Levels-Syllabus

The following chart shows the general command of the language you will achieve after each course.

Each level will take from 3 to 4 or 5 months, depending if it is private lesson, small group or regular group. We will have a written and oral assement to best place you in one these. And.. Mucha Suerte!

 

 LEVELS AND DURATION

Level

Duration– Group

Duration– Private Average  Command
Beginners 4 mths(50 hrs) 3mths(30 hrs) 15%
Basic 1 4 mths(50 hrs) 3mths(40 hrs) 30%
Basic 2 4 mths(50 hrs) 3mths(30 hrs) 40%
Intermediate 1 4 mths(50 hrs) 3mths(30 hrs) 50%
Intermediate 2 4 mths(50 hrs) 3mths(30 hrs) 60%
Advanced 1 4 mths(40 hrs) 3mths(25 hrs) 80%
Advanced 2 4 mths(40 hrs) 3mths(25 hrs) 90%
Superior Native

4 mths(40 hrs)

3mths(30 hrs) 95%+

These are based in the average/recommended monthly total lessons duration of 6 hrs of instruction a month. The level number of hours is higher that the monthly related hours because it also includes your time practicing between lessons

These are duration and goals that I have seen are feasible after 20 years + of experience teaching adult learners.

Trivia: being enrolled for 3 or 4 month courses, and attending 50% of the lessons or less will not meet these goals.

 

Courses general content and objectives

The following  a detailed description of the sills are our objective in my Spanish courses. This is what we expect you to be able to do after you complete a 3 to 4 month course, either private or group instruction:

  • Beginner’s Spanish

    (a) Discourse and development. They can achieve all basic communication tasks, as introducing themselves, ask an give personal information and every day life’s tasks.(c) Language structures. They produce simple sentences with some accuracy in the present time of verbs ‘ser’ and ‘ estar’ and some present tense verbs.(e) Writing conventions. Their writing shows some use of standard conventions of the written language.(g) Cultures, connections, and comparisons. These students identify a few common cultural products or practices and a few geographic, historical, artistic, social, or political features of target culture

  • (f) Register. These students communicate mainly using the familiar register(Tu).
  • (d) Vocabulary. Students at this level use vocabulary from familiar thematic word groups, including memorized phrases and a few idiomatic expressions.
  • (b) Strategies. These students employ some presentational strategies, can interact at a basic level and clarify
  • Basic 1 Spanish

    (a) Discourse and development. When planning, producing, and presenting written presentational communications, students at Basic 1 use strings of sentences to express personal opinions, describe, and narrate on topics of personal interest. They summarize sources without supporting the presentation.(c) Language structures. They produce simple sentences with some accuracy in the present time. Their control of basic structures is inconsistent; errors may impede comprehensibility.(e) Writing conventions. Their writing shows some use of standard conventions of the written language (e.g., capitalization, orthography, accents).
    (g) Cultures, connections, and comparisons. These students identify a few common cultural products or practices and a few geographic, historical, artistic, social, or political features of target culture

  • (f) Register. These students communicate mainly using the familiar register (Tu).
  • (d) Vocabulary. Students at this level use vocabulary from familiar thematic word groups, including memorized phrases and a few idiomatic expressions.
  • (b) Strategies. These students employ some presentational strategies to clarify meaning; efforts at self-editing.
  • Basic 2 Spanish

    (a) Interaction. Students at Achievement Level 3 initiate, maintain, and close written exchanges on familiar topics. They understand and respond to questions and statements on familiar topics.(c) Opinions. They state opinions on topics of personal interest.(e) Writing conventions. Their writing shows inconsistent use of standard conventions of the written language (e.g., capitalization, orthography, accents) as appropriate for the medium of communication (e.g., online chat, email, letters, blogs, bulletin boards) that sometimes interferes with meaning.(g) Register. Their choice of register may be inappropriate for the intended audience, and shifts between formal and informal registers occur.

  • (h) Cultures, connections, and comparisons. These students identify some
  • (f) Vocabulary. These students understand and use vocabulary from familiar thematic word groups and occasionally incorporate some culturally appropriate and idiomatic expressions.
  • (d) Language structures. They produce strings of simple sentences and a few compound sentences, with the most accuracy in the present time and some accuracy in other time frames.
  • (b) Strategies. These students occasionally use communication strategies (e.g., circumlocution, restatement, requesting clarification or information) when interacting on familiar topics, and they occasionally use context to deduce meaning of unfamiliar words. They often seek clarification of meaning by asking for repetition. They may recognize errors; attempts at self-editing are occasionally successful.
  • Spanish Intermediate 1

    (a) Interaction. Students at Achievement Level 4 initiate, maintain, and close conversations on familiar topics. They usually interact in a culturally appropriate manner and may understand and use culturally appropriate expressions and gestures.
    (c) Opinions. They provide opinions on familiar topics with limited ability to provide support.(e) Writing conventions. Their writing is generally consistent in the use of standard conventions of the written language (e.g., capitalization, orthography, accents) as appropriate for the medium of communication (e.g., online chat, email, letters, blogs, bulletin boards).
    (g) Register. Their choice of register is usually appropriate for the situation, yet some shifts between formal and informal registers occur.

  • (h) Cultures, connections, and comparisons. These students describe in some detail products or practices of the target culture(s) and may identify perspectives of the target culture(s) with some inaccuracies. They compare and contrast some geographic, historical, artistic, social, or political features of target culture communities.
  • (f) Vocabulary. These students understand and use vocabulary on a variety of familiar topics, including some culturally appropriate and idiomatic expressions related to topics of personal interest.
  • (d) Language structures. They are usually accurate when writing about familiar topics using a variety of simple, compound, and a few complex sentences in all time frames, demonstrating the most accuracy in present time and some accuracy in the past and future. They use some transitional phrases and cohesive devices.
  • (b) Strategies. These students use communication strategies (e.g., circumlocution, paraphrasing, asking for clarification or information) to maintain communication. They use context to deduce meaning of unfamiliar words. They recognize some errors and self-correct.
  • Spanish Intermediate 2

    (a) Interaction. Students at this Level  initiate, maintain, and close conversations on familiar topics in a culturally appropriate manner most of the time. They understand and usually use culturally appropriate expressions and gestures.(c) Opinions. They state opinions and demonstrate some ability to support opinions on topics of personal interest.(e) Vocabulary. They understand and use vocabulary on a variety of familiar topics, including some beyond those of personal interest.(g) Pronunciation. Their pronunciation and intonation patterns, pacing, and delivery are comprehensible to an audience unaccustomed to interacting with language learners; their pronunciation is consistent, with few errors that do not impede comprehensibility.

  • (h) Cultures, connections, and comparisons. These students identify the relationships among products, practices, and perspectives in the target culture(s) and compare them with their own culture. They compare and contrast a variety of geographic, historical, artistic, social, or political features of target culture communities.
  • (f) Register. Their choice of register is usually appropriate for the audience, and its use is consistent despite occasional errors.
  • (d) Language structures. These students use a variety of simple and compound sentences and some complex sentences on familiar topics, and they narrate and describe in all time frames, with a few errors that do not impede comprehensibility.
  • (b) Strategies. Students at this level use a variety of communication strategies as necessary to maintain communication (e.g., circumlocution, paraphrasing, requesting clarification or information). They often use questions to maintain the conversation and use context to deduce meaning of unfamiliar words. They often recognize errors and self-correct.
  • Advanced 1 Spanish

    Speakers at the Advanced 1 sublevel are able to handle with ease and confidence a large number of communicative tasks. They participate actively in most informal and some formal exchanges on a variety of concrete topics relating to work, school, home, and leisure activities, as well as topics relating to events of current, public, and personal interest or individual relevance.
    Advanced 1 speakers can handle successfully and with relative ease the linguistic challenges presented by a complication or unexpected turn of events that occurs within the context of a routine situation or communicative task with which theyare otherwise familiar.
    Advanced Mid speakers contribute to conversations on a variety of familiar topics, dealt with concretely, with much accuracy,clarity and precision, and they convey their intended message without misrepresentation or confusion. They are readily understood by native speakers unaccustomed to dealing with non-natives. When called on to perform functions or handle topics associated with the Superior level, the quality and/or quantity of their speech will generally decline

  • Communicative strategies such as circumlocution or rephrasing are often employed for this purpose.The speech of Advanced 1 speakers performing Advanced-level tasks is marked by substantial flow. Their vocabulary is fairly extensive although primarily generic in nature, except in the case of a particular area of specialization or interest. Their discourse may still reflect the oral paragraph structure of their own language rather than that of the target language.
  • Advanced 1 speakers demonstrate the ability to narrate and describe in the major time frames of past, present, and future by providing a full account, with good control of aspect. Narration and description tend to be combined and interwovento relate relevant and supporting facts in connected, paragraph-length discourse.
  • Advanced 2 Spanish

    Speakers at the Advanced 2 sublevel perform all Advanced-level tasks with linguistic ease, confidence, and competence.They are consistently able to explain in detail and narrate fully and accurately in all time frames. In addition,Advanced High speakers may demonstrate a well-developed ability to compensate for an imperfect grasp of some forms or for limitations in vocabulary by the confident use of communicative strategies, such as paraphrasing, circumlocution, and illustration.They use precise vocabulary and intonation to express meaning and often show great fluency and ease of speech. However,when called on to perform the complex tasks associated with the Superior level over a variety of topics, their language will at times break down or prove inadequate, or they may avoid the task altogether, for example, by resorting to simplification through the use of description or narration in place of argument or hypothesis.

  • Advanced 2 speakers handle the tasks pertaining to the Superior level but cannot sustain performance at that level across a variety of topics. They may provide a structured argument to support their opinions, and they may construct hypotheses,but patterns of error appear. They can discuss some topics abstractly, especially those relating to their particular interests and special fields of expertise, but in general, they are more comfortable discussing a variety of topics concretely.
  • Superior Spanish o Native Level

    Speakers at the Superior level are able to communicate with accuracy and fluency in order to participate fully and effectively in conversations on a variety of topics in formal and informal settings from both concrete and abstract perspectives. They discuss their interests and special fields of competence, explain complex matters in detail, and provide lengthy and coherent narrations, all with ease, fluency, and accuracy. They present their opinions on a number of issues of interest to them, such as social and political issues, and provide structured arguments to support these opinions.Superior-level speakers employ a variety of interactive and discourse strategies, such as turn-taking and separating main ideas from supporting information through the use of syntactic, lexical, and phonetic devices.Speakers at the Superior level demonstrate no pattern of error in the use of basic structures, although they may make sporadic errors, particularly in low-frequency structures and complex high-frequency structures. Such errors, if they do occur, do not distract the native interlocutor or interfere with communication

  • They are able to construct and develop hypotheses to explore alternative possibilities.When appropriate, these speakers use extended discourse without unnaturally lengthy hesitation to make their point, even when engaged in abstract elaborations. Such discourse, while coherent, may still be influenced by language patterns other than those of the target language.