Students develop basic skills in Spanish grammar, including gender and number nouns, adjective formation, adverbs, adverbial phrases, comparative and superlative, prepositions and the use of ser and estar.
Present, simple past and future tenses are presented at the appropriate level. Participants express needs and desires surrounding their daily routine and experience as a student in Barcelona.
Students learn to identify and to describe people, places and objects in their environment and to express personal opinions in simple concrete language.
Other basic functions of language include: agreeing and disagreeing, asking for help, expressing lack of understanding and asking an interlocutor to repeat or to speak more slowly.
Participants develop comprehension of simple written and spoken messages in a variety of media: signs, news highlights, announcements, personal letters, postcards, etc.
Instructors place language in its proper situational context which, at these levels, includes: the classroom, the workplace, the restaurant, the market/supermarket, the travel agency, the bus/subway, a celebration or sporting event, etc.
In the intermediate levels, students develop an increasingly accurate use of Spanish grammar. Building on work in previous levels, students learn more subtle and idiomatic uses of grammatical forms including contrasting uses of the preterit and imperfect tenses.
Instructors introduce complex verb forms such as the conditional and subjunctive moods for the first time. Students develop an understanding of more complex messages and learn to contribute comments and personal opinions to a conversation, turn taking and other conversational norms.
Participants begin to develop a passive understanding of colloquial phrases and slang. Students also learnto describe their personal experience in greater detail and to narrateevents in the past with greater accuracy.
Situations and topics include: the family, making invitations, describing character or personality, relationships, planning a celebration, the movies, asking for advice from friends, family or others, appreciating art and music and looking for a job or apartment.
At this level, instructors begin to introduce more cultural topics and current events in the target language.
The advanced levels provide students with an opportunity to hone their command of Spanish grammar, to develop fluency and to improve pronunciation.
Upon completion of Phase 3, students will have covered the core grammatical syllabus. Students develop greater idiomatic control of the language and begin to understand movies, read literary passages and write advanced texts.
Students develop ability with complex linguistic functions including: inferring opinions from a text or dialogue, arguing a point, recommending or giving advice and instructions and making predictions.
Themes at this level may include idiomatic expressions, relationships, the newspapers and media, contemporary music, theatre and cultural events, etc. Specific topics vary according to the needs and interests of the class.
These are the most advanced grammar and conversation courses offered and the most individualised.
Instructors assess individual needs and design a programme to review complex grammatical forms that students have not fully mastered. As the names suggest, these courses are designed to perfect and polish linguistic ability.
Instructors use a range of media and materials to develop the courses around topics of interest to the participants. Students further develop colloquial conversational ability.
Students and instructors become co-creators of the course programme and work closely on individualised assignments.
Prerequisites: None for beginners; other courses are sequential.