor practice or dishonesty in

your work (such as plagiarism, cheating, fraud and so on) can be a result of you notknowing what you are allowed to do.

• Develop your own style. Sometimes students include too much original text from the workof others, as they believe that they cannot ‘put it any better’. Although you should try toexpress ideas in your own words, quoting or summing up ideas from academic sources isfine, as long as you say where you have taken this from. You must also reference otherpeople’s performances or art in your own work. It fine to use other people’sperformances and art, but you must be completely clear about why you are using thatwork, and make sure it is obvious that it isn’t your own.

Definitions of assessment offences

Plagiarism

Plagiarism is when you present someone else’s work, words, images, ideas, opinions ordiscoveries, whether published or not, as your own. It is also when you take the artwork,images or computer-generated work of others, without properly acknowledging where this isfrom or you do this without their permission.

You can commit plagiarism in examinations, but is most likely to happen in coursework,assignments, portfolios, essays, dissertations and so on.

Examples of plagiarism include:

• directly copying from written work, physical work, performances, recorded work orimages, without saying where this is from;

• using information from the internet or electronic media (such as DVDs and CDs) whichbelongs to someone else, and presenting it as your own;

• rewording someone else’s work, without referencing them; and

• handing in something for assessment which has been produced by another student orperson.

It is important that you do not plagiarise – intentionally or unintentionally – because the work

of others and their ideas are their own. There are benefits to producing original ideas in termsof awards, prizes, qualifications, reputation and so on. To use someone else’s work, words,images, ideas or discoveries is a form of theft.

Collusion

Collusion is similar to plagiarism as it is an attempt to present another’s work as your own. Inplagiarism the original owner of the work is not aware you are using it, in collusion two ormore people may be involved in trying to produce one piece of work to benefit one individual,or plagiarising another person’s work.

Examples of collusion include:

• agreeing with others to cheat;• getting someone else to produce part or all of your work;



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• copying the work of another person (with their permission);

• submitting work from essay banks;• paying someone to produce work for you; and

• allowing another student to copy your own work.

Many parts of university life need students to work together. Working as a team, as directed

by your tutor, and producing group work is not collusion. Collusion only happens if youproduce joint work to benefit of one or more person and try to deceive another (for examplethe assessor).

Cheating

Cheating is when someone aims to get unfair advantage over others.

Examples of cheating include:

• taking unauthorised material into the examination room;

• inventing results (including experiments, research, interviews and observations);• handing your own previously graded work back in;

• getting an examination paper before it is released;

• behaving in a way that means other students perform poorly;• pretending to be another student; and

• trying to bribe members of staff or examiners.

Help to avoid assessment offences

Most of our students are honest and want to avoid making assessment offences. We have avariety of resources, advice and guidance available to help make sure you can develop goodacademic skills. We will make sure that we make available consistent statements about whatwe expect in this document, and in student handbooks and module guides. You will be able

to do tutorials on being honest in your work from the library and other central support servicesand faculties, and you will be able to test your written work for plagiarism using ‘Turnitin®UK’(a software package that detects plagiarism).

You can get advice on how to honestly use the work of others in your own work from thelibrary website (www.libweb.anglia.ac.uk/referencing/referencing.htm ) and your lecturer andpersonal tutor.

You will have an opportunity to do a ‘formative’ assignment before you finish and hand in yourfirst ‘summative’ assignment. A ‘formative’ assignment is one in which you can talk aboutyour work thoroughly with your tutor to make sure that you are working at the correct level foryour award, and that you understand what is meant by good practice (a ‘summative’assignment counts towards the assessment for your course).

You will be able to use ‘Turnitin®UK’, a special software package which is used to detectplagiarism. Turnitin®UK will produce a report which clearly shows if passages in your workhave been taken from somewhere else. You may talk about this with your personal tutor tosee where you may need to improve your academic practice. We will not see these formativeTurnitin®UK reports as assessment offences.

If you are not sure whether the way you are working meets our requirements, you should talkto your personal tutor. They will be able to help you and tell you about other resources whichwill help you develop your academic skills.

What we expect from you

We will make sure you have the chance to practice your academic skills and avoidaccidentally breaking our Academic Regulations . On page nine of the Student Charter (see



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http://web.anglia.ac.uk/anet/students/pdfs/09_student_charter.pdf), it says you have to ‘beaware of the academic rules relating to your studies’.

To make sure that you are aware of the rules, we expect you to agree to:

• read this guidance and make sure you thoroughly understand it;

• work through ‘PILOT’, the online tutorial available on our library website(http://libweb.anglia.ac.uk/pilot/ ), which aims to help you learn good practice and has auseful section on plagiarism;

• make sure that you are familiar with how to reference (acknowledge other people’s work);

• correctly reference all the sources for the information you have included in your work;• identify information you have downloaded from the internet;

• never use someone else’s ideas for a performance, film or TV programme, their artwork,graphics (including graphs, spreadsheets and so on and information from the internet) asif they are yours;

• only hand in your own original work;• never use another person’s work as if it were your own; and

• never let other students use or copy your work.

What we will do for you

To help you avoid making assessment offences, our staff will:

• make sure they are familiar with the guidance on being honest in your work and theAcademic Regulations;

• tell you clearly about the guidance on being honest in your work and any guidelines onmisconduct, and record the dates for future reference;

• arrange library information sessions for you;

• promote the resources on the library website and put links to them in module guides andstudent handbooks;

•include statements on academic honesty in each module guide, making sure they areconsistent throughout our university;

• make you aware of the punishments for misconduct early in the course;

• give you effective guidance on how you should acknowledge the information you haveused;

• tell you, in writing if possible, how far you may work with other students in yourcoursework;

• plan procedures for assessing work in a way that reduces plagiarism, cheating andcollusion;

• be aware that you may have worked differently in the past and make sure that you areaware of good practice in the UK;

• familiarise themselves with ‘Turnitin®UK’ and its reports; and• report all suspected misconduct using the proper disciplinary procedures.

Procedures for assessment offences

An assessment offence is the general term used to define cases where a student has tried toget unfair academic advantage in an assessment for themselves or another student.

We will aim to give you as much help as possible to avoid an assessment offence. We listeda number of possible assessment offences earlier in the document. These, and any relevantbreaks of the Academic Regulations are dishonest, unacceptable and not allowed. We willfully investigate all cases of suspected assessment offences. If we prove that you havecommitted an assessment offence, we will take action against you using our disciplinaryprocedures.

For full details of what punishments you may receive for assessment offences, see theAcademic Regulations, section 10 at: www.anglia.ac.uk/academicregs



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And finally

One of the main aims of university is to give you the ability to learn, have independent judgment, academic rigour and intellectual honesty.

You should encourage people to ask questions, to show personal and professional honesty,and have mutual respect.

You, university teachers and support staff are responsible for working together to achieve thisaim.

References

Adapted from Scott, M, (2000), Academic Misconduct Policy. A model for the FE Sector.(Copyright _ Association of Colleges 2000)

More information

Academic Regulations, section 10 (www.anglia.ac.uk/academicregs)PILOT, the online tutorial in academic practice (www.libweb.anglia.ac.uk/pilot/ )Referencing procedures (http://libweb.anglia.ac.uk/referencing/referencing.htm)RefWorks, a bibliographic management service that allows you to create a personal databaseand collect bibliographies in a variety of styles(www.libweb.anglia.ac.uk/referencing/refworks.htm )The Student Charter(http://web.anglia.ac.uk/anet/students/pdfs/09_student_charter.pdf)



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8. Learning Resources

8.1. Library

Resources Notes

Recommended text: Español Lengua Viva 1, Cuaderno de

Actividades , Editorial Santillana.

Gramática y Recursos Comunicativos 1,Santillana

Power Points & Handouts in the SPANISHBLOG / VLE

http://aru-espanol.blogspot.com/

Copies available in John Smiths Books at ARU

Provides grammar, vocabulary, and exercises.

We will draw heavily on these materials.You need to purchase a copy and download materials from the Spanish blog

/ VLE

Recommended Books:

Español Lengua Viva 1, Libro del Alumno ,Editorial Santillana.

Other Books:

Aula 1, Jaime Corpas et al. Difusión Sueña 1, Libro del Alumno & Cuaderno

de Ejercicios, ANAYA

Spanish 1 & 2 , Palgrave

These books are recommended and the Power Points follow their contents, topics and structure.

These books are at the same level (A1)covering the same topics and providing extra practice for the module. Copies available in the Library and Language

Centre.

Grammars:Punto por punto, by Neil Creighton (Nelson, 1986)

English Grammar for Students of Spanish, Emily Spinelli (Arnold, 1998)

Spanish Grammar, John Butt (Oxford University Press, 1996, 2000).

Spanish Grammar, C. Schmitt (Schaum’s Outline Series - McGraw-Hill)

A Spanish Learning Grammar, Pilar Muñoz & Mike Thacker (Arnold, 2001).

A small, easily accessible grammar, suitab for the first year of Spanish.

A useful book, especially if you aren’t very confident about grammar in English. As the title implies, it helps you to see the relationship between the Spanish you are learning and the equivalent forms in English.

Comprehensive and easy-to-use reference grammar, it is an ideal support book for all beginner and intermediate learners but it does not include exercises.

A traditional, grammar/exercise approach. Useful for practice and revision.

A highly useful combined grammar

reference and workbook for early,intermediate and advanced students,



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¡Acción gramática!, Phil Turk & Mike Zollo (Hodder & Stoughton, 2000 - 2

nd ed.)

with many exercises and a key.

A grammar book with clear explanations in English, numerous exercises and a key.

Dictionaries

Collins Spanish Dictionary Oxford Spanish Dictionary .

www.yourdictionary.com

You will eventually need a good dictionary, although for the early stages your course-book contains a multilingual vocabulary list at the back. The best bilingual dictionaries (Spanish/English)are the large Collins and Oxford.

Websites

http://www.bbc.co.uk/languages/spanish/index.shtml

http://cvc.cervantes.es/aula

http://www.linguanet.org.uk/websites/spanwww.htm

http://lang.anglia.ac.uk:8300/call/es/learnes1.html#a nchorLanguageaids

Materials and exercises and courses, e.g. Talk

Spanish

Materials and exercises.

Spanish newspapers, plus internet sites and exercises

To find other Spanish aids to learning.

Additional notes on this reading list:

LINK to the on-line AVE course: htp://www.ave2.cvc.cervantes.es/

Link to the University Library catalogue and Digital Library http://libweb.anglia.ac.uk/ Link to Harvard Referencing guide http://libweb.anglia.ac.uk/referencing/harvard.htm

Faculty Liaison Librarian

ALSSKaren Ready ([email protected]) extn 2304

8.2. Other Resources

A1 DELE , Edelsa

9. Module Evaluation

Towards the end of the delivery of this module, you will be asked to complete a

module evaluation questionnaire to help us obtain your views on all aspects of themodule.



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This is an extremely important process which helps us to continue to improve thedelivery of the module in the future and to respond to issues that you bring to ourattention. The module report in section 11 of this module guide includes a sectionwhich comments on the feedback we received from other students who have studiesthis module previously.

Your questionnaire response is anonymous and you will receive a summary in e-Vision of the scores of all your modules two days after the survey closes.

The Module Evaluation process is managed on-line. More information is available at:

http://web.anglia.ac.uk/curriculum/survey_stu.phtml

Please help us to help you and other students at Anglia Ruskin by completing theModule Evaluation process. We very much value our students’ views and it is veryimportant to us that you provide feedback to help us make improvements.

In addition to the Module Evaluation process, you can send any comment onanything relate to your experience at Anglia Ruskin to [email protected] at anytime.

10. Report on Last Delivery of Module



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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 Foundation 1 AD115053S AD215103SAD315106S

Anglia Ruskin Department: Language Centre

Location(s) of Delivery: Cambridge

Academic Year: 2010/11 Semester/Trimester: 1

Enrolment Numbers (at each location): Cambridge 19 /Chelmsford 6

Module Leader: Alicia Peña Calvo

Other Module Tutors: Inés Ruiz Navarro

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.

• A3

• B7

• C5• D8

• E2

Feedback from Students Briefly summarise student responses, including any written comments

Chelmsford:Response rate: 75%Score: 10.0Cambridge:Response rate: 5 0%Score:8.3Students commented on the usefulness of the power points and other materials in the VLE. Theywere very complementary towards the tutor, Ines Ruiz, and the materials and contents of the

course. Some students said it was the best module they had had.

Module Leader/Tutor’s Reflection on Delivery of the Module, including Response toFeedback from Students (including resources if appropriate)

Students were very positive and enthusiastic with the Tutor, the materials and the contents. Onestudent commented on the use of Spanish in the VL, we will include English as well to support self-study.

Developments during the current year or planned for next year (if appropriate)

Development of materials for the VLE. Conversation practice in Chelmsford with one of theLanguage assistants.

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

module

Fair and agreed marks.

sp foundation 1 2011_12 sem 1

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