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Pura Vida Language Institute Program Contents |
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Objective:
Students will achieve a
command of vocabulary and basic grammatical structures, allowing
them to give and receive information; travel and communicate
independently. |
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| A. Grammar |
| 1. |
Alphabet (written and pronunciation) |
| 2. |
Personal pronouns |
| 3. |
Interrogative pronouns, definite and indefinite articles |
| 4. |
Demonstrative adjectives (this, these, that, those etc.) |
| 5. |
Possessive pronouns (mine, yours, etc.) |
| 6. |
Possessive adjectives (my, your etc.) |
| 7. |
Adverbial clauses |
| 8. |
Verb "to be" (ser) as origin and description |
| 9. |
Verb "to be" (estar) as location and greetings |
| 10. |
Gender and numbers |
| B. Conversation |
| 1. |
Personal information (name, place of origin, residence, profession, marital status) |
| 2. |
Different greetings |
| 3. |
Vocabulary of food and the kitchen |
| 4. |
Vocabulary of the body and the house |
| 5. |
Colors |
| 6. |
Numbers |
| 7. |
Days of the week, months and seasons |
| 8. |
Date and time |
| 9. |
Basic description of people, animals, and objects |
| 10. |
Location of people and objects |
| 11. |
Common professions |
| Note: The teacher
will use as much visual material as possible and emphasize pronunciation. |
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| A. Grammar |
| 1. |
Infinitive |
| 2. |
Impersonal expressions ("to be" + adjective + infinitive) |
| 3. |
Conjugation in present, regular verbs |
| 4. |
Irregular verbs in present tense |
| 5. |
Idiomatic expressions with verbs "to have," "to give," and "to
do." |
| 6. |
Sentences – affirmative, negative, interrogative etc. |
| 7. |
Verbs used with infinitive ("to need," "to prefer," "to want," "to be able" + infinitive) |
| 8. |
Verbs of obligation ("have to," "ought to," etc.) |
| 9. |
Verbs of probability ("might" + infinitive) |
| 10. |
Uses of verb “haber” ("to have" in pluperfect and existence –
"there is," "there are") |
| B. Conversation |
| 1. |
Questions and negative or affirmative answers using present tense |
| 2. |
Description of the weather |
| 3. |
Short dramatizations to represent situations in the market, stores, pharmacy, etc. |
| 4. |
Use of common expressions, for example – "How much does it cost?"
"Where is the park?" "When does the bus leave?" |
| 5. |
Different forms of introduction |
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| A. Grammar |
| 1. |
Uses of “por” and “para” (different forms of the word “for”) |
| 2. |
Simple future tense (regular and irregular verbs) |
| 3. |
Uses of prepositions with verbs and expressions |
| 4. |
Reflexive verbs |
| 5. |
Comparative |
| 6. |
Present progressive |
| B. Conversational aspect |
| 1. |
Description of future actions |
| 2. |
Location of objects inside the classroom |
| 3. |
Description of routine activities with reflexive verbs |
| 4. |
Casual conversation between classmates |
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General Objective:
The student will be able to use complex structures and communicative effectively in
various situations.
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| A. Grammar |
| 1. |
Structure of other verbs such as "to like" and "to interest,"
"to miss," to hurt |
| 2. |
Difference between "to know" facts (saber) and "to know" people or places (conocer) |
| 3. |
Synonyms, homonyms, antonyms |
| 4. |
Direct object pronouns |
| 5. |
Imperative mood (regular and irregular) |
| B. Conversation |
| 1. |
To give and understand commands |
| 2. |
Types of reflexive verbs |
| 3. |
Dramatization of a visit to the doctor |
| 4. |
Tongue- Twisters (for pronunciation practice) |
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| A. Grammar |
| 1. |
Direct and indirect object pronouns |
| 2. |
Types of reflexive verbs |
| 3. |
Formation of past participle (regular and irregular) |
| 4. |
"To be" + past participle (as a result of an action) |
| B. Conversation |
| 1. |
Questions and responses with object pronouns |
| 2. |
Stories using reflexive verbs |
| 3. |
Practice situations, shopping |
| 4. |
Discussion of magazine articles appropriate for the vocabulary and
comprehension level of the student |
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| A. Grammar |
| 1. |
Imperative mood with reflexive verbs |
| 2. |
Impersonal sentences (natural, grammatical) |
| 3. |
Conditional tense (regular and irregular verbs) |
| 4. |
Difference between already and still, yet |
| 5. |
Passive voice |
| B. Conversation |
| 1. |
Telling anecdotes |
| 2. |
Telling legends |
| 3. |
Summarizing and explaining newspaper articles |
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| A. Grammar |
| 1. |
Preterite tense |
| 2. |
Pluperfect tense |
| 3. |
Future perfect tense |
| 4. |
Difference between "very" and "much" |
| B. Conversation |
| 5. |
Discussions about controversial subjects |
| 6. |
Vocabulary building |
| 7. |
Defining words |
| 8. |
Advanced readings followed by discussion |
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General Objective:
At this level the students will be proficient in using simple and pluperfect tenses in
the indicative mood, as well as the imperative in the present tense.
The students should show fluidity in conversation and expressing their ideas regarding a diverse range of topics.
They should also demonstrate a solid command of subjunctive in the present and imperfect
tenses, and partial usage of the preterite perfect and subjunctive pluperfect.
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| A. Grammar |
| 1. |
Conjugation of subjunctive in the present tense (regular
verbs) |
| 2. |
Irregular groups in subjunctive |
| 3. |
Uses of subjunctive |
| 4. |
Compositions using subjunctive |
| B. Conversational |
| 1. |
Give suggestions, advice and recommendations |
| 2. |
Discuss articles |
| 3. |
Direct readings: |
| 3.1 |
Discussion of conversational topics (war, abortion, AIDS, domestic violence, adultery, drugs, prostitution, homosexuality, etc.) |
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| A. Grammar |
| 1. |
Imperfect subjunctive (regular and irregular) |
| 2. |
Uses of imperfect (with preterite, conditional, imperfect) |
| 3. |
Subjunctive preterite perfect |
| B. Conversation |
| 1. |
Resolve situations |
| 2. |
Direct readings |
| 3. |
Discussion of articles |
| 4. |
Interviews |
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| A. Grammar |
| 1. |
Subjunctive Pluperfect |
| 2. |
Indicative conditional perfect |
| 3. |
Conditional sentences ("if" + imperfect subjunctive + conditional,
"if" + pluperfect subjunctive + conditional perfect) |
| 4. |
Compositions |
| B. Conversation |
| 1. |
Ask about hypothetical situations |
| 2. |
Directed readings |
| 3. |
Discussion of issues |
| 4. |
Presentation of articles |
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| A. Grammar |
| 1. |
General review |
| 2. |
Formation of words |
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Derivation |
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Composition |
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Paragraph synthesis |
| 3. |
Compositions |
| B. Conversation |
| 4. |
Readings, literature or other advanced-level articles |
| 5. |
Discussions of articles, short stories, and poetry |
| 6. |
Defining words |
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| 1. Correct spelling of new vocabulary: |
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Use of the dictionary and the correct spelling of words. |
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Application of new vocabulary in written activities |
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Dictation of texts previously selected by the professor |
The professor will
observe that the student is incorporating new vocabulary in oral and written activities. |
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| 2. The logical order of the elements in a sentence: |
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Sentence construction focused on the logical order |
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The construction of sentences in accordance with the purpose of
expression |
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| 3. Basic structure of the paragraph: |
| 3.1 Conceptualization of fundamental and complementary
ideas |
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Recognition of fundamental and complementary ideas in
given paragraphs |
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Construction of paragraphs which include both a fundamental idea and
complementary ideas |
The professor will evaluate the
student's ability to construct sentences and paragraphs using learned
material (punctuation signs and fundamental and complementary ideas). |
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| 4. The paragraph: types of paragraphs: |
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Study of descriptive, narrative, and expositive forms |
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Elemental rules of the construction of technical descriptions, narratives and expositive
writing |
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Application of knowledge related to paragraph composition |
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Practice in the construction of sentences in accordance with the
ability to relate ideas |
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| 5.The informal letter: |
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Elemental rules and structure of the message |
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Composition of family and friendly letters |
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| 6.The formal letter: |
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Different types of letters: formality, permission, claims, appeals |
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Structure of the message and standards for its composition by observing
samples and other resources |
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Composition of formal letters in accordance with newfound knowledge |
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| 7.The student’s own themes related to his/her own
academic or occupational discipline and/or social interests:: |
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Creation of written works in order to express personal or social
thoughts, needs, and concerns |
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| 8. The research report: |
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Basic structure: introduction, argument, and conclusions (Conceptualization) |
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Written research reports in their basic structure. |
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Construction of research reports on Latin American themes, other subjects, or about community, national or worldly
topics |
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Final work with the bibliography included |
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| 9.The research sources: |
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Types of sources: abstracts and bibliographies |
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| 10.The summary: |
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Techniques to gather and organize information |
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Analyzing and extracting relevant data |
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| 11.Construction of outlines: |
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Basic structure of outlines |
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Formation of outlines in order to organize reading information |
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| 12.The composition: |
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Construction of the primary concept |
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Guidelines for development and practical application |
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| 13.Newspaper article: |
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Selection of an appropriate topic or section |
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Collection of relevant information to be used in the article |
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Writing of different articles (news, editorials, sports, advice,
etc.) |
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| 14. Artistic composition: |
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Creation of artistic works: stories, shortl dramatic
pieces, others |
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Exercise in composition and learned punctuation rules |
At this level, the student processes a greater confidence in
his/her ability to produce clear, correct, and effective texts.
Furthermore, he/she expresses himself/herself with a varied and
descriptive vocabulary. |
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866-490-0559 |
