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A NEW TEACHING METHOD
SEÑOR ESPAÑOL is a multimedia method for foreign students, directed at adults who, despite starting out at beginners’ level, aspire to achieve a practical mastery of our language and get to know our culture, in Spanish.
Thanks to its use of a variety of teaching methods and the most advanced in communications technologies (audiovisual material, forms, personalized tutorship, user friendly multimedia and interactive technology...), SEÑOR ESPAÑOL is a complete language learning method, because it has been developed around the most common conversational situations, allowing anyone to communicate with easy in any enviroment, work or social, SEÑOR ESPAÑOL assures that the student reaches a high and effective language level.
SEÑOR ESPAÑOL provides an INNOVATIVE and AVANT-GARDETEACHING METHODOLOGY, which makes use of all existing technical and technological resources and applies them to the world of education, resulting in, the highest-level TEACHING AND AUDIOVISUAL MATERIALS:
SEÑOR ESPAÑOL is broadcast on all the top educational television stations. You can first follow SEÑOR ESPAÑOL on television and, later on, complete and study the course using the teaching materials. The three LEVELS of SEÑOR ESPAÑOL include as teaching aids, the TELEVISION PROGRAMS (5 VHS VIDEOTAPES or DVD), 5 TEXT BOOKS for each LEVEL, and 5 interactive multimedia CD-ROM's per LEVEL.
The SEÑOR ESPAÑOL TEACHING AND AUDIOVISUAL MATERIAL is the product of close COORDINATION among several work-teams, each comprised of highly qualified experts from various fields:
In addition, SÉNECA EDUCACIÓN offers students enrolled in the SEÑOR ESPAÑOL COURSES the VIRTUAL CAMPUS, via INTERNET, a teaching aid for this method and one which provides a high degree of teacher-student interactivity.
The VIRTUAL CAMPUS is made up of different elements, classified by teaching approaches, all of which meet the new demands of long distance education systems. The latest and most innovative technologies are applied, among which personalized tutoring (PERSONAL TUTOR) is one of the method's most solid pillars. These are some of the most important features available:
CYBERLAB. An interactive bulletin board for institutional academic intercommunication, bymeans of which the ACADEMIC MANAGEMENT at SÉNECA EDUCACIÓN keeps its students permanently informed, and up-to-date on the COURSES, and their development such as, for example: the scheduling of degree and level exams, student scores, courses in Brazil and in Spain requiring physical attendance, the awarding of certificates and diplomas, etc. Furthermore, students will be able to use this service to inform SÉNECA EDUCACIÓN’s ACADEMIC MANAGEMENT of any matter pertaining to any of these events.
ADDITIONAL TEACHING MATERIAL. Upgrading and contininualy adding new materials to SEÑOR ESPAÑOL constitutes one of the fundamental objectives of this teaching method. In this way, students are able to put into practice the knowledge already acquired in new and DIFFERENT talking contexts thus greatly enriching their overall learning process. The following are examples of ADDITIONAL MATERIAL provided:
SPECIMEN EXAMS (TEST-style, self-correcting), similar to those each student will have to pass before going on to a superior MODULE, within each learning level.
Overall, SEÑOR ESPAÑOL offers a new comprehensive teaching method which, thanks to the audiovisual material it provides, applies diverse teaching methods in conjunction with state-of-the-art communications technologies, making it a highly user-friendly interactive multimedia method.
COURSES AND ACADEMIC PROGRAMS
SEÑOR ESPAÑOL is a newly-designed method, programmed for three academic terms (LEVELS), to which a fourth (for improvement and specialization) may be added. Each course is conceived as one term, but the student decides when to begin and how much time to dedicate to the studying, according to his or her individual circumstances and needs.
The GENERAL CONTENT to each of the ACADEMIC COURSES are as follows:
A final specialization course should be added to these first three courses:
GENERAL PROGRAM FOR THE FIRST COURSE (INTRODUCTION)
Thematic-plot, functional and grammatical development of the Teaching units
MODULE 1
- Teaching Unit: 1.-
- Title: ¿Cómo te llamas?
- Communication skills:Greetings, farewell, identification, personal details, nationality, profession or occupation.
- Grammar content:Verbs: SER, LLAMARSE, DEDICARSEGender and number of nouns and adjectives Subject, personal pronouns.
- Teaching Unit: 2.-
- Title: Encantado de conocerle
- Communication skills:Introductions in formal situations. Confirming and exchanging personal information in formal situations. Asking and telling the time.
- Grammar content:Verbs: PRESENTAR, VIVIR. Cardinal and ordinal numbers. Pronoun LE. Interrogative CUÁL. Possessive SU. Indefinite MUCHO.
- Teaching Unit: 3.-
- Title: Encantado de conocerte
- Communication skills:Introductions in informal situations. Confirming and exchanging personal information in informal situations.
- Grammar content:Pronoun TE. Preposition EN. Possessive TU.
- Teaching Unit: 4.-
- Title: ¿Cuántos hermanos tienes?
- Communication skills:Asking and answering about family relationships. Asking about and describing what people look like. Comparing physical appearance and other features between two people.
- Grammar content:Verbs: TENER, LLEVAR, TRABAJAR, ESTUDIAR.Interrogatives CUÁNTOS/ CUÁNTAS. Demonstrative pronouns: ÉSTE/ ÉSTA. Possessive: MI, SU, MI, TUS, NUESTROS/ NUESTRAS, VUESTROS/ VUESTRAS, SUS. Comparison formulae: MÁS… QUE / MENOS… QUE/ TAN… COMO. Some forms of adjectival graduation: MUY… BASTANTE… UN POCO… SUPERLATIVE.
- Teaching Unit: 5.-
- Title: ¿Cómo es tu casa?
- Communication skills:Requesting and providing information on the characteristics of a house: describing the furniture and the location of the objects inside the house.
- Grammar content:Verb ESTAR, to express the location of the objects. The impersonal form HAY of the verb HABER.
- Teaching Unit: 6.-
- Title: ¿Qué haces por la mañana?
- Communication skills:Asking and answering about daily habits and activities. Determining the frequency of regular activities.
- Grammar content:PRESENT TENSE: Regular verbs of the 1st conjugation: DESAYUNAR, TRABAJAR, ESTUDIAR. Regular verbs of the 2nd conjugation: BEBER, CORRER, VER. Regular verbs of the 3rd conjugation: ESCRIBIR, PARTIR, VIVIR. PRONOMINAL VERBS: LEVANTARSE (regular) / ACOSTARSE (irregular). The construction SOLER + INFINITIVO.
- Teaching Unit: 7.-
- Title: Revision Teaching Unit
- Communication skills:A review of the communications situations studied in Teaching Units 1-6.
- Grammar content:A review of the concepts and fundamental grammatical structures developed in Teaching Units 1-6.
MODULE 2
- Teaching Unit: 8.-
- Title: ¿Vives en Madrid?
- Communication skills:Asking the whereabouts of a city or a place. Locating a city, in connection with other places. Describing a city, asking about the characteristics and services of a neighborhood.
- Grammar content:Proximity and distance: CERCA / LEJOS. Escalating degrees: MUY, MUCHO / MUCHA / MUCHOS / MUCHAS. Prepositions: A, DE, EN, ENTRE. The interrogative: QUÉ.
- Teaching Unit: 9.-
- Title: ¿Dónde está el Museo del Prado?
- Communication skills:Politely requesting information.Asking how to get to a place, and replying. Giving directions on how to get somewhere. Identifying a place and expressing distance.
- Grammar content:The impersonal form HAY (HABER) in asking and replying about the existence of a service, place or thing. The interrogative DÓNDE (location). Different formulae in giving instructions: TUERCE, CRUZA, GIRA… TENER + QUE + IRPrepositions: A, HACIA, EN.The interrogativeCUÁNTO. Deictics:, AQUÍ. AHÍ, ALLÍ / ÉSTE, ÉSE, AQUÉL.
- Teaching Unit: 10.-
- Title: Busco un piso céntrico
- Communication skills:Asking about a flat. Describing a place to live.Asking and replying about what we think of a flat. Understanding lease / rental terms for a flat.
- Grammar content:Verbs: BUSCAR, ALQUILAR, PAGAR / PARECER, GUSTAR. The construction: QUERER + INFINITIVO. The conditional structure: SI + PRESENTE, PRESENTE.
- Teaching Unit: 11.-
- Title: Rellene este impreso, por favor.
- Communication skills:Requesting information on the services a bank offers. Understanding the information requested by the employee. Requesting information on student services and courses in general.
- Grammar content:The verbal forms QUERÍA / QUERRÍA, in requesting a service. The structure PODER + INFINITIVO to express possibility. The structure to PODER + INFINITIVO in politely requesting a service. The interrogatives CUÁNTO, QUÉ, CUÁL.
- Teaching Unit: 12.-
- Title: ¿En qué quiere trabajar?.
- Communication skills:Questions and answers in looking for a job. Explaining and understanding the requirements needed for the job. Information on working conditions.
- Grammar content:The structure SE NECESITA + NOMBRE. The structure TENER QUE + INFINITIVO, in specifying requirements.
- Teaching Unit: 13.-
- Title: ¿Me pone un kilo de manzanas?.
- Communication skills:Food shopping in markets and stores. Understanding what the salesperson says and how to reply appropriately. Identifying a product: referring to quality, price and expressing what its worth to us.
- Grammar content:The forms QUIERO, QUERÍA, QUERRÍA as polite expressions in requesting something. The indefinite ALGO, ALGUIEN, NADA, NADIE. The personal pronouns: LO, LA, LOS, LAS.
- Teaching Unit: 14.-
- Title: Revision Teaching Unit.
- Communication skills:A review of the communications situations studied in Teaching Units 8-13.
- Grammar content:A review of the concepts and fundamental grammatical structures developed in Teaching Units 8-13.
MODULE 3
- Teaching Unit: 15.-
- Title: ¡Qué bonita es esa falda!.
- Communication skills:Expressing likes and preference. Addressing a salesperson in a clothing store: discussing size, price, features garment, etc.
- Grammar content:The exclamation structures ¡QUÉ + ADJETIVO + VERBO + NOMBRE! / QUÉ + NOMBRE + TAN + ADJETIVO! Verbs COSTAR and PROBAR.
- Teaching Unit: 16.-
- Title: ¿Dígame?.
- Communication skills:Telephone-answering formulae. Call and asking for somebody. Having a phone conversation. Making an appointment. Declining an invitation and explaining the reasons.
- Grammar content:Verbs: PONERSE, QUEDAR, APETECER. Expressions: IR BIEN / MAL; ¿DE PARTE DE QUIÉN? Justification: ES QUE...
- Teaching Unit: 17.-
- Title: Me gusta la comida española.
- Communication skills:Having friends round, to eat. Explaining what’s for dinner: asking people what food they prefer. Giving recipes to other people. Offering coffee after the meal: after-dinner conversation.
- Grammar content:Present Indicative of irregular verbs: QUERER, PREFERIR, SERVIR. Some imperative forms: LLEVA, COME, SIRVE (regular verbs) / PON, IDI, VEN, OYE, HAZ (irregular verbs). Expression for reflection: ¡QUÉ + ADJETIVO + VERBO! Review of the SUPERLATIVE en –ÍSIMO.
- Teaching Unit: 18.-
- Title: ¿A qué restaurante vamos?.
- Communication skills:Choosing a restaurant. Asking for a booked table, ordering food, the menu of the day, etc. Ordering food and drink. Asking for something that’s missing. Polite formulae at the table. Asking for the bill.
- Grammar content:The indefinite UNO. The prepositional phrases DE PRIMERO, DE SEGUNDO... (as refers to meals). The form TRAIGA (TRAER) when issuing formal instructions.
- Teaching Unit: 19.-
- Title: Pinchos, tapas, raciones y bocadillos.
- Communication skills:Proposing an informal dinner outing. Ordering a drink. Generic expressions used in describing food quality. Offering to pay for dinner, how to decline an invitation and reaching an agreement (informal formulae).
- Grammar content:The colloquial suppression of some nouns before UNO, A: una (ración) de queso; uno solo (un café solo) The use of QUE in justifying motivation for an attitude: No, que (porque) es muy caro.
- Teaching Unit: 20.-
- Title: No funciona la lavadora.
- Communication skills:Asking about the make, features to and functional aspects of appliances. Requesting a repair service, in the event of a breakdown. Explaining the problem to the technician: requesting information about the repair. Requesting a change of product, in the event of malfunction.
- Grammar content:The structures SER DE… / ESTAR HECHO DE… / SERVIR PARA… / SER PARA… / SE USA PARA… The form AL + INFINITIVO + PRESENTE DE INDICATIVO to indicate two simultaneous actions. Grammatical elements that are used in connecting the various parts to a string of facts: RESULTA QUE... (Beginning) / DESPUES... (Story develops) / TOTAL... (End).
- Teaching Unit: 21.-
- Title: Revision Teaching Unit.
- Communication skills:A review of the communications situations studied in Teaching Units 15-20.
- Grammar content:A review of the concepts and fundamental grammatical structures developed in Teaching Units 15-20.
MODULE 4
- Teaching Unit: 22.-
- Title: No me encuentro bien.
- Communication skills:Referring to ailments and general pains. Taking an interest in another person’s condition. Recommending remedies for certain ailments. Consult a pharmacist: requesting medicine and other products in a pharmacy.
- Grammar content:Verbs: DOLER, PICAR.Structure SI + PRESENTE + IMPERATIVO to give advice.The structure LLEVAR + TIEMPO + CON + NOMBRE in expressing how long a discomfort lasts.Certain forms of the GERUNDIO.Finality, expressed by the construction PARA + INFINITIVO.
- Teaching Unit: 23.-
- Title: ¿Tiene historia clínica?.
- Communication skills:Setting up a doctor’s appointment by phone. Asking about and following paperwork instructions. Telling a doctor about the symptoms of an illness. Understand the expressions the doctor uses during a check-up. Talking about the diagnosis to a specific illness.
- Grammar content:Imperative verbal forms in formal speech: PASE, ESPERE, COMA, HAGA.Expressions: TENER HORA, PEDIR HORA.Placing pronouns in a periphrasis structure expressing duty HAY + QUE + INFINITIVO: Hay que extraerle la muela.Placing pronouns in verbal phrases with an imperative value: TÚMBESE.The structure TENER + NOMBRE in expressing a pain one is suffering.
- Teaching Unit: 24.-
- Title: ¿Cuánto cuesta el billete de ida y vuelta?.
- Communication skills:Requesting information at a travel agency, making a reservation and confirming it. Requesting information about timetables and prices for various means of transport. Requesting information regarding the duration of a trip, by any means of travel. Asking for the whereabouts of a hotel or other accommodation. Finding out what services the hotel offers.
- Grammar content:Polite formula: ME PUEDE DECIR + INFORMACIÓN.Interrogative structure PREPOSICIÓN + INTERROGATIVO in sentence type: ¿A qué hora llega a Alicante?Formula in aslking for information: ¿TIENEN + SUSTANTIVO + PARA + FECHA?.
- Teaching Unit: 25.-
- Title: ¿Qué hacemos este verano?.
- Communication skills:Proposing a holiday plan and offering different possibilities. Expressing opinions and preferences, regarding different alternatives.Asking and talking about destinations; leisure activities and fun and games.
- Grammar content:Interrogative structures used in proposing plans: ¿POR QUÉ NO + PRESENTE DE INDICATIVO? / ¿QUÉ TE (OS) PARECE SI + PRESENTE DE INDICATIVO? / ¿Y SI + PRESENTE DE INDICATIVO?La formula PREFERIR + INFINITIVO / SUSTANTIVO to express likes and preference.The expressions: (YO) CREO QUE... + ARGUMENTACIÓN / A MÍ ME PARECE QUE... + ARGUMENTACIÓN / EN MI OPINIÓN... + ARGUMENTACIÓN.Colloquial forms: VENGA, DE ACUERDO / VALE.Causal expressions: PORQUE...Verbs: MOLESTAR, ENCANTAR.
- Teaching Unit: 26.-
- Title: ¿Qué vas a hacer el próximo verano?.
- Communication skills:Talking about plans and projects we may be carrying out in the future. Asking about plans and projects which we think will take place in a future. Expressing intention or a desire to carry out specific plans or projects in the future.Expressing a purpose to carry out specific plans or projects in the future.
- Grammar content:Periphrasis structures IR A + INFINITIVO / PENSAR + INFINITIVO / QUERER + INFINITIVO.The PRESENTE DE INDICATIVO with a future sense.
- Teaching Unit: 27.-
- Title: Mañana hará mal tiempo.
- Communication skills:Talking about future events, whose execution it is not wholly certain will occur. Talking about weather forecasts.
- Grammar content:FUTURO IMPERFECTO DE INDICATIVO.Specific conjugation of verbs indicating atmospheric phenomena: LLOVER, GRANIZAR, NEVAR.Conjugation of the FUTURO IMPERFECTO in some irregular verbs. Forms: QUERRÉ, HARÉ, PODRÉ, VENDRÉ, DIRÉ, SABRÉ, PONDRÉ, TENDRÉ.
- Teaching Unit: 28.-
- Title: Revision Teaching Unit.
- Communication skills:A review of the communications situations studied in Teaching Units 22-27.
- Grammar content:A review of the concepts and fundamental grammatical structures developed in Teaching Units 22-27.
MODULE 5
- Teaching Unit: 29.-
- Title: Creo que mañana lloverá.
- Communication skills:Expressing views or personal opinions on events that will take place in a future. Expressing conditions regarding events that will take place in the future.
- Grammar content:The structures: CREER QUE + FUTURO IMPERFECTO / PENSAR QUE + FUTURO IMPERFECTO.Pronominal structure PARECER QUE + FUTURO IMPERFECTO.Compound structure SI + PRESENTE DE INDICATIVO, FUTURO IMPERFECTO as a formula expressing condition with respect to events that will take place in the future.
- Teaching Unit: 30.-
- Title: ¿Qué te ha pasado?.
- Communication skills:Speaking of events that belong to the past, despite their still bearing immediate reference to the moment of speaking. Structuring a story, syntactically, with a series of events set in the past. Making excuses for or justifying facts that have taken place in the immediate past.
- Grammar content:The formation of the compound tense of PRETÉRITO PERFECTO DE INDICATIVO: PRESENTE DE INDICATIVO DEL VERBO HABER (Auxiliary) + PARTICIPIO of the verb that is being conjugated. Forming the PARTICIPIO in Spanish. Placing the pronoun in compound verbal forms, in the case of VERBOS PRONOMINALES: me has levantado, te has levantado Connecting linguistic elements, which structure the story, both syntactically and structurally, as regards past events. The forms PORQUE, PERO ES QUE...
- Teaching Unit: 31.-
- Title: ¡Cuánto tiempo sin verte!.
- Communication skills:Greeting a person whom we have not seen in a long time. Requesting information from a person, regarding events that took place within a specific timeframe.Responding to a request for information. Requesting that another person values an activity that took place in the past and answering that question. Ask whether another person has done something it was foreseen should occur or which it was foreseeable should be carried out. Responding affirmatively or negatively to the previous question.
- Grammar content:Specific greeting formula, for when we meet a person after a long time: : ¡CUÁNTO TIEMPO SIN VERTE!Demonstratives ESTE, ESTA, ESTOS, ESTAS before certain nouns as time references, and which require the use of the PRETÉRITO PERFECTO.Reflective structures: SER + SINTAGMA NOMINAL / SER + ADJETIVO / PASAR(LO) + LOCUCIÓN ADJETIVAL-ADJETIVO / PASAR(LO) + ADVERBIO.The forms YA / TODAVÍA; ALGUNA VEZ, VARIAS VECES / NUNCA.
- Teaching Unit: 32.-
- Title: Ayer, no paré en todo el día.
- Communication skills:Speaking of actions, facts and past events which we consider distant from the moment at which we speak. Making excuses or justifying oneself with regard to actions carried out in the past, by using the PRETÉRITO INDEFINIDO.
- Grammar content:The PRETÉRITO INDEFINIDO of regular verbs: LEVANTARSE (pronominal), PERDER, ESCRIBIR.The PRETÉRITO INDEFINIDO of certain irregular verbs: IR, TENER, ESTAR.
- Teaching Unit: 33.-
- Title: Eso fue el mes pasado.
- Communication skills:Asking about the moment in the past when a certain fact or event took place. Replying to the previous question indicating month, year, decade or century, specifically. Answering that same question indicating how much time has lapsed from when the event took place, to the present moment.Telling the facts and events that make up someone’s biography, using the PRETÉRITO INDEFINIDO.
- Grammar content:The verb SER (FUE) when both its semantic and grammatical value are equivalent to OCURRIR (OCURRIÓ).The irregular conjugation of PRETÉRITO INDEFINIDO of the verbs: PRODUCIR, MORIR, REPETIR, SEGUIR.The exact order in which dates must be expressed in Spanish: EL + DÍA + DE + MES + AÑO.The term SINO, used in Spanish to contradict or rectify information issued previously.
- Teaching Unit: 34.-
- Title: Este año hemos ido a la playa.
- Communication skills:Contrasting information with respect to the past, based on whether the speaker considers the totally detached from the moment when he or she is speaking, or whether he or she still believes there are consequences in the present.
- Grammar content:The forms PERO..., SIN EMBARGO..., POR EL CONTRARIO... in contrasting information of the past.The forms Y..., (Y) ADEMÁS..., (Y) TAMBIÉN... to add information.Tempotal alternating of the past tenses: PRETÉRITO INDEFINIDO / PRETÉRITO PERFECTO.The opposition TAMBIÉN / TAMPOCO.
- Teaching Unit: 35.-
- Title: Me he quedado sin gasolina
- Communication skills:Telling someone, by using past verb tenses or by combining present and past tenses, about a series of home appliance malfunctions that have occurred. Explaining, by means of a combination of present and past verb tenses, how an accident occurred or how the symptoms of an illness came about. Talking about events that belong to the past.Talking about the various activities performed in a day’s work.
- Grammar content:Equivalence of certain linguistic structures with verb forms in the PRESENTE and in the PASADO: El grifo está roto / El grifo se (me) ha roto. ¿Qué le pasa? / ¿Qué le ha pasado?Simultaneity of two actions via the structure AL + INFINITIVO combined with the verb forms of the PRESENTE and the PASADO: Al enchufar la lavadora empieza a salir humo / Al enchufar la lavadora ha empezado a salir humo / Al enchufar la lavadora empezó a salir humo.Opposition PRETÉRITO PERFECTO / PRETÉRITO INDEFINIDO in relating events of the past: Fíjate en lo que me ha pasado esta mañana / Fíjate en lo que me pasó ayer.
- Teaching Unit: 36.-
- Title: Revision Teaching Unit.
- Communication skills:A review of the communications situations studied in Teaching Units 29-35.
- Grammar content:A review of the concepts and fundamental grammatical structures developed in Teaching Units 29-35.