Oral expression practice: in Spanish as L/E

As listeners, every day we receive acoustic sensations through our ears, which we match with the phonemes of our language. These phonemes are grouped into syllables and these syllables, in turn, into words. Words are often put together in groups or phrases that, at a higher stage, are combined with each other through grammatical structures and intonation. Consequently, it is the listener who has to transform the input received into language units. To do this, it must group all the acoustic signals it receives through the linguistic knowledge it has. The above is a complex, dynamic and challenging process, as long as listening comprehension is carried out by people whose native language is not the same as the audiovisuals they observe and listen to. It even becomes more complex when the audiovisuals address real news, as is the case of those used in the subject Listening to News in Spanish, which is part of the study plan for Spanish-speaking Sino students. The subject plays an essential role within the curriculum because it allows students to have a more global vision of the Spanish language, in different situations and contexts. To the above we can add that through the news, students will be able to listen to different accents of Spanish and have a more comprehensive idea of the variants of the Spanish language (20 in total). This course, aimed at students moving from level B1 to B2, will also allow them to expand their lexical register and exercise their phonic ear. Consequently, the audiovisuals as a whole will have: anecdotes; radio and television advertisements; weather bulletins; speeches and conferences; interviews (academic, medical, journalistic and labor), informative news broadcast on television or radio; films and theatrical broadcasts. Jokes may also be included; public debates and discussions; radio and television documentaries; song lyrics; as proposed by the Cervantes Institute (2006).

"(...) the apprehension of the cultural soul of what is Spanish will never be complete if the economic dimension is not included in the analysis of the other elements that outline this cultural universe." (Felices Lago, 2000, s/p). Spain's economy is the fourth largest in the EU and the fourteenth worldwide in nominal terms. In relative terms or purchasing power parity, it is also among the largest in the world. According to a report by The Economist in 2005, Spain was the 10th country in the world with the highest quality of life. As in the economy of all European countries, the tertiary sector or service sector is the one that has the greatest weight. In 2014 GDP grew again, at 1.4%. The number of unemployed peaked at 5.77 million in February 2014 and decreased the rest of the year by 446,000 people. In 2015, the Spanish economy consolidated the recovery process that began in 2013, with real GDP registering an expansionary trajectory. For the year as a whole, GDP grew 3.2%, above the GDP of the euro zone (2%). Spain is a gateway to Spanish-speaking countries, since it is the only Spanish-speaking country in the European Union and enjoys good relations with other countries. The importance of Spanish makes it key to international relations and that is why business Spanish is increasingly in demand. Speaking Spanish and knowing your culture, Spanish and/or Hispanic, opens the doors to many markets and job opportunities. Twenty years in the business world in leading sectors for international companies such as Grupo Mondragón, Mercedes Benz, Siemens, Talgo, etc. make me a person with field experience. I know this world and I can provide you with knowledge, not only of the language but of everything necessary to achieve effective and successful communication. In this sense, the subject Spanish Economy offers an overview of the characteristics, history, most important moments and international relevance of the Spanish economy and its relationship with Spanish for business. Students who receive this course will be able to have a real approach to the Spanish economic context while increasing their lexical register.

It is a 20-hour/class course to acquire the general culture of the 19 Latin American countries that speak Spanish, you will be able to learn about their geographical location, cultural and heritage values, main figures of literature, music, art, sports. Of each country. You can also see videos of famous places and tourist attractions in each country. There are activities for self-assessment of students and for them to appreciate the level of knowledge acquired. The most important thing is the teacher's accompaniment during the 60 minutes that the class lasts.

The literary text provides a resource with great potential in the language classroom and offers the student an exponent with which to develop both their linguistic and pragmatic, discursive and cultural competence. The above will be reinforced with the emergence of the communicative method for teaching languages and in which literature, through the use of functional texts, that reflect aspects of daily life and that make use of natural language, gives greater connotation to communicative competence and spoken language; Therefore, it is considered a very effective resource for the development of the four skills within a significant cultural context. Literature provides the student with samples that reflect the expressive diversity of language, contributing to developing their ability to differentiate connotative and denotative meanings and their interpretive skills. Likewise, they confront him with various textual typologies, variety of registers, sociocultural contents and involve him emotionally when dealing with topics and situations that he can extrapolate to his personal life, providing the affective component so important in learning. Furthermore, literary texts offer multiple interpretations and opinions that give rise to useful dynamics of interaction and negotiation in the classroom. So the subject Latin American Literary Panorama offers a general vision of the literature made in Latin America divided into four major stages: the pre-Columbian, the colonial, the independence and the revolutionary, taking into account the literary movements that developed in each use. Included are literary works of all genres that have received recognition from readers and specialized critics as the most relevant in each literary movement. On the one hand, the aim is to analyze and comment on these works from an aesthetic perspective and on the other, to study how these works fit within the framework of the cultural and intellectual history of Latin America. To this end, students will verify through the proposed readings how the historical and political events together with the movements on said continent constitute a unique corpus within universal literature.