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What are the courses like?

I am convinced that we must not stick to any concrete approach, as each L2 class has its own special needs, I prefer the eclectic methodology to any other one, taking the most positive approach of them all and offering the one which the student needs when they need it.

We will organise these topics using a sequence of carefully linked units which revolve around a theme and they will act in line with the achievement of an objective (or action) through activities and tasks. The activities will be prepared to cover the four skills (reading, writing, listening and speaking). Although we will develop it with the thought of it being used in classrooms, we will not neglect the fact that it will also be used with self-learning (e-learning) or mixed classes (b-learning).

I want to stress that we are not creating content to learn languages but creating content to teach languages. This difference can appear to be trivial, but the making of decisions plays a fundamental role in the way in which content is provided.

How do we divide the learning of a language into segments?

We use recommendations to do with language policy from the Council of Europe through its Common European Framework of Reference for Languages (C.E.F.R). These recommendations have drawn up a division of levels for the learning of a foreign language, this division of levels being made up of six levels) with an approximate accumulative amount of hours to reach a specific level: A1 50-100, A2 150-200, B1 300-400, B2 500-600, C1 700-900, C2 1000-1200). Below is the summary of the knowledge that a student must possess having completed a particular level.

A1 (Beginner)

Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, things he/she has and people he/she knows. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

A2 (Elementary)

Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, occupations,etc.). Can communicate when carrying out simple and routine tasks requiring a simple and direct exchange of information about familiar and routine matters. Can describe, in simple terms, aspects of his/her background, immediate environment and matters in areas of immediate need.

B1 (Intermediate)

Can understand the main points of clear standard input about familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise while traveling in an area where the language is spoken. Can produce simple and coherent texts about topics that are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

B2 (Upper intermediate)

Can understand the main ideas of complex texts about both concrete and abstract topics, including technical discussions in his/her field of specialization. Can interact with native speakers, with a degree of fluency and naturalness, without there being problems in communication for any of the speakers. Can produce clear, detailed text about a wide range of subjects and can explain a viewpoint on a topical issue, giving the advantages and disadvantages of various options.

C1 (Effective operational proficiency/Advanced)

Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express ideas fluently and spontaneously without obviously looking for the correct expression. Can use the language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text about complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.

C2 (Proficiency)

Can understand with ease virtually everything heard or read. Can summarize information from different spoken and written sources, reconstructing arguments and accounts, presenting them coherently. Can express him/herself naturally, fluently and precisely, differentiating finer nuances of meaning even in the most complex situations.

How do we subdivide a Course?

The teaching of a language is divided into 6 levels but with a small difference in the organisation, according to the level, where the number of hours gradually increases with each level.

  • A1: 75 (Pink)
  • A2: 95 (Orange)
  • B1: 120 (Yellow)
  • B2: 150 (Green)
  • C1: 150 (Light Blue)
  • C2: 150 (Dark Blue)

The colour which belongs to each of the associated levels, can be used to indicate quickly to the student which work belongs to which level. In the case of generic work which affects two or more levels, the colour will be red.

The courses are divided into 12 topics, to adapt the course regardless of the number of evaluations it has. A subcourse of Level A1.1 consists of topics 1-6. It is because of this that we group together the most important content in the first 6 topics of each level.

In addition, there is a Topic 0. In Level A1, it will be an introduction to the language, however, in the rest of the levels, it will be a revision of the previous levels. There is also a Topic 12. There will not be a description of the materials for Topic 12 and it will be the teacher who decides what materials to include, maybe using it as a revision of the topic or as an introduction of content of a more advanced level. We have also left Unit 6.2 free to allow the teacher a greater amount of possible personalisation.

What are the general principles?

We will make sure that the content is in a sequence, seems closely related and that the students’ needs are present in the objectives. Even though the purpose of teaching of a L2 is communication, grammar and vocabulary are two essential tools to meet the purpose. In addition to the majority of students wanting to learn grammar and vocabulary, they want to practice to internalise it. For the elaboration of the courses, we will keep the heterogeneity in mind, as well as about the needs as the styles of teaching  and the distribution of the work schedule. However, going beyond a system of learning of foreign languages, we have designed a system thinking about the teaching of these languages.

Our main objective is to allow teachers to personalise content and it is because of this, that instead of providing a textbook with all the integrated text, what we are doing is dividing the course into different components of the languages, in this way we allow the teacher to choose the resources they require most for the student and to create a teaching directed towards the student’s needs:

  • Notional Component
    •  Vocabulary Book (General and Specific Notions)
  • Grammatical Component
    • Grammar Book (Grammar)
    • Orthography Book (Orthography and Phonetics)
  • Practicum-discursive Component
    • Activity Book (Functions – Practicum tactics and strategies – Discursive styles and textual products)
  • Cultural Component
    • Socio-cultural Book (Cultural examples – Sociocultural knowledge and behaviour)

Before creating the books, what we are doing is also offering a Guide for each one of the components. A Guide is a summary of the content which can be used to organise the material and as a draft of what will be the future course and is offered without the exercises, which makes it ideal for its distribution in e-book format.

It must not be forgotten that all of the content is directly connected. Our pedagogical design starts from the Vocabulary unit. Starting from there and along with the Activity Book, we see that there are some objectives that are used for the creation of texts. In addition, the vocabulary of the until will be used in the examples in the Grammar and Orthography Books, for the same unit.

We have an enormous amount of recorded material, not only in the Exercises part, but also in the texts of the pretext so that the student has samples of the sounds and the suprasegmental elements (accent and intonation) and can practice them both in the classroom and at home.

However, what really allows for a unique and specific personalisation of the content, is the creation of content about the learning objectives. We have already subdivided the task of teaching of a language to five components for the same level. We now divide each one of these components into a high number of units in which each one deals with a theme/topic (a grammatical rule, the vocabulary of a subtheme, a communicational objective, etc.)

We finish this division of content by providing each topic being distributed in its different dimensions (Introduction – Form – Examples – Use – Conclusions – Exercises). This subdivision allows for the adaptation of content to different contexts or to explain a course in a very dynamic way. In this way, the teacher has complete control of the content that they want to use in their classes.

It is not about creating a multi-functional course which can be used for everything, but about creating a course that, thanks to our approach, can be used in a thousand different ways by the means of web 4.0. By choosing a software platform, we will have limits that must be taken into account when creating the content, although there are a lot of other advantages that up until now we had not considered: the platform will make the adaptation of language courses to the students’ needs (what they need, when they need it) possible; it will allow the teacher to have a great control over the student, making a tracking of the in-depth learning possible. In the worst of cases, as we have created a system which is very open, the teacher will have the possibility to change content through copies of the original courses by accessing the platform and offer the adapted courses to their students.

What is our method like?

We previously developed the bases on the ones in which My language skills developed its method of teaching foreign languages. We are now going to see that this is what it actually means.

My language skills divides the teaching of a language into five basic components: the Grammatical Component (grammar and orthography), the Practicum-discursive Component. the Notional Component and the Cultural Component. Each one of these will be developed separately to form the student’s communicative competency. It won’t be a specific order that determines the creation of the same ones, but rather that they will be developed according to the circumstances of each moment.

The educational organisation divides the material into 12 topics for the 6 language levels and into 2 units, (one unit at level A is intended to be studied in approximately a week, and two weeks for levels B and C), all organised according to an educational itinerary. The linguistic organisation is carried out automatically thanks to the information system, but, above all, thanks to the those which make advanced searches of the related grammatical content possible.

To create this educational itinerary, we opted to follow a notional-functional organisation of the content. Firstly, the structure of the courses was designed – its length, number of topics, number of units, etc. Once we were clear about the extension of these courses, we started to distribute the content in the different topics and units.

To do this, groups of notions of similar themes were distributed to the different units. Following this, the functions were distributed, according to the distribution of notions. When the notions and functions were distributed (grouping the macrofunctions together in the first half of the course and in the second half), the theme of the units could then be seen. It could also be seen when we distributed the practicum and the sociocultural units. When we had to distribute the orthography and phonetics, we grouped the phonetics together in the first half of the course and the orthography in the second half. This left us with the grammar to distribute. We distributed it in order of importance, however we prioritised the placing of the teaching of verbs in the first half of the course.

Once we finished distributing the various elements, we created the objectives of the unit using this notional-functional distribution as a basis. We distributed the texts from these units.  The objectives and the texts are the unifying points which we use to make up cooperative and collaborative tasks between students of different languages.

It must be kept in mind that this standardisation is not only done to make collaboration and cooperation between students of different languages possible (a native English speaker studying Spanish – a native Spanish speaker studying English), but also for courses of the same language and of different levels. We have a similar theme for a same number of topics across the different levels.

This standardisation has two types of links, the Topic and the Unit. The Topic is when we provide a grammatical resource (L.O – Learning Objective) and the Unit is when we must unite resources to offer them as a whole, grouping the Topics which form a particular Unit together. Its length is intended to be studied in a week for level A and two levels in levels B and C.

In both forms of organisation of material (linguistic and educational), we have the material for Spanish as an example and an outline. This material will be able to be used as an example for any language (citing Dr. J.A. van Ek).

A European system of the learning of languages requires a high degree of generalisation which goes beyond national and linguistic borders. One of the hypotheses on which the concept of the “beginning” level is based is that regardless of where an adult lives, in any of the member states of the Council of Europe, and regardless of whatever the European language that the student wishes to learn is, their basic needs of communication will be identical, if their aim is to use of these needs, in linguistic terms, in temporary contacts with foreign language speakers in daily situations, be it as a visitor or in their own country and to establish and maintain social contacts. In other words, it is required that, despite all of its variety, the social-cultural scene in the democratic states of Europe is sufficiently uniform, to be able to generalise. This generalisation includes situations in which the students will most likely find themselves in where they will develop the linguistic behaviour and the linguistic capacity that is required as a minimum for such behaviour. This of course does not mean that the Learning Objects for different languages have to be identical in all senses.

For this reason, we leave leeway for several kinds of adaptation. For example, leaving to the discretion of the teachers on what content to introduce in topics 0 and 12, the distribution of the grammatical content across the themes and units, the personalisation of the vocabulary list in each unit etc.

Even with the unique exception of the grammar, we believe that all of the rest of the components, the language activities (the practice of skills), tasks and texts, are generally open to adaptation for another language. Although the differences are kept in mind, the components will almost all be the same in every language.

Initial considerations

The naming of the index and the material can become confused, at the same time being very long names. Because of this, to make its understanding, distribution and computerisation easier, we will have to adapt the names of the content. Names should be simple, the shorter the better and they should be related (Grammar styling guide).

It is not obligatory to include all of the shown content in the index, but these ones are what we recommend. If the decision is not to introduce any material in the course, the absence of this content and the reason why we have not included it will have to be recorded in the appendix as part of the author’s comments.

It must be kept in mind, when developing the units, that a unit at level A is intended to be studied approximately in a week and two weeks for levels B and C (a unit consists of all the topics for each one of the 5 books). It is necessary to create the material in the indicated order because the system consists of stages of creation, quality control, testing, improvement and each one of them has specific requirements. The skipping of one of these rules when creating the material would mean that we would have to go over a section from the start to adjust it according to the the changes that have been carried out in each one of the following stages.

Another important consideration about the grammar is that, when we develop the content, we will have to keep in mind that the index and breakdown of content a lot of the time is to do with a list of theoretical content to develop. It is not about the relationship between all of the content. For example, the grammatical breakdown emphasises all the explanations that must be made to be able to teach what the verb “ser” and “estar” is. However, at no point in all of the breakdown does the grammatical breakdown highlight the importance of the understanding of the difference between “ser” and “estar” for a student studying Spanish as a foreign language. These aspects form part of this particular detail that each professor, based on their experience in teaching, has to add to the content. I hope that there are a lot so that you personalise this index as much as your creativity and experience allows you to and that the computer system allows us to.

The Spanish course, as with the English course, are the ones that can be used as a reference. In any case, understanding these general lines will allow you to use said course and modify it to be able to adapt it to your style of learning. It is fundamental to teach the content regularly to be able to see if meets the system’s specifications and that it is integrated correctly with the rest of the resources.

Different Components/Books for a language and level

Grammatical Component (grammar + orthography)

Grammar is the component which we can standardise the least, whereas, thanks to its distinctive features, the orthography fits in perfectly with the system. For example, even if a letter in another language does not exist, as our system focuses on teaching by groups of phonemes, there will always be coincidences with other languages. If it is not the case for a unit, we will leave it blank, in this way the rest of the content is well-linked in the system. Finally, we will completely vary the pronunciation and prosody of one language to another, however we are not going to create this component just now.

    • Nouns
    • Adjectives
    • Articles
    • Demonstrative pronouns
    • Possessives
    • Quantifiers
    • Pronouns
    • Adverbs and adverbial expressions
    • Verbs
    • Noun phrases
    • Adjectival phrases
    • Verbal phrases
    • Simple clauses
    • Clauses composed by coordination
    • Clauses composed by subordination
    • Orthography of letters and words
    • Accentuation
    • Punctuation
    • Abbreviations and initials
    • The basis of articulation
    • Intonation
    • Syllables and accent
    • Rhythm, pauses and time
    • Phonemes and its variants

Practicum-discursive Component

With slight exceptions, the functions will be similar in all of the languages, they might have to be adapted for each new language, but the communicative objective will overrule this. The practicum tactics and strategies [we will see about this]. As for discursive styles and textual products, in a world which is becoming more globalised, such samples maintain more similarity among them in different languages. It is because of this that we believe, in general lines, that we can use materials from Spanish as a reference for European languages.

    • Giving and asking for information
    • Expressing opinions, attitudes and knowledge
    • Expressing likes, wishes and feelings
    • Influencing the speaker
    • Socialising with people
    • Structuring speech
    • Constructing and interpreting speech
    • Modalisation
    • International conduct
    • Oral and written styles
    • Signs of styles
    • Macrofunctions

Notional Component

With slight exceptions (typical dishes, words that do not exist, words with a greater importance in specific areas), it is assumed that the vocabulary will be the same for every language.

    • Existential notions
    • Quantative notions
    • Spatial notions
    • Temporal notions
    • Qualitative notions
    • Evaluative notions
    • Mental notions
    • Individual: physical dimension
    • Individual: perceptive and mental dimension
    • Personal identity
    • Personal relationships
    • Food
    • Education
    • Work
    • Leisure
    • Information and means of communication
    • Home
    • Services
    • Shopping, shops and establishments
    • Health and hygiene
    • Trips, housing and transport
    • Economy and industry
    • Science and technology
    • Government, politics and society
    • Artistic activities
    • Religion and philosophy
    • Geography and nature

Cultural Component:

Evidentemente el contenido sera diferente para cada lengua, pero los apartados que conforman este material servirán para todos los países. Evidently the content will be different for each language but the parts which form this material will be able to be used for every country.

    • General knowledge about the country
    • Events and themes from the past and the present
    • Cultural products and creations
    • Conditions of life and social structure
    • Interpersonal relationships
    • Collective identity and lifestyle

Topics/Learning Object

Within the new perspective of a teaching centered on the student’s learning in the environment of on-line learning, the concept of Learning Object plays an important role in the personalised construction and distribution of content, just like the reuse of the same content in new contexts. It is important to understand that a Learning Object is the cornerstone of the project.

The concept of Learning Object (LO) which is copied to the organisation of content implies that a LO becomes a relatively small unit of information which makes sense on its own in a context of learning.

The size of a LO is variable, it will depend on the field of application and on the competencies which are set out in the educational program. However, it is recommendable that it centres on a single educational objective or develops a single concept, or what I like to say, that it clears up a doubt.

From our point of view, a LO identifies itself with some minor units with a meaning on its own, is made up of packets of multiformat information and is interactive, which is provided with the following characteristics: instructed to present information to be able to have a unique educational objective across the educational micro-units that take into account: content, resources, activities and evaluation; comparable to other contexts by its potential re-usability; important as an significant learning experience which act as an anchorage to acquire subsequent knowledge; technically compatible to be seen regardless of the format and device; identifiable across metadata; adaptable to a student’s specific situations and needs; lasting against technological changes without needing redesigned or an important change in code.



When, for educational reasons, we have to group two or more learning objects together in one topic (There is/are in the same topic), each one of the L.O or educational objectives will be called “micro-learning objects”.

Different dimensions

If it has remained clear that it is a learning objective, you will understand that these are made up of different elements. These are Videos, Audios, Images, Text…The last step in this segmentation deals with subdividing the Learning Objective into its different sections.

  • Introduction: This is the way in which the student will know what we are going to talk about
  • Form: This is the grammatical rule, without including any context or examples
  • Examples: We put the grammatical rule in context.
  • Use: We explain how to use the grammatical rule.
  • Conclusion: This section, not repeating content in a specific way, explains the grammatical rule again in summary and in a more educational way, this time integrating all of what has been said in the previous sections and including an example that will be analysed.
  • Exercises: A group of exercises so that the student can practice what they have learned.

Codification of the material

All of the books will have a code that will identify them in an unique way. This code will be for each one of the books, following some internal codification rules which will allow the system to be automated and to be able to find the required resource easily.

The codification always starts with the type of work, followed by the level and the iso2 code (iso3 for minority languages) of the target language of the course. When it is about works designated for self-learning and has elements in the student’s native language, it will follow the iso2 code (iso3 for minority languages) of the student’s native language for the language which the work was created for.

[Component] [Level] [ISO-Target Language] [ISO-Native Language]

When a work consists of more than one volume, it will be indicated in Roman numerals before the iso code. In addition, when it is about an exercise book, it will be indicated with the code WB before the iso code.

Ejemplo de un libro de ejercicios del curso de vocabulario del nivel C2 volumen 2 para aprender castellano si eres nativo de lengua inglesa:

[NIVEL] + NOTIONS + [VOL] + WB + [Cód. ISO 3 Lengua meta] + [Cód. ISO 3 Lengua madre]
Level A1 – Notions – Vol 2 – workbook – spanish – english
A1NOTIONSIIWBSPAENG – a1notionIIwbsspaeng

Ademas de que a cada libro se le podrá asignar un código ISBN o un código ISSN si se trata de una colección.

Descripción de los componentes
Componente gramatical
Pronunciación y prosodia

Guía de gramática (Dividido en niveles A, B y C).
Recopilación de las explicaciones gramaticales que se ofrecen en el curso organizadas desde le punto de vista lingüístico.

Ejemplo codificación guía de castellano [NIVEL]+ORTHO+ [Cód. ISO 3 Lengua] // Level A – Orthography – Spanish

AORTHOSPA – aorthospa
BORTHOSPA – borthospa
CORTHOSPA – corthospa

Guía de ortografía (Dividido en niveles A, B y C).
Recopilación de las explicaciones fonológicas y ortográficas que se ofrecen en el curso organizadas desde le punto de vista lingüístico. (Junto con el anejo de pronunciación y prosodia.
Niveles A, B y C)

Ejemplo codificación guía de castellano [NIVEL]+GRAM+ [Cód. ISO 3 Lengua] // Level A – Grammar – Spanish )

AGRAMSPA – agramspa
BGRAMSPA – bgramspa
CGRAMSPA – cgramspa

Libro de gramática
Explicaciones gramaticales y ortográficas organizadas desde el punto de vista didáctico.
Niveles A1, A2, B1, B2 C1 y C2)

Libro de trabajo
Complemento al libro de gramática

Ejemplo codificación curso de castellano [NIVEL]+GRAMMAR+ [Cód. ISO 3 Lengua] // Level A1 – Grammar – Spanish )

A1GRAMMARSPA – a1grammarspa
A2GRAMMARSPA – a2grammarspa
B1GRAMMARSPA – b1grammarspa
B2GRAMMARSPA – b2grammarspa
C1GRAMMARSPA – c1grammarspa
C2GRAMMARSPA – c2grammarspa

Componente pragmático-discursivo
Tácticas y estrategias pragmáticas
Géneros discursivos y productos textuales

Libro de contextos.
Pretextos e historias de contexto para complementar los cursos. Cada libro contará con 12+1 Pretextos y sus correspondientes textos para las unidades. Los pretextos son ejemplos de ejercicios de los exámenes y los textos son ejemplos en los que se pueden ver casos reales de uso de la lengua que acompañan las explicaciones. Los textos servirán también para ver ejemplos de uso de las funciones comunicativas.

Libro de trabajo
Complemento al libro de contextos con los ejercicios para la práctica de las cuatro destrezas.

Ejemplo codificación libro de castellano [NIVEL]+SKILLS+ [Cód. ISO 3 Lengua] // Level A1 – Skills – Spanish )

A1SKILLS4SPA – a1skills4spa
A2SKILLS4SPA – a2skills4spa
B1SKILLS4SPA – b1skills4spa
B2SKILLS4SPA – b2skills4spa
C1SKILLS4SPA – c1skills4spa
C2SKILLS4SPA – c2skills4spa

Componente nocional
Nociones generales
Nociones específicas

Glosario de vocabulario
Listas de palabras organizadas lingüísticamente.

Ejemplo codificación glosario de castellano [NIVEL]+[COLLOCATIONS] + [Cód. ISO 3 Lengua] // Level A1 – Collocations – Spanish )

A1NOTIONS4SPA – a1notions4spa
A2NOTIONS4SPA – a2notions4spa
B1NOTIONS4SPA – b1notions4spa
B2NOTIONS4SPA – b2notions4spa
C1NOTIONS4SPA – c1notions4spa
C2NOTIONS4SPA – c2notions4spa

Curso de vocabulario
Curso de vocabulario graduado por niveles. El curso consta de: Imagen, Palabra, Frase en contexto en el idioma objeto de estudio + idioma nativo. (nivel c como anejos por ejemplos) (Páginas pares un idioma, impares otro). A partir del nivel B2, los cursos se dividen en Generales y Específicas para cada uno de los volúmenes.
Nivel A1-A2-B1-B2 (Vol I, II), C1 (Vol I, II) y C2 (Vol I, II)

Libro de trabajo
Complemento al curso de vocabulario con los ejercicios.
Ejemplo codificación curso de castellano [NIVEL]+NOTIONS+ [Cód. ISO 3 Lengua] // Level A1 – Vocabulary – Spanish
A1VOCABULARYSPA – a1vocabularyspa
A2VOCABULARYSPA – a2vocabularyspa
B1VOCABULARYSPA – b1vocabularyspa
B2VOCABULARYSPA – b2vocabularyspa
C1VOCABULARYSPA – c1vocabularyspa
C2VOCABULARYSPA – c2vocabularyspa

Componente cultural
Referentes culturales
Saberes y comportamientos socioculturales
Habilidades y actitudes interculturales

Guía del viajero
Guía donde el lector descubrirá los Referentes Culturales y lo Saberes y Comportamientos Socioculturales de un país en su lengua de estudio.
Solo se ofrecerá en ingles, castellano y francés y a ser posible de manera conjunta.

Ejemplo codificación guía de castellano [NIVEL]+CULTURE + [Cód. ISO 3 País] // Level A- Culture – Spain )

ACULTURESPA – acultureesp
BCULTURESPA – bcultureesp
BCULTURESPA – ccultureesp

Libro del viajero
Guía donde el lector descubrirá los Referentes Culturales y lo Saberes y Comportamientos Socioculturales de un país en su lengua de estudio.
La ordenación de los contenidos será acorde al plan curricular. Y en la lengua del país objeto de estudio.

Libro de trabajo
Conjunto de preguntas que complementan al libro del viajero.Aquí se evaluará al estudiante una vez haya finalizado la lectura de cada una de las unidades.
La ordenación de los contenidos será acorde al plan curricular. Y en la lengua del país objeto de estudio.

Ejemplo codificación libro de castellano [NIVEL]+CULTURE + [Cód. ISO 3 Lengua] // Level A1 – Culture – Spanish )

A1CULTURESPA – a1culturespa
A2CULTURESPA – a2culturespa
B1CULTURESPA – b1culturespa
B2CULTURESPA – b2culturespa
C1CULTURESPA – c1culturespa
C2CULTURESPA – c2culturespa

Componente de aprendizaje
Procedimientos de aprendizaje

Complementos a los componentes
Lectura extensiva
Libro de historietas
Pequeñas historias para cada una de las unidades para cada uno de los cursos, acompañadas de preguntas al final de cada una de ellas.
Niveles A1, A2 y B1.
Ejemplo codificación libro de castellano [NIVEL]+STORY + [Cód. ISO 3 Lengua] // Level A1 – Stories – Spanish )
A1STORYSPA – a1storyspa
A2STORYSPA – a2storyspa
B1STORYSPA – b1storyspa

Cuentos temáticos
Pequeñas historias para cada uno de los 12+1 temas de los que cuenta cada uno de los cursos, acompañadas de preguntas al final de cada una de ellas.
Niveles A1, A2y B1.
Ejemplo codificación libro de castellano [NIVEL]+STORY + [Cód. ISO 3 Pais] // Level A1 – Stories – Spanish )
A1STORYSPA – a1storyspa
A2STORYSPA – a2storyspa
B1STORYSPA – b1storyspa

Lectura extensiva

Libros graduados para cada uno de los niveles (en donde podrán aparecer todas o parte de las palabras del nivel al que corresponde el libro o a niveles previos) o subniveles (en que aparecerán de manera más concreta y extensiva las palabras de el nivel al que corresponde el libro y ademas palabras de niveles previos. El número de palabras que se debe conocer al superar cada nivel es el siguiente:

  • A1: 1.000 palabras
  • A2: 2.000 palabras
  • B1: 4.500 palabras
  • B2: 9.000 palabras
  • C1: 14.000 palabras
  • C2: 19.000 palabras

La división en subniveles para los libros subdivide un nivel en grupos de vocabulario concreto (por ejemplo, el nivel A2 subdivide el nivel en 3 bloques de cuatro unidades, en donde las 4 primeras unidades formarían el contenido específico del libro para el nivel A2.1).
A1.1, A1.2
A2.1, A2.2, A2.3
B1.1, B1.2, B1.3, B1.4
B2.1, B2.2, B2.3, B2.4, B2.5, B2.6
C1.1, C1.2, C1.3, C1.4, C1.5, C1.6, C1.7, C1.8, C1.9, C1.10, C1.11, C1.12
C2.1, C2.2, C2.3, C2.4, C2.5, C2.6, C2.7, C2.8, C2.9, C2.10, C2.11, C2.12
Ejemplo codificación libro de castellano [NIVEL]+ER + [Cód. ISO 3 Pais] // Level A1 – Extensive Reading – Spanish )
A11ERSPA – a11erspa

Descripción de las colecciones

Colección Mis habilidades con las lenguas. Esta colección esta compuesta por:

  • libro de Gramática
  • libro de Contextos
  • libro de Vocabulario
  • libro del viajero y sus correspondientes libros de trabajo.

Colección Mis descriptores . Esta colección esta compuesta por:

  • Descriptores de Gramática
  • Descriptores de Ortografía
  • Descriptores de Vocabulario

Colección 20.000 palabras. Esta colección esta compuesta por:

  • Libro de Vocabulario

Colección viajar. Esta colección esta compuesta por las guías del viajero (componente cultural). Se trata de una colección destinada al público general y editadas en Ingles, Castellano y Frances o de manera conjunta. No esta destinada a estudiantes.
Cada una de estas guía se denominará: Paseando por __Nombre del país__

Colección pequeñas lecturas
Esta colección esta compuesta por los libros de historietas y los libros temáticos.

Colección lectura extensiva
Esta compuesta por las lecturas extensivas.


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