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Method

What are the courses like?

Our goal: We will develop the book with the thought of it being used in classrooms, but we will not neglect the fact that it will also be used with self-learning (e-learning) or mixed classes (b-learning).

Organisation of the content: Topics are organised in carefully linked units which revolve around a theme. Through activities and tasks the topics will act in line with the achievement of an objective (or action).

Units–> Topics (achievement of a specific goal)

The activities will be prepared to cover the four skills (reading, writing, listening and speaking).

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).

  • A1 (Beginner)
  • A2 (Elementary)
  • B1 (Intermediate)
  • B2 (Upper intermediate)
  • C1 (Effective operational proficiency/Advanced)
  • C2 (Proficiency)

How do we subdivide a Course?

The teaching of a language is divided into the 6 levels but with a small difference in the organisation. The courses are divided into 12 topics.

The Level A1.1 consists of topics 1-6, as the most important content is in the first 6 topics of each level.

Unit 0: In Level A1, it will be an introduction to the language (Unit 0). In the rest of the levels, it will be a revision of the previous levels.

Unit 12: The teacher decides what materials to include in this unit. Maybe using it as a revision of the topic or as an introduction of content of a more advanced level.

Unit 6.2: It’s free to allow the teacher a greater amount of possible personalisation.

What are the general principles?

Our main objective is to allow teachers to personalise content. Thus, we are dividing the course into different components of the languages and allow the teacher 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)

Each topic is being distributed in different dimensions (Introduction – Form – Examples – Use – Conclusions – Exercises).

What is our method like?

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).

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.

Considerations

The naming of the index and the material can become confused, so 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.

When we develop the content of grammar we will have to keep in mind that 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.

 

 

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Components/Books for a language and level

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.

GENERAL NOTIONS: Existential notions, Quantative notions, Spatial notions, Temporal notions, Qualitative notions, Evaluative notions, Mental notions.

SPECIFIC 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.

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. 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.

FUNCTIONS: Giving and asking for information, Expressing opinions, attitudes and knowledge, Expressing likes, wishes and feelings, Influencing the speaker, Socialising with people, Structuring speech.

PRACTICUM TACTICS AND STRATEGIES: Constructing and interpreting speech, Modalisation, International conduct.

DISCURSIVE STYLES AND TEXTUAL PRODUCTS: Oral and written styles, Signs of styles, Macrofunctions.

Grammatical Component (grammar + orthography)

Grammar is the component which we can standardise the least, whereas, the orthography fits in perfectly with the system. For example, even if a letter in another language does not exist, 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.

GRAMMAR: 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: Orthography of letters and words, Accentuation, Punctuation, Abbreviations and initials.

PRONUNCIATION AND PROSODY: The basis of articulation, Intonation, Syllables and accent, Rhythm, pauses and time, Phonemes and its variants.

Cultural Component:

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.

CULTURAL EXAMPLES: General knowledge about the country, Events and themes from the past and the present, Cultural products and creations.

SOCIOCULTURAL KNOWLEDGE AND BEHAVIOUR: Conditions of life and social structure, Interpersonal relationships, Collective identity and lifestyle.

 

 

 

 

Topics/Learning Object

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.

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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

  • 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
Gramática
Ortografía
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
Funciones
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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