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Each level has two stages: A and B


The time assigned to each level is 160 hours, divided into 80 hours each stage.

This duration corresponds to that of the Intensive Courses in Spanish Language and Culture (CILE) in the following way:

The CILE-A lasts 80 hours, that is, the length of one stage of one level.

The CILE-B lasts 160 hours, that is, the length of the two stages of one level, or the second stage of one level and the first stage of the next level.

The CILE-C, which are only taught in the summer months, last 40 hours and correspond to the first half of the CILE-A.

These intensive courses are taught for three or four hours daily according to the time of year.

At the present time a student in the Centre who passes successive Intensive Courses in Spanish Language and Culture may pass the four levels, and even reach the level of perfecting the language in the period of approximately one year.

With respect to other Spanish courses in the Centre of Modern Languages, the syllabus for the intermediate and advanced levels are indicative of the knowledge required by the students who wish to follow the Specific Studies Course (for which students need to have passed the Intermediate-A level) and the Hispanic Studies Course, (for which students need to have passed the Advanced-B level). It is understood that students passing Intermediate-B levels and Advanced-A levels will be able to begin the Hispanic Studies Course.





To understand and express oneself in daily situations and those situations related to the learner’s personal experience, with basic linguistic resources. To exchange simple and direct information.


Listening comprehension.- To understand the meaning of conversations held between two native speakers whose topic is related to the personal experience of the learner.

Oral production.- To express oneself by means of simple linguistic structures in daily situations and topics related to the experience of the learner.

Reading comprehension.-To understand the general meaning of short texts related to daily life and to the personal experience of the learner, Writing skills.- To make out lists, write notes and short texts related to daily life and to the personal experience of the learner.


1. Communicative content

• Communication control: how to say, how to pronounce, how to write or translate something.

• Express purpose.

• Give and ask for information about one’s name, nationality, age and profession.

• Identify, define, classify.

• Give and ask for information about the location of objects and places.

• Give and ask for information about quantities, exact and approximate.

• Express and ask about preference.

• Refer to the characteristics of objects: use, weight, origin,....

• Make comparisons.

Contrast information.

• Identify objects in a collection by their shape, brand, colour, location, etc.


• Describe people on a basic level by their physical appearance and their character.

• Speak about similarities.

• Evaluate activities.

• Speak about plans and projects.

• Speak about the past.

• Express likes and interests.

• Show agreement and disagreement.

• Emphasise the important elements of something.

• Propose an activity: offer, invite, accept and refuse.

• Conversations in a restaurant situation.

2. Grammatical content: BEGINNER-A

1. Alphabet and spelling.

2. Relation between writing and pronunciation. 3. Infinitive forms in the three conjugations. 4. ‘Para’ + noun and infinitive.

5. Intonation in interrogative phrases. 6. Subject pronoun: presence/absence. 7. Definite and indefinite articles.

8. Present indicative of the most frequent regular and irregular verbs: tener, querer, haber, hacer, ser, ir, conocer, saber, poner, estar, salir, traducir, parecer, conducir, crecer.

9. Dipthong and vowel alternation of the present in ‘e’ ‘ie’, ‘o’

‘ue’, ‘e’ ‘i’, ‘u’ ‘ue’, : preferir, poder, seguir, jugar. 10. Interrogative phrases with yes/no answers.

11. Co-ordination of elements with y, o, pero. 12. Numerals.

13. The time: asking and responding.

14. Gender and number of the qualifying adjective. 15. Forms and uses of the demonstratives.

16. Forms and uses of the possessives.

17. Forms and uses of the interrogatives: qué, quién/quiénes. 18. Preposition de + topic, material and possessor.

19. Relative clauses: que, donde.

20. Uses of the verb ser : identification, definition, classification. 21. Most frequent reflexive verbs: llamarse, parecerse.

22. Nationalities and their gender. 23. Professions and their gender.

24. Resources to refer to a set of objects or to its components: (casi) todos, la mayoría, muchos, algunos, no muchos.



1. Forms of the indefinites: uno(s), otro, ningún, ninguno/a. 2. Uses of the prepositions a and en, in spatial relations. 3. Verbs of movement with prepositions: hasta, por, de ... a. 4. Cuanto(s)/a(s).

5. Forms and uses of the gerund: estar + gerund. 6. Forms and syntax of gustar, encantar, interesar.

7. Basic contrasts of intonation between the Spanish language of America and that of Spain.

8. Superlatives ending in -ísimo. 9. Uses of estar for localisation.

10. Basic contrasts between ser and estar for description. 11. Present perfect: morphology and uses.

12. Morphology of the participle.

13. Time expressions: hoy, últimamente, este mes/año. El próximo, el mes/año que viene, dentro de

14. Adverbs of frequency: alguna vez, varias veces, muchas veces, nunca.

15. Ya / todavía no.

16. Pronouns of the direct and indirect object. 17. Reduplication of the indirect object.

18. Parts of the day.

19. Days of the week, months and seasons.

20. Uses of the present to speak about the future. 21. Ir a + infinitive, pensar + infinitive.

22. Exclamatory phrases with ¡qué ... ! and ¡qué ... tan ...! 23. Exclamatory phrases with ¡como + the present ...!

24. The positive imperative.

25. Expressions of causes and excuses: como, porque, lo que pasa, es que, es que.

3. Cultural content of the Beginner Level:

- General norms of behaviour in Spanish society.

- Elemental phrases for communication: expressive resources. - Body language: distances.

- Stereotypes:

- How do the Spanish consider foreigners? - How do foreigners consider the Spanish? - Daily life:

- timetables: work, business and leisure time. - meals and food.

- The family: general characteristics.


- The Democracy:

- the autonomous regions - the Monarchy.

- Introduction to the main Spanish cultural artistic expressions: - flamenco

- bullfighting.



To understand and express oneself in general situations which require an exchange of information and to show personal attitudes about several topics familiar to the learner but not only those related to his/her personal experience.


Listening comprehension.- To understand the general meaning and some essential details of conversations between two native speakers on various topics familiar to the learner. To understand advertisements and short news items in the context of social communication.

Oral production.- To express oneself through simple linguistic structures and express general opinions on topics familiar to the learner.

Reading comprehension.- To understand the general meaning and some essential details of texts on various topics familiar to the learner.

Writing skills.- To write simple but pragmatically adequate texts, giving information and expressing personal opinions on topics familiar to the learner.


1. Communicative content:

• Speak about oneself and others: personal identification, likes, experiences, opinions.

• Identify locations geographically. Compare countries. Identify by characteristics.

• Speak about people. Compare customs. Express differences. Collect information from a context.

• Organise a written text of an informational nature.

• Express possession.

• Identify.


• Speak about the past I: Talk about actions with or without relation to the present. Refer to a specific time. Refer to a period of time. Relate two past times.

• Speak about the past II: Talk about habits and their frequency in the present with relation to the past. Describe in the past tense. Count time and indicate limits.

• Speak about the past III: Tell anecdotes and stories. Introduce a perspective into the story.

• Speak about the future: Express degrees of certainty with respect to the future. Relate actions in the future.

• Express conditions of a likely probability.

• Describe and ask for information about itineraries.

• React to news. Express certainty.

• Express opinions and react to other’s opinions. Show agreement and disagreement. Express an attitude on shared information.

• Refer words I: Repeat what has been said. Ask indirect questions. Make changes of spatial and personal reference. Transmit what has been said.

• Refer words II: Make changes of temporal reference. Check the validity of referred words or their belonging to the past.

• Make enquiries in public services (formal). Indicate advantages and disadvantages.

• Ask for and give advice.

• Describe and identify something of which one has had no experience.

• Make hypotheses. Refer a hypothesis to the present/future and the immediate past. React to a hypothesis. Express surprise.

• Congratulate, give thanks for and react to congratulations, and thanks. Invite, accept and refuse invitations. Express wishes in specific situations. Give praise to others and react to praise from others.

• Make petitions and react to petitions. Choose the correct register according to the degree of formality of the situation. Make offers and react to offers.

2. Grammatical content

1. Vocabulary related to experience and personal characteristics. 2. Ser / Estar : basic functions.

3. Vocabulary to describe geographically.

4. Expression of cause: por + noun, porque + phrase. 5. La gente / la mayoría ... + singular.

6. Connectors en cambio / en vez de. 7. Lo de + infinitive / noun.


9. Syntax of comparative structures: más / menos ... que, tan(to) ... como.

10. Syntax of comparative identification: el / la más ..., el / la que tiene más, el / la que mejor ...

11. 11.Vocabulary of stereotypes and characters. 12. 12.The impersonal with se.

13. Percentages.

14. Basic discourse connectors and markers. 15. Possessive adjectives and pronouns.

16. Resources to identify within a group: el / la + (adjective) / de +

noun / que + phrase.

17. Resources to compare quantities.

18. Morphology and contrastive use of the Indefinite and the Perfect Indicative.

19. Resources to speak about a specific time: En + date, Desde +

date, Hace + time expression.

20. Resources to speak about a period of time: llevar + gerund, Desde hace + time expression.

21. Resources to relate two past times: al cabo de + time expression, time expression + después, a + time expression + siguiente. Resources to indicate time limits: Hasta que / desde que / ya no. 22. Morphology and use of the Imperfect Indicative as an indicator of

situation. Resources to express frequency and habit in the past. 23. Introducing stories and anecdotes and ways of reacting: uses of

the imperfect.

24. Resources to count back in time: Hace / Hacía + time expression (que).

25. Narration in the past: contrasted and combined uses of the Imperfect and the Preterite.


1. Morphology of the Future; temporal and probability uses. 2. Morphology of the Future Perfect: probability.

3. Morphology and basic uses of the conditional. 4. Negative Imperative.

5. Morphology of the present subjunctive. 6. Cuando + present subjunctive.

7. Si + present, + present 7 future.

8. Indirect questions with and without interrogative particle.

9. Mechanisms of identification of ideas: lo de + (infinitive / que +


10. Morphology and use of the conditional in giving advice. 11. Te aconsejo que + subjunctive.


12. Contrastive use of relative clauses with indicative and subjunctive.

13. Mechanisms of repetition of affirmative phrases and questions Que + (repetition / si / interrogative particle). Changes due to the new communicative situation: possessives, demonstratives, etc, 14. Morphology of the Pluperfect of the Indicative and of the

Imperfect Subjunctive.

15. Transformation of the Imperative, the present Indicative and Subjunctive, the Future, the Preterite and the Perfect.

16. Verbs to resume conversations. Vocabulary and related expressions.

17. Creo que + Indicative, / No creo que + subjunctive. 18. Conversational formulas of reaction.

19. Nouns with the subjunctive: es / me parece + adjective +

subjunctive, está bien / mal que + subjunctive.

20. Use of the Indicative and subjunctive with explicit hypothesis markers (quizá, tal vez, seguro que ...).

21. !Qué raro que + subjunctive!

22. Vocabulary and expressions to evaluate facts. Conversational sequences.

23. Vocabulary, expressions ad ritual formulas related to social uses of congratulating, thanking, inviting, expressing wishes, praising and suitable replies.

24. Subjunctive in expressions of wishes for others: Que +


25. Subjunctive in expressions of will and necessity: Quiero que / hace falta que ... + subjunctive. Vocabulary and related formulas.

3. Cultural content of the intermediate level:

- General characteristics of the social behaviour of Spanish people - uses of ‘tu’ and ‘usted’.

- expressive linguistic resources ‘los tacos’ (swear words). - norms and rites of daily events: introductions, celebrations, etc.

- The family as the focal point of daily Spanish life: - parent-child relationships.

- marriage relationships.

- the role of each family member. - Spanish youth.

- The Dictatorship and the Democracy: general characteristics. - Political Parties and Trade Unions

- Main problems of the Spanish Democracy. - unemployment.


- Spain and the European Union. - Spain and America.

- Spain, a place of cultural fusion: Christians, Jews and Moslems. - Religion, folklore and superstition. Principal expressions: Holy Week.

- Cultural Spanish artistic expressions: - bullfighting.

- flamenco.

- The Mediterranean diet: olive oil.

- Introduction to Spanish Literature in the Spanish language I. - Introduction to Spanish art I:

- painting: Velázquez, Goya and Picasso. - Introduction to Spanish cinema I:

- Buñuel - Almodóvar.



To understand and express oneself in various situations not necessarily familiar to the learner which require an exchange of information and personal opinions using complex linguistic structures.


Listening comprehension.- To understand the general content and the essential details of conversations between more than two native speakers on topics not necessarily familiar to the learner. To understand news in social communication media.

Oral production.-To participate in a pragmatically adequate way in conversations on topics familiar to the student, contributing his or her own opinions and attitudes.

Reading comprehension.- To understand the general content and the essential details of different types of texts about topics not necessarily familiar to the learner.

Writing skills.- To elaborate pragmatically adequate texts of descriptive and narrative natures on topics familiar to the learner.


In the Advanced Level the two sub-levels (A and B) are specified so that the level which the student must have attained to undertake the Hispanic Studies course is clearly defined.


1. Communicative content:

• Speak about oneself and others: likes, experiences, opinions, plans, ideals, character.

Description strategies: define and give examples.

Speak about the changes in people in the course of time.

• Express feelings: pain, hope, fear, happiness, sadness, sympathy, relief, etc, directly or in relation to events or facts.

• Give and ask for advice. Recommend, advise or warn of a danger. Use correctly different registers.

Organise informative texts: comment on surveys.

• Give conditions: express the degree of probability of the condition. Minimal conditions so that the expressed condition is fulfilled.

• Conditions in which the way something is carried out is the condition which may be fulfilled. Impossible and unlikely conditions.

Offer and ask for help.

• Define and identify objects, ideas or people through circumstances. Express that these objects, people or ideas are unknown to us.

Express wishes about objects, our own or other’s actions.

Give instructions. Refer to given elements.

Speak about others: refer to one’s relationship with the speaker.

Express agreement and disagreement in the conversation.

• Give opinions, assess and show agreement and disagreement with the events or facts.

Express purpose.

Make unreal comparisons.

• Speak about the past: Tell stories. Show perspective. Correct wrong sentences about the past. Refer to specific times and periods of time. Speak about the duration of an activity. Express a time as belonging to the past.

• Refer words and conversations: show the validity of what is said at the moment of speaking, show what is said in the past or avoid commitment with the validity of what has been said. Resume speech acts and conversations.

• Express hypotheses: show and recognise the sentence as a hypothesis by means of verbal changes. Show this explicitly. React to hypothesis.

• Relate actions in time: Indicate succession, immediate succession, previous events, later events, simultaneous events, initial and final limits.

• Speak about oneself and others: past experiences, conjectures about the future, sentimental relationships, health, family, personality.


Interpret diagrams and express rules.

• Give opinions, assessments for and attitudes to possible actions and events.

Interpret symbols.

• Recognise accents and phonetic characteristics of different varieties of the Spanish language.

• Past tenses: Show a perspective through the meaning of verbs. Recognise and produce types of narrative texts; stories, dreams, anecdotes, tales, articles.

• Referred discourse: Ask for repetitions of partial statements. Show validity. Resume speech acts and transmit all the content. Reproduce conversations from a referred discourse.

• Make hypothesis: Show and recognise degree of probability which the speaker attributes to the hypothesis which he or she makes. React to hypothesis. Introduce and comment on gossip.

• Express conditions I: Give conditions for future fulfilment of an action. Show the subjective probability of that condition (high, medium, low or non-existent).

• Express conditions II: Express the real time upon which a condition has effect and what is conditioned in improbable or impossible conditions.

• Express subjective sensations, impressions and feelings. Assess subjectively. Show and recognise different registers. Express and recognise agreement, disagreement or evasion in conversation. React to statements and proposals.

• Recognise the specific structures of journalistic language, oral and written. Reproduce journalistic tests.

• Make arguments, objections and react to them: give information on the objection, recognise it as acceptable or reject it. Show different registers.

Relate actions in time. Write instructions.

• Recognise the specific structures of advertising language. Make analyses. Recognise and produce puns and connotations. Convince.

Compare different versions of a story. Make artistic criticisms.

2. Grammatical content: ADVANCED A

1. Vocabulary and expressions related to personal experiences and characteristics: personality and physical description.

2. Other uses of ser / estar

3. hacerse, volverse, ponerse, llegar a ser, terminar de.

4. Me gusta, me molesta, me pone nervioso ... + noun / infinitive / subjuctive.


5. Correlation of tenses with Past or Conditional: Me gustaría que +

Imperfect Subjunctive.

6. Giving advice: Conditional, Imperative, poder, tener que, deber de, and es mejor que in advice. Correlation of tenses with the subjunctive.

7. Vocabulary, phraseology and discursive exponents to comment on surveys: processing figures, identification structures, computers, connectors for introducing and changing items, contrasting connectors.

8. Basic conditions: Si + (Present Indicative / Imperfect Subjunctive / Perfect Subjunctive). Correlation with the conditioned verb. 9. Marked conditions: con tal de que, a menos que / en caso de que

/ siempre que,siempre y cuando / condition with gerund.

10. Conversational exponents of offers and requests for help. Uses of the Subjunctive: quieres que ...? in relative clauses. Correlation of tenses.

11. Relative clauses with preposition. Use of the Subjunctive in relative clauses. Correlation of tenses.

12. Use of the subjunctive in the formulation of wishes. Correlation of tenses.

13. Paradigm of the Imperative and stressed and unstressed personal pronouns. Position of the pronouns. Reduplication of the direct and indirect object.

14. Vocabulary for the description of social types: pijo, progre, carca, don nadie, etc.

15. Vocabulary and expressions for the description of inter-personal relationships: llevarse, caer, ser, ser un pedazo de pan, etc.

16. Expression of agreement and disagreement. Uses of the related Subjunctive.

17. Use of the Subjunctive in the formulation of opinions: creo que, me parece que, está claro que, pienso que. Correlation of tenses. 18. Use of the Subjunctive in the formulation of evaluations of facts:

es lógico que, está claro que, me parece imprescindible, etc. 19. Global functioning (inter-related) of the past tenses.

20. Mechanisms to show perspective. Use of the Indicative Pluperfect 21. Resources to correct information: no..., sino / si (que) / es más

..., no solo ... sino / (que) ..., Quien, cuando, donde, como, por lo que in topic structures.

22. Resources to refer to specific times and periods of time: dates / hace-hacía-hará que / llevo-llevaba-llevaré ... / desde ... / desde hace ... Use of durar and tardar.

23. Time expressions which change when referring to the past: ahora / en este momento / hoy / este mañana / ayer / anoche, ayer, mañana, pasado mañana, próximo / que viene, dentro de / hace.


24. Temporal correlation in the referred discourse. Changes in all the tenses.

25. Verbs of ‘the tongue’: decir, opinar, repetir, comentar, etc. Basic verbs to resume speech acts: saludar, despedirse, invitar, negarse, aceptar, etc.

26. Use of the Future, the Future Perfect, and the Conditional in the formulation of hypotheses.

27. Uses of the Subjunctive in the formulation of hypotheses: es probable que, es posible que, puede ser que, puede que, quizás, tal vez, probablemente, posiblemente.

28. Hypotheses with Indicative (supongo que, seguro que, etc.) 29. Conversational exponents of (im)possibility and (im)probability. 30. Temporal particles: cuando, en cuanto a, antes de (que), después

de (que), desde, hasta, mientras. Uses of the subjunctive and past-present-future contrast.


1. Vocabulary of experience and personal characteristics. Vocabulary of personality and character.

2. Ser / estar, marginal uses.

3. Resources to formulate general rules. Resources to order oral production. Resources to clarify information.

4. Revision of resources to formulate opinions, evaluations and attitudes on facts. Uses of the related subjunctive

5. Use of the subjunctive in the formulation of attitudes to possible actions: estoy de acuerdo con que.

6. Revision of the Indicative / Subjunctive contrast in relative clauses.

7. Instrumental vocabulary of the home.

8. Specific characteristics of advertising language. Vocabulary and phraseology.

9. Past tenses: verbs principally of description and verbs principally of action. Lexical solutions to the narrative perspective.

10. Marginal uses of the Imperfect: dreams, fiction, virtuality.

11. Referred discourse: qué, quién, cómo, dónde, cuándo, por qué en repeated requests of partial enunciation.

12. Verbs of resuming speech acts: pedir, disculparse, dar las graciad, regañar, quejarse, confesar, poner excusas, convencer, dar la razón, reconocer, admitir, felicitar. Conversational sequences of the direct undertaking of these speech acts.

13. Use of the Mixed Conditional in the formulation of hypotheses. 14. Grammatical integration of the explicit exponents of hypothesis.

Uses of the Subjunctive and other formulas: deber (de) / tener que + infinitive.


15. Conversational sequences of introduction and reaction to the communication of news.

16. Revision of basic formulas of conditions. Grammatical and discursive integration.

17. Vocabulary about the arts and abstract description.

18. Conversational exponents of agreement, disagreement and evasion. Grammatical and discursive integration.

19. Linguistic characteristics of journalistic Spanish. Use of the journalistic Imperfect. Connectors and phraseology.

20. Use of the Subjunctive with ‘aunque’ and other expressions of similar significance: a pesar de que, si bien, aun cuando, aun a sabiendas de que, aun a riesgo de, aun + gerund.

21. Use of the Subjunctive in conditions of essential fulfilment: con tal de que, a condición de que, siempre que, siempre y cuando. 22. Revision of time clauses: grammatical integration.

23. Historical variations of the Spanish language with respect to other Romance languages (Italian and French). Compared vocabulary. 24. Words adopted from other languages in the Spanish language

and from the Spanish language in other languages.

25. Phonetic characteristics of the Spanish language and their varieties.

3. Cultural content of the Advanced Level

- Spanish culture / Andalusian culture: - revision of stereotypes

- The different ‘Spains’: geographical, linguistic and cultural diversity.

- Andalucía: stereotypes and reality. - The three cultures and their survival. - The Moslem past and its legacy. - Gastronomy.

- the Mediterranean diet. - olive oil and wine.

- The Spanish family structure. - Social and sexual stereotypes.

- machismo. - the mother.

- Present-day Spain: main ideological, political and cultural tendencies:

- the sixties. - the Democracy.

- Bullfighting: symbol, rite and metaphor.

- Flamenco and ‘duende’ (magical energy / quality). - Religion and folklore: artistic expressions:


- pilgrimages. - Holy Week.

- Spain as a member of the European Union. - Spain in relation to other regions of the world: - Latin America.

- North Africa and the Middle East.

- Introduction to Literature in the Spanish language II.. - Introduction to Spanish Art II.

- Introduction to Spanish Cinema II.



To understand and express oneself correctly and fluently in situations familiar to the learner, and to communicate adequately in situations unfamiliar to the learner by means of complex linguistic structures.


Listening comprehension.- To understand the general context and the details of conversations between several native speakers and oral texts spoken at normal speed, even when the subjects are unfamiliar to the learner.

Oral Production.- To intervene in a pragmatically adequate way in conversations on any topic, contributing personal opinions and attitudes effectively, with fluency and accuracy.

Reading comprehension.- To understand the details and communicative aims of different types of texts on topics which are unfamiliar to the learner. However, these texts will not be of a specialised nature.

Writing skills.- To write pragmatically adequate texts of different types which do not only refer to daily needs but also to the personal and professional interests of the learner contributing information and expressing his or her personal opinions and attitudes in an effective way, with fluency and accuracy.


1. Communicative content:

• Exchange and evaluate personal information.

• Exchange and evaluate general information.

• Assess the attitude of others.

• Express acceptance, rejection and evasion with differing degrees of enthusiasm.


• Persuade and convince.

• Justify and give excuses.

• Maintain diverse types of interpersonal relationships.

• Express accurately one’s point of view about an event.

• Comment in detail the intentions another person has stated.

• Give arguments with differing degrees of implication on a topic of conversation.

• Formulate and refute statements of certainty, necessity and obligation.

• Ask for and give explanations about cause, consequence, purpose and manner.

• Express what is considered possible or probable.

• Refuse and accept an expression of probability.

• Give conditions for the fulfilment of an action.

• Advise, suggest and recommend.

• Express the wish to do something.

• Express surprise.

• Express compassion.

• Express resignation.

• Express satisfaction.

• Express agreement and disagreement.

• Express indignation.

• Express indifference.

• Understand and give information in linguistic registers: formal, informal, familiar and vernacular.

• Understand the diverse social-linguistic and dialect varieties .

• Understand and reproduce the intention of intonation in enunciation.

2. Grammatical content:

1. Special cases of the formation of gender and number of nouns and adjectives.

2. Numerals, ordinals, fractionals, multiples, distributives and collectives.

3. Special uses of the verb ser / estar.

4. Structures of the verb ser in circumlocution phrases. 5. Relative clauses with or without a preceding preposition.

6. Semantic and stylistic repercussions of word order: adjective – noun, verb – object, etc.

7. Specification of the prepositional pattern of verbs. 8. Pronoun considerations: cases with se.

9. Uses of the pronoun: ethical or interest dative.

10. Pronoun reduplications in the accusative and dative. 11. The Passive Voice: uses and development.


12. Specific uses of the infinitive, the gerund and the participle. 13. Specific uses of the conditional.

14. Specific uses of the future.

15. Other uses and varieties of the noun phrase.


16. Other uses and varieties of conditional phrases. 17. Other uses and varieties of clause of concession. 18. Other uses and varieties of temporal clauses. 19. Other uses and varieties of clauses of purpose. 20. Other uses and varieties of modal phrases. 21. Other uses and varieties of verb periphrasis. 22. Prepositional patterns of verbs.

23. Other uses of problematic prepositions. 24. Set phrases and idiomatic expressions. 25. Refrains and proverbs.

26. Lexical adaptation at different social-linguistic levels. 27. Varied conversational resources.

28. Elements of textual cohesion.

29. Organisation of information in texts of specific content. 30. Features of accent: significant relevance of intonation.

3. Cultural content of the superior level:

- The first half of the 20th century in Spain.

- The Republic. - The Civil War. - The Dictatorship. - The Democracy.

- The Autonomous Regions.

- The linguistic diversity of the Spanish State. - Andalucía: stereotypes and reality.

- The cultural legacy: Christians, Jews and Moslems. - Gastronomy: the Mediterranean diet.

- The family structure.

- Social and sexual stereotypes: machismo. - The present-day situation of Spanish women.

- Present-day Spain: principal ideological, political and cultural tendencies:

- the sixties. - the eighties. - the nineties.


- Comprehensive analysis of the principal Spanish cultural artistic expressions:

- bullfighting. - flamenco.

- Religion and folklore. Analysis and artistic expressions. - Spain as a member of the European Union.

- Introduction to Literature in the Spanish Language III. - Introduction to Spanish Art III.

- Introduction to Spanish Cinema III.

- The Media: newspapers, radio and television. - General characteristics of the Spanish economy.