Catálogo de MasPrevencion y ADAMS Formación

MasPrevencion y ADAMS Formación

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Catálogo de Formación

Aquí tienes el cátálogo completo de cursos que vas a poder realizar con MAsPrevención y ADAMS Formación. Vas a encontrar toda la información de todos los cursos, con objetivos, programa y duración del mismo.

Es un catálogo informativo, pero para inscribirte y solicitar información de estos cursos puedes hacerlo en el formulario de esta web. https://adams.es/site/acuerdos/masprevencion/

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Administración y Gestión

ADGG102PO Business Intelligence

Objetivos

Adquirir los conocimientos relacionados con Datawarehouse, la metodología Datamarting y las herramientas de SQL server para la integración de servicios, utilizando herramientas de inteligencia aplicada a los negocios para la extracción de datos de producción y económicos, relacionados con la empresa del almacén de datos, generando cubos OLAP y estructuras de minería de datos.

Duración

30 horas

Programa
  1. Inteligencia de negocios
    1. Introducción
    2. Concepto de Business Intelligence
    3. Herramientas de Business Intelligence
    4. La pirámide organizacional
      1. Tipos de información en las organizaciones
      2. Niveles de la pirámide
    5. Herramientas de inteligencia de negocios
    6. Fundamentos del Data Warehouse
      1. Concepto y estructura del Data Warehouse
      2. Data Warehouse y Data Mart
    7. Características del Data Warehouse
    8. Ventajas del Data Warehouse
    9. Sistemas OLTP
    10. Implementación del Data Warehouse
    11. Análisis OLAP (Drill Down, Drill Up)
      1. El sistema OLAP
      2. Operaciones sobre los cubos OLAP
    12. Servidores OLAP (ROLAP, MOLAP, HOLAP)
    13. Categorías del Data Minig
    14. Proceso de minería de datos
    15. Metodología
    16. Reportes
    17. Consultas
    18. Alertas
    19. Análisis y pronósticos
  2. La gestión de proyectos de Business Intelligence
    1. Gestión de proyectos
      1. Etapas del proyecto de ingeniería
      2. Modelo de madurez de un proyecto de BI
    2. Planificación del proyecto
      1. Etapas de la planificación de un proyecto
      2. Planificación de las actividades
    3. Riesgos
  3. Arquitectura de un proyecto de Business Intelligence
    1. Procesos de extracción, transformación y carga
      1. Concepto de procesos ETL
      2. Extracción de datos
      3. Transformación y limpieza de datos
      4. Carga
    2. El almacén de datos
    3. Herramientas de visualización y consulta
      1. Reportes
      2. Dashboards
      3. OLAP
      4. Data Mining
    4. Procesos ETL
    5. Creación de cubos multidimensionales

Administraciones Públicas

El Procedimiento Administrativo Común

Objetivos
  • Definir el ámbito de aplicación de la Ley 39/2015, de 1 de octubre y los principios generales establecidos en su articulado.
  • Diferenciar entre las personas en su relación con las Administraciones Públicas y los interesados en el procedimiento, describiendo los derechos de unas y de otros, así como el régimen jurídico aplicable.
  • Definir el acto administrativo como eje y finalidad principal del procedimiento administrativo.
  • Diferenciar las dos características esenciales de los actos administrativos: la validez y la eficacia.
  • Analizar la importancia de los términos y plazos en el procedimiento administrativo, cómo se lleva a cabo su cómputo, así como los supuestos en que los plazos pueden verse ampliados o reducidos.
  • Comprender la importancia del procedimiento administrativo como garantía formal y las disposiciones generales que resultan de aplicación al mismo.
  • Desglosar las diferentes fases del procedimiento administrativo, diferenciando los trámites realizados en cada una de ellas.
  • Diferenciar las distintas formas de terminación del procedimiento administrativo, prestando atención especial tanto a la resolución expresa como a la presunta, consecuencia ésta última del silencio administrativo.
  • Analizar cómo los actos administrativos, una vez dictados pueden ser objeto de revisión, tanto de oficio como por consecuencia de los recursos administrativos.
  • Distinguir entre la revisión de oficio de los actos nulos y la revisión de los actos anulables.
  • Definir y diferenciar los tipos de recursos administrativos, los supuestos en que proceden, sus trámites, plazos y efectos.
Duración

30 horas

Programa
  1. La regulación del procedimiento administrativo
    1. Ámbito de aplicación
    2. Principios inspiradores
    3. Los derechos de las personas en sus relaciones con las Administraciones Públicas
    4. Los interesados en el procedimiento
  2. El acto administrativo. El tiempo en las actuaciones administrativas
    1. Los actos administrativos
    2. Términos y plazos
  3. Las fases del procedimiento administrativo
    1. Iniciación del procedimiento
    2. Ordenación e instrucción
    3. Terminación del procedimiento
    4. La tramitación simplificada del procedimiento
  4. Revisión de los actos en vía administrativa
    1. Revisión de oficio
    2. Recursos administrativos

Modernizacion del Lenguaje Administrativo: Técnicas de Escritura, Estilo y Redacción de Documentos

Objetivos

Con este curso se pretende que el alumno conozca en profundidad el lenguaje que la Administración utiliza a través de los diferentes mecanismos con los que puede entablar comunicación con los administrados. Es necesario que estos conozcan los principales problemas morfosintácticos y léxico-semánticos del lenguaje administrativo para una adecuada interpretación de los diferentes documentos administrativos que continuamente se utilizan.

Duración

30 horas

Programa

PROBLEMAS MORFOSINTÁCTICOS

  1. Género gramatical y sexo
  2. El género de las palabras que nombran a los seres animados y el sexismo lingüístico
  3. Los problemas de concordancia de género
  4. El pronombre

PROBLEMAS LÉXICOS-SEMÁNTICOS

  1. Introducción al sexismo léxico
  2. Los genéricos
  3. Los duales aparentes y los vocablos ocupados
  4. Las fórmulas de tratamiento
  5. Los términos para designar a las personas destinatarias del escrito
  6. Las disimetrías en el discurso
  7. Los oficios, profesiones y cargos de responsabilidad

REDACCIÓN DE DOCUMENTOS ADMINISTRATIVOS

  1. Características del documento
  2. Consejos prácticos
  3. Redacción de actas
  4. Escribir y estructurar informes
  5. Elaboración de la estructura básica de un informe
  6. Estructura básica de la memoria

EL LENGUAJE ADMINISTRATIVO

  1. El lenguaje administrativo
    1. Principales características de lenguaje administrativo
  2. Errores más frecuentes en el estilo de lenguaje administrativo
    1. La discordia entre elementos en l oración
    2. Los errores de la comprensión lectora
    3. El abuso del empleo de Extranjerismos
    4. El uso del adverbio inclusive
    5. El uso del adjetivo adjunto
    6. El leísmo, el loísmo y el laísmo
    7. El queísmo y el dequeísmo
    8. El uso de la conjunción y
    9. La voz pasiva en el lenguaje administrativo: uso correcto

ESTILO ACTUALIZADO DEL LENGUAJE ADMINISTRATIVO

  1. Características del estilo administrativo y su expresión
  2. Estilo nominal en el discurso administrativo
  3. Abundancia de enlaces y nexos
  4. Longitud de los párrafos en el lenguaje administrativo
  5. Uso de clichés o muletillas
  6. Fórmulas de cortesía y tratamientos administrativos
  7. Expresiones verbales de orden o mandato
  8. Formas personales e impersonales
  9. Participios y gerundios
  10. Otros trazos de estilo administrativo
  11. Normas generales del estilo administrativo
  12. Diccionario de términos y frases, de la A a la Z

Competencias Digitales

Big Data. La cuarta revolución industrial: el negocio está en tus datos

Objetivos
  • Proporcionar competencias claves para poder participar en diálogos sobre este tipo de iniciativas en su entorno profesional.
  • Una breve inmersión en el mundo analítico actual.
  • Conocer un mercado tecnológico en constante expansión.
  • Acceder a casos de éxito en distintos sectores.
  • Conocer las principales técnicas de tratamiento y control de los datos.
  • Inmersión en la calidad de datos y gobierno de la información.
  • Concepción de la importancia de tener un dato robusto, saneado y veraz.
  • Perder el miedo a utilizar herramientas de inteligencia empresarial.
  • Inmersión en los procesos de la analítica clásica.
  • Concepción de la complejidad que conlleva un sistema analítico.
  • Conocer los diferentes conceptos y herramientas de que disponemos a la hora derepresentar los datos.
  • Concepción de la importancia que conlleva representar correctamente los datos.
  • Saber que un análisis no interpretable no vale para mucho.
  • Tener un conocimiento más claro de lo que se denomina Big Data.
  • Conocer sus principales componentes, librerías y ecosistemas.
  • Ser conscientes de las principales diferencias entre Apache Hadoop y Apache Spark.
  • Conocer algunos conceptos y principales metodologías utilizadas en la analítica avanzada.
  • Cómo se relacionan con el Business Intelligence o analítica tradicional.
Duración

40 horas

Programa
  1. Antecedentes, definiciones y bases para un correcto entendimiento
    1. Necesidades del ejecutivo
    2. Problemas de IT que resuelve
    3. ¿Qué es un DSS?
    4. Business Intelligence
    5. Business Analytics
    6. Business Intelligence vs Business Analytics
    7. Grados de madurez analítica de una empresa
  2. La importancia del dato Valor
    1. Data Governance
    2. Data Quality
    3. Data Quality & Governance-GDPR
  3. Algunos conceptos técnicos de la analítica tradicional
    1. Analítica clásica: flujo de datos
    2. Procesos ETL
    3. DataWarehouse
    4. Datamart
    5. Cubos OLAP
    6. Sistema de Reporting
    7. Panel de control y dashboard
    8. Balanced Scorecard
    9. Comparación de herramientas
    10. Business Intelligence - Solvencia II
  4. Representación de los datos
    1. Analítica clásica: Flujo de datos
    2. Cuadro de Mando Integral (CMI)
    3. Tipo de Herramientas
  5. Introducción al Big Data
    1. Historia del Big Data
    2. ¿Qué es el Big Data?
    3. Apache Hadoop y su ecosistema
    4. MapReduce: el motor de Hadoop
    5. Spark
    6. MapReduce vs Spark
    7. Big Data y problemas de rendimiento en una TELCO
    8. Objetivos perseguidos
    9. Explicación
    10. Modelo de Fast Data
  6. Introducción a la analítica avanzada
    1. Algoritmia
    2. Estadística descriptiva
    3. Análisis clúster
    4. Análisis factorial
    5. Regresión
    6. Ejemplo: detección de empresas ficticias

Ciberseguridad para Usuarios

Objetivos

Objetivos específicos

  • Valorar la necesidad de la gestión de la seguridad en las organizaciones.
  • Conocer las principales amenazas a los sistemas de información.
  • Identificar las principales herramientas de seguridad y su aplicación en cada caso.
Duración

10 horas

Programa
  1. Introducción a la seguridad en sistemas de información
    1. Conceptos de seguridad en los sistemas de información
    2. Clasificación de las medidas de seguridad
    3. Requerimientos de seguridad en los sistemas de información
      1. Principales características
      2. Confidencialidad
      3. Integridad
      4. Disponibilidad
      5. Otras características
      6. Tipos de ataques
  2. Ciberseguridad
    1. Concepto de ciberseguridad
    2. Amenazas más frecuentes a los sistemas de información
    3. Tecnologías de seguridad más habituales
    4. Gestión de la seguridad informática
    5. Normativa y reglamentación sobre seguridad informática
    6. Respuesta a incidentes de seguridad
  3. Software dañino
    1. Conceptos sobre software dañino
    2. Clasificación del software dañino
    3. Amenazas persistentes y avanzadas
    4. Ingeniería social y redes sociales
  4. Seguridad en redes inalámbricas
  5. Herramientas de seguridad
    1. Medidas de protección
    2. Control de acceso de los usuarios al sistema operativo
      1. Permisos de los usuarios
      2. Registro de usuarios
      3. Autentificación de usuarios
    3. Gestión segura de comunicaciones, carpetas y otros recursos compartidos
      1. Gestión de carpetas compartidas en la red
      2. Tipos de accesos a carpetas compartidas
      3. Compartir impresoras
    4. Protección frente a código malicioso
      1. Antivirus
      2. Cortafuegos (firewall)
      3. Antimalware

Introducción a Internet de las Cosas (IoT) - Conectando el Mundo

Objetivos
  • Introducirse en Internet de las Cosas (Internet of Things, IoT) ofreciendo una descripción general de los conceptos y retos de la economía transformadora de Internet de las Cosas.
  • Realizar un recorrido histórico que abarque desde la evolución de Internet hacia la interconexión de personas, procesos, datos y objetos, los cuales son la base del IoT.
  • Presentar el concepto de una red fundamental que conecta miles de millones de objetos y billones de gigabytes de datos para mejorar los procesos de toma de decisiones e interacciones.
  • Describir cómo IoT impulsa la convergencia entre los sistemas de tecnología operativa (TONO) y tecnología de la información (TI) de una organización, así como también los procesos empresariales para evaluar un problema e implementar una solución.
Duración

30 horas

Programa
  1. Antecedentes, definiciones y bases para un correcto entendimiento
    1. Antecedentes históricos
    2. Internet y su evolución
    3. Principales precursores del IoT
    4. ¿Qué es IoT?
    5. Cuestiones clave del IoT
    6. Algunos datos sobre IoT
    7. ¿Qué son las cosas?
    8. ¿Cómo es una infraestructura de IoT?
    9. Impulsores de IoT
  2. Pilares del Internet de las Cosas (IoT)
    1. Los cuatro pilares del IoT
    2. Interacciones entre los pilares
  3. Tecnologías relacionadas
    1. Requerimientos clave en una plataforma completa de IoT
    2. Lenguajes de programación
    3. Redes de comunicación
    4. Interconexión de dispositivos
    5. Protocolos de comunicación
    6. 5G
    7. Cloud Computing
    8. Fog Computing
    9. Las conexiones del IoT: TI y TO
    10. Convergencia
    11. Herramientas de IoT
  4. IoT en la vida real
    1. IoT en la actualidad
    2. Modelos de uso
    3. Ventajas y retos del IoT
    4. Transformación digital
    5. ¿Qué sectores usan IoT?
    6. Implementación de soluciones de IoT
    7. Valor que aporta IoT al negocio
    8. Cómo abordar un proyecto de IoT
    9. Situación actual del mercado
    10. Buenas prácticas en la creación de un prototipo de IoT
    11. Control de la solución de IoT adoptada

Contabilidad y Finanzas

Contabilidad Financiera

Objetivos

Conocer el marco conceptual de la contabilidad financiera y la legislación actual vigente al respecto y los conceptos básicos de contabilidad y del plan general de contabilidad, así como desarrollar las diferentes operaciones básicas posibles en la contabilidad financiera y los elementos y factores influyentes en la constitución y distribución de las operaciones con los socios de la empresa.

Duración

100 horas

Programa
  1. Cuestiones contables básicas
    1. La contabilidad
    2. El patrimonio
    3. Las cuentas
    4. El plan general del contabilidad
  2. Operaciones relacionadas con el ciclo comercial
    1. Compras y gastos
    2. Ventas e ingresos
    3. La regulación de existencias y el proceso contable básico
    4. Contabilidad del impuesto sobre el valor añadido
    5. Los derechos de cobro
    6. Impuesto sobre beneficios
  3. Operaciones relacionadas con la financiación propia y con la financiación ajena
    1. Constitución de la empresa
    2. Distribución de beneficios
    3. Las fuentes de financiación
    4. Ampliaciones de capital
    5. Préstamos recibidos y pólizas de crédito
    6. El leasing
    7. El inmovilizado
    8. Subvenciones, donaciones y legados
  4. Activos financieros
    1. Activos no corrientes mantenidos para la venta. Conceptos previos
    2. Las inversiones financieras
    3. Créditos concedidos
  5. Otras cuestiones
    1. Operaciones en moneda extranjera, periodificación y otras cuestiones
    2. Confección de las cuentas anuales
    3. Gastos e ingresos imputados al patrimonio neto

Gestión Contable, Fiscal y Laboral en Pequeños Negocios y Microempresas

Objetivos
  • Describir el proceso de elaboración de un calendario de cobros y pagos, así como las variables a tener en cuenta
  • Identificar la legislación mercantil que regula los documentos de cobro y pago describiendo los requisitos exigidos para cada uno de ellos
  • Explicar los procesos de tramitación de los instrumentos de cobro y pago, convencionales y telemáticos, respetando los criterios definidos en la normativa mercantil
  • Describir las utilidades y prestaciones de las aplicaciones ofimáticas de gestión de cobros y pagos habituales en pequeños negocios
  • Explicar el concepto de aseguramiento de cobros describiendo sus ventajas y costes
  • Explicar el procedimiento a seguir en la tramitación de pagos, liquidaciones, solicitud de aplazamientos o fraccionamientos de pago de las deudas con Administraciones Públicas identificando la documentación necesaria para su tramitación
  • Explicar los mecanismos habituales de control de los flujos de tesorería cobros y pagos a través de caja, bancos, medios telemáticos u otros
  • Definir los mecanismos para la solución de incidencias, errores o inexactitudes detectadas en las anotaciones y extractos bancarios
  • Explicar el procedimiento a seguir para la reclamación de un impago o deuda vencida a un cliente identificando las circunstancias, consecuencias y garantías judiciales más habituales
  • Explicar las técnicas para la detección de desviaciones en el presupuesto de tesorería, utilizando aplicaciones ofimáticas tales como hojas de cálculo
  • Relacionar las medidas de ajuste habituales para déficit de tesorería descuentos de efectos, líneas de crédito, refinanciaciones, aplazamientos y otros contrastando las ventajas e inconvenientes de cada uno de ellos
  • Determinar las obligaciones contables de pequeños negocios en función de su naturaleza o régimen fiscal seleccionado en el caso de los empresarios individuales, identificando los registros obligatorios y los trámites para su legalización y publicidad
  • Explicar los principales conceptos contables debe, haber, método de partida doble, funcionamiento de cuentas de activo, pasivo, gastos e ingresos reconociendo su utilidad para la elaboración de las cuentas anuales.
  • Establecer los procesos de registro de operaciones contables y de elaboración de cuentas anuales, identificando las ventajas que conlleva la utilización de las aplicaciones de gestión contable o paquetes integrados de gestión
  • Determinar la normativa fiscal más importante en el desarrollo de la actividad de pequeños negocios describiendo las obligaciones fiscales que se derivan
  • Caracterizar la documentación fiscal habitual en pequeños negocios describiendo la forma adecuada de cumplimentarla y los plazos de presentación exigidos en cada caso, utilizando las aplicaciones ofimáticas específicas
Duración

60 horas

Programa

MEDIOS DE COBRO Y PAGO EN PEQUEÑOS NEGOCIOS O MICROEMPRESAS.

  1. Legislación mercantil básica:
    1. Documentos físicos de cobro y pago: contenido, características y ventajas
    2. Instrumentos de pago y costes de financiación en su caso
    3. La letra de cambio y el pagaré. Diferencias
    4. El pago al contado y descuentos por «pronto pago».
    5. El pago aplazado con intereses
    6. La transferencia bancaria
    7. Pago contrarreembolso o a la recepción de mercancía, producto o servicio
    8. Medios de pago telemáticos
    9. Otras formas de pago
  2. La gestión de cobros en pequeños negocios o microempresas:
    1. Seguimiento y control de facturas y gestión de cobros
    2. Cobros y pagos ante la Administración
    3. Métodos de compensación de cobros
  3. Fórmulas de reclamación de impagados:
    1. Acciones judiciales con impagados
    2. Las soluciones extrajudiciales

GESTIÓN DE TESORERÍA EN PEQUEÑOS NEGOCIOS O MICROEMPRESAS

  1. Ejecución del presupuesto de tesorería y métodos de control:
    1. El calendario de cobros y pagos
    2. Control de los flujos de tesorería
    3. Desviaciones del presupuesto de tesorería
  2. Técnicas para la detección de desviaciones:
    1. Causa, naturaleza y efectos de las desviaciones
    2. El ajuste de las desviaciones del presupuesto de tesorería
    3. Clases de ajustes
  3. Aplicaciones informáticas y ofimáticas en la gestión de tesorería:
    1. Aplicaciones específicas para la gestión de tesorería
    2. Prestaciones de las aplicaciones ofimáticas en la gestión de cobros y pagos

GESTIÓN CONTABLE, FISCAL Y LABORAL EN PEQUEÑOS NEGOCIOS O MICROEMPRESAS

  1. Obligaciones contables en función de la forma jurídica
    1. Naturaleza, funciones y principios del Plan General de Contabilidad
    2. Conceptos básicos: método de partida doble, debe y haber, activo y pasivo, ingresos y gastos
    3. El registro contable de las operaciones
    4. Las cuentas anuales en pequeños negocios: tipos, modalidades y estructura
  2. La gestión fiscal en pequeños negocios
    1. El calendario fiscal
    2. Las declaraciones tributarias de pequeños negocios y microempresas
    3. Cumplimentación de documentos y plazos de presentación
  3. Obligaciones de carácter laboral
    1. El Servicio Público de Empleo Estatal y la contratación laboral
    2. La Tesorería General de la Seguridad Social: inscripción, afiliación, altas, bajas, variaciones y cotizaciones
  4. Aplicaciones informáticas y ofimáticas de gestión contable, fiscal y laboral
    1. Paquetes integrados de gestión para pequeños negocios o microempresas
    2. El tratamiento de textos en la elaboración de escritos
    3. La hoja de cálculo en la elaboración de nóminas
    4. La base de datos en la gestión de personal
    5. Aplicaciones de gestión contable y fiscal

Creación de Empresas

ADGG087PO: Project Management: Gestión Integrada de Proyectos

Objetivos

Objetivo general:

Adquirir conocimientos sobre los aspectos básicos para dirigir, planificar y desarrollar un proyecto e implantarlo con éxito en la empresa teniendo en cuenta los aspectos contemplados en la Certificación PMP que promueve el project Managment Institute.

Objetivos específicos:

  • Diferenciar entre qué es un proyecto y qué no lo es.
  • Identificar las 10 áreas de conocimiento involucradas en la gestión de proyectos.
  • Estructurar una organización de forma eficiente hacia los proyectos.
  • Diferenciar entre la matriz de procesos de la versión 4 y la versión 5 del PMBoK
  • Diferenciar entre proyectos, programas y portafolios.
  • Listar los grupos de procesos según el PMI.
  • Identificar las fases de un proyecto y diferenciarlas de los grupos de procesos.
  • Planificar un proyecto.
  • Analizar las características fundamentales del gestor de proyectos.
  • Contrastar las enormes dificultades que conlleva la labor de la dirección de proyecto
  • Identificar las principales funciones del gestor de proyectos.
  • Escribir un acta de inicio de un proyecto
  • Identificar las expectativas puestas en el proyecto por parte de los principales actores.
  • Diseñar una EDT.
  • Diferenciar entre un entregable y algo que no lo es.
  • Establecer un buen control de cambios de tus proyectos
  • Interpretar la complejidad de gobernar un proyecto, con todas sus variables.
  • Diseñar paneles de control de proyecto
  • Establecer buenas prácticas de cierre de proyectos, tanto administrativa como técnicamente.
  • Planificar la evolución en el tiempo del proyecto.
  • Desarrollar y controlar un cronograma.
  • Listar recursos necesarios para desarrollar el proyecto.
  • Aplicar técnicas como la cadena crítica para llegar a tiempo en la entrega del proyecto.
  • Definir la línea base del coste del proyecto.
  • Estimar costes mediante diversos tipos de técnicas diferentes.
  • Controlar el cumplimiento del presupuesto del proyecto.
  • Realizar proyecciones de comportamiento futuro de los costes.
  • Asimilar que la calidad también se planifica y se controla.
  • Entender que sin calidad no tenemos proyecto.
  • Identificar técnicas de control de la calidad.
  • Identificar a los recursos humanos como clave del éxito de tu proyecto.
  • Motivar positivamente a tu equipo de trabajo.
  • Contribuir al desarrollo personal y profesional de los miembros de tu equipo.
  • Diseñar un esquema de comunicaciones con diferentes actores.
  • Entender que hay muchas formas de comunicar y que debemos adaptar las formas al receptor de nuestras comunicaciones.
  • Entender que hay muchas formas de comunicar y que debemos adaptar las formas al receptor de nuestras comunicaciones.
  • Identificar correctamente diversos stakeholders del proyecto.
  • Trazar un plan para gestionar la implicación de los stakeholders.
  • Crear diagramas que ayuden a gestionarla participación y la toma de decisiones de los stakeholders
  • Distinguir la gestión de riesgos como un área clave de la gestión del proyecto.
  • Identificar riesgos.
  • Identificar un plan de contingencia y su criticidad.
  • Identificar los distintos tipos de contratos de suministro.
  • Reconocer los dos cierres de proyecto, técnico y administrativo.
  • Planificar las compras para mejorar el cash-flow de tu proyecto.
  • Asimilar las directrices básicas de un comportamiento ético en la dirección de proyectos.
  • Identificar comportamientos éticos y no éticos.
  • Diferenciar entre honestidad y concupiscencia.
  • Identificar la importancia de la organización PMI® en la gestión de proyectos
  • Evaluar la necesidad de contar con una certificación en gestión de proyectos
  • Medir la dificultad de acometer tu preparación para obtener esa certificación.
  • Identificar la validez de las herramientas en la ayuda a la gestión de los proyectos.
  • Relacionar los puntos críticos de la gestión de proyectos, donde se requiere apoyo.
  • Estructurar las ayudas necesarias en el proyecto.
  • Identificar la innovación como una clave de éxito en tus proyectos.
  • Diseñar un análisis DAFO correctamente.
  • Analizar el entorno de tus proyectos de forma eficaz
  • Tomar conciencia de lo necesario que es informar de nuestras acciones
  • Diferenciar los diferentes tipos de informes existentes.
  • Estructurar una estrategia de comunicación de informes.
  • Identificar los métodos a utilizar para informar a los diferentes receptores.
Duración

60 horas

Programa
  1. Gestión de proyectos
    1. Introducción: qué es un proyecto
    2. Fundamentos básicos
    3. Áreas de conocimiento
    4. Terminología
    5. Estructura de la organización: jerarquías y matriciales
      1. Introducción
      2. Culturas y estilos de la organización
      3. Estructura de la organización
  2. Metodología
    1. Programas y subprogramas
      1. Introducción
      2. Dirección de programas
    2. Plan de proyectos
      1. Introducción
      2. El proyecto y la planificación
      3. Los proyectos y el trabajo operativo
      4. Colaboración en la planificación
    3. Grupos de procesos
    4. Fases y ciclos de un proyecto
      1. Las fases de un proyecto
      2. Relación entre las fases de un proyecto
      3. El ciclo de vida del proyecto
      4. Características del ciclo de vida del proyecto
      5. Relaciones entre el ciclo de vida del producto y del proyecto
    5. Portafolios
  3. El Project Manager
    1. Perfil profesional
    2. Implicaciones de dirigir un proyecto
    3. Aptitudes
    4. Capacidades
    5. Funciones
  4. El inicio del proyecto
    1. Acta de constitución
      1. Definición y procesos de integración
      2. Inicio formal de proyecto
      3. Desarrollo del acta de constitución del proyecto
        1. Contenido del acta de constitución
        2. Utilidad del acta
        3. Mapa del proceso
    2. Requerimientos de nuestro cliente
    3. Expectativas
      1. Satisfacer las necesidades del cliente
      2. Distintas dimensiones de valor
      3. Percepción global de la propuesta
      4. La acción directiva
    4. EDT: estructura de desglose de tareas
      1. Estructura de trabajo EDT
      2. Actividades
    5. Entregables
    6. Toma de decisiones
      1. Cuestiones básicas
        1. Características de las decisiones
        2. Pasos del proceso de toma de decisiones
        3. Categorías de decisiones
      2. Técnica de toma de decisiones
      3. Bases no cuantitativas
      4. Bases cuantitativas
      5. Cualidades del tomador de decisiones
      6. Categorías de personas que toman decisiones
      7. La incertidumbre en la toma decisiones
      8. Trampas psicológicas a la hora de tomar decisiones
        1. Errores de procedimiento en la toma de decisiones
        2. Trampas psicológicas
      9. El buen tomador de decisiones
  5. Integración de proyectos
    1. Gestión de la integración
      1. Introducción
      2. Definición
      3. Características de la gestión de la integración del proyecto
      4. Tareas de la gestión de la integración del proyecto
      5. Implementación integrada de un Proyecto
      6. Actividades en la gestión de la integración del proyecto
    2. Procesos de la gestión de la integración del proyecto
      1. Vista general
      2. Desarrollar el acta de constitución del proyecto
        1. Acta de constitución
        2. Contenido del Acta de Constitución
        3. Utilidad del acta
        4. Mapa del proceso
      3. Desarrollar el plan para la dirección del proyecto
        1. El plan para la dirección del proyecto
        2. Elementos del plan de dirección del proyecto
        3. Procesos de entrada
        4. Mapa del proceso
      4. Dirigir y gestionar la ejecución del proyecto
      5. Dirigir y gestionar el trabajo del proyecto
      6. Seguimiento y control
        1. Monitorear y controlar el trabajo del proyecto
        2. Mapa del proceso
      7. Control integrado de cambios
        1. Definición
        2. Actividades de gestión de cambios
        3. La solicitud de cambios
        4. Objetivos del control de la configuración
        5. Actividades de gestión de la configuración
        6. Mapa del proceso
      8. Cierre del proyecto o fase
        1. Definición
        2. Metodologías
        3. Implicaciones
        4. Mapa del proceso
  6. Gestión del tiempo
    1. Gestión del tiempo del proyecto
      1. Cronograma y modelo de estimación de tiempos
      2. Procesos para construir un cronograma
      3. Metodología de planificación
      4. Plan de gestión del cronograma
    2. Procesos de la gestión del tiempo del proyecto
      1. Resumen de procesos de integración por cada grupo de procesos
      2. Planificar la gestión del cronograma
      3. Definir las actividades
      4. Secuenciar las actividades
      5. Estimar los recursos de las actividades
      6. Estimar la duración de las actividades
    3. Desarrollar el cronograma
    4. Controlar el cronograma
  7. Costes
    1. Importancia de la gestión de costes en las organizaciones
      1. Plan de gestión de costes
      2. Puntos a destacar
    2. El plan para la gestión de costes
    3. Plan de gestión de los costes del Proyecto
    4. Estimación de costes de un proyecto
      1. Tipos de estimación de costes
      2. Datos de entrada
      3. Herramientas y técnicas de estimación de costes
      4. Productos consecuencia de la estimación de costes
    5. El presupuesto de un proyecto
      1. Introducción
      2. Presupuesto: que no es
      3. Información necesaria
      4. Clasificación de los costes
      5. Análisis de la financiación
    6. El control de los costes en un proyecto
      1. Implicaciones
      2. Entradas del proceso de control de costes
      3. Herramientas y técnicas de control de costes
        1. Gestión del valor Ganado (EVM)
        2. Indice de Desempeño del trabajo por completar (TCPI)
  8. Calidad
    1. Concepto de calidad
    2. Nivel vs grado de calidad
    3. Tipos de calidad
    4. Gestión de calidad del proyecto
      1. Recomendaciones
      2. Importancia de la gestión de la calidad
    5. Procesos de la gestión de la calidad del proyecto
      1. Introducción
      2. Planificación de la calidad
        1. Criterios para juzgar la calidad
        2. Preguntas a contestar
        3. Entradas del proceso de planificación de la calidad
        4. Herramientas y técnicas para la planificación de la calidad
        5. Productos o salidas
      3. Aseguramiento de la calidad
        1. Nociones generales
        2. Normas ISO
        3. Entradas del proceso de aseguramiento de la calidad
        4. Herramientas y técnicas para asegurar la calidad
        5. Productos o salidas
      4. Control de la calidad
        1. Procesos para el control de la calidad
        2. Datos de entrada
        3. Herramientas y técnicas para el control de la calidad
        4. Salidas del control de calidad
  9. Gestión de los Recursos Humanos
    1. Gestión de los Recursos Humanos del proyecto
      1. Decisiones estratégicas y alcance
      2. Roles y responsabilidades
    2. Procesos de la Gestión de los Recursos Humanos
      1. Introducción
      2. Desarrollar el Plan de Recursos Humanos
        1. Pasos del Plan de Recursos Humanos
        2. Requisitos y entradas
        3. Herramientas y técnicas
        4. Guía del Plan de Recursos Humanos
      3. Adquirir el equipo del proyecto
        1. Adquisición del personal
        2. Situaciones que dificultan el proceso
        3. Información necesaria o datos de entrada
        4. Procesos y técnicas
        5. Resultados
      4. Desarrollar el equipo de trabajo del proyecto
        1. Tarea integradora
        2. Entradas o requisitos
        3. Actividades para fomentar espíritu de equipo y cooperación
        4. Salidas
      5. Dirigir el equipo del proyecto
        1. Reglas de la dirección de proyectos
        2. Información necesaria
        3. Actividades
        4. Resultados
  10. Gestión de las comunicaciones
    1. Definición de comunicación
    2. La comunicación en los proyectos
      1. Por qué establecer una comunicación adecuada
      2. Cuestiones a tener en cuenta
      3. Recomendaciones para establecer una comunicación eficaz
    3. Procesos de la gestión de las comunicaciones del proyecto
      1. Introducción
      2. Procesos para gestionar las comunicaciones de un proyecto
        1. Antes de implementar el plan de comunicaciones
        2. Análisis de los resultados
        3. Tipos de procesos
        4. Objetivos del plan de comunicación
      3. Herramientas para la gestión de la comunicación
  11. Stakeholders
    1. Los interesados
      1. Consideraciones
      2. Clasificación
      3. Implicaciones de la gestión de los interesados
      4. Influencia y continuidad
    2. Identificador de los interesados
      1. Gráfico resumen del proceso
      2. Recomendaciones
      3. Herramientas para clasificar a los interesados
    3. Planificar la gestión de los interesados
    4. Gestionar el compromiso de los interesados
      1. Gráfico resumen del proceso
      2. Aspectos del plan de comunicaciones
      3. Habilidades interpersonales
    5. Controlar el compromiso de los interesados
  12. Gestión de riesgos
    1. El riesgo como incertidumbre
    2. Categorización de riesgos
    3. Estructura de Desglose de Riesgos (EDR)
    4. Procesos de la gestión de riesgos
      1. Introducción
      2. Planificación de la gestión de riesgos
      3. Identificación de riesgos
      4. Análisis cualitativos de riesgos
      5. Análisis cuantitativos de riesgos
      6. Planificar la respuesta a los riesgos
      7. Control de riesgos
  13. Plan de compras
    1. Adquisición y cierre de contratos
      1. El Departamento de compras y los contratos
      2. Responsabilidades del Departamento de compras
      3. Etapas del desarrollo de la gestión de adquisiciones
    2. Procesos de la gestión de adquisición del proyecto
      1. Introducción
      2. Planificación de las adquisiciones
      3. Realización de las adquisiciones
      4. Control de las adquisiciones
      5. Cierre de las adquisiciones
  14. Responsabilidad social y profesional
    1. Código de conducta
      1. Principios
      2. La responsabilidad
      3. El respeto
      4. La equidad
      5. La honestidad
    2. Conclusión
  15. La certificación del PMP en el mundo
    1. Tipos de preguntas del examen de certificación: la guía PMBOK (Project Management Body of Knowledge TM)
    2. Ejercicios prácticos online
    3. Recursos y bibliografía
  16. Herramientas de gestión de proyectos
    1. Uso de herramientas estructuradas de gestión de proyectos (Artemis, Primavera, Microsoft Project) frente a aplicaciones genéricas
      1. Herramientas para hacer presentaciones
      2. Consejos para tener las ideas claras
      3. Herramientas según el área de conocimiento del proyecto
  17. Criterios de éxito
    1. Fomentar la innovación
      1. La crisis como motor de cambio
      2. Creatividad para superar la crisis
      3. La innovación como factor de éxito
    2. Vencer resistencias
      1. Promover todas las formas de innovación
      2. Fuentes de innovación
      3. Ventajas de la innovación a la organización
    3. Formación para el cambio
    4. Técnicas de entrega modernas
    5. Impacto de una solución en un departamento tecnológico
    6. Análisis del entorno
      1. Macroentorno y microentorno
      2. Análisis PEST
      3. Análisis del microentorno o industria
      4. Ejemplo práctico de análisis de Porter
      5. Identificar la cadena de valor en un sector
      6. Ejemplo práctico de cadena de valor Telefonía Móvil
    7. Metodología DAFO
      1. Cómo identificar oportunidades y amenazas
      2. Identificar oportunidades y amenazas
      3. Matriz DAFO
      4. Actuaciones ante el análisis DAFO
      5. Ejemplo práctico de Análisis DAFO de Ikea
    8. Definir factores críticos de éxito e indicadores clave del desempeño
      1. Identificar los factores clave de éxito del sector o negocio
      2. Las áreas de resultado clave (ARC)
      3. Conclusiones
    9. Escenario de negocio
    10. Alternativas
      1. Etapas del proceso de la toma de decisiones
      2. Situaciones de certeza vs incertidumbre
      3. Bases cuantitativas y cualitativas
      4. Cualidades de un buen tomador de decisiones
    11. Selección efectiva de paquetes software
    12. Generar ofertas competitivas
    13. Investigar proveedores
    14. Análisis para la selección de paquetes de software
    15. Tipos de estimación
      1. La estimación de costes
      2. Métodos para estimar
  18. Informes
    1. Qué es un informe
    2. Importancia de un buen informe
    3. Formatos
    4. Alcances
    5. Extensiones
    6. Soportes
    7. Tipologías

Creación y Gestión de Empresas

Actualización de la Normativa Laboral

Objetivos
  • Adquirir conocimientos sobre las obligaciones legales que la empresa exige cumplir tanto al trabajador como a la Administración en los ámbitos de Seguridad Social y Trabajo
  • Conocer el procedimiento de inscripción, afiliación y baja de trabajadores en la Seguridad Social
  • Modalidades de contratos de trabajo
  • Adquisición de las habilidades para realizar el cálculo y liquidación de la cotizaciones a la Seguridad Social y las nóminas del personal
  • Cumplimentando los impresos oficiales.
Duración
15 horas
Programa
  1. Novedades sociolaborales de la Ley de Presupuestos Generales del Estado
    1. Cotización a la Seguridad Social
    2. Revalorización de pensiones: Importe mínimo y complementos
    3. Importes prestaciones familiares
    4. Valores legales: Interés legal del dinero e IPREM
    5. Bonificaciones de cotizaciones establecidas en la LPGE
    6. Tarifa de accidentes de trabajo y enfermedad profesional
    7. Otras novedades en materia de normativa sociolaboral
  2. Orden PCM/244/2022, de 30 de diciembre
    1. Cotización a la Seguridad Social: Régimen General
    2. Cotización Sistema Especial Agrario y Sistema Especial de Empleados de Hogar
    3. Cotización de colectivos especiales del Régimen General
    4. Cotización RETA
    5. Cotización en supuestos especiales
    6. Cotización de los contratos a tiempo parcial
    7. Coeficientes reductores
  3. Salario mínimo interprofesional
    1. Cuantía del SMI
    2. Compensación y absorción
    3. Trabajadores eventuales, temporeros y empleados de hogar
  4. Revalorización de las pensiones y de otras prestaciones sociales públicas
    1. Pensiones del sistema de la Seguridad Social en su modalidad contributiva
    2. Pensiones del sistema de la Seguridad Social en su modalidad no contributiva, pensiones mínimas y otras prestaciones
    3. Cuantías mínimas de las pensiones

Gestión Fiscal

Objetivos
  • Calcular las cuotas liquidables de los impuestos que gravan la actividad económica de la empresa y elaborar toda aquella documentación correspondiente a sus declaraciones liquidaciones, aplicando la normativa mercantil y fiscal vigente
  • Conocer la necesidad de observar rigor y precisión en el desempeño de un puesto de trabajo, valorando la importancia de la empresa en el desarrollo económico y social
Duración

90 horas

Programa

INTRODUCCIÓN A LA LEY GENERAL TRIBUTARIA

  1. Disposiciones generales del ordenamiento tributario
    1. Introducción
    2. Los Tributos: concepto y clases
    3. Principios de la ordenación y aplicación del sistema tributario
    4. La Administración Tributaria
    5. Las Normas Tributarias
    6. Las Obligaciones Tributarias
    7. Los Obligados Tributarios
    8. La Cuantificación de la Obligación Tributaria
    9. La deuda Tributaria
  2. Los procedimientos tributarios
    1. Introducción
    2. Normas comunes de los procedimientos tributarios
    3. El procedimiento de gestión
    4. El procedimiento de inspección
    5. El procedimiento de recaudación
    6. El procedimiento sancionador
    7. El procedimiento de revisión en vía administrativa

EL IMPUESTO SOBRE SOCIEDADES

  1. Concepto y legislación
  2. Caracteres
  3. Ámbito de aplicación estatal
  4. Hecho imponible
  5. Sujetos pasivos
    1. Entidades no sujetas al impuesto
    2. Entidades sujetas al impuesto
  6. Residencia y domicilio fiscal
    1. Residencia
    2. Domicilio fiscal
  7. Exenciones
    1. Introducción
    2. Exenciones subjetivas
    3. Exenciones objetivas
  8. Período impositivo y devengo del impuesto
    1. Período impositivo
    2. Supuestos especiales de conclusión del período impositivo
    3. Devengo del impuesto
  9. Esquema de liquidación del impuesto
  10. Diferencias permanentes y temporales
    1. Concepto
    2. Clases
    3. Cálculo
  11. Diferimiento de la carga fiscal
    1. Introducción
    2. Diferencias de Calificación I: amortizaciones
    3. Diferencias de Calificación II: deterioros de valor
    4. Diferencias de Calificación III: provisiones para riesgos y gastos
    5. Diferencias de Calificación IV: gastos no deducibles
    6. Diferencias de Valoración I: Reglas de Valoración general y especiales
    7. Diferencias de Valoración II: Operaciones Vinculadas
    8. Diferencias de Valoración III
    9. Diferencias de Valoración IV: integración en la base imponible de la diferencias entre la valoración de un elemento o servicio a efectos fiscales y su valoración contable
    10. Temporalidad
    11. Limitación en la deducibilidad de los gastos financieros
  12. Compensación de bases imponibles negativas
  13. Tipo de gravamen. Cuota íntegra
    1. Introducción
    2. Requisitos
    3. Ámbito de aplicación
  14. Cuota líquida
  15. Cuota diferencial
  16. Divergencias entre contabilidad y fiscalidad
    1. Introducción
    2. La normativa contable y la normalidad fiscal
    3. La conciliación entre ambas normativas
    4. Asientos de ajuste

IMPUESTO SOBRE EL VALOR AÑADIDO

  1. Hecho imponible. Exenciones. Lugar de realización
    1. Concepto
    2. Caracteres
    3. Normativa básica
    4. Ámbito de aplicación espacial
    5. Hecho imponible
    6. Operaciones no sujetas
    7. Exenciones
    8. Lugar de realización del hecho imponible
  2. Base Imponible. Sujeto pasivo
    1. Determinación de la base imponible en las entregas de bienes y prestaciones de servicios (importe facturado)
    2. Sujeto Pasivo
  3. Deducciones y devoluciones
    1. Introducción
    2. Deducciones (supuestos de deducción y supuestos de no deducción)
    3. La regla de prorrata
    4. Regularización de deducciones por bienes de inversión
    5. Devoluciones
    6. Declaraciones a compensar
  4. Tipos impositivos
    1. Normal, reducido y superreducido
    2. Recargo de equivalencia
    3. Regímenes especiales
  5. Gestión y liquidación del impuesto
    1. Introducción
    2. Modelos de declaración
    3. Plazos de presentación

IMPUESTO SOBRE LA RENTA DE LAS PERSONAS FÍSICAS

  1. Conceptos Generales
    1. Definición y caracteres
    2. Normativa básica y ámbito de aplicación
    3. Rentas a declarar
    4. Obligados a presentar la declaración
    5. Período Impositivo y Devengo
  2. Base imponible
    1. Introducción
    2. Rendimientos de Trabajo Personal
    3. Rendimientos de Capital
    4. Rendimientos de Actividades Económicas
    5. Variaciones patrimoniales
    6. Imputaciones de rentas
  3. Base liquidable
    1. Introducción
    2. Integración y compensación de rentas de la base imponible general
    3. Integración y compensación de rentas de la base imponible del ahorro
    4. Base liquidable general
    5. Base liquidable del ahorro
  4. Cuota íntegra
    1. Introducción
    2. Cuotas íntegras
    3. Mínimo personal y familiar
    4. Deducciones de la cuota íntegra
    5. Cuota líquida
  5. Deuda tributaria
    1. Introducción
    2. Deducción por doble imposición internacional
    3. Deducción por obtención de rendimientos del trabajo o de actividades económicas
    4. Deducción por maternidad
    5. Retención y pagos a cuenta
    6. Gravamen especial sobre los premios de determinadas lorterías y apuestas

RÉGIMEN FISCAL PARA EMPRESAS DE REDUCIDA DIMENSIÓN

  1. Requisitos
  2. Incentivos fiscales
    1. Libertad de amortización para las inversiones realizadas en elementos de activo material nuevos que vayan acompañados de la creación de empleo
    2. Libertad de amortización para inversiones realizadas en elementos de escaso valor
    3. Aceleración de la amortización de inversiones efectuadas en elementos de activo nuevos y en activos intangibles
    4. Pérdida por deterioro de los créditos por posibles insolvencias de deudores de forma global sobre el saldo de deudores existentes a la conclusión del período impositivo
    5. Aceleración de la amortización de los elementos en los que se ha producido la reinversión
    6. Deducibilidad de las cuotas de arrendamiento financiero satisfechas
    7. Aplicación de un tipo impositivo especial para una parte de la base imponible
    8. Incentivos para empresas de nueva creación

Impuesto sobre el Valor Añadido (IVA)

Objetivos


  • Calcular las Bases Imponibles
  • Realizar las liquidaciones a efectos de IVA referentes tanto al Régimen General como a los Regímenes Específicos
  • Aplicar los distintos tipos impositivos de IVA en función de cada régimen y tipo de actividad..
Duración

40 horas

Programa
  1. Normativa general del IVA

    1. ¿Qué es el IVA?

    2. Características ¿Cómo es el IVA?

    3. Campo de aplicación ¿Dónde se aplica?

    4. Hechos imponibles

    5. Gestión y liquidación del impuesto

  2. La base imponible, deducciones y devoluciones

    1. Base imponible

    2. Tipos impositivos

    3. Deducciones (supuestos de deducción y supuestos de no deducción)

    4. Regla de prorrata

    5. Régimen de deducciones en sectores diferenciados de la actividad

    6. Deducciones anteriores al inicio de las operaciones

    7. Devoluciones

  3. Regímenes especiales de IVA

    1. Regímenes especiales

    2. Régimen simplificado (artículos 122 y 123 LIVA)

    3. Régimen especial de la agricultura, ganadería y pesca (REAGP, artículos 124 a 134 LIVA)

    4. Régimen especial de los bienes usados, objetos de arte, antigüedades y objetos de colección (artículos 135 a 139 LIVA)

    5. Régimen especial de las agencias de viajes (artículos 141 a 147 LIVA)

    6. Régimen especial del recargo de equivalencia

    7. Régimen especial de oro de inversión (artículos 140 a 140 sexies LIVA)

    8. Régimen especial de los servicios prestados por vía electrónica

    9. Régimen especial de las entregas de gas y electricidad

    10. Regímenes especiales aplicables a las ventas a distancia y a determinadas entregas interiores de bienes y prestaciones de servicios

    11. Régimen especial del grupo de entidades

  4. Operaciones internacionales del IVA

    1. Tráfico internacional

    2. Operaciones interiores

Impuesto sobre Sociedades

Objetivos

OBJETIVOS GENERALES

El conocimiento del impuesto sobre sociedades resulta imprescindible para los profesionales del asesoramiento fiscal a empresas o para empleados de departamentos de administración, contabilidad o finanzas.

Con el programa que se presenta en este curso se logrará adquirir los conocimientos y capacidades para poder cumplimentar las obligaciones fiscales relacionadas con dicho impuesto y para aprovechar al máximo los beneficios fiscales que la normativa permite en este tributo.

Para ello, se presenta un material didáctico en el que junto con la explicación de la legislación aplicable, especialmente la Ley 27/2014 del Impuesto sobre Sociedades, se intercalan numerosos ejemplos que presentan situaciones que se producen en el día a día de la actividad empresarial. Además, al finalizar las distintas unidades didácticas se proponen y resuelven numerosos casos prácticos que ayudan a la comprensión de una materia tan técnica como la tributaria.

OBJETIVOS ESPECÍFICOS

  1. Conceptos básicos:

    Se presenta una introducción al estudio del impuesto, la normativa que lo regula, el ámbito de aplicación y las peculiaridades que se dan en algunos territorios (Navarra, País Vasco, Canarias, Ceuta y Melilla), el régimen fiscal de las entidades no residentes en España, así como aspectos tan importantes como el hecho imponible, los sujetos pasivos y las exenciones del impuesto.

  2. Determinación de la base imponible. Amortizaciones y correcciones de valor:

    En esta unidad se analizan los distintos gastos que resultan fiscalmente deducibles según la Ley del Impuesto sobre Sociedades. Se estudian los distintos sistemas de amortización admitidos, así como los supuestos de amortización libre y acelerada. También se aborda el régimen de amortización en supuestos específicos como elementos objeto de arrendamiento financiero, elementos utilizados en varios turnos de trabajo, elementos usados, etc. Finalmente se estudian las correcciones de valor: pérdidas por deterioro de valor de elementos patrimoniales.

  3. Gastos no deducibles. Limitaciones en la deducibilidad de gastos financieros. Operaciones societarias y vinculadas. Imputación temporal. Compensación de bases imponibles negativas:

    La normativa del Impuesto sobre Sociedades menciona de forma expresa los gastos que no resultan deducibles y que pueden dar lugar a ajustes en la base imponible. La determinación de estos gastos no deducibles es clave en la liquidación del impuesto. También se analizan en esta unidad otros aspectos fundamentales como el régimen de operaciones vinculadas, la imputación temporal de ingresos y gastos, la limitación en la deducibilidad de gastos financieros, la exención para eliminar la doble imposición y la compensación de pérdidas.

  4. Período impositivo. Devengo. La deuda tributaria en el Impuesto sobre Sociedades. Tipo de gravamen. Cuota íntegra. Deducciones y bonificaciones

    Tras estudiar el período impositivo y el devengo del impuesto y para finalizar la liquidación del mismo resta por determinar la deuda tributaria (a la que se llega después de aplicar el tipo impositivo que será diferente dependiendo de la entidad sometida al tributo). Por último, se aplicarán las deducciones para evitar la doble imposición, las bonificaciones y las deducciones para incentivar la realización de determinadas actividades.

Duración
50 horas
Programa
  1. Conceptos básicos

    1. Regulación. Naturaleza jurídica y características del impuesto

    2. Ámbito de aplicación espacial

    3. Elemento objetivo del hecho imponible

    4. Elemento subjetivo del hecho imponible

  2. Determinación de la base imponible. Amortizaciones

    1. Normativa

    2. Ideas previas sobre la determinación directa de la base imponible a partir del resultado contable

    3. Correcciones de valor

    4. Provisiones

  3. Gastos no deducibles. Normas de valoración. Imputación temporal

    1. Normativa

    2. Gastos no deducibles fiscalmente

    3. Reglas de valoración

    4. Imputación temporal. Inscripción contable de ingresos y gasto

    5. Reducción de rentas procedentes de determinados activos intangibles.

    6. Obra benéfico-social de las cajas de ahorro y fundaciones bancarias

    7. Reserva de capitalización

    8. La compensación de bases imponibles negativas

  4. La deuda tributaria. Métodos para evitar la doble imposición. Gestión del impuesto

    1. Normativa

    2. La deuda tributaria en el Impuesto sobre Sociedades

    3. Gestión del impuesto y pago fraccionado

Gestión de Personas

Gestión por Competencias

Objetivos

OBJETIVO GENERAL

  • Comprender el significado y los elementos integrantes del concepto de competencias.
  • Conocer las ventajas que ofrece la implantación de un modelo de gestión por competencias.
  • Comprender y saber definir modelos de competencias de diferentes organizaciones.
  • Aplicar los modelos de gestión de competencias a los diferentes sistemas de gestión.
Duración


30 Horas

Programa
  1. Para empezar, hablemos de talento
    1. Talento
      1. Introducción, etimología y definición
      2. Clasificación de modelos sobre el talento
        1. Orientación a los rasgos de personalidad y a las capacidades
          1. Introducción
          2. Modelo de Howard Gardner: inteligencias múltiples
        2. Orientación a los componentes cognitivos
        3. Orientación al logro y al rendimiento
          1. Introducción
          2. Definiciones de talento en los modelos de orientación al logro y al rendimiento
          3. Modelo de Joseph Renzulli: los tres aros
        4. Orientación a los elementos socioculturales y psicosociales
          1. Introducción
          2. Definiciones
          3. Modelo de Robert Sternberg: teoría Inversionista de la creatividad
    2. ¿Se puede desarrollar el talento?
      1. Introducción
      2. Nuevas tendencias: neurociencia y contexto
      3. Factores que influyen en el contexto de las organizaciones
        1. Concepto de persona
        2. La cultura de la organización
          1. Definición
          2. Los supuestos básicos
          3. Otras medidas estratégicas
          4. Retener al profesional con talento
    3. Modelo tradicional versus gestión por competencias
  2. ¿Qué son las competencias?
    1. ¿Cómo gestionar el talento en las organizaciones?
    2. ¿Por qué una gestión por competencias?
    3. ¿Qué es una competencia?
    4. Componentes de las competencias
    5. Clasificación de las competencias
    6. Ventajas y características de las competencias
    7. Proceso de gestión por competencias
      1. Introducción
      2. Realización del mapa de competencias
        1. Mapa de competencias a medida
        2. Definición del mapa de competencias
        3. Entrevistas estructuradas y análisis de la información
        4. Definición y graduación de competencias
      3. Diseño de perfiles profesionales
        1. Visión global del perfil profesional
        2. Realización del perfil de competencias
  3. Implantación de un sistema de gestión por competencias
    1. Visión general del proyecto
      1. Punto de partida
      2. Bases para la gestión por competencias
    2. Selección de personal desde la gestión por competencias
      1. Objetivos
      2. Enfoque
      3. Entrevista de selección por competencias o por incidentes críticos
        1. Introducción
        2. ¿Cómo se realiza?
        3. Habilidades de un buen entrevistador
    3. Gestión y desarrollo del talento
      1. Introducción y objetivos
      2. El proceso
        1. Fase 1: identificación del talento
          1. Introducción
          2. Segmentación de la población objetiva
          3. Definición del perfil de alto potencial (HIPO, High Potential Talent)
          4. Primera evaluación
        2. Fase 2: detección de las necesidades de desarrollo
          1. Técnicas de evaluación del talento: autoevaluación
          2. Técnicas de evaluación del talento: evaluación externa
          3. Técnicas de evaluación del talento: evaluación completa
          4. Detección de necesidades o identificación de las competencias a desarrollar
        3. Fase 3: diseño de proceso de desarrollo
          1. Primer ejemplo
          2. Segundo ejemplo: development center
          3. Tercer ejemplo: programa de coaching
        4. Fase 4: evaluación final y comprobación de resultados

Habilidades Directivas y Personales

Entrenamiento en Creatividad e Innovación

Objetivos

Objetivos específicos

Unidad 1

  • Distinguir la creatividad de conceptos afines que erróneamente solemos utilizar como sinónimos
  • Conocer, a través de la reflexión personal, la primera clave para comprender qué es la creatividad
  • Reflexionar sobre el hecho de que todos somos creativos
  • Contar con una definición / distinción clara de Innovación como la "otra cara de la moneda" de la creatividad
  • Construir una visión global acerca de la importancia de la innovación en toda empresa actual

Unidad 2

  • Avanzar en la comprensión de la capacidad creativa, examinado los principios fundamentales en que se asienta.
  • Conocer los principios de la creatividad, no sólo teóricamente, sino en base a ejercicios, ejemplos y reflexiones guiadas
  • Ampliar nuestra propia definición de creatividad y su comprensión de un modo participativo.

Unidad 3

  • Dedicar un pequeño tiempo de nuestra vida a reflexionar sobre cómo es la creatividad en un niño.
  • Hacer una reflexión guiada, basada en estudios, sobre nuestra propia creatividad como adultos.
  • Conocer datos sobre estudios de la creatividad, no únicamente referidos al cerebro, sino a otras condiciones.
  • Poseer datos acerca del mito que relaciona creatividad y locura.
  • Despejar la incógnita sobre si hemos perdido o no la creatividad en el paso a la adultez.
  • Conocer criterios para decidir cuándo algo es o no creativo, de forma aplicada.

Unidad 4

  • Adquirir una visión clara y razonada de las etapas que sigue el proceso creativo.
  • Eliminar posibles ideas erróneas o mitos acerca de este proceso, especialmente de la Iluminación o inspiración creativa.
  • Conectar los principios creativos vistos en la unidad 2 con el conocimiento de las etapas de la creatividad, y de este modo, completar la visión de la creatividad.
  • Confirmar que la creatividad es patrimonio de todos, y la utilizamos en nuestra vida personal y profesional.
  • Conocer dos fenómenos interesantes asociados al tema: Serendipia y Flow.

Unidad 5

  • Dar forma definitiva a las características de una persona creativa, de modo que tengamos una visión global de las actitudes y habilidades que contiene.
  • Darnos cuenta del mensaje central de que "somos ya creativos" y si queremos ahondar en ello, esas habilidades se pueden entrenar.
  • Contar con una explicación científica de la intuición y su relación con la creatividad, alejada de mitos. De este modo se abre la gran opción de que podemos desarrollarla.
  • Contar con pautas para desarrollar nuestra intuición.

Unidad 6

  • Comprender qué hace potentes a los equipos cuando se trata de obtener nuevas ideas
  • Analizar con detalle las condiciones necesarias, ordenadas adecuadamente, para el éxito del equipo que utiliza una técnica creativa.
  • Adquirir el conocimiento de un esquema en común aplicable a todas las técnicas creativas, que facilitará su posterior comprensión.
  • Contar con ideas para dirigir una actividad creativa en equipo, desde el papel del que la coordina, al de los participantes, además de instrumentos para situaciones usuales, como la dificultad para iniciar la producción de ideas, problemas de dispersión o falta de concentración y ansiedad por la exposición a los demás.
  • Visualizar todo lo anterior a la aplicación de una técnica muy conocida: el brainstorming, observando su uso habitual con la técnica ortodoxa.

Unidad 7

  • Aumentar el "arsenal" de técnicas (recursos creativos).
  • Comprobar "en marcha" los principios creativos de forma aplicada.
  • Familiarizarse con nuevas formas de obtener nuevas ideas, por caminos diferentes a los que solemos utilizar.

Unidad 8

  • Conocer dos métodos muy utilizados actualmente en las empresas para sus procesos de innovación.
  • Conocer 2 formas alternativas a lo usual para "pensar" y organizar la información.
  • Comprender con profundidad cuál es la razón de ser de estos métodos, en qué están basados, para tomar la decisión de utilizarlos o no.
  • Aprender a hacer un mapa mental y un proceso de pensamiento visual, conocer y empezar a manejar las herramientas y normas para ambos casos.
  • Aportar la suficiente información para iniciarse en los métodos y decidir explorarlos más a fondo si son de tu interés.

Unidad 9

  • Poseer un conocimiento amplio de todo aquello que entorpece o impide la creatividad.
  • Reflexionar sobre posibles ideas limitantes en nosotros mismos.
  • Poder reconocer en nosotros, los demás y el ambiente, aquello que no favorecen las ideas creativas.
  • Reflexionar sobre lo que ocurre en las empresas respecto a la creatividad, yendo más allá de la responsabilidad de los que las dirigen y ampliando nuestra visión.
Duración
30 horas
Programa

"Los contenidos de este curso se han desarrollado conforme al Fichero de Especialidades Formativas (Real Decreto 395/2007 por el que se regula el subsistema de formación profesional para el empleo)"

  1. ¿Qué es la creatividad? ¿Qué es la innovación?
    1. Una primera diferenciación entre conceptos afines
      1. Introducción
      2. Algunas definiciones de creatividad de los expertos
      3. Cómo sería el mundo sin ...
      4. Conceptos cercanos a la creatividad
    2. La innovación: ¿Es lo mismo ser creativo que ser innovador?
      1. Introducción
      2. Innovación
      3. Sistema de innovación/cultura innovadora
    3. Metáfora del estofado
  2. Funcionamiento de la creatividad
    1. Los principios de la creatividad
      1. Pensamiento lógico/pensamiento lateral
      2. Principio "ir más allá de los límites autoimpuestos". Caso práctico
      3. El fenómeno "más de lo mismo"
      4. Principio de la mirada no superficial
      5. Principio del esfuerzo y el estudio en profundidad: la creatividad requiere trabajo
      6. Principio del aprendizaje continuo
      7. Curiosidad
      8. La creatividad se aprende
      9. Plantearse desafíos, no temer al error, la perseverancia
  3. Breve historia de la creatividad
    1. Cuando éramos niños
      1. Introducción
      2. El desarrollo
    2. El camino a la adultez
      1. Asesinos de la creatividad
      2. El tiempo, el "gran asesino"
      3. La educación
    3. Los estudios sobre creatividad: creatividad dentro/fuera de la persona
      1. Introducción
      2. Dentro
      3. Fuera
    4. ¿La hemos perdido?
      1. Introducción
      2. ¿Quieres recuperarla?
    5. Criterios para determinar si algo es creativo
  4. El proceso creativo
    1. El proceso creativo
      1. El camino
      2. La afinidad
      3. Objetivos
      4. Primera etapa: La preparación
      5. Sub-etapa: Ansiedad y frustración
      6. Etapa de incubación
      7. Fase de iluminación
      8. Fase de verificación
      9. Conclusión
  5. La persona creativa. El papel de la intuición
    1. ¿Cómo es una persona creativa?
      1. Introducción
      2. "De carne y hueso": anatomía de la persona creativa
      3. La máquina de pensar
      4. La máquina de observar curiosamente
      5. La máquina de aguantar reveses
      6. La máquina de filtrar información
      7. La máquina de analizar
      8. El resto
      9. Conclusión
    2. El papel de la intuición en la creatividad
      1. Introducción
      2. Funcionamiento de nuestros almacenes de memoria
      3. Intuición, palpito o corazonada
      4. Intuición y creatividad
  6. La creatividad en el equipo
    1. ¿Creatividad individual o en equipo?
    2. Requisitos del equipo creativo
      1. Diferencias entre las reuniones y la creatividad en equipo
      2. El tamaño del equipo
      3. Facilitar las ideas ilógicas
      4. La definición del foco creativo
      5. Favorecer la abundancia de ideas
      6. Las condiciones físicas necesarias para el equipo
      7. El coordinador de la actividad
      8. El coordinador de la actividad
    3. Principios y proceso de toda técnica creativa
      1. Introducción
      2. Brainstorming
      3. Brainstorming ortodoxo
  7. Técnicas creativas
    1. Antes de empezar
    2. Técnica 1: Provocaciones al azar
    3. Técnica 2: Las máscaras
    4. Técnica 3: SCAMPER
    5. Técnica 4: Collage creativo ("cortar y pegar")
    6. Técnica 5: Caja de sorpresas
    7. Técnica 6: Grupo nominal (TGN)
    8. Técnica 7: 635
    9. Técnica 8: Relaciones forzadas
    10. Técnica 9: identificación o empatía
    11. Técnica 10: Brainwriting
    12. Técnica 11: Brújula (el porqué de las cosas)
    13. El cadáver exquisito
    14. Listas y métodos de evaluación
  8. Más técnicas
    1. Los mapas mentales
      1. ¿Qué es un mapa mental?
      2. El funcionamiento de los mapas mentales
      3. ¿Qué es el pensamiento irradiante?
      4. Jerarquización, categorización
      5. Características generales del mapa mental
      6. Ingredientes para hacer un mapa mental
      7. Ventajas del mapa mental
      8. ¿Cómo se hace un mapa mental?
      9. Estructura del mapa mental
      10. ¿Por qué el mapa mental es también una técnica de creatividad?
      11. Los mapas mentales a ordenador
    2. Visual Thinking
      1. Los mapas mentales a ordenador
      2. Para qué sirve el pensamiento visual
      3. Herramientas del visual thinking
      4. El proceso del pensamiento visual
      5. Las 6 formas de mirar
      6. El SCIVD
      7. La regla
      8. Alfabeto visual o códice del pensamiento visual
      9. ¿Cómo llevarlo a la práctica?
      10. Síntexis
  9. Mitos, bloqueos, asesinos y ladrones de la creatividad
    1. Mitos sobre la creatividad
      1. Introducción
      2. Leyenda y mito
    2. Los bloqueos
      1. Tipos de bloques
      2. Barreras ambientales
      3. Barreras perceptivas
      4. Bloqueos emocionales
      5. Barreras cognitivas
      6. Barreras o bloqueos culturales
    3. Asesinos de la creatividad
      1. En el ámbito laboral
      2. Ideas en las empresas que frenan la creatividad

Gestión de la Diversidad en Entornos Profesionales

Objetivos
  • Identificar de dónde proviene la gestión de la Diversidad y los conceptos básicos en los que se apoya.
  • Recordar la historia de la Gestión de la Diversidad para identificarla con claridad.
  • Definir Gestión de la diversidad ¿Qué es?
  • Analizar los beneficios de su aplicación en las empresas.
  • Identificar las distintas dimensiones de la Gestión de la Diversidad.
  • Definir un plan de acción para su puesta en práctica en las organizaciones.
Duración

30 horas

Programa

Conceptos básicos

  1. Preámbulo
    1. Países e idiomas
    2. La paradoja del siglo XXI
    3. Las características de "nuestro mundo"
    4. El desafío del siglo XXI
  2. Responsabilidad Social corporativa
    1. Definición de RSC
    2. Los 5 principios básicos de la RSC
    3. Las responsabilidades de la RSC
  3. Diversidad
    1. Definición de Diversidad
    2. Diversidad cultural
    3. Diversidad étnica
    4. Diversidad lingüística
    5. Diversidad biológica
    6. Diversidad sexual
    7. Diversidad funcional
  4. Cultura
    1. Los prejuicios
    2. Definición de cultura
    3. Cultura Organizativa

Conceptos y dimensiones de la gestión de la diversidad en las organizaciones

  1. Un poco de historia de la Gestión de la Diversidad en el ámbito laboral
    1. Nacimiento y desarrollo en EEUU
    2. Pasado y desarrollo de la GD en Europa
    3. Presente. Siglo XXI: Directivas del año 2000
    4. Futuro
  2. Gestión de la Diversidad en las Empresas
    1. Introducción
    2. ¿Qué es la Gestión de la Diversidad en la Empresa?
    3. ¿Qué no es la Gestión de la Diversidad en la Empresa?
  3. Leyes actuales sobre la GD en España
  4. Razones para gestionar la GD
  5. Beneficios de la GD en las empresas
  6. Dimensiones de la diversidad en las organizaciones
    1. Introducción
    2. Dimensiones de la Diversidad según la UE
  7. Algunas manifestaciones de Gestión de la Diversidad en las empresas

Puesta en práctica de la gestión de la diversidad: ¿Y ahora cómo lo hacemos?

  1. Poniéndonos en situación: pasos a seguir
  2. Proceso de implantación de un programa de GD a gran escala.
    1. Mapa de la Diversidad.
    2. Evaluación de la sensibilización hacia la Diversidad
    3. Objetivos de Diversidad
    4. Comunicación General
    5. Creación de un Comité de la Diversidad.
    6. Visión y Estrategia
    7. Auditoria de la Diversidad
    8. Objetivos de las políticas de la Empresa
    9. Implementación de la Gestión de la Diversidad
  3. Medidas prácticas para la implantación de la GD en Pequeñas y Medianas Empresas (PYMES)
    1. Introducción
    2. Primer paso: realizar un análisis DAFO.
    3. Políticas de Selección y Contratación
    4. Abrir Nuevos Mercados y Nuevos Productos
    5. Plan de Comunicación Externa
    6. Comunicación interna
    7. Ganar reputación
    8. Evaluación
    9. Apoyos externos
  4. Las 10 claves de la Gestión de la Diversidad
  5. A mí cómo empresario, ¿qué cuestiones me preocupan?
  6. La excelencia está en los detalles

Herramientas para Analizar, Decidir y Actuar

Objetivos

OBJETIVOS GENERALES

  • Analizar los problemas desentrañanando su complejidad, evaluando sus consecuencias, aislando las causas o factores de su origen, y planteando estrategias o medidas alternativas para procurar su solución, o bien, cuando esto no sea posible, atenuar sus efectos negativos.
  • Adoptar la estrategia o la medida más conveniente para solucionar cada problema, tras evaluar la conveniencia de las diferentes opciones, establecidas a partir de un análisis riguroso del mismo y de las circunstancias concretas existentes.

OBJETIVOS ESPECÍFICOS

  • Definir y precisar la importancia de la comunicación en el entorno laboral
  • Clasificar y caracterizar las distintas etapas de un proceso de comunicación en la empresa y sus elementos
  • Diseñar las redes de comunicación más habituales en la empresa
  • Emplear distintas estrategias para lograr una comunicación eficaz en el trabajo
  • Localizar y subsanar los principales fallos que se dan en la comunicación en la empresa
  • Valorar la función de la negociación en la empresa y analizar las variables que determinan los distintos tipos de negociación
  • Explicar las características que definen cualquier situación de negociación
  • Identificar y valorar la influencia de las características personales implicadas en el proceso negociador
  • Conocer e identificar las diferentes estrategias con las que se puede abordar un proceso de negociación
  • Seleccionar las estrategias y tácticas más adecuadas según el tipo de objetivos que se persiguen en la negociación
  • Identificar las estrategias y tácticas que utiliza la otra parte en la negociación
  • Identificar las fases del proceso de toma de decisiones en la empresa
  • Aplicar, en casos simulados, el proceso de toma de decisiones con el fin de solucionar un problema
  • Identificar y clasificar los posibles tipos de decisiones que se pueden utilizar ante una situación concreta
  • Relacionar los tipos de problemas que se dan en la empresa con los diferentes tipos de decisiones
  • Identificar y aplicar las técnicas más conocidas para facilitar el proceso de toma de decisiones
Duración

30 horas

Programa

Tipos de problemas, tipos de soluciones

  1. ¿Tenemos un problema?
    1. Definición
    2. Situaciones problemáticas
    3. Pasos para resolver un problema eficazmente
  2. Tipos de problemas
    1. Clasificación de los tipos de problemas
    2. Problemas en función de sus características
    3. Problemas en función de sus soluciones
  3. Tipos de decisiones
    1. Decisiones
    2. Decisiones racionales e inconscientes
    3. Decisiones programadas y no programadas
    4. Los cinco modelos de decisiones
    5. Contextos de decisión

Herramientas de gestión de problemas

  1. Conocer y analizar el problema
    1. Introducción
    2. Definir el problema
  2. Identificar las posibles causas
    1. Introducción
    2. Técnica de los 5 Whys
    3. CATWOE
    4. Diagrama Causa-Efecto
    5. Análisis de las Causas

Factores que intervienen en el proceso de toma de decisiones

  1. Factores personales
    1. Personalidad y temperamento
    2. Rasgos de personalidad facilitadores de la toma de decisiones
    3. Responsabilidad sobre los resultados que obtenemos
    4. Factores emocionales en la toma de decisiones
  2. Factores organizacionales
    1. Introducción
    2. Cultura organizacional
    3. Estilos de liderazgo
    4. Comunicación y calidad de la información
    5. Entorno
    6. Riesgo e incertidumbre

Técnicas para tomar decisiones

  1. Técnicas para fomentar el acierto
    1. Evaluación numérica de riesgos
    2. El árbol de decisiones
    3. El método DAFO
    4. Comparación de pares
  2. Técnicas para mejorar las decisiones del grupo
    1. Elementos del proceso de toma de decisiones grupal
    2. Técnicas de "Grupo Nominal"
    3. Técnica Delphi
    4. Diagramas de afinidad
  3. Técnicas para fomentar la creatividad
    1. ¿Qué es la creatividad?
    2. Brainstorming o tormenta de ideas
    3. Input arbitrario
    4. Matriz de reenfoque
    5. Diagrama "Cómo-Cómo"
    6. Mapas mentales

Implementación de las decisiones

  1. Planificación de Acciones
    1. Cuestiones básicas
    2. Utilizando la Planificación de Acciones
  2. Estimación de tiempos
    1. Claves para gestionar tu tiempo
    2. Cómo estimar los tiempos
    3. Imprevistos
  3. Diagrama de Gantt
    1. Funcionalidad
    2. Actividades secuenciales y paralelas
    3. Dibujando un Diagrama de Gantt

Vencer a la Adversidad con Resiliencia

Objetivos
  • Comprender qué es la resiliencia.
  • Reflexionar sobre la diferencia entre resiliencia y resistencia.
  • Conocer los pilares y los factores protectores de la resiliencia.
  • Identificar las claves para fomentar la resiliencia en los niños y tomar conciencia de la responsabilidad que tienen los padres para que esto suceda.
  • Autoevaluar el nivel de resiliencia.
  • Comprender los motivos por los que sucede el trauma o la resiliencia.
  • Reflexionar sobre el poder de influencia que tenemos en los resultados de nuestra vida.
  • Conocer el funcionamiento de nuestra mente.
  • Comprender los filtros que tenemos en la percepción de la realidad.
  • Comprender qué es la actitud y cómo funciona.
  • Reflexionar sobre la importancia de gestionar la ansiedad ante una amenaza.
  • Conocer técnicas para superar un problema o un trauma.
Duración

30 horas

Programa
  1. El poder de la resiliencia
    1. Comprender la resiliencia
    2. Las personas resilientes
    3. Y tú, ¿cómo eres de resiliente?
  2. Afrontar la adversidad
    1. ¿Camino al trauma o la resiliencia?
    2. ¿Te preocupas o te ocupas?
    3. El funcionamiento de la mente
  3. Construir la actitud resiliente
    1. Comprendiendo la actitud resiliente
    2. Entrenando la actitud
    3. Afrontar la adversidad

Idiomas

Inglés Nivel A1.1

Objetivos
In this first level of five, the student will learn the fundamental tools for communicating in English, taking the learner from 0 to A1 level or Basic User level of the CEFR (Common European Framework of reference). Whilst introducing the correct use of the indefinite article, subject pronouns and basic syntax including the verb "to be" and the alphabet, the block covers functions including: greetings and introductions, nationalities, through meaningful, contextual exercises. As well as introducing the essential structures and vocabulary necessary to talk about the topic areas mentioned, the learner is encouraged to practice pronunciation from the very beginning. With the help of a native speaker, the vocabulary items and sentences modeled can be listened to and simulated.
Duración
60 horas

Minutes of Telephone Conversation
To practice speaking skills, you have 60 minutes of telephone conversation with your tutor.

Programa

Unit 1

In this unit students learn the elementary language for the basic forms of social relations, including greetings, introductions and telling others about oneself. They study the English alphabet, basic vocabulary (cardinal numbers from 1 to 10) and useful phrases to greet and introduce oneself in a formal and informal way through interactive exercises, matching images with the corresponding word, etc. The vocabulary is always presented in a contextualized way to help students through their learning process. Regarding grammar, subject pronouns are introduced, as well as the use of the verb tense present simple of the verb "to be" in affirmative sentences and basic structures to greet and introduce oneself in a formal and informal way.

Students practice listening through a series of short dialogues that have been adapted to the students language knowledge and related to the basic vocabulary useful for the students communication. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson.

The unit finishes with a test to review and consolidate all the language skills acquired through the unit.

Greetings

Aims: to introduce and recycle vocabulary and structures through a series of interactive exercises such as word and sentence picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items.

People

Aims: to consolidate what has been studied in the previous lessons through a series of interactive exercises. This includes listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. The listening practice is carried out through writing activities such as: gap-filling exercises, sentence completion and film dubbing.

Introducing yourself

Aims: to consolidate what has been studied in the previous lessons through a series of interactive exercises. This includes listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. The listening practice is carried out through writing activities such as: gap-filling exercises, sentence completion and film dubbing.

It is... - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. These dialogues relate to the conjugation and use of the verb "to be" focusing on the following topics: introductions, greetings and farewells, as well as professions, jobs and adjectives to describe people. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

The alphabet - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. These dialogues focus on learning the alphabet and spelling words. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 2

In this unit students learn to introduce themselves asking and responding about age and personal information. Vocabulary is related to family, the home and introductions, reviewing the cardinal numbers from 1 to 10 and learning the numbers from 10 to 100 through interactive exercises, such as matching images with their corresponding concept, etc. The vocabulary is always presented in a contextualized way to help the student through the learning process. Regarding grammar, students learn the basic structures to speak about age and introduce themselves. In addition, the verb tense present simple of the verb "to be" in affirmative sentences is reviewed and the contracted forms of the verb are studied. The lessons include interactive activities, such as completing sentences or matching images with the corresponding sentence.
Students practice listening through a series of short dialogues related to the day-to-day life. As for reading comprehension tasks, they consist of a series of interactive exercises throughout the lesson. These include filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson.
The unit finishes with a test to review and consolidate all the language skills acquired through the unit. How old are you?

Aims: to introduce and recycle vocabulary and structures through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Structures and functions include the verb "to be" in the affirmative, short forms, talking about ages, general vocabulary and introductions in the third person. Exercises include the association of sentences and words with corresponding pictures, grammar activities such as matching questions and answers and sentence completion through gap-filling exercises.

How are the children?

Aims: to introduce and recycle structures and sentences through a series of interactive exercises. This includes student-led listening practice with vocabulary items from the topics of the family, home and numbers 0-10. There is also writing practice on the same lexical themes and pronunciation practice with listen and repeat exercises.

Happy birthday!

Aims: To consolidate the vocabulary, structures and grammar previously studied through a series of interactive exercises such as: complete the sentences, choose the correct word or option, listening activities, and dub the film. Themes include: the verb "to be" in the affirmative short form, numbers 1-10, vocabulary related to age, families, the home and introductions.

Age - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. The main focus of these dialogues is to talk about age using the verb "to be". The class also approaches other topics such as, "the weather", and the most common nouns and adjectives to describe them. E.g.: cold, child, bus, pencil... After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Introductions - Master class

Students attend a class where the teacher, who speaks only English, asks questions that students must answer. The student interacts with the teacher through a series of guided dialogues. These dialogues focus on learning how to introduce oneself and talking about personal information. Students also revise the alphabet. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 3

In this unit students learn to indicate the origin and nationality of people, as well as to discuss age, nationality, and profession. They review the alphabet through spelling activities and the vocabulary studied in previous units. Students learn the countries and nationalities in English, and also the question words: "who", "what", "when", "where", "whose", "which", "why" and "how". The course always presents these concepts through a series of interactive and contextualized exercises to help students through their learning process. In these kinds of activities the student has to match images with the corresponding term, among other tasks. Regarding grammar, students see the basic structures to talk about nationalities and cultural customs of the countries. They learn about the quantifier "a/an", the article "the" and the connectors "also/too". Apart from that, the verb tense known as present simple of the verb to be in affirmative sentences, their contracted forms and the use of the personal pronouns as a subject are reviewed. More useful structures for introducing oneself and giving personal information are presented.
Students practice listening through a series of short dialogues related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson.
The unit finishes with a test to review and consolidate all the language skills acquired through the unit.
Meeting new people

Aims: to introduce and recycle vocabulary and structures through a series of interactive exercises such as: word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. The structures and functions are focused on: adjectives; the verb "to be" in affirmative; extended personal information; the correct use of subject pronouns; talking about countries; nationalities and every day expressions. Pronunciation practice includes listen and repeat exercises and the association of sentences and words with their corresponding pictures.

Where I'm from

Aims: to study and practice the target grammar and useful phrases through a series of interactive exercises covering the verb "to be" in affirmative; long and short forms; extended personal information; determiners: a/an; expressing similarity using also or too; and talk about countries and nationalities. Activities include pronunciation practice with useful phrases, listen and repeat, association of sentences and words with corresponding pictures, matching questions and answers and sentence completion via gap-filling.

Pleased to meet you

Aims: to consolidate and review vocabulary and structures through a series of interactive exercises such as: listening and writing, pronunciation, listen and repeat, choose the correct word and complete the sentences, dub the film and choosing synonymous sentences. The verb "to be" in affirmative; long and short forms; talking about surnames extended personal information; determiners "a" or "an"; spelling surnames; expressing similarity using "also" or "too"; talking about countries and nationalities using "from".

Countries and nationalities - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. These dialogues focus on learning to talk about countries and nationalities. Students also revise the alphabet. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

New friends - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. The main focus of these dialogues is to learn to introduce members of the family as well as friends and talk about their ages, nationalities, professions and languages using the verb to be and other verbs such as: to speak. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 4

In this unit students discuss personal information and learn to excuse themselves and ask for forgiveness. They learn terminology about professions and also review and use the vocabulary studied in previous units through a series of interactive and contextualized exercises. Regarding grammar, students learn the negative and interrogative form of the verb "to be" in present simple, as well as the use and meaning of the demonstratives "this/these" and the formation of plural nouns from its singular form. All of the lessons of this unit include interactive exercises where the student must fill in the gaps, listen to certain questions and then repeat them, among other activities.
Students practice listening through a series of short dialogues related to day-to-day life. As for reading comprehension tasks, they consist of a series of interactive exercises throughout the lesson, including filling in the gaps, and writing or putting the words in the correct order to make sentences.
The unit finishes with a test to review and consolidate all the language skills acquired through the unit.
At the party

Aims: to introduce and recycle vocabulary and structures through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Structures and functions include: adjectives; the verb "to be" in interrogative and negative forms; talking about jobs; giving extended personal information; plurals and the demonstrative pronouns "this" and "these". The vocabulary section looks at nationalities and the pronunciation practice focuses on sentence practice with listen and repeat exercises.

What is this?

Aims: to learn and practice grammar through a series of interactive exercises as gap-filling, choose the correct word and listen and repeat the interrogative and negative forms of verb "to be"; jobs; the determiners "this" and "these" and the interrogative pronoun "what".

Who's who

Aims: to consolidate and review vocabulary, grammar and structures previously studied through a series of interactive exercises such as listening and writing, pronunciation of useful phrases by listening and repeating, choosing an option and gap-filling. Areas covered include the interrogative and negative forms of the verb "to be"; jobs; extended personal information; determiners "this" "these" and regular plural nouns. Listening comprehension exercises include filling in a form, multiple choice, dub the film and choosing synonymous sentences.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 5

Students review what they have studied in units 1, 2, 3 and 4 through a series of interactive and contextualized activities. They revise specific vocabulary for introductions, greetings and farewells as well as vocabulary for jobs or professions, numbers and colours. The unit finishes with a test to review and consolidate all the language skills acquired through the unit.
Making new friends

In this lesson, specific vocabulary expressions related to an activity or a specific area will be studied through a variety of situations in order for the student to be able to cope, without any problems, everyday situations related to this particular field.

Numbers and colours

In this lesson, specific vocabulary expressions related to an activity or a specific area will be studied through a variety of situations in order for the student to be able to cope, without any problems, everyday situations related to this particular field.

General revision and consolidation - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. These dialogues relate to the following topics: introductions, countries and nationalities, word spelling and travelling. After attending the class, students have to complete a series of comprehension questions and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Getting around - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. These dialogues focus on a series of questions related to people who are waiting in a queue. After attending the class, students have to complete a series of comprehension questions and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 6

In this unit of the module A1, students practise all the mentioned language skills (vocabulary, listening, reading, writing, grammar and speaking). Students learn terminology and useful phrases used at the airport at customs, during a flight, and when talking on the phone. Students also learn about the different payment forms; to describe the weather; and revise the possessive pronouns. Furthermore, students practice their speaking skills by recording and answering to a series of questions posed by the teacher related to travelling by air. This unit includes an exhaustive revision of the "present simple" tense and the articles: "this", "these", "that" and "those". The unit finishes with a test to review and consolidate all the language skills acquired throughout the unit.

Flying - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. These dialogues focus on a series of questions related to departures and arrivals at the airport and people travelling by plane. After attending the class, students have to complete a series of comprehension questions and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

As time goes by

In this lesson, specific vocabulary expressions related to an activity or a specific area will be studied through a variety of situations in order for the student to be able to cope, without any problems, everyday situations related to this particular field.

Telephones - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. In these dialogues students practice useful expressions to answer the phone, telephone numbers, symbols and parts of the phone. The second part of the class is focused on the use of possessives. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 7

In this unit students learn to communicate and interact at the airport. They also learn to associate countries and nationalities, to talk about ways to pay and time and to ask and give directions. In order to achieve that, students learn terminology and useful phrases used in an airport and when travelling by plane, as well as different countries and their nationalities and the use of adverbs of place and prepositions. As to grammar, students use the present simple and the imperative form. In addition, they study how to tell time in English.
The unit finishes with a test to review and consolidate all the language skills acquired through the unit.
At the airport - Master class

First, students are introduced to a series of terms that are used in the class they will attend during the second part of the lesson. In the class, the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. These dialogues relate to specific terminology used at the airport and when travelling by plane. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Airport revision - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. These dialogues relate to the following topics: travelling by plane and terms related to airports. After attending the class, students have to complete a series of comprehension questions and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

It's time to pay

In this lesson, specific vocabulary expressions related to an activity or a specific area will be studied through a variety of situations in order for the student to be able to cope, without any problems, everyday situations related to this particular field.

Countries and nationalities

In this lesson, specific vocabulary expressions related to an activity or a specific area will be studied through a variety of situations in order for the student to be able to cope, without any problems, everyday situations related to this particular field.

On the go

In this lesson, specific vocabulary expressions related to an activity or a specific area will be studied through a variety of situations in order for the student to be able to cope, without any problems, everyday situations related to this particular field.

Test exercises

Unit 8

In this unit of the module A1, students practice all the mentioned language skills (vocabulary, listening, reading, writing, grammar and speaking). Students learn terminology and useful phrases used at duty free shops in an airport and when boarding a flight. Students also learn the different procedures to follow at the boarding gate. Furthermore, they enhance their speaking skills by recording and answering a series of questions posed by the teacher related to meeting people. This unit includes an exhaustive revision of the "present simple" tense and the prepositions of place. The unit finishes with a test to review and consolidate all the language skills acquired through the unit.

Dutry-Free - Typical situation

A practical immersion in the language, where by the student will live through a real life situation, similar to one they would confront in the language in which they are learning. In this lesson the student will be introduced to new vocabulary, then once the exercise has been completed, they will then have an opportunity to do some practice with this same new vocabulary.

Flying away - Typical situation

A practical immersion in the language, where by the student will live through a real life situation, similar to one they would confront in the language in which they are learning. In this lesson the student will be introduced to new vocabulary, then once the exercise has been completed, they will then have an opportunity to do some practice with this same new vocabulary.

Nice to meet you - Dialogue

The student will listen to a series of questions which they can answer freely. In this lesson new vocabulary will be introduced. Once the lesson has finished, the student will then be able to have some practice with this same new vocabulary.

Making new friends - Vocabulary practice

Revision of knowledge and vocabulary which has been acquired so far.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 9

In this unit of the module A1, students practice all the mentioned language skills (vocabulary, listening, reading, writing, grammar and speaking). Students learn terminology and useful phrases used in a job interview and when renting a house. Students also learn useful sentences when having a phone conversation, terminology to talk about jobs, the family and parts of a house. Furthermore, students practice their speaking skills by recording and answering a series of questions posed by the teacher related to meeting people. This unit includes an exhaustive revision of the "present simple". This unit finishes with a test that consolidates the knowledge students have acquired through the course.

A new job and a new house - Typical situation

A practical immersion in the language, where the student will experience a real life situation, similar to one they would confront in the language in which they are learning. In this lesson the student will be introduced to new vocabulary, then once the exercise has been completed, they will then have an opportunity to do some practice with this same new vocabulary.

A world of families - Dialogue

The student will listen to a series of questions which they can answer freely. In this lesson new vocabulary will be introduced. Once the lesson has finished, the student will then be able to have some practice with this same new vocabulary.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.


End-of-module test.
Final test

In this last lesson of the course, the student will come across a variety of exercises which will help consolidate and evaluate the knowledge which has been acquired throughout the duration of the course.

Inglés Nivel A1.2

Objetivos
In this first level of five, the student will learn the fundamental tools for communicating in English, taking the learner to aquire the A1 level or Basic User level of the CEFR (Common European Framework of reference). Whilst introducing the Present Simple tense of the most common verbs, the correct use of the articles, determiners, frequency adverbs and basic syntax; the block covers functions including: jobs, eating out and telling the time through meaningful, contextual exercises. By the end of the Block, the learner will have encountered the necessary structures to communicate using present tenses on a limited level in situations of immediate relevance, will be able to communicate basic needs and desires as well as make observations and appropriate responses to typical comments. As well as introducing the essential structures and vocabulary necessary to talk about the topic areas mentioned, the learner is encouraged to practice pronunciation from the very beginning. With the help of a native speaker, the vocabulary items and sentences modeled can be listened to and simulated.
Duración
60 horas

Minutes of Telephone Conversation
To practice speaking skills, you have 60 minutes of telephone conversation with your tutor.

Programa

Unit 1

In this unit students learn to ask for and tell the time and discuss about jobs, positions and the working day. They deal with terminology related to professions, cinema, ordinal numbers, days of the week and the different parts of the day: "morning", "afternoon", "evening" and "night". Regarding grammar, students review and consolidate the verb tense present simple in affirmative, negative and interrogative. As well, they will study other basic structures to greet, introduce oneself in a formal and informal way, tell the time, the days of the week and professions. Introduction of demonstratives: "this/that", "these/those", the impersonal structure "there is/there are" and the possessive adjectives: "my", "your", "its", "his", "her" and "their", as well as the possessive pronouns.

Students practice listening through a series of short dialogues related to day-to-day life. As for reading comprehension tasks, they consist of a series of interactive exercises throughout the lesson, including filling in the gaps and writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Moreover, students record their answers to a series of questions asked by the teacher for their assessment.

The unit finishes with a test to review and consolidate all the language skills acquired through the unit.

First day at work

Aims: to introduce and recycle vocabulary and structures through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Structures and functions focus on an introduction to telling the time, the determiners: this, that, these and those, as well as, an introduction to days of the week.

Day and time

Aims: to study and practice the grammar through a series of interactive exercises. Structures and functions focus on telling the time using the numbers 0-12 and o'clock, the determiners: this, that, these and those, "there is" and "there are". Students practice the possessive adjectives: my, its, his, her, their and the possessive "s" as well as expressing similarity using "also" and "too". The vocabulary section focuses on work; an extended presentation of the days of the week; cinema; and an introduction to ordinal numbers: first, second, third etc. Exercises include matching questions and answers, sentence completion and gap-filling.

When's the film?

Aims: to consolidate and review vocabulary, grammar and structures through a series of interactive exercises such as: pronunciation practice through listening and repeating, listening and taking notes, choosing the correct word or option, gap-filling, dubbing a film and recognising synonymous sentences. There is a focus on telling the time by using the numbers 0-12 and o'clock; determiners: this, that, these and those; the positive, negative and interrogative forms of "there is" and "there are"; possessive adjectives: my, its, his, her, their; the possessive "s" and ordinal numbers: first, second, third etc. There is also extended practice of the days of the week and times of the day: morning, afternoon, evening, night.

What is the best job? - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. These dialogues focus on the practice of the difference of "this/these", as well as, common objects at the office and different professions. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

I really like Saturdays - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. These dialogues focus on learning how to talk about likes and dislikes as well as routines during the weekdays and the weekends. After attending the class, students have to complete a series of comprehension questions and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 2

In this unit students learn to discuss likes and preferences, as well as everyday activities and routines. They review the terminology of; professions; methods of payment and currencies; terms to talk about days, months and seasons and common structures to ask about the days of the week and months. Regarding grammar, students review topics previously studied, such as "there is/there are", and practice the present simple in affirmative, interrogative and negative sentences with the most common verbs and prepositions of time and place: "at/in". The lessons include interactive activities that ask students to fill in the gaps, listen to and repeat short dialogues or answer a series of questions.

Students practice listening through a series of short dialogues related to the day-to-day life: introductions, talking about ones profession and origins, as well as making reservations at the doctor. As for reading comprehension tasks, they consist of a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Students learn to discuss about their daily routine and preferences, and the day-to-day activities in an office.

The unit finishes with a test to review and consolidate all the language skills acquired through the unit.

Talking about themselves

Aims: to introduce and recycle vocabulary and structures through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items, structures and functions. Students will also participate in pronunciation practice at sentence level through listening and repetition. This lessons deals with prepositions of place and time such as: at home or at the beach, in a meeting, at one o'clock. The vocabulary section introduces the theme of money meals: breakfast, lunch and dinner.

What they do

Aims: to introduce and practice the target grammar through a series of interactive exercises using the present simple affirmative of common verbs needed to talk about daily activities, as well as, the numbers 13-30. There is also pronunciation practice through listening to and repeating after a native speaker.

On Tuesdays

Aims: to consolidate and review vocabulary, grammar and structures such as the present simple affirmative of common verbs, the vocabulary used to talk about breakfast, lunch, dinner, money and also the numbers 13-30. The interactive exercises are based on listening and repeating useful sentences, listening and choosing the correct option, gap-filling, dubbing a film and recognising synonymous sentences.

I can see mice - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. In these dialogues students revise vocabulary related to: members of the family, and adjectives to describe people and professions. The second part of the class is focused on regular and irregular plurals. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

There's a cat - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. These dialogues focus on learning how to use: there is/there are, prepositions, routines and describing pictures. After attending the class, students have to complete a series of comprehension questions and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 3

In this unit students learn and revise vocabulary related to daily activities such as "wake up", "take a shower", "have lunch", etc. Students will also study concepts about time and time fractions; and irregular plurals, such as "person/people". Regarding grammar, students learn and review the structures in affirmative sentences in present simple with verbs used in our daily routines; structures for suggestions: "Lets" + infinitive; adverbs to express frequency: "every", "usually", "sometimes", etc.; prepositions of time: "at", "until", "after"; the imperative form and the articles "a/an", "the" or without article.

Students practice listening through a series of short dialogues related to day-to-day life. As for reading comprehension tasks, they consist of a series of interactive exercises throughout the lesson. These will include filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and pronunciation of the words and structures studied in this lesson.

The unit finishes with a test to review and consolidate all the language skills acquired through the unit.

An appointment with the mayor

Aims: to introduce and recycle vocabulary and structures through a series of interactive exercises such as, word/sentence-picture association, listening comprehension with short, realistic dialogues, and student-led listening practice with the vocabulary items. The structures and their functions that are given provide an introduction to the content of the next lesson. These include frequency expressions "every" and "usually" as well as the present simple affirmative of daily verbs, prepositions of time: "at", "until", "after"; daily activities and irregular plurals such as "person" and "people".

Day-to-day of a mayor

Aims: to present and practice the target grammar and some useful phrases through a series of interactive exercises. There is a focus on frequency adverbs and expressions such as "every", "usually" and "sometimes", and the present simple affirmative of daily verbs. This section also looks at the prepositions of time: "at", "until" and "after"; the use of articles: "a", "an", "the", or - (zero article), let's + infinitive for suggestions; irregular plurals such as "person" and "people"; and time - fractions of an hour. Activities include pronunciation practice with listen and repeat exercises and sentence completion by filling the gaps.

Tell us about your day

Aims: to consolidate and review vocabulary, grammar and structures through a series of interactive exercises such as: listening and writing; listening and repeating; arranging sentences; choosing the correct word or option, reading and writing: error correction, dubbing the film, recognising synonymous sentences, etc. The learner continues to practice the frequency expressions: "every", "usually" and "sometimes"; the present simple affirmative of common verbs; prepositions of time: "at", "until", "after"; the correct use of articles: "a", "an", "the" or - (zero article); let's + infinitive for suggestions; irregular plurals: person/people; and the time-fractions of an hour.

It's the dog's collar - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. These dialogues focus on the appropriate use of the Saxon genitive and the possessives. After attending the class, students have to complete a series of comprehension questions and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Do or does - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. In these dialogues students talk about routines. Consequently they use the present simple verb tense and begin notice the s used in the third person singular (do does, cook cooks). After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 4

In this unit, students practice all the language skills (vocabulary, listening, reading, writing, grammar and speaking). They also learn the different terms and basic structures that are used when booking a table in a restaurant, when looking at the menu, discussing about food preferences, asking the price of something and ordering food. On top of that, students practice their speaking skills by repeating and recording their own answers to a series of questions related to eating out and their own daily routine. Students revise the appropriate use of the demonstrative adjectives "this/these/that/those" and the verb tense known as present simple in both the negative and the interrogative forms with action verbs.

The unit finishes with a test to review and consolidate all the language skills acquired through the unit.

A table for two, please!

Aims: to introduce and recycle vocabulary and structures through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items.

What's on the menu?

Aims: to introduce, present and practice the target grammar - the present simple in the interrogative and negative forms - through a series of interactive exercises which include selecting the right picture according to audio stimuli, choosing the right word or option in a set context, listening and repeating sentences, filling in the gaps and making interrogative or negative sentences from affirmative sentences or vice versa. Structures and functions include: vocabulary related to food and drinks, structures to ask about prices using How much? and the negative and interrogative forms of daily verbs in the present simple.

Do you take sugar?

Aims: to introduce, present and practice the target grammar - the present simple in the interrogative and negative forms - through a series of interactive exercises which include selecting the right picture according to audio stimuli, choosing the right word or option in a set context, listening and repeating sentences, filling in the gaps and making interrogative or negative sentences from affirmative sentences or vice versa. Structures and functions include: ordering food in a restaurant, asking about prices using How much?, the negative and interrogative forms of daily verbs in the present simple and the correct use of a and some.

At the restaurant

Aims: to review and consolidate grammar, structures and vocabulary through a series of interactive exercises such as practicing pronunciation by listening to and repeating useful phrases, listening and filling in the gaps, selecting the correct word or option, dubbing a film or choosing synonymous sentences on topics such as: ordering food in a restaurant, asking about prices using How much?, the present simple negative and interrogative of daily verbs, the use of a and some. Vocabulary includes: food, numbers 30 to 100 and money.

Daily routine - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues that focus on daily routines. After attending the class, students have to complete a series of comprehension questions and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 5

In this unit of the module A1 students practice all the mentioned language skills (vocabulary, listening, reading, writing, grammar and speaking). Students learn vocabulary about the snacks bar and café. This unit also includes linguistic immersion exercises in which students listen to a dialogue at the snacks bar.

The unit finishes with a test that consolidates all the knowledge acquired.

At the restaurant - Additional vocabulary

This lesson provides students with additional materials to expand their knowledge of vocabulary on the subject of eating out, specifically terms related to catering and restaurants. Vocabulary is presented in context and there are follow-up exercises that provide extended practice.

Can we have the menu, please? - Listening comprehension

Food and beverages - Additional vocabulary

This lesson provides students with additional materials to expand their knowledge of vocabulary on the subject of food and beverages. Vocabulary is presented in context and there are follow-up exercises that provide extended practice.

Food - Reading comprehension

In this lesson students read and listen to a written passage of text about typical English meals such as the traditional English breakfast and international food that is commonly eaten in the UK. After reading, students answer a series of questions that follow a sequential order and elicit their skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences. The suggested activities comprise 9 true/false questions, an example is provided. By practicing active and effective reading students acquire strong cognitive skills such as attention, auditory analysis, sound blending, sound segmenting, memory, processing speed and visualisation.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 6

In this unit students learn terminology related to daily activities: "wake up", "take a shower", "have lunch", etc. and concepts about time and time fractions as well as countries and nationalities. Irregular plurals, such as "person/people", are also reviewed. Regarding grammar, students learn and review the structures in affirmative sentences in the "present simple" with verbs used to talk about daily routines, structures for suggestions: Lets" + infinitive, adverbs of frequency: "every", "usually", "sometimes", prepositions of time: "at", "until", "after" and the articles "a/an", "the" or without article.

Students practice listening through a series of short dialogues that have been adapted to the students language knowledge and related to the basic vocabulary useful for the students communication. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson.

The unit finishes with a test to review and consolidate all the language skills acquired through the unit.

Work duties

Aims: to review the contents of the block through a series of video clips and listening exercises as well as interactive exercises such as fill in the gaps, select the correct option, etc. This is a comprehensive revision of all the topics covered. The student will review: the present simple of daily verbs, describing daily routine, adjectives, nationalities, jobs, telling the time and days of the week.

Helping at home

Aims: to review the contents of the block through a series of interactive exercises such as reading practice, pronunciation of vocabulary covered, listening and filling in the gaps, choosing the right option, etc. During this comprehensive revision of the topics covered the student will review: the present simple of daily verbs, describing daily routine, a and some, adjectives, the positive, negative and interrogative forms of there is and there are, nationalities, jobs, telling the time, days of the week and the numbers 0 -100.

What's that? - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. In these dialogues students practice the appropriate use of the demonstrative adjectives: this / these / that / those. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

What do you like about your country? - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. These dialogues focus on learning the verb tense known as Present Simple and in order to do so the dialogues approach a variety of topics such as: likes and dislikes, hobbies, sports and routines. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 7

In this last unit of the module 1A students practice all the mentioned language skills (vocabulary, listening, reading, writing, grammar and speaking). Students learn terminology and useful phrases used when meeting people and arriving to a new house. Students also learn expressions and terms to describe the different parts of a house. Furthermore, students practice their speaking skills by recording and answering a series of questions posed by the teacher related to their routine. This unit includes a lesson that focuses on enhancing students reading comprehension skills by which they have to read a text and answer a series of questions.

The unit finishes with a test to review and consolidate all the language skills acquired throughout the unit.

New house, new flatmates - Typical situation

A practical immersion in the language, where by the student will live through a real life situation, similar to one they would confront in the language in which they are learning. In this lesson the student will be introduced to new vocabulary, then once the exercise has been completed, they will then have an opportunity to practice using this new vocabulary.

Lifestyles - Dialogue

The student will listen to a series of questions which they can answer freely. In this lesson new vocabulary will be introduced. Once the lesson has finished, the student will then be able to have some practice with this same new vocabulary.

Daily life - Vocabulary practice

Revision of knowledge and vocabulary which has been acquired so far.

Home sweet home - Reading comprehension

In this lesson students read and listen to a written passage of text about the different types of houses in the United Kingdom and then answer a series of questions. These questions follow a sequential order and elicit students' skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences. The suggested activities comprise of 9 multiple-choice questions, and an example is provided. By practising active and effective reading, students acquire strong cognitive skills such as attention, auditory analysis, sound blending, sound segmenting, memory, processing speed and visualisation.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 8

This unit introduces vocabulary related to public transport and traffic signs. Students practice all languages skills through a series of exercises and dialogues that are contextualized.

The unit finishes with a test to review and consolidate all the language skills acquired through the unit.

Using public transport

In this lesson specific vocabulary will be studied and expressions related to an activity or a specific area through a variety of situations in order for the student to be able to cope without any problems in everyday situations related to this particular field.

In a taxi or on a bus?

In this lesson specific vocabulary will be studied and expressions related to an activity or a specific area through a variety of situations in order for the student to be able to cope without any problems in everyday situations related to this particular field.

Traffic signs

In this lesson specific vocabulary will be studied and expressions related to an activity or a specific area through a variety of situations in order for the student to be able to cope without any problems in everyday situations related to this particular field.

Public transport - Vocabulary practice

In this lesson specific vocabulary will be studied and expressions related to an activity or a specific area through a variety of situations in order for the student to be able to cope without any problems in everyday situations related to this particular field.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 9

In this unit of the module A1 students practice all the mentioned language skills (vocabulary, listening, reading, writing, grammar and speaking). Students learn terminology and useful phrases used at the airport and onboard a plane. Students also learn expressions to approach the hostess during a flight. Furthermore, students practice their speaking skills by recording and answering a series of questions posed by the teacher related to their routine. This unit includes a lesson that focuses on enhancing students reading comprehension skills. They must read a text and answer a series of questions.

The unit finishes with a test to review and consolidate all the language skills acquired throughout the unit.

At customs, during the flight - Typical situation

A practical immersion in the language, where by the student will live through a real life situation, similar to one they would confront in the language in which they are learning. In this lesson the student will be introduced to new vocabulary, then once the exercise has been completed, they will then have an opportunity to practise using this new vocabulary.

What is your routine? - Dialogue

The student will listen to a series of questions which they can answer freely. In this lesson new vocabulary will be introduced. Once the lesson has finished, the student will then be able to have some practice with this same new vocabulary.

Daily life - Reading comprehension

In this lesson students read and listen to a written passage of text about daily life and routines around the world and then answer a series of questions. These questions follow a sequential order and elicit students' skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences. The suggested activities comprise of 9 true/false questions, and an example is provided. By practising active and effective reading, students acquire strong cognitive skills such as attention, auditory analysis, sound blending, sound segmenting, memory, processing speed and visualisation.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.


End-of-module test.
Final test

In this last lesson of the course, the student will come across a variety of exercises which will help consolidate and evaluate the knowledge which has been acquired throughout the duration of the course.

Inglés Nivel A2.1

Objetivos
In this block the learner will consolidate the material from the previous Block and continue the transition from A1 to A2 from Breakthrough to Waystage. The course content remains functional and focused entirely on improving learner independence in all areas. In this block the learner is introduced to Modal verbs for ability, extended prepositions as well as the Present Simple forms of many common verbs. The use of a variety of exercises encompasses different learner styles as well as guaranteeing thorough coverage of the topics covered. The block is comprised of a series of interactive exercises such as word-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items.
Duración
60 horas

Minutes of Telephone Conversation
To practice speaking skills, you have 60 minutes of telephone conversation with your tutor.

Programa

Unit 1

In this unit students learn to express permission and ability and to participate in a telephone conversation. They review and consolidate basic vocabulary, e.g. colours, and see new words related to clothing. All exercises show the vocabulary in an interactive and contextualized way. Regarding grammar, students learn about modal verbs ("can/cant" or "to be able to") to express ability, permission and possibility and also to express obligation ("to have to"). Prepositions of place, such as "over", "on" and "in", are seen in context, and students deal with phrases used in telephone conversations to exchange personal information.

Students practice listening through a series of short dialogues that have been adapted to the students language knowledge and related to the basic vocabulary useful for the students communication. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson.

The unit finishes with a test to review and consolidate all the language skills acquired through the unit.

Having an accident

Aims: to introduce and recycle vocabulary, functions and grammatical structures through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. The structures and functions introduced include the modal verbs can and can't for ability, exchanging telephone numbers and addresses and the prepositions of place: over, on, in. The vocabulary input focuses on clothes and colours through activities such as the association of sentences and words with corresponding pictures, gap-fill listening exercises, listening practice through spelling and pronunciation practice with listen and repeat exercises as well as practice at writing sentences.

A robbery

Aims: to introduce and recycle vocabulary and structures as well as practicing pronunciation through a series of interactive exercises such as listening and writing activities and listening and repeating words or expressions. This lesson introduces basic telephone expressions as well as practicing can and cant for ability, the present simple and prepositions of place. Activities include the association of sentences and words with corresponding pictures, gap-fill listening exercises, spelling practice and pronunciation practice through listening and repeating.

Can I help you?

Aims: to review and consolidate vocabulary, grammar and structures through a series of interactive exercises such as listening to complete the gaps, student-led listening with new vocabulary items, listening practice with exercises on spelling and pronunciation with listen and repeat exercises. Structures and functions include: the modal verbs can and can't used for ability, permission and possibility, exchanging personal information such as telephone numbers and addresses, the prepositions of place: over, on, in and all forms of the present simple. The vocabulary section focuses on clothes and basic telephone expressions. Activities in this lesson include the association of sentences and words with their corresponding pictures, listening practice with gap-fill exercises, student-led listening with click on the vocabulary, spelling practice, pronunciation practice though listening and repetition, dubbing the film and choosing synonymous sentences.

Night shift - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. In the first part of this lesson, students practice a series of useful expressions that they will find later on in the class. After that, the students attend a class that focuses on comparing the past with the present, daily routines and professions. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 2

In this unit students learn to describe peoples appearance, talk about clothes, months, years and age. There are also some spelling exercises and a review of the numbers. Regarding grammar, students review and consolidate the "present simple" with verbs of daily use, and they also learn about the correct word order regarding adjectives and about expressions to describe peoples appearance.

Students practice listening through a series of short dialogues related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson.

The unit finishes with a test to review and consolidate all the language skills acquired through the unit.

At the police station

Aims: to introduce and recycle vocabulary and structures through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. The structures and functions are focused on physical descriptions and the vocabulary section continues to focus on clothes, months and years. Activities in this lesson include the association of sentences and words with their corresponding pictures and dialogue comprehension.

What does he look like?

Aims: to introduce and practice grammar and useful phrases through a series of interactive exercises such as word/sentence-picture association, choosing the correct word in a set context, listening and repeating, etc. Structures and functions include the order of adjectives and all forms of the present simple. The vocabulary input continues the theme of clothes and physical descriptions. Activities in this lesson are the association of sentences and words with corresponding pictures, gap-fill listening exercises, student-led listening through clicking on the vocabulary, listening practice with an exercise on spelling and pronunciation practice with the opportunity to listen to and repeat a native speaker as well as reading practice with an exercise to match questions and answers.

Do you know him?

Aims: to consolidate and review the grammar, vocabulary and structures covered through a series of interactive exercises such as word/sentence-picture association, listening and writing activities, choosing the correct word or option, completing the sentences, etc. The structures and functions revised are the order of adjectives, all forms of the present simple as well as talking about ages. There is a review of the clothes vocabulary and physical descriptions and revision and extension of numbers. Activities in this section include the association of sentences and words with their corresponding pictures, gap-fill listening exercises, student-led listening by clicking on the vocabulary, practice with spelling, pronunciation practice with an exercise to listen and repeat, matching questions and answers, dubbing the film and choosing synonymous sentences.

Who's that? - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. These dialogues focus on learning how to make definitions and descriptions. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 3

In this unit students learn to express frequency, location and possession. Vocabulary previously studied is reviewed, e.g.: days of the week and adjectives to describe peoples appearance. Students acquire new vocabulary to talk about interpersonal relationships between people and their relatives, as well as to talk about the most common food and beverages. Regarding grammar, they consolidate the "present simple" and all of its forms and they learn about the verb "have got" and its pronunciation. There are several prepositions of place to be studied: "on", "under", "next to", "in front of". All lessons include interactive and contextualized exercises to help the student with the learning process.

Students practice listening through a series of short dialogues that have been adapted to the students language knowledge and related to the basic vocabulary useful for the students communication. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson.

The unit finishes with a test to review and consolidate all the language skills acquired through the unit.

Tomorrow is my birthday

Aims: to introduce and recycle vocabulary and structures through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. The activities in this lesson are the association of sentences and words with their corresponding pictures, student-led listening and matching words from two columns.

Introducing my family

Aims: to introduce and practice grammar and useful phrases through a series of interactive exercises such as word/sentence-picture association, listening and repeating, listening and writing, etc. Structures and functions covered are: adverbs of frequency, all forms of the present simple with the addition of new verbs, all forms of have got and prepositions of place: on, under, next to, in front of. The vocabulary section revises the days of the week, physical descriptions as well as relationships and family. There are activities based on the association of sentences and words with their corresponding pictures and listening and repetition.

What's the matter?

Aims: to review and consolidate grammar, vocabulary and structures through a series of interactive exercises such as choosing the correct word or option, completing the sentences, dubbing the film, etc. Structures and functions covered include adverbs of frequency, all forms of the present simple including new verbs, all forms of have got and prepositions of place: on, under, next to and in front of. The vocabulary continues to concentrate on physical descriptions, relationships and family, revision of the days of the week. Activities in this lesson are the association of sentences and words with corresponding pictures, choosing the correct word or option in a given context, dubbing the film and choosing synonymous sentences.

Food and drink - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. These dialogues focus on talking about health problems and how to solve them with medicines and other remedies. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 4

Revision of all the terms, grammar and structures learned in the previous units such as the verb: have got; expressions to talk about the family, to describe people physically, give directions, talk about places, cities and towns and ask for personal information. The lessons in this unit include interactive exercises to dub the film, dialogue understanding (selecting the correct option, making sentences and filling in the gaps). Students also attend a class where a teacher poses questions and suggests activities to the student. Students interact with the teacher through guided dialogues.

The unit finishes with a test to revise all the language skills acquired so far.

The fifth annual race

Aims: to introduce and recycle vocabulary and structures through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. The vocabulary focus is on places in the town and basic directions. Activities include the association of sentences and words with corresponding pictures and dialogue comprehension.

How do I get there?

Aims: to introduce and practice grammar, vocabulary and functional structures through a series of interactive exercises such as word/sentence-picture association, listening and repeating, listening and writing, etc. The structures and functions covered in this lesson are prepositions of movement and the positive form of the imperative. The vocabulary continues the theme of places in the town and basic directions as well as introducing expressions with go: go up, go down and go onto. The activities in this section are based on the association of sentences and words with corresponding pictures, gap-fill listening, student-led listening, spelling practice, pronunciation exercises using listening and repetition, matching questions and answers and multiple choice.

Turn left!

Aims: to consolidate and review grammar, vocabulary and structures through a series of interactive exercises such as choosing the correct word, dubbing the film, etc. The structures and functions covered are: prepositions and the imperative. Vocabulary: places in the town, basic directions and expressions with go: go up, go down and go onto. Activities include: the association of sentences and words with corresponding pictures, listening to fill the gaps, student-led listening by selecting the vocabulary, spelling practice, pronunciation practice by listening and repeating, matching questions and answers, dubbing the film, choosing synonymous sentences and multiple choice.

Health - Master class

The student will attend a class where a teacher whose first language is that being taught, will pose questions and activities to the student. The student will interact with the teacher through guided dialogues. At the same time the teacher will evaluate the student user on their performance and inform them of their progress through our very own exclusive Dexway method, using text and voice to clarify any specific areas that require attention, such as pronunciation, etc.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 5

In this unit students learn to notify or warn, to express prohibitions and to give directions. They also learn more adjectives to describe people and places: home, furniture, months, cities, etc., as well as to talk about parts of the body. Regarding grammar, students learn the imperative mode in negative sentences, expressions of warning and quantity: "a/an", "some", "both", "enough", "many", "few" and "a lot of".

Students practice listening through a series of short dialogues that have been adapted to the students language knowledge and related to the basic vocabulary useful for the students communication. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson.

The unit finishes with a test to review and consolidate all the language skills acquired through the unit.

Looking after her dog

Aims: to introduce and recycle vocabulary and structures through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. The vocabulary section introduces some common expressions: I suppose so, poor thing, anyone and someone and the activities include the association of sentences and words with corresponding pictures, listening to a dialogue and dialogue comprehension.

Don't eat that!

Aims: to introduce, study and practice grammar and structures through a series of interactive exercises such as associating sentences and words with pictures, writing sentences, and pronunciation practice, etc. The structures and functions extend the learners ability to give instructions as well as introduce the language needed to express prohibition through negative imperatives. Other input includes quantifiers: a few, a little, a lot of, plenty of, any, enough, negative agreement using either and expressing frequency: once, twice, three times. The vocabulary introduced compliments these functions with the language used for giving instructions and talking about prohibitions. The activities in this lesson include the association of sentences and words with corresponding pictures, student-led listening, spelling practice and pronunciation drilling through listening and repetition.

That's enough

Aims: to consolidate and review grammar, vocabulary and structures covered in the previous lessons through a series of interactive exercises such as listening and writing, choosing the correct word or sentence and dubbing the film. The structures and functions reviewed are: giving instructions, expressing prohibition using negative imperatives, quantifiers: a few, a little, a lot of, plenty of, any, enough, negative agreement using either and expressing frequency using: once, twice, three times. There is a review of the vocabulary needed to give instructions and to talk about prohibitions. Activities in this section include: the association of sentences and words with corresponding pictures, listening to choose the correct option, true or false listening comprehension, listening to fill in the gaps, choosing synonymous sentences and dubbing the film.

Instructions - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. These dialogues focus on giving directions to arrive to different places and talking and describing about typical places in a town or city. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 6

This unit includes linguistic immersion practice in which the students have to deal with real situations. In this unit students learn vocabulary about the airport and the hotel. Students practice all languages skills mentioned previously through a series of exercises and dialogues that are contextualized. This unit includes an additional vocabulary lesson with activities to learn and contextualise the vocabulary the student learnt.

The unit finishes with a test to review and consolidate all the language skills acquired through the unit.

What's her flight number?

Aims: to revise the contents of the block through a variety of exercises and activities. Interactive exercises include dubbing the film, dialogue comprehension, making sentences and filling in the gaps. This lesson provides a comprehensive revision of the topics, structures and functions covered in the past lessons such as: have got, talking about the family, directions, places in a town and asking for more information. The vocabulary reviewed includes: physical descriptions, family and relations. The activities include: watching and dubbing a film, listening comprehension - choosing the correct option, forming sentences and filling in the gaps.

There's plenty of work!

Aims: to revise the contents of the block through a variety of exercises and activities. Interactive exercises include: choosing the correct word, true or false listening comprehension, reading and ordering, listening to fill in the gaps, etc. The revision of structures and functions covers: have got, talking about the family, directions, places in a town, asking for more information, possessive 's', imperatives and prepositions. The vocabulary reviewed follows the same themes of physical descriptions, family and relations.

The hotel - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. In these dialogues students practice the appropriate expressions and terms to reserve a room in a hotel. In the second part of the class, students revise the use of possessives. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

At the airport - Additional vocabulary

This lesson provides students with additional materials to expand their knowledge of vocabulary on the subject of travelling, specifically terms related to the airport context. Vocabulary is presented in context and there are follow-up exercises that provide extended

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 7

In this unit of the course A2 students practice all the mentioned language skills (vocabulary, listening, reading, writing, grammar and speaking). Students attend to a recorded class in which the teacher asks about eating out at a restaurant and they must record their answers. Students receive feedback afterwards thanks to the exclusive dexway voice-recognition system. This unit also includes linguistic immersion exercises in which students listen to a conversation of two night-shift workers.

The unit finishes with a test that consolidates all the skills learnt through the previous unit.

Night shift workers 1 - Typical situation

A practical immersion in the language, where by the student will live through a real life situation, similar to one they would confront in the language in which they are learning. In this lesson the student will be introduced to new vocabulary, then once the exercise has been completed, they will then have an opportunity to do some practice with this same new vocabulary.

Night shift workers 2 - Typical situation

A practical immersion in the language, where by the student will live through a real life situation, similar to one they would confront in the language in which they are learning. In this lesson the student will be introduced to new vocabulary, then once the exercise has been completed, they will then have an opportunity to do some practice with this same new vocabulary.

Life is full of action - Dialogue

The student will listen to a series of questions which they can answer freely. In this lesson new vocabulary will be introduced. Once the lesson has finished, the student will then be able to have some practice with this same new vocabulary.

A good 'cuppa' - Reading comprehension

In this lesson students read and listen to a written passage of text about how tea and coffee are prepared in the United Kingdom and their importance in the British culture. After reading, students answer a series of questions that follow a sequential order and elicit their skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences. The suggested activity focuses on matching a statement with its corresponding section, an example is provided. By practicing active and effective reading students acquire strong cognitive skills such as attention, auditory analysis, sound blending, sound segmenting, memory, processing speed and visualisation.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 8

In this unit students practice all the mentioned language skills (vocabulary, listening, reading, writing, grammar and speaking). Students learn vocabulary about food and beverages and useful expressions that can be used at the restaurant. This unit also includes linguistic immersion exercises in which students listen to a conversation of a couple going to the restaurant. The unit finishes with a test that consolidates all the knowledge acquired.

At the restaurant - Specific vocabulary

After this lesson, the learner will be able:
- To recognize and name common products on the menu at a restaurant.
- Complete written exercises that demonstrate you are capable of matching the written forms of the vocabulary to the sounds and images that correspond to them.
- Test knowledge of the terms in the exercises and keep a record of your pronunciation to monitor the progress you make and encourage reflection.

Asking and ordering from the menu - Specific vocabulary

After this lesson, the learner will be able:
- To recognize and name common drinks and desserts on the menu at a restaurant.
- Take orders and answer the clients´ questions about what is on the menu.
- Complete written exercises that demonstrate you are capable of matching the written forms of the vocabulary to the sounds and images that correspond to them.
- Test knowledge of the terms in the exercises and keep a record of your pronunciation to monitor the progress you make and encourage reflection.

Complaints at the restaurant - Specific vocabulary

After this lesson, the learner will be able:
- Give explanations, describe different dishes on the menu and solve problems by acting professionally.
- Order written expressions common in conversations that provide professional service.
- Complete written exercises that demonstrate you are capable of matching the written forms of designs to the sounds and images that correspond to them.
- Test knowledge of the terms in the exercises and keep a record of your pronunciation to monitor the progress you make and encourage reflection.

At the restaurant - Vocabulary practice

After this lesson, the learner will be able to:
- Give explanations, describe products, deal with problems and act professionally.
- Order expressions common in conversations that provide professional service.
- Complete written exercises that demonstrate you are capable of matching the written forms of designs to the sounds and images that correspond to them.
- Test knowledge of the terms in the exercises and keep a record of your pronunciation to monitor progress.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 9

In this unit of the module A2 students practice all the mentioned language skills (vocabulary, listening, reading, writing, grammar and speaking). Students learn vocabulary about hotel facilities. This unit also includes linguistic immersion exercises in which students listen to a conversation of a hotel guest with the receptionist of a hotel at the moment of checking in and out of the hotel. The unit finishes with a test that consolidates all the knowledge acquired.

Checking in and out of a hotel - Typical situation

A practical immersion in the language, where by the student will live through a real life situation, similar to one they would confront in the language in which they are learning. In this lesson the student will be introduced to new vocabulary, then once the exercise has been completed, they will then have an opportunity to do some practice with this same new vocabulary.

Being social - Dialogue

The student will listen to a series of questions which they can answer freely. In this lesson new vocabulary will be introduced. Once the lesson has finished, the student will then be able to have some practice with this same new vocabulary.

Las Vegas - Reading comprehension

In this lesson students read and listen to a written passage of text about Las Vegas, one of the most famous cities in the USA, and then answer a series of questions. These questions follow a sequential order and elicit students' skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences. The suggested activities comprise 9 multiple-choice questions, an example is provided. By practicing active and effective reading students acquire strong cognitive skills such as attention, auditory analysis, sound blending, sound segmenting, memory, processing speed and visualisation.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

End-of-module test.
Final test

In this last lesson of the course and as a way to revise, the student will come across a variety of exercises which will help consolidate and evaluate any knowledge which has been acquired throughout the duration of the course.

Inglés Nivel A2.2

Objetivos
In this block the learner will consolidate the material from the previous Block and begin the transition from A2. The course content remains functional and focused entirely on improving learner independence in all areas. In this block the learner is introduced to the Past Simple of the verb To Be, regular verbs and some common irregular verbs, extended comparative practice as well as the Present Continuous forms of many common verbs, the difference between the present simple and continuous, the going to form and various time expressions. The use of a variety of exercises encompasses different learner styles as well as guaranteeing thorough coverage of the topics covered. The block is comprised of a series of interactive exercises such as word-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items, grammar and expressions.
Duración
60 horas

Minutes of Telephone Conversation
To practice speaking skills, you have 60 minutes of telephone conversation with your tutor.

Programa

Unit 1

In this unit students learn to describe the home and familiar surroundings, as well as to give personal descriptions of the past and ask about quantities. They revise and consolidate basic vocabulary and learn more adjectives to describe people and places: home, furniture, months, cities, etc. Regarding grammar, students learn the past simple of the verb "to be" and the impersonal past: "there was/there were". Students learn time expressions such as: "now", "yesterday", "last week", "last night" and their use in past sentences. Students revise quantity expressions: "how much/how many"?

Students practice listening through a series of short dialogues that have been adapted to the students language knowledge and related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Among these activities students find one in which they must dub a short fragment of a movie.

The unit finishes with a test to revise all the skills acquired through the lessons.

What a mess! There was a party

Aims: to introduce structures and vocabulary through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Activities include the association of sentences and words with corresponding pictures, listening to a film and answering comprehension questions. The new vocabulary focuses on parts of the house, furniture and months of the year.

There was an armchair

Aims: to study and practice grammar and expressions. Structures and functions presented are: there was and there were. The practical vocabulary extends and revises the themes of house and home. Activities include: the association of sentences and words with corresponding pictures, gap-fill activities, student-led listening, rewriting sentences and pronunciation practice with listen and repeat exercises.

Were you at work this morning?

Aims: to study and practice grammar and expressions. Structures and functions presented are: the past simple form of the verb To Be and relevant time expressions: now, yesterday, last week, night etc. Other structures presented include: there was and there were, an extension of adjectives, How much? and How many? The practical vocabulary extends and revises the themes of house, home and months. Activities include: the association of sentences and words with corresponding pictures, gap-fill activities, student-led listening, rewriting sentences and pronunciation practice with listen and repeat exercises.

A flat to rent

Aims: to consolidate the grammar, vocabulary and structures covered in the lessons through a series of interactive activities. The structures and functions reviewed are: the past simple of the verb To Be, time expressions: now, yesterday, last week, night etc, there was and there were, adjectives, How much?, How many? and interrogative pronouns. The vocabulary continues with the topic of house, home and months of the year. Activities in this lesson include: listening comprehension to choose the right option or word, listen and write, choose the sentence which means the same, listening to fill in the gaps and dubbing the film.

The house - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. These dialogues focus on talking about renting or buying a house, house furniture and decoration. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 2

In this unit students learn to discuss the past and buy objects and clothes. They revise basic vocabulary and learn new terms to describe pieces of clothing and expressions to use in a clothes shop such as: "exchange", "return", "look for the right size", "pay", etc. Students consolidate the use of the past simple with regular verbs in the affirmative form, focusing on their correct pronunciation, and they learn the structure: "too" + adjective and other structures to express comparison using short adjectives.

Students practice listening through a series of short dialogues that have been adapted to the students language knowledge and related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Among these activities students find one in which they must dub a short fragment of a movie.

The unit finishes with a test to revise all the skills acquired through the lessons.

Clothes shopping

Aims: to introduce structures and vocabulary through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. The lexical focus is on shopping vocabulary: sizes, prices, trying things on, clothes etc. Activities are based on watching a film and comprehension tasks such as matching columns.

Last night

Aims: to introduce, study and practice the grammar covered through a series of interactive exercises. The following structures and functions are covered: the affirmative form of the past simple of regular verbs, too + adjective and comparison of short adjectives. The vocabulary continues the shopping theme with: sizes, prices, trying things on and clothes. Activities in this lesson are: association of sentences and words with corresponding pictures, gap-fill activities and student-led listening.

The catalogue

Aims: to review and consolidate the grammar, structures and vocabulary covered through a series of interactive exercises. Structures and functions continue with the affirmative form of the past simple tense of regular verbs and the pronunciation of ed endings: /t/ /d/ /id/. The review also includes the comparison of short adjectives and also too + adjective. The vocabulary continues to be associated with shopping: sizes, prices, trying things on, clothes etc. Activities in the review include: pronunciation - listen and repeat, association of sentences and words with corresponding pictures, listening to fill the gaps, student-led listening - click on the vocabulary, fill in the gaps with the correct word or option, dub the film and choosing synonymous sentences.

Let's compare - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. The main focus of these dialogues is learning to compare objects and seasons. The class also approaches other topics such as: the weather and the most common nouns and adjectives to describe them. E.g.: cold, child, bus, pencil... After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 3

In this unit students learn to discuss the past, express orders and use language for storytelling. They consolidate terms related to days of the week and regular and irregular adjectives, and extend their vocabulary by learning terminology about methods of transport, seasons and months. Regarding grammar, students revise the use of the past simple in the affirmative form and learn the negative and the interrogative forms. Moreover, students learn irregular verbs in the past simple and some structures to express obligation: "have to"; and expressions used in travelling contexts: "to go by" + method of transport.

Students also learn the comparison with long and irregular adjectives. Students practice listening through a series of short dialogues that have been adapted to the students language knowledge and related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Among these activities students find one in which they must dub a short fragment of a movie.

The unit finishes with a test to revise all the skills acquired through the lessons.

How was your day?

Aims: to introduce structures and vocabulary through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. The learner is presented with a number of activities such as: association of sentences and words with corresponding pictures, watching a film and a following comprehension task to match the columns.

Better or worse

Aims: to introduce, study and practice grammar, structures and vocabulary through a series of interactive exercises. Structures and functions covered are: interrogative and negative forms of the past simple, irregular verbs in the past simple, expressing obligations using have to and the comparison of long and irregular adjectives. The vocabulary in this lesson extends the learners knowledge as: seasons, months and dates (ordinals) and means of transport. Activities are: student-led listening - click on the vocabulary, fill in the gaps, choose the correct word or option.

What did you do last Saturday?

Aims: to revise the grammar, structures and vocabulary covered in the lessons through a series of interactive exercises. The structures and functions from the previous lessons are reviewed such as: interrogative and negative forms of the past simple, past simple of irregular verbs, expressing obligations using have to, the comparison of long and irregular adjectives and travel - to go by + transport. Vocabulary includes: seasons, months and dates (ordinals) and transport. Activities focus on: pronunciation - 'th (soft sounds) listen and repeat, association of words and sentences with their corresponding images, listening and writing - fill in the gaps, choosing synonymous sentences, choosing the correct word or option, fill in the gaps and dub the film.

What you did yesterday - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. These dialogues focus on learning the verb tense known as Past simple. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 4

In this unit students learn to express actions that occur during the moment of speech and vocabulary for daily actions such as "have a shower" or "have breakfast", as well as other common terms. Regarding grammar, the "present continuous" is seen to talk about action in progress in the present or temporary situations in the present. Students learn how to use and differentiate the "present continuous" and the "present simple", and also learn the adverbs "some/any" and the use of the gerund (-ing).

Students practice listening through a series of short dialogues that have been adapted to the students language knowledge and related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Among these activities students find one in which they must dub a short fragment of a movie.

The unit finishes with a test to revise all the skills acquired through the lessons.

Going back to England

Aims: to introduce structures and vocabulary through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items.

What is he doing?

Aims: to introduce structures and vocabulary through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items.

What's the matter?

Aims: to revise, practice and consolidate the grammar, structures and vocabulary covered in the lessons through a series of interactive exercises such as word/sentence-picture association, listening comprehension, gap-filling, choosing the correct word and answer, etc.

Structures and functions extend the learners ability to use all forms of the present continuous, present simple for habitual actions vs. present continuous for actions at the time of speaking as well as some and any . The vocabulary extension continues to focus on daily routines. Activities include: association of sentences and words with corresponding pictures listening to fill the gaps, student-led listening, write the correct word or sentence, dub the film and choosing synonymous sentences.

What is she doing? - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. The main focus of these dialogues is presenting the use of the present continuous to talk about actions in progress. Students practice the description of pictures and images. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 5

In this unit students learn to express intention and habitual everyday activities, revising basic vocabulary and seeing more terms to talk about professions, special events and hobbies. They learn time expressions such as "nowadays" and "at the moment" and review the ordinal numbers. Regarding grammar, students learn expressions to predict the future, to talk about future plans and intentions and about deductions in the present. Students also learn the structure: "going to" + infinitive and its appropriate use, and also revise the use of present simple and present continuous.

Students practice listening through a series of short dialogues that have been adapted to the students language knowledge and related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Among these activities students find one in which they must dub a short fragment of a movie.

The unit finishes with a test to revise all the skills acquired through the lessons.

The fortune teller

Aims: to introduce structures and vocabulary through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items.

He is going to work at home

Aims: to introduce and practice the grammar through a series of interactive exercises such as word/sentence-picture association, gap-filling activities, etc. Structures and functions include: going to + infinitive for predictions, future plans or intentions and deductions from visual clues, present simple for habitual actions and present continuous for temporary states. Vocabulary extension: work and leisure, ordinal numbers to talk about special occasions, dates and get + married, dressed, etc. Activities are: association of sentences and words with corresponding pictures, fill in the gaps and select the correct option.

What are you doing nowadays?

Aims: to review and consolidate the grammar, structures and vocabulary through a series of interactive exercises. Structures and functions: going to + infinitive for predictions, future plans, intentions and deductions from visual clues, present simple for habitual actions and present continuous for temporary states. Vocabulary extension: work and leisure, ordinal numbers to talk about special occasions, time expressions: nowadays, at the moment, dates and expressions with get get + married, dressed, etc. Activities include pronunciation practice, listen and repeat, associating images with expressions, true or false listening comprehension, choosing synonymous sentences, fill in the gaps to complete the sentences and dub the film.

What are you going to do? - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. These dialogues focus on learning the verb tense: going to for future plans. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

At work - Additional vocabulary

This lesson provides students with additional materials to expand their knowledge of vocabulary on the subject of jobs and professions. Vocabulary is presented in context and there are follow-up exercises that provide extended practice.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 6

Students revise and consolidate the contents of the level through a variety of exercises and activities. Interactive exercises include word/sentence-picture association. Student practice their pronunciation through a series of interactive exercises in which they must listen and repeat. They also practise their listening comprehension skills and their reading comprehension skills. There is a practical immersion in the language where by the students are put into a real life situation in which a special event is being organised, similar to one they would confront in the language they are learning. Students learn to make arrangements, describe a house, etc.

The unit finishes with a test to review and consolidate all the language skills acquired through the unit.

Returning to work

Aims: to revise and consolidate the contents of the block through a variety of exercises and activities. Interactive exercises include associating words with pictures, listening comprehension with short, realistic dialogues, dubbing the film, dialogue understanding by filling in the gaps, etc. A comprehensive revision of all the topics covered. The structures and functions reviewed are past simple to telling a simple story, some and any and describing a house .The vocabulary focus is on the theme of house and home. Activities include: the association of sentences and words with corresponding pictures, listening to fill the gaps, student-led listening, reading comprehension and dub the film.

This outfit matches

Aims: to revise and consolidate the contents of the block through a variety of exercises and activities. Interactive exercises include: word/sentence-picture association, pronunciation practice with listen and repeat, listening comprehension to fill in the gaps, etc. A comprehensive revision of the topics, structures and functions covered. This lesson revises: the present continuous, going to + infinitive, the comparative form of adjectives as well as the vocabulary associated with clothes. Activities include: association of sentences and words with corresponding pictures, listening comprehension and gap-fill, student-led listening and pronunciation as well as listen and repeat.

High days and holidays - Reading comprehension

In this lesson students read and listen to a written passage of text about some of the most important holidays in the UK (e.g.: Christmas) and how they are usually celebrated. After reading, students answer a series of questions that follow a sequential order and elicit their skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences. The suggested activities comprise both multiple-choice and true/false questions, an example for each is provided. By practicing active and effective reading students acquire strong cognitive skills such as attention, auditory analysis, sound blending, sound segmenting, memory, processing speed and visualisation.

Holidays on-board - Additional vocabulary

This lesson provides students with additional materials to expand their knowledge of vocabulary on the subject of holidays, specifically when travelling on cruise. Vocabulary is presented in context and there are follow-up exercises that provide extended practice.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 7

Students revise and consolidate the contents of the level through a variety of exercises and activities. Interactive exercises include word/sentence-picture association. Student practice their pronunciation through a series of interactive exercises in which they must listen and repeat. They also practise their listening comprehension skills and their reading comprehension skills. There is a practical immersion in the language where by the students are put into a real life situation at the office, similar to one they would confront in the language they are learning.

The unit finishes with a test to review and consolidate all the language skills acquired through the unit.

Planning a party - Typical situation

A practical immersion in the language, whereby students will live through a real life situation, similar to one they would confront in the context of the language they are learning. In this typical situation students will follow the process of preparing and planning a party. In order to achieve this successfully, students will be introduced to new vocabulary and then, they will have the opportunity to listen to the conversation of a group of friends using the vocabulary they have learnt and repeat the dialogue. After that, students will receive feedback on their pronunciation.

She's hosting a party - Typical situation

A practical immersion in the language, whereby students will live through a real life situation, similar to one they would confront in the context of the language they are learning. In this typical situation students will follow the process of preparing and planning a party. In order to achieve this successfully, students will be introduced to new vocabulary and then, they will have the opportunity to listen to the conversation of a group of friends using the vocabulary they have learnt and repeat the dialogue. After that, students will receive feedback on their pronunciation.

Home and seasons - Dialogue

The student will listen to a series of questions which they can answer freely. In this lesson new vocabulary will be introduced. Once the lesson has finished, the student will then be able to have some practice with this same new vocabulary.

American barbeques - Reading comprehension

In this lesson students read and listen to a written passage of text in which a story of a barbeque day in the USA is narrated. After reading, students answer a series of questions that follow a sequential order and elicit their skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences. The suggested activities comprise multiple-choice and true/false questions as well as matching statements with their corresponding sections, an example for each is provided. By practicing active and effective reading students acquire strong cognitive skills such as attention, auditory analysis, sound blending, sound segmenting, memory, processing speed and visualisation.

Being at home - Additional vocabulary

Unit 8

This lesson provides students with additional materials to expand their knowledge of vocabulary they need to talk and describe different parts of the house. Vocabulary is presented in context and there are follow-up exercises that provide extended practice.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

In this unit of the module A2 students practice all the mentioned language skills (vocabulary, listening, reading, writing, grammar and speaking). Students learn vocabulary to name different clothes patterns, pieces of clothing and fabrics, as well as phrases and expressions useful when going to the clothing shop. This unit also includes linguistic immersion exercises in which students listen to a dialogue at the clothing shop. The unit finishes with a test that consolidates all the knowledge acquired.

Patterns - Specific vocabulary

After this lesson, the learner will be able:
- To recognize and name common patterns for products on sale at a clothing shop.
- Complete written exercises that demonstrate you are capable of matching the written forms of designs to the sounds and images that correspond to them.
- Test knowledge of the terms in the exercises and keep a record of your pronunciation to monitor the progress you make and encourage reflection.

Pieces of clothing - Specific vocabulary

After this lesson, the learner will be able:
- To recognize and name common men and women´s clothing and accessories for products on sale at a clothing shop.
- Complete written exercises that demonstrate you are capable of matching the written forms of clothes and clothing patterns to the sounds and images that correspond to them.
- Test knowledge of the terms in the exercises and keep a record of your pronunciation to monitor the progress you make and encourage reflection.

Clothes and fabrics - Specific vocabulary

After this lesson, the learner will be able:
- To recognize and name common fabrics designs on sale at a clothing shop.
- Use common expressions to provide a professional service to the client.
- Complete written exercises that demonstrate you are capable of matching the written forms of designs to the sounds and images that correspond to them.
- Test knowledge of the terms in the exercises and keep a record of your pronunciation to monitor the progress you make and encourage reflection.

Apparel - Vocabulary practice

After this lesson, the learner will be able to:
- Demonstrate their learning by completing the tests that match the written forms of the words to the vocabulary used in describing clothing, clothing materials and designs.
-Take part in conversations between clients and a professional at work in a clothes shop.
- Check the form, sound and spelling of the terms practiced is adequate and keep a record of your pronunciation to monitor the progress you make and encourage reflection.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 9

In this unit of the module A2 students practice all the mentioned language skills (vocabulary, listening, reading, writing, grammar and speaking). Students learn vocabulary to name foods and supermarket sections. This unit also includes linguistic immersion exercises in which students listen to a dialogue in a restaurant and learn formal standards and structures when communicating in a restaurant.

The unit finishes with a test that consolidates all the knowledge acquired.

In a restaurant - Typical situation

A practical immersion in the language, where by the student will live through a real life situation, similar to one they would confront in the language in which they are learning. In this lesson the student will be introduced to new vocabulary, then once the exercise has been completed, they will then have an opportunity to do some practice with this same new vocabulary.

Chores and emotions - Dialogue

The student will listen to a series of questions which they can answer freely. In this lesson new vocabulary will be introduced. Once the lesson has finished, the student will then be able to have some practice with this same new vocabulary.

Fast food - Reading

In this lesson students read and listen to a written passage of text about fast food restaurants and other restaurants that offer international foods in the US. After that, students answer a series of questions that follow a sequential order and elicit their skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences. The suggested activities comprise multiple-choice and true/false questions, an example for each is provided. By practicing active and effective reading students acquire strong cognitive skills such as attention, auditory analysis, sound blending, sound segmenting, memory, processing speed and visualisation.

Fast food - Dictation

In this lesson students have to follow the dictation of a text about fast food restaurants and other restaurants that offer international foods in the US. Students practice first and foremost their listening and writing skills and within the latter a range of sub-skills from spelling to punctuation. Moreover, this dictation makes students practise and enhance their vocabulary, syntax, grammar and, when reviewing his/her work, proofreading. The written passage of text has been divided into different phrases or sentences and it is listened to by the student, who has to write it. Students can listen to the phrase or sentence as many times as they wish and even ask for help if needed. Once a paragraph has been completed, students re-read it while listening to the audio and move on to the next paragraph.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

End-of-module test.
Final test

In this last lesson of the course and as a way to revise, the student will come across a variety of exercises which will help consolidate and evaluate any knowledge which has been acquired throughout the duration of the course.

Inglés Nivel B1.1

Objetivos
In this block the learner will consolidate the material from the previous Blocks and begin the transition from A2 to B1. The course content remains functional and focused entirely on improving learner independence in all areas. In this block the learner is introduced to the contrasting uses of the tenses covered so far such as Present Continuous for future plans with Going to for intentions. As with the other blocks on the course, there is frequent pronunciation practice and the learner has exposure to long and short sounds, correct regular past tense endings as well as general vocabulary and sentence level practice. The use of a variety of exercises encompasses different learner styles as well as guaranteeing thorough coverage of the topics covered. The block is comprised of a series of interactive exercises such as word-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items.
Duración
60 horas

Minutes of Telephone Conversation
To practice speaking skills, you have 60 minutes of telephone conversation with your tutor.

Programa

Unit 1

In this unit students learn to discuss the present, past and future. They study with terminology related to trips, methods of transport and daily routine. Regarding grammar, students revise and consolidate all the verb tenses they have learnt in the previous modules: present simple, present continuous and past simple by their use in specific contexts. Students practice listening through a series of short dialogues that have been adapted to the students language knowledge and related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Among these activities students find one in which they must dub a short fragment of a movie.

The unit finishes with a test to review and consolidate all the language skills acquired through the unit.

Buying the perfect camper

Aims: to acquire and expand both structures and vocabulary through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items on the theme of travel.

Vehicles

Aims: to introduce and practice the grammar included in this lesson, as well as to expand both structures and vocabulary through a series of interactive exercises. Structures and functions include a review of present simple, present continuous and past simple. The vocabulary topic is travel, means of transport and everyday activities. Activities include: association of sentences and words with corresponding pictures, student-led listening and completing the gaps.

Aims: to introduce structures and vocabulary through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Activities include the association of sentences and words with corresponding pictures, listening to a film and answering comprehension questions. The new vocabulary focuses on parts of the house, furniture and months of the year.

The car doesn't work

Aims: to review and consolidate the grammar, structures and vocabulary covered through a series of interactive exercises. The structures and functions review includes: present simple, present continuous, past simple, a review of basic telephone conversations and personal information. The vocabulary section looks at: time expressions for the past and present, travel vocabulary, means of transport and everyday activities. There is listening practice to fill in the gaps, pronunciation of the ch and sh sounds, listening comprehension with an exercise to select the correct option, make sentences and choosing synonymous sentences.

Means of transport - Master class

Aims: to study and practice grammar and expressions. Structures and functions presented are: the past simple form of the verb To Be and relevant time expressions: now, yesterday, last week, night etc. Other structures presented include: there was and there were, an extension of adjectives, How much? and How many? The practical vocabulary extends and revises the themes of house, home and months. Activities include: the association of sentences and words with corresponding pictures, gap-fill activities, student-led listening, rewriting sentences and pronunciation practice with listen and repeat exercises.

 

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 2

In this unit students learn to express possession, ask and speak about the recent past and discuss the weather. They use specific terminology to talk about the climate and temperature, as well as vocabulary useful for travelling (e.g.: "pack a suitcase"). Regarding grammar, students learn the present perfect to talk about recent actions in the past, as well as the appropriate use of the possessive pronouns and of the word "whose".

Students practice listening through a series of short dialogues that have been adapted to the students language knowledge and related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Among these activities students find one in which they must dub a short fragment of a movie.

The unit finishes with a test to revise all the skills acquired through the lessons.

On holidays

Aims: to learn, practice, acquire and expand both structures and vocabulary through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. The vocabulary focus is on talking about the weather and travel e.g. to pack a suitcase.

We're off

Aims: to learn and practice grammar and useful sentences through a series of interactive exercises. The learner is presented with all forms of the present perfect for recent past actions, possessive pronouns, question words whose? Vocabulary topics are: talking about the weather and temperatures, travel vocabulary: to pack a suitcase etc. Activities in this lesson include: listening and writing to fill in the gaps, pronunciation practice with listening and repeating the long and short i sounds, the association of sentences and words with corresponding pictures and fill in the gaps with the right word or option.

Living under extreme conditions

Aims: to review, practice and consolidate grammatical structures and vocabulary through a series of interactive exercises. Structures and functions covered are: present perfect for recent past actions, possessive pronouns, interrogative pronoun: Whose? Vocabulary reviewed includes: talking about the weather and temperatures, travel vocabulary: to pack a suitcase etc. The revision activities include student-led click and answer exercises, gap-fills, true or false reading comprehension, choose the synonymous sentence and real life dialogue practice with a film dubbing exercise.

Chain stories / Have you ever - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. The main focus of these dialogues is to learn how to describe pictures and imagine the story behind them. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 3

In this unit students learn to express duration, movement, agreement and disagreement, as well as terms to express their emotions and feelings. They also practice vocabulary they can use when travelling and describing places. Regarding grammar, students revise the present perfect and learn the use of the adverbs "for/since", with a general review of the rest of the verb tenses they have studied: present simple, present continuous, past simple, "going to" + infinitive. Students learn how to place adverbs in perfect tenses and prepositions of movement, as well as the difference in meaning between "been" and "gone".

Students practice listening through a series of short dialogues that have been adapted to the students language knowledge and related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. In addition, students must write an email of around 150 words addressed to a friend following the instructions given. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Among these activities students find one in which they must dub a short fragment of a movie.

The unit finishes with a test to revise all the skills acquired through the lessons.

Let's go to the Isle of Wight

Aims: to acquire, learn and expand both structures and vocabulary through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. The vocabulary input focuses on talking about the weather.

How long has she lived in London?

Aims: to acquire and practice both the grammar and structures and vocabulary through a series of interactive exercises. Structures and functions covered are the present perfect with for and since, present continuous, present simple, past simple, going to + infinitive, adverbs, agreements and prepositions of movement. Vocabulary focus is on expressing feelings and emotions, travel plans, the difference between gone and been and public places. Activities: the association of sentences and words with corresponding pictures, fill in the gaps with correct word or option and student-led listening.

International human rights

Aims: to review and consolidate the grammar, structures and vocabulary covered in the lessons through a series of interactive exercises. Structures and functions: present perfect with for and since, present continuous, present simple, past simple, going to + infinitive, adverbs, expressing similarities, agreements and prepositions of movement. The vocabulary review is on: expressing feelings and emotions, travel plans, the difference between been and gone and also a focus on public places. Activities: pronunciation practice with listen and repeat, listen and choose the correct sound, true or false listening comprehension , fill in the gaps by choosing the correct word or option, click on the vocabulary, listen and complete the sentences, listening comprehension to choose the correct option and real life dialogue practice with a film dubbing exercise.

Movement - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. The main focus of these dialogues is to learn how to talk about past experiences, specifically about moving to a new house. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 4

In this unit students learn to express quantity and tell stories of personal experience, and they revise and see new vocabulary related to pieces of clothing, patterns and materials. Regarding grammar, students continue practising the present perfect and learn the adverbs yet, still, sometimes, never and already and the expression "Have you ever?" to talk about life experiences. They also learn quantifiers such as too much/too many, a lot of and not enough.

Students practice listening through a series of short dialogues that have been adapted to the students language knowledge and related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Among these activities students find one in which they must dub a short fragment of a movie and, specifically, they practice the consonant sounds.

The unit finishes with a test to revise all the skills acquired through the lessons.

Having a breakdown

Aims: to acquire and learn new structures and vocabulary through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Presentation of new vocabulary: fabrics and textiles.

Fabrics

Aims: to acquire and practice the target grammar and some more structures through a series of interactive exercises. Structures and functions: present perfect with yet and already, Have you ever..? to ask about past experiences and quantifiers: too much, too many, not enough. The vocabulary input is on clothes: cloth, materials etc, as well as farewells. Activities include the association of sentences and words with corresponding pictures; filling in the gaps with the corresponding word or option, listen and repeat, gap-fill-choose the correct word.

Dry cleaner

Aims: to review and consolidate both grammatical structures and vocabulary through a series of interactive exercises. Structures covered include: present perfect with yet and already, Have you ever..? to enquire about past experiences, quantifiers: too much, too many, not enough and imperatives. Vocabulary focuses on some useful common expressions and ways to describe clothing. The activities provide vocabulary practice with the association of sentences and words with corresponding pictures, listening practice with fill in the gaps and comprehension questions and a pronunciation exercise to choose the correct sound. There is practice in writing sentences and filling in the gaps with the correct word or option, reading comprehension to choose synonymous sentences and the film dubbing exercise to give more, contextual practice.

Chain stories / Have you ever- Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. The main focus of these dialogues is talking about the weather in different places while looking at a weather map. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 5

In this unit students learn to discuss the past and describe objects and different places and buildings in a city and learn to speak about the items found in these locations, as well as vocabulary related to shapes, materials and professions. Regarding grammar, students learn to discuss about the past using both past simple and present perfect. They also learn verbal periphrasis such as "to just + infinitive", as well as time expressions such as "its been", indefinite expressions, prepositions and prepositional expressions.

Students practice listening through a series of short dialogues that have been adapted to the students language knowledge and related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Among these activities students find one in which they must dub a short fragment of a movie and, specifically, they practice vowel sounds and must record an oral description of a family picture following the instructions given.

The unit finishes with a test to revise all the skills acquired through the lessons.

See you at home

Aims: to acquire and learn both structures and vocabulary through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Vocabulary input is focused on: shapes, materials and more useful expressions.

What is it made of?

Aims: to learn and practice grammar as well as some more expressions. Structures and functions look a little more at some narrative tenses: present perfect vs. past simple and the use of time markers, present perfect with recent actions just, as well as practice with: something, anything and nothing. The vocabulary continues the previous themes of: shapes, materials and common expressions. Activities in this lesson are: association of sentences and words with corresponding pictures, choosing the correct word or option, listen and repeat, fill in the gaps and match the questions and answers.

I don't remember the word in English

Aims: to revise and consolidate structures and vocabulary as well as grammar through a series of interactive exercises. Structures and functions reviewed include: describing objects when you don't know the name, present perfect vs. past simple: use of time markers, present perfect for recent actions using just and something, anything, and nothing. The vocabulary review gives more practice when talking about: shapes and materials. There is revision of the common expressions such as: to look like, to make a decision and to be made of. Activities include: listening practice with a gap-fill exercise, pronunciation practice with repetition and identifying sounds, association of sentences and words with corresponding pictures, complete the sentences, choose the best word or option, listening comprehension: choosing synonymous sentences , and contextual practice with the real life dialogue - dub the film and choosing synonymous sentences.

Different places - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. The main focus of these dialogues is talking about different places and jobs. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 6

The lessons that form this unit include practices adapted to the students language knowledge and related to the topics that the students have learnt in the previous units. They revise the use of the "past simple" and "present perfect" and to use the appropriate time expressions. The unit introduces the use of the adverb "just" in the present perfect and the pronouns "something", "anything" and "nothing". Students learn vocabulary related to shapes, materials and verb patterns such as: "to look like", "to make a decision" and "to be made of". The content of this unit is introduced through contextualised and interactive activities.

The unit finishes with a test to revise all the skills acquired through the lessons.

She's left me!

Aims: to review and consolidate grammatical structures and vocabulary through a series of interactive exercises. The extended use of error detection exercises helps students to become aware of the typical errors made at this stage. Structures and functions seen in this lesson include: present perfect, past simple, going to + infinitive, something, anything and nothing. Vocabulary topics focus on shapes and materials with the addition of a review of common expressions .Activities in this lesson are the exercises based around the real life dialogue: listen and choose the best option, dub the film as well as focused reading and grammatical work with the error detection exercise.

Going to England

Aims: to review and consolidate structures and vocabulary as well as grammar through a series of interactive exercises. Structures and functions reviewed are: present perfect, past simple, going to + infinitive, present continuous , something anything and nothing. Vocabulary revision exercises focus on: clothes, materials and common expressions. There is a multiple choice listening comprehension as well as writing practice with gapped sentences and a letter to complete.

Glastonbury

Aims: to review and consolidate structures, vocabulary and grammar through a series of interactive exercises. Structures and functions include: present perfect, past simple, going to + infinitive, present continuous, something, anything and nothing. There is more vocabulary revision on the themes of: clothes, materials and the common expressions from past units. Activities are based on true or false reading comprehension, gap-fills and choosing the correct option.

Entertainment industry - Additional vocabulary

Revision of knowledge and vocabulary which has been acquired so far.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 7

Students revise and consolidate the skills acquired in the previous units through a variety of exercises and activities. Student practice their pronunciation through a series of interactive activities in which they will have to listen and repeat. They also practise their listening comprehension skills. Students revise vocabulary related to travelling, camping, fabrics and clothing by completing a series of exercises that include, for example, word/sentence-picture association. Moreover, students enhance their reading and writing skills by reading a text about carpentry, answering to a series of questions and doing a dictation.

The unit finishes with a test to revise all the skills acquired through the lessons.

Camping adventures 1 - Typical situation

A practical immersion in the language, whereby students will live through a real life situation, similar to one they would confront in the context of the language they are learning. In this typical situation students will listen to the adventures of a couple on a road trip. In order to achieve this successfully, students will be introduced to new vocabulary and then, they will have the opportunity to listen to the conversation using the vocabulary they have learnt and repeat the dialogue. After that, students will receive feedback on their pronunciation.

Camping adventures 2 - Typical situation

A practical immersion in the language, whereby students will live through a real life situation, similar to one they would confront in the context of the language they are learning. In this typical situation students will listen to the adventures of a couple on a road trip. In order to achieve this successfully, students will be introduced to new vocabulary and then, they will have the opportunity to listen to the conversation using the vocabulary they have learnt and repeat the dialogue. After that, students will receive feedback on their pronunciation.

Training for the marathon - Typical situation

A practical immersion in the language, whereby students will live through a real life situation, similar to one they would confront in the context of the language they are learning. In this typical situation students will listen to the adventures of a couple on a road trip. In order to achieve this successfully, students will be introduced to new vocabulary and then, they will have the opportunity to listen to the conversation using the vocabulary they have learnt and repeat the dialogue. After that, students will receive feedback on their pronunciation.

You know ambition counts - Dialogue

The student will listen to a series of questions which they can then answer freely by sending their answers to a teacher, on-line. In this lesson new vocabulary will be introduced. Once the lesson has finished, the student will then be able to have some practice with this same new vocabulary.

Carpentry as a hobby - Reading

In this lesson students read and listen to a written passage of text about DIY and carpentry and then answer a series of questions. These questions follow a sequential order and elicit students' skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences. The suggested activities comprise multiple-choice and true/false questions as well as matching statements with their corresponding sections, an example for each is provided. By practicing active and effective reading students acquire strong cognitive skills such as attention, auditory analysis, sound blending, sound segmenting, memory, processing speed and visualisation.

Carpentry as a hobby - Dictation

In this lesson students have to follow the dictation of a text about DIY and carpentry. Students practice first and foremost their listening and writing skills and within the latter a range of sub-skills from spelling to punctuation. Moreover, this dictation makes students practise and enhance their vocabulary, syntax, grammar and, when reviewing his/her work, proofreading. The written passage of text has been divided into different phrases or sentences and it is listened to by the student, who has to write it. Students can listen to the phrase or sentence as many times as they wish and even ask for help if needed. Once a paragraph has been completed, students re-read it while listening to the audio and move on to the next paragraph.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 8

In this unit of the module B1 students practice all the mentioned language skills (vocabulary, listening, reading, writing, grammar and speaking). Students learn vocabulary to name foods and supermarket sections. This unit also includes linguistic immersion exercises in which students listen to a dialogue at the supermarket and learn how to give directions.

The unit finishes with a test that consolidates all the knowledge acquired.

Supermarket - Specific vocabulary

After this session, learners will be able to:
- Recognize the sound and write the names of everyday items for sale in the different areas of a supermarket.
- Check understanding by responding to visual prompts and cues.
- Answer the question, What do we need?

Sections at the supermarket - Specific vocabulary

After this session, learners will be able to:
- Match the names and images of more familiar items.
- Name and write more everyday items at a supermarket.
- Answer the question, What do we need?

How much does it cost? - Specific vocabulary

The student will listen to a series of questions which they can answer freely. In this lesson new vocabulary will be introduced. Once the lesson has finished, the student will then be able to have some practice with this same new vocabulary.

After this lesson, learners will be able to:
- Ask for and say where items are in a supermarket.
- Follow basic conversations and directions to find the products you need.

What do we need from the supermarket? - Vocabulary practice

The learner will:
- Demonstrate their learning by completing the tests based on the materials in the units.
- Check the form, sound and spelling of the terms practiced is adequate.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 9

This unit revolves around the topic of clothes shopping. Students revise vocabulary related to clothes shopping: pieces of clothing, patterns, designs and fabrics. They are put into a real-life situation in which they have to ask for specific pieces of clothing in a clothes shop. In addition, students read and answer to a series of questions related to a text about winter sports. This unit includes a variety of interactive activities so that students put into practice all the language skills: listening, reading, writing and speaking.

The unit finishes with a test to revise all the skills acquired through the lessons.

Clothes shopping - Typical situation

A practical immersion in the language, where by the student will live through a real life situation, similar to one they would confront in the language in which they are learning. In this lesson the student will be introduced to new vocabulary, then once the exercise has been completed, they will then have an opportunity to do some practice with this same new vocabulary.

Weather - Dialogue

The student will listen to a series of questions which they can answer freely. In this lesson new vocabulary will be introduced. Once the lesson has finished, the student will then be able to have some practice with this same new vocabulary.

Outdoor atmosphere - Additional vocabulary

This lesson provides students with additional materials to expand their knowledge of vocabulary to talk and describe different weather conditions. Vocabulary is presented in context and there are follow-up exercises that provide extended practice.

Frozen fun - Reading comprehension

In this lesson students read and listen to a written passage of text about winter sports and then answer a series of questions. These questions follow a sequential order and elicit students' skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences. The suggested activities comprise multiple-choice and true/false questions as well as an exercise on finding the statement that best summarises the text as a whole. By practicing active and effective reading students acquire strong cognitive skills such as attention, auditory analysis, sound blending, sound segmenting, memory, processing speed and visualisation.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.


End-of-module test.
Final test

In this last lesson of the course and as a way to revise, the student will come across a variety of exercises which will help consolidate and evaluate any knowledge which has been acquired throughout the duration of the course.

Inglés Nivel B1.2

Objetivos

In this block the learner will consolidate the material from the previous Blocks and begin the transition from B1 to a solid B2. The course content remains functional and focused entirely on improving learner independence in all areas, especially in situations such as travel and accommodation, expressing oneself and responding to questions. In this block the learner will practice the narrative tenses (Past simple, Past continuous and Present perfect) and begin to practice re-telling personal experiences and stories from journeys or past events. As with the other blocks on the course, there is frequent pronunciation practice and the learner has exposure to long and short sounds, correct regular past tense endings as well as general vocabulary and sentence level practice. The use of a variety of exercises encompasses different learner styles as well as guaranteeing thorough coverage of the topics covered. The block is comprised of a series of interactive exercises such as word-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items.

Duración
60 horas

Minutes of Telephone Conversation
To practice speaking skills, you have 60 minutes of telephone conversation with your tutor.

Programa

Unit 1

In this unit students learn to express duration and to discuss continuous actions in the past. They revise and consolidate vocabulary previously studied focusing on terms about trips, airports and plans for the future. Students also learn expressions such as: "get on well", "have you ever", "how long does it take", etc, as well as vocabulary about music, types of music, etc. Regarding grammar, students revise the verb tenses they have learnt in the previous courses: present simple, present continuous, present perfect, "going to" + infinitive and past simple, focusing on the use of the past simple to talk about actions in progress in the past.

Students practice listening through a series of short dialogues that have been adapted to the students language knowledge and related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Among these activities students find one in which they must dub a short fragment of a movie.

The unit finishes with a test to revise all the skills acquired through the lessons.

Rock band

Aims: to acquire and learn structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. The vocabulary focus is on types of music and common expressions.

We're going to perform at Glastonbury

Aims: to learn and practice the grammar as well as introduce some more useful phrases through a series of interactive exercises. The structures and functions covered are: past continuous for describing actions in the past, common expressions such as get on well, travel scenarios: check-in at the airport, have you ever? to ask about past experiences and how long does it take? to ask about duration. The vocabulary input continues on the themes of types of music, travelling and country settings. The activities seen in this lesson are: student-led listening, complete the sentences by filling in the gaps, listening to and repeating sentences and expressions, listening comprehension and multiple choice, listening practice with a fill in the gaps exercise as well as the association of sentences and words with corresponding pictures.

"Dark Night"

Aims: to revise and consolidate all grammatical structures and functions covered by the topics covered in the lessons through a series of interactive exercises. The structures and functions reviewed are: the past continuous for actions in the past and talking about the duration of journeys using how long does it take? The vocabulary review deals with the themes from the previous lessons such as: types of music, common expressions like get on well, travelling and country settings. The range of activities include: pronunciation practice by listening and repeating as well as choosing the correct sound, completing the sentences, filling in the gaps, choosing the correct word or option and answering questions. There are also comprehension exercises such as choosing synonymous sentences and the real life dialogue film dubbing exercise.

How long does it take? - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. The main focus of these dialogues is using appropriately the expression How long does it take? After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 2

In this unit students learn to narrate stories and express obligation and conditions. They practice vocabulary about travelling to the country, parks and camping and, regarding grammar, they focus on the difference between past simple and past continuous. Students also learn the use of the modal verb "must/mustnt" to prohibit and to talk about obligations, as well as the adverbs of manner and the pronoun "one".

Students practice listening through a series of short dialogues that have been adapted to the students language knowledge and related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Among these activities students find one in which they must dub a short fragment of a movie.

The unit finishes with a test to revise all the skills acquired through the lessons.

Camping in the countryside

Aims: to learn and acquire structures and vocabulary through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items on the theme of the countryside.

Cut that wire

Aims: To acquire, learn and practice the target grammar through a series of interactive exercises. Structures and functions seen in this lesson include: past continuous vs. past simple to talk about actions in the past, adverbs, expressing obligation and prohibition: modal verbs must and mustnt, adverbs of manner and the pronoun one. The vocabulary covered in this lesson is a review of colours and prepositions of place, as well as adding to the previous topic of parks and campsites. Activities: listen and repeat sentences and structures, student-led listening: click on the vocabulary, gap-fill: supply the correct word or verb tense, listening: follow the instructions and the association of sentences and words with their corresponding pictures.

Camping rules

Aims: to review and consolidate all the structures and vocabulary as well as the grammar covered in the previous lessons through a series of interactive exercises. Structures and functions: past continuous vs. past simple when narrating a simple story, adverbs, expressing obligation and prohibition using the modal verbs must mustnt and the pronoun one. Vocabulary: common expressions, parks and campsites. Activities: listen and repeat the sentences, listen and choose the correct option, pronunciation: listen and repeat, choose the correct sound, fill in the gaps with the correct word or option, complete the gaps with the correct verb tense, a comprehension exercise to choose the synonymous sentences and a real life dialogue film dubbing exercise.

Free time - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. This lesson focuses on free time activities. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Life outside - Additional vocabulary

This lesson provides students with additional materials to expand their knowledge of vocabulary to talk and describe different outdoor activities. Vocabulary is presented in context and there are follow-up exercises that provide extended practice.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 3

In this unit students learn to explain causes and consequences and to define jobs and different objects. They revise and consolidate vocabulary previously studied and expand it with words and expressions about travelling and professions. The most used phrasal verbs and adjectives to describe the face are also introduced. Regarding grammar, students revise grammar points previously studied and learn the use of relative pronouns and of the conjunctions "so" and "because" to indicate causes and consequences, as well as new phrasal verbs.

Students practice listening through a series of short dialogues that have been adapted to the students language knowledge and related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Among these activities students find one in which they must dub a short fragment of a movie.

The unit finishes with a test to revise all the skills acquired through the lessons.

You are not invited to the party

Aims: to introduce and learn structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. The vocabulary presentation introduces some of the key words for this lesson.

Why don't you come in?

Aims: to acquire, learn and practice the target grammar through a series of interactive exercises. Structures and functions: relative pronouns, conjunctions so and because and an introduction to phrasal verbs. Vocabulary: common phrasal verbs, the face and jobs. Activities: student-led listening - click on the vocabulary, fill in the gaps, finish the sentences, listen and repeat, association of sentences and words with corresponding pictures and choose the best word or option.

I liked your new song

Aims: to review and consolidate structures and vocabulary as well as the grammar covered in the previous lessons through a series of interactive exercises. Structures and functions found in this lesson are: relative pronouns, conjunctions so and because, synonyms and travel: checking in to a hotel. The vocabulary review is on: parts of the body, common phrasal verbs, jobs and the face. Activities include: listening to and repeating useful phrases, listening and reading then supplying the correct word or expression, pronunciation practice: listen, repeat, then choose the correct sound, choose the correct word or option, complete the sentences, listening to fill in the gaps, click on the vocabulary, a comprehension exercise to choose the synonymous sentences and real life dialogue to give extra practice by dubbing the film.

What must you do if...? - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. This lesson focuses on daily obligations. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 4

In this unit students learn to make suggestions and search for confirmation and conversational support. They study new terms about eating out in a restaurant and food. Regarding grammar, the lessons in this unit introduce a new way of making suggestions with the verb "should/shouldnt" and the question tags. Students practice listening through a series of short dialogues that have been adapted to the students language knowledge and related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Among these activities students find one in which they must dub a short fragment of a movie.

The unit finishes with a test to revise all the skills acquired through the lessons.

Let me treat you to a drink

Aims: to learn and acquire structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. This lesson looks at food and restaurant vocabulary.

Shouldn't I?

Aims: to learn and practice the grammar through a series of interactive exercises. Structures and functions: making suggestions using should and shouldnt and comment tags. Vocabulary: food and restaurant vocabulary. Activities: student-led listening, click on the vocabulary and fill in the gaps.

I feel ill

Aims: to review and consolidate all structures, vocabulary and grammar covered in the previous lessons through a series of interactive exercises. Structures and functions: making suggestions using should and shouldnt and comment tags. Vocabulary: food and restaurant vocabulary and complaining. Activities: listen and repeat useful sentences, listening choosing the correct option, pronunciation: listen and repeat and then select the correct sound, fill in the gaps with the correct word or option, student-led listening, complete the sentences, comprehension exercise to choose a synonymous sentence and real life dialogue practice with the film dubbing exercise.

Your ideal job - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. This lesson focuses on manners and dress code in a job interview and the different professions. Students revise the use of should/shouldnt. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 5

In this unit students learn to request information, to await information and practice useful language for shopping. They acquire more vocabulary about shopping, containers and contents. Regarding grammar, students revise and consolidate grammar points such as question tags, how to make suggestions and verb tenses, and they learn the use of the infinitive and the gerund.

Students practice listening through a series of short dialogues that have been adapted to the students language knowledge and related to the day-to-day life. As for reading comprehension tasks, they consist on a series of interactive exercises throughout the lesson following the instructions given, including filling in the gaps, writing or putting the words in the correct order to make sentences. Thanks to the voice-recognition system in the exercises, students practice speaking and the pronunciation of the words and structures studied in this lesson. Among these activities students find one in which they must dub a short fragment of a movie.

The unit finishes with a test to revise all the skills acquired through the lessons.

I fancy going to the United States

Aims: to learn and acquire structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. The vocabulary theme is shopping.

What has happened here?

Aims: to study and practice the grammar as well as some more phrases. Structures and functions: question tags, verbs followed by gerunds and infinitives and common expressions. Vocabulary: shopping, additional verbs, containers and contents. Activities: student-led listening, complete the sentences, association of sentences and words with corresponding pictures, listen and repeat as well as f ill in the gaps.

Your plans in life

Aims: to review and consolidate the structures and vocabulary as well as the grammar covered in the lessons through a series of interactive exercises. Structures and functions: question tags and verbs followed by gerunds and infinitives. Vocabulary: common expressions, shopping vocabulary, additional verbs, containers and contents. Activities: listen and choose the correct option , listen, repeat and then choose the correct sound, fill in the gaps with the right word or option, association of sentences and words with corresponding pictures, finish the sentences, listen and fill in the gaps, choose the synonymous sentence, real life dialogue: dub the film.

Road signs - Master class

Students attend a class where the teacher, who speaks only English, asks questions that the students must answer. The student interacts with the teacher through a series of guided dialogues. This lesson puts the main emphasis on talking about the meaning of different road signs. Students revise the use of should/shouldnt. After attending the class, students have to complete a series of comprehension exercises and the dexway system immediately evaluates their answers. E.g.: pronunciation and writing.

Let's get a takeaway - Additional vocabulary

This lesson provides students with additional materials to expand their knowledge of vocabulary on the subject of holidays. Vocabulary is presented in context and there are follow-up exercises that provide extended practice.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 6

In this unit students find a revision of all the content studied in the previous lessons. Moreover, students revise the structures to express obligation and prohibitions. Students attend a class where a teacher poses questions and activities to the students. Students interact with the teacher through guided dialogues. At the same time the teacher will evaluate the student user on their performance and inform them of their progress through our very own exclusive dexway method, using text and voice to clarify and specific areas. The unit finishes with a test that is used to review and consolidate all the language skills acquired.

Falling in love

Aims: to revise and consolidate the structures, vocabulary as well as the grammar covered in the block through a series of interactive exercises. Structures and functions: expressing obligation and prohibition using the modal verbs must and mustnt, gerunds and infinitives, question tags and common expressions. Vocabulary: shopping vocabulary: try on, fit etc. Activities: listen to and watch a film, student-led listening, fill in the gaps and real life dialogue practice through dubbing the film.

The bill is wrong

Aims: to revise and consolidate the structures vocabulary as well as the grammar covered in the bock through a series of interactive exercises. Structures and functions: a review of past tenses - past simple and past continuous. Vocabulary: food and restaurants, complaining. Activities: listen and fill in the gaps, reading comprehension to complete a postcard by filling in the gaps.

African-American writers

Aims: to revise and consolidate the structures vocabulary as well as the grammar covered in the block through a series of interactive exercises. Structures and functions: phrasal verbs, expressing obligation and prohibition using the modal verbs must and mustnt and making suggestions with should and shouldn't. Vocabulary: food and eating out. Activities: true or false reading comprehension, and a listening gap-fill.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 7

Students revise and consolidate the contents of the level through a variety of exercises and activities. Interactive exercises include word/sentence-picture association. Students take part in a typical situation about activities in that are performed in their free time. This lesson is a practical immersion in the language where by the student lives through a real life situation going camping. They also practise their listening comprehension skills by listening to the typical situation and by carrying out a dictation exercise. Moreover, students attend a class where a teacher poses questions and activities to the student. The unit finishes with a test that is used to review and consolidate all the language skills acquired.

Travelling adventures - Typical situation

A practical immersion in the language, whereby students will live through a real life situation, similar to one they would confront in the context of the language they are learning. In this typical situation students will listen to the experiences of a couple travelling. In order to achieve this successfully, students will be introduced to new vocabulary and then, they will have the opportunity to listen to the conversation using the vocabulary they have learnt and repeat the dialogue. After that, students will receive feedback on their pronunciation.

At the Castle bed and breakfast hotel - Typical situation

A practical immersion in the language, whereby students will live through a real life situation, similar to one they would confront in the context of the language they are learning. In this typical situation students will listen to a couple checking into a bed and breakfast hotel. In order to achieve this successfully, students will be introduced to new vocabulary and then, they will have the opportunity to listen to the conversation using the vocabulary they have learnt and repeat the dialogue. After that, students will receive feedback on their pronunciation.

Near and far - Dialogue

The student will listen to a series of questions which they can answer freely. In this lesson new vocabulary will be introduced. Once the lesson has finished, the student will then be able to have some practice with this same new vocabulary.

Commuting and public transport - Reading

In this lesson students read and listen to a written passage of text that explains the pros and cons of commuting for work or school on a daily basis and using the public transport. These questions follow a sequential order and elicit students' skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences. The suggested activities comprise multiple-choice and true/false questions as well as an exercise on finding the statement that best summarises the text as a whole. By practicing active and effective reading students acquire strong cognitive skills such as attention, auditory analysis, sound blending, sound segmenting, memory, processing speed and visualisation.

Commuting and public transport - Dictation

In this lesson students have to follow the dictation of a text about the pros and cons of commuting for work or school on a daily basis and using the public transport. Students practice first and foremost their listening and writing skills and within the latter a range of sub-skills from spelling to punctuation. Moreover, this dictation makes students practise and enhance their vocabulary, syntax, grammar and, when reviewing his/her work, proofreading. The written passage of text has been divided into different phrases or sentences and it is listened to by the student, who has to write it. Students can listen to the phrase or sentence as many times as they wish and even ask for help if needed. Once a paragraph has been completed, students re-read it while listening to the audio and move on to the next paragraph.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 8

This unit focuses on the topic of buying shoes and students learn vocabulary related to types of shoes and materials. By using this terminology in context, students discover how to describe products, give explanations about the differences between shoe types and their basic purposes. Students also practice how to ask for a refund or to exchange a faulty or unwanted item, as well as to ask about prices and methods of payment. Moreover, students enhance their writing skills by writing a short article of about 125 words narrating the biography of a relative. All the language skills are put into practice (reading, writing and speaking) thanks to the interactive activities that the unit includes. It finishes with a test to revise all the skills acquired through the lessons.

Types of shoes - Specific vocabulary

After this lesson, the learner will be able:

  • Describe products and give explanations about the differences between shoe types and their basic purpose.
  • Complete written exercises that demonstrate you are confidently capable of matching the written forms of expressions to the sounds and images that correspond to them.
  • Test knowledge of the terms in the exercises and keep a record of pronunciation to monitor the progress made and encourage reflection.

Purchasing a pair of shoes - Specific vocabulary

After this lesson, the learner will be able:

  • Give information about different products and their purpose.
  • Say what the price of an item is and take payment.
  • Order common expressions in conversations that provide a professional service to the client and record them.
  • Complete written exercises that demonstrate you are capable of matching the written forms of designs to the sounds and images that correspond to them.
  • Test knowledge of the terms in the exercises and keep a record of your pronunciation to monitor the progress you make and encourage reflection.

These shoes are broken! - Specific vocabulary

After this lesson, the learner will be able:

  • Give explanations about the differences between products serving the same basic purpose.
  • Describe products, refund or exchange faulty or unwanted goods and inform clients about purchase prices.
  • Order expressions common in conversations that provide professional service.
  • Complete written exercises that demonstrate you are capable of matching the written forms of designs to the sounds and images that correspond to them.
  • Test knowledge of the terms in the exercises and keep a record of your pronunciation to monitor the progress you make and encourage reflection.

Footwear - Vocabulary practice

After this lesson, the learner will be able to:

  • Demonstrate their learning by completing the tests that match the written forms of the words to the vocabulary used in describing shoes and purchasing shoes.
  • Confidently take part in conversations between clients and a professional at work in a shoe shop.
  • Check the form, sound and spelling of the terms practiced is adequate and keep a record of your pronunciation to monitor the progress you make and encourage reflection.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

Unit 9

Students revise and consolidate the contents of the level through a variety of exercises and activities. Interactive exercises include word/sentence-picture association. Students take part in a typical situation about food shopping at the supermarket. This lesson is a practical immersion in the language where by the student lives through a real life situation at the supermarket. They also practise their listening comprehension skills. Moreover, students attend a class where a teacher poses questions and activities to the student about going out. The unit also includes a text about typical food in the USA and reading comprehension activities. The unit finishes with a test that is used to review and consolidate all the language skills acquired.

Food shopping - Typical situation

A practical immersion in the language, where by the student will live through a real life situation, similar to one they would confront in the language in which they are learning. In this lesson the student will be introduced to new vocabulary, then once the exercise has been completed, they will then have an opportunity to do some practice with this same new vocabulary.

Going out - Dialogue

The student will listen to a series of questions which they can answer freely. In this lesson new vocabulary will be introduced. Once the lesson has finished, the student will then be able to have some practice with this same new vocabulary.

Potato salad - Reading comprehension

In this lesson students read and listen to a written passage of text that explains them how to prepare a potato salad and why it is a popular dish in the USA. After reading, students have to answer a series of questions that follow a sequential order and elicit students' skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences. The suggested activities comprise multiple-choice and true/false questions as well as an exercise on finding the statement that best summarises the text as a whole. By practicing active and effective reading students acquire strong cognitive skills such as attention, auditory analysis, sound blending, sound segmenting, memory, processing speed and visualisation.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

End-of-module test.
Final test

In this last lesson of the course and as a way to revise, the student will come across a variety of exercises which will help consolidate and evaluate any knowledge which has been acquired throughout the duration of the course

Inglés Oral y Escrito en el Comercio Internacional

Programa
  1. Gestión de operaciones de comercio internacional en inglés
    1. Estructuras lingüísticas y léxico relacionado con las operaciones de comercio internacional:
      1. Vocabulario y expresiones en la operativa de los distintos destinos aduaneros.
      2. Vocabulario y expresiones en la negociación y procesos de acuerdos comerciales con otros operadores.
    2. Estructuras lingüísticas y léxico relacionado con la contratación y condiciones de la compraventa internacional:
      1. Condiciones de contratación y financiación.
      2. Tarifas y precios.
      3. Modos de pago.
      4. Prórrogas.
      5. Descuentos.
    3. Léxico y fonética de las condiciones de entrega:
      1. Incoterms.
      2. Plazos de entrega.
      3. Condiciones de transporte.
      4. Incumplimientos, anomalías y siniestros
  2. Presentaciones comerciales en inglés
    1. Estructuras ligüísticas y léxico habitual en las presentaciones comerciales en inglés.
      1. Fórmulas de marcadores conversacionales: saludo, presentación, despedida, ayuda, interacción.
      2. Argumentación comercial y características de los productos.
      3. Conclusiones, despedida y cierre de las presentaciones comerciales.
    2. Redacción y documentación complementaria para reforzar los argumentos de la presentación:
      1. Elaboración de guiones para la presentación de empresas, productos y/o servicios en ferias, visitas y cartas.
    3. Simulación de presentaciones comerciales orales en inglés.
      1. Contrastes de registros formales e informales y fórmulas habituales.
      2. Entonación y puntuación discursiva básica.
  3. Negociación de operaciones de comercio internacional en inglés
    1. Estructuras lingüísticas y léxico habitual en procesos de negociación del comercio internacional.
    2. Interacción entre las partes de una negociación comercial
      1. Presentación inicial de posiciones.
      2. Argumentos.
      3. Preferencias.
      4. Comparaciones.
      5. Estrategias de negociación.
      6. Contrastes de registros formales e informales y fórmulas habituales.
    3. Solicitud de concesiones, reclamaciones y formulación de expresiones en situaciones de negociación.
      1. Mostrar duda, acuerdo y desacuerdo.
      2. Contradecir en parte.
      3. Clarificar las opiniones y reformular.
      4. Expresar contraste y clasificar.
    4. Fórmulas de persuasión en una negociación internacional.
    5. Simulación de procesos de negociación de exportaciones e importaciones de productos.
      1. Contrastes de registros formales e informales y fórmulas habituales.
      2. Entonación y puntuación discursiva básica.
  4. Contexto socioprofesional de las operaciones comercio internacional
    1. Contenidos socioculturales y sociolingüísticos en entornos profesionales internacionales.
    2. Elementos significativos en las relaciones comerciales y profesionales.
      1. Registro formal, neutral e informal.
      2. Relaciones profesionales en distinto grado de formalidad.
      3. Relaciones con la autoridad y la administración.
    3. Diferenciación de usos, convenciones y pautas de comportamiento según aspectos culturales de los interlocutores.
      1. Convenciones sociales: Tabúes relativos al comportamiento.
      2. Fórmulas de cortesía y tratamiento de uso frecuente.
      3. Convenciones en la conversación y visitas comerciales: puntualidad, ofrecimientos de comida, tiempo de estancia, expresión de expectativas como anfitrión.
      4. Comportamiento ritual: celebraciones y actos conmemorativos.
    4. Giros y modismos adecuados al contexto del comercio internacional.
    5. Aspectos de comunicación no verbal según el contexto cultural del interlocutor.
      1. El saludo.
      2. La posición del cuerpo y las extremidades.
      3. La mirada.
      4. Las diferencias de género.
      5. Proximidad física y esfera personal.

Inglés Profesional para Actividades Comerciales

Objetivos
  • Interactuar oralmente con fluidez y espontaneidad, en situaciones de relación de comunicación interpersonal con un cliente/consumidor.
  • Conocer la terminología específica en las relaciones comerciales con clientes
  • Interpretar la información de un discurso oral, en lengua estándar, tanto en vivo como retransmitido, en distintas   situaciones-tipo de relación con un cliente/consumidor.
  • Diferenciar entre los estilos formal e informal en la comunicación comercial oral y escrita.
  • Diferenciar la dicción fonética de la terminología comercial básica habitual en las actividades comerciales.
  • Interpretar con exactitud las necesidades del cliente/consumidor en distintas situaciones habituales en las actividades de consumo y comercio, como por ejemplo una venta y una reclamación de productos.
  • Aprender a presentar al cliente diferentes productos y servicios, distinguiendo sus cualidades y características.
  • Interpretar con exactitud las necesidades del cliente/consumidor en cuanto a características, cantidad y calidad de los productos.
  • Comprender el vocabulario y las expresiones habituales relacionadas con los productos ofrecidos: cantidades, medidas, precios, descuentos, etc.
  • Exponer de forma oral las características de un producto/servicio realizando la descripción del producto con exactitud y detalle suficiente.
  • Exponer adecuadamente las condiciones comerciales: formas de pago, servicios añadidos, garantías, etc.
  • Conocer las fórmulas sintácticas y los usos habituales empleados en la venta y atención telefónica de los clientes.
  • Diferenciar las características del léxico técnico habitual en: faxes y cartas comerciales, facturas, hojas de reclamación y recibos, entre otros.
  • Diferenciar las estructuras más formales e informales utilizadas habitualmente en la correspondencia comercial.
  • y cumplimentar documentación comercial básica utilizando las herramientas de interpretación, manuales y fuentes de información adecuadas.
  • Identificar las características de los diferentes lenguajes y léxico técnico habitual en los documentos comerciales básicos: cartas, facturas, órdenes de pedido, recibos y hojas de reclamación entre otros.
  • Identificar las expresiones, estructura y formas de presentación utilizadas habitualmente en la correspondencia comercial y hojas de reclamación de clientes/consumidores/usuarios.
  • Aprender a redactar una carta comercial de acuerdo a los usos habituales en las empresas considerando al menos: datos del remitente, objeto de la carta, solicitud/respuesta de información de productos sobre cantidades y calidades del producto, precios, descuentos por pronto pago entre otros.
  • Redactar correctamente cartas comerciales, empleando la estructura y el vocabulario más adecuados según la finalidad de las mismas (ofertas, pedidos, solicitudes, presentaciones, reclamaciones, etc.)
Duración

90 HORAS

Programa

Unidad Didáctica 1: Atención al cliente/consumidor en inglés

- Terminología específica en las relaciones comerciales con clientes.

- Usos y estructuras habituales en la atención al cliente/consumidor:

   · saludos,

   · presentaciones y

   · fórmulas de cortesía habituales.

- Diferenciación de estilos formal e informal en la comunicación comercial oral y escrita.

- Tratamiento de reclamaciones o quejas de los clientes/consumidores:

   · Situaciones habituales en las reclamaciones y quejas de clientes.

- Simulación de situaciones de atención al cliente y resolución de reclamaciones con fluidez y naturalidad.

 

Unidad Didáctica 2: Aplicación de técnicas de venta en inglés

- Presentación de productos/servicios:

   · características de productos/servicios,

   · medidas,

   · cantidades,

   · servicios añadidos,

   · condiciones de pago y

   · servicios postventa, entre otros.

- Pautas y convenciones habituales para la detección de necesidades de los clientes/consumidores.

- Fórmulas para la expresión y comparación de condiciones de venta:

   · instrucciones de uso,

   · precio,

   · descuentos y

   · recargos entre otros.

- Fórmulas para el tratamiento de objeciones del cliente/consumidor.

- Estructuras sintácticas y usos habituales en la venta telefónica:

   · Fórmulas habituales en el argumentario de venta.

- Simulación de situaciones comerciales habituales con clientes: presentación de productos/servicios, entre otros.

 

 

Unidad Didáctica 3: Comunicación comercial escrita en inglés

- Estructura y terminología habitual en la documentación comercial básica:

   · pedidos,

   · facturas,

   · recibos y

   · hojas de reclamación.

- Cumplimentación de documentación comercial básica en inglés:

   · hojas de pedido,

   · facturas,

   · ofertas y

   · reclamaciones entre otros.

- Redacción de correspondencia comercial:

   · Ofertas y presentación de productos por correspondencia.

   · Cartas de reclamación o relacionadas con devoluciones, respuesta a las reclamaciones, solicitud de prórroga y sus respuestas.

   · Cartas relacionadas con los impagos en sus distintas fases u otros de naturaleza análoga.

- Estructura y fórmulas habituales en la elaboración de documentos de comunicación interna en la empresa en inglés.

- Elaboración de informes y presentaciones comerciales en inglés.

- Estructuras sintácticas utilizadas habitualmente en el comercio electrónico para incentivar la venta.

- Abreviaturas y usos habituales en la comunicación escrita con diferentes soportes:

   · Internet,

   · fax,

   · correo electrónico,

   · carta u otros análogos.

Inglés Profesional para Turismo

Objetivos

Conocer los diferentes productos y servicios de la industria turística, así como los proveedores de los mismos, identificando los documentos propios del sector turístico y aprendiendo cómo desenvolverse en variadas situaciones que tienen que ver con el sector, tales como el trato con el cliente, redacción de cartas, gestión de quejas, etc.

Duración
60 horas
Programa
  1. Learning Unit 1. Tourism and travel services management
    1. Tourism service presentation: products or services features, measures, quantities, ancillary services, payment terms and after sales service, among others
      1. Tourism products or services
      2. Grammar review: expressing quantity
      3. Payment terms and after-sales service
    2. Hospitality and tourism management
      1. Introduction
      2. Tour operators and travel agents
      3. Travel, trip and journey
    3. Tickets, vouchers and other related documents
      1. Air tickets
      2. Railway tickets
      3. Bus and other tickets
      4. Vouchers
    4. Negotiating with tourism and hospitality providers
      1. Introduction
      2. The process of negotiation
    5. Booking hotel rooms and facilities
      1. Types of accommodation
      2. Hotel rooms
    6. Management and marketing hotel related documents
      1. Online booking enquiry and reservations
      2. Hotel reservation confirmation
      3. Hotel reservation form
      4. Hotel welcome letters
  2. Learning Unit 2. Providing tourist information in English
    1. Request for exchange of information among tourist information centres
      1. Information exchange in the public tourist system
      2. Tourist or visitor information centres
      3. Information technologies and the Internet
    2. Information about providers, prices and rates, and service provision to clients
      1. Introduction
      2. Brochures and other promotional documents
      3. Customers' legal rights
      4. Cancellations and alterations. Vocabulary
      5. General guidelines to answer an enquiry
    3. Providing general information to the customer on destinations, routes, weather conditions, surroundings and leisure activities
      1. Types of holidays and destinations
      2. Package holidays or package tours
      3. Routes and itineraries
      4. Weather conditions
      5. What's the weather like?
      6. Surroundings and leisure activities
    4. Listing of natural resources, sports / leisure activities and itineraries: location, distance, dates, means of transport and timetables
      1. Listing and writing about natural resources, sport and / or leisure activities
      2. Directions and distances
      3. Writing dates and reading years
      4. Means of transport
    5. Environmental legislation concerning tourism activities
    6. Customer awareness in the conservation of environmental resources
    7. Gathering customer feedback regarding accomodation
  3. Learning Unit 3. Customer service in the tourism industry
    1. Specific terminology in tourism and hospitality
      1. Introduction
      2. Airport vocabulary
      3. Check-in desk and security checkpoint
      4. Train station vocabulary
      5. On a ferry or cruise ship
      6. At the bus stop
      7. Hiring or renting a car
      8. At the restaurant
    2. Common structures and phrases in customer care: greetings, introductions and social etiquette
      1. Formal and informal Greetings
      2. Introductions and farewells
      3. Social etiquette
    3. Different styles, formal and informal, in oral and written tourist communication
      1. Introduction
      2. Formal and informal communication
    4. Dealing with customers' complaints: common situations
      1. Building relationships with customers
      2. How to handle complaints
      3. What do customers complain about?
    5. Customer service and solving complaints in a natural and fluid way
    6. Communication and attention to people in case of an accident
      1. Dealing with accidents
      2. Recommendations to the traveller

Informática y Comunicaciones

IFCD055PO Crea tus Propias Aplicaciones con la APP Inventor de Google

Objetivos
  • Conocer los orígenes y los motivos que hacen que el Massachusetts Institute of Technology (MIT) desarrolle esta herramienta.
  • Saber qué es App Inventor, quién la desarrolló inicialmente (Google) y quién se ha hecho cargo de ella (MIT).
  • Aprender a conectarse al App Inventor, conociendo sus necesidades y aspectos.
  • Conocer las diferentes opciones de menús, sus descripciones y la pantalla principal de la aplicación.
  • Estudiar los diferentes elementos que nos ofrece App Inventor para poder diseñar los objetos que el usuario final verá cuando ejecute la aplicación.
  • Conocer los diferentes elementos de los que dispone el programador para diseñar su aplicación.
  • Aprender a programar una aplicación desde la pantalla de bloques.
  • Estudiar los diferentes métodos de importación y exportación de archivos.
  • Saber cómo hemos de proceder para ser desarrolladores y para poder publicar nuestras aplicaciones en Google Play.
Duración

40 horas

Programa
  1. Introducción a App Inventor
    1. ¿Qué es App Inventor?
    2. Historia
  2. El entorno de trabajo
    1. La pantalla inicial. Listado de proyectos
    2. Barra de menús, parte superior de la aplicación
    3. Sistemas para testear en directo las aplicaciones
  3. Diseño de la aplicación. Elementos visuales
    1. Crear un nuevo proyecto
    2. Paleta (Palette)
    3. Visor (Viewer)
  4. Programación de la aplicación. Los bloques
    1. Definición de la pantalla de bloques
    2. Descripción de la categoría Integrados
    3. Ejemplo de bloques de uso frecuente
    4. Ejemplo práctico
  5. Trabajando con ficheros
    1. Exportar archivo .aia
    2. Exportar todos los proyectos
    3. Exportar el archivo .apk
    4. Importar proyectos
    5. Otro método de importación
    6. Ejemplo de importación desde nuestro PC
    7. Ejemplo de importación desde el repositorio
    8. Convertir un proyecto de App Inventor Clásico (AI1) a App Inventor 2 (AI2)
  6. Cómo publicar nuestras aplicaciones en Google Play
    1. Pasos a seguir para darnos de alta como desarrolladores
    2. Cómo podemos añadir nuestras aplicaciones a Google Play

Marketing y Gestión Comercial

Firma y Facturación Electrónica

Objetivos

Objetivos Generales

Al finalizar la acción formativa, los asistentes serán capaces de aprovechar los beneficios de la firma y factura electrónica para implementarlos en sus negocios.

Objetivos Específicos

Así pues, al finalizar la acción formativa, los/as asistentes serán capaces de:

  • Aprovechar los beneficios para implementarlos en sus negocios.
  • Conocer los mecanismos necesarios.
Duración

20 horas

Programa
  1. Facturación electrónica
    1. ¿Qué es la facturación electrónica?
      1. Definición y conceptos previos
      2. Tipos de facturas
      3. Facturación electrónica
      4. Funcionamiento de la facturación electrónica
      5. ¿Cómo se pueden intercambiar documentos de forma electrónica?
      6. Beneficios de la aplicación de la factura electrónica
    2. Obligaciones
    3. Impulso de la factura electrónica en el sector público
      1. Objeto y ámbito de aplicación
      2. Uso de la factura electrónica en el sector público
      3. Formato de las facturas electrónicas y su firma electrónica
    4. Herramientas de facturación
      1. Factores que influyen en su implantación
      2. Tipos de herramientas
      3. Formatos de factura electrónica
      4. La firma electrónica
        1. Concepto
        2. Tipos de firma electrónica
        3. Empleo de la firma electrónica en las Administraciones Públicas
  2. Firma digital
    1. Utilidades del DNI electrónico
      1. Definición y evolución
      2. El DNI electrónico: certificados electrónicos
      3. Apariencia y elementos del DNI electrónico
      4. Utilidades del DNI electrónico y ventajas de su utilización
    2. Cómo obtenerlo
      1. Solicitud
      2. Certificados electrónicos
      3. Proceso de renovación del DNIe
    3. Aplicaciones y uso
      1. Aplicaciones, elementos hardware y software
      2. La firma electrónica y sus funciones de seguridad
      3. Certificados
        1. Tipos de certificados
        2. Cómo obtener un certificado
        3. Proceso para obtener un certificado
        4. Cómo instalar un certificado
        5. Quién puede emitir certificados

Ofimática

Aplicación Práctica de Outlook y Office 365

Objetivos

 

Nuestro curso te enseñará la aplicación práctica de las aplicaciones específicas de Microsoft 365 en las áreas fundamentales del crecimiento de tu negocio: movilidad, colaboración, comunicación, seguridad, productividad e información.

 

Con Microsoft Outlook 365 podrás tener tu correo electrónico, calendario y contactos en un solo sitio. Además, la integración con Office te permite compartir adjuntos desde OneDrive, acceder a tus contactos y ver perfiles de LinkedIn, entre otras funciones. 
Con este curso aprenderás a crear, reenviar, filtrar y responder correos, a gestionar sus formatos y a usar de forma eficiente las utilidades del calendario, citas, contactos y tareas. 

Al finalizar la formación el alumno sabrá:

  • Descubrir el área de trabajo de Outlook
  • Crear correos
  • Adjuntar archivos
  • Reenviar, filtrar y responder correos
  • Usar el calendario de Outlook
  • Programar citas
  • Gestionar contactos
  • Establecer y administrar tareas
Duración

10 horas

Programa

Aplicación Práctica de Microsoft 365

Microsoft office 365

Mejores prácticas con Outlook

Mejores prácticas con OneNote

Mejores prácticas con OneDrive y SharePoint

Mejores prácticas con Yammer

Mejores prácticas con Teams


Outlook 365

Iniciar Outlook online
El área de trabajo de Outlook
Crear correo
Adjuntar archivos
Reenviar y responder
Filtrar correo
Formato de los mensajes
El calendario de Outlook
Programar citas
Los contactos de Outlook
Crear una tarea
Marcar una tarea

Curso Completo de Access 2010

Objetivos

En la gestión diaria de la pequeña y mediana empresa, el manejo en profundidad de una base de datos es una herramienta fundamental para el logro de una adecuada productividad.

Con este módulo se pretende capacitar a los alumnos para la correcta administración de las bases de datos. Aprenderán herramientas básicas y avanzadas que facilitarán y harán más rápida la ejecución de diversas operaciones imprescindibles en el manejo de sistemas de gestión de bases de datos.

Objetivos específicos

  • Planificar las bases de datos y crear bases de datos de prueba.
  • Realizar informes y formularios automáticos.
  • Crear todo tipo de consultas y emplearlas como herramientas de gestión de la base de datos.
  • Realizar informes y formularios avanzados mediante el empleo de controles y de campos calculados.
  • Aplicar las bases de datos en procesos de pedidos, control de entrega de pedidos, control de Inventarios, etc.
  • Importar y exportar datos.
Duración

50 horas

Programa

Contenidos conforme a certificado de profesionalidad UF0322 Aplicaciones informáticas de bases de datos relacionales

  1. Introducción y conceptos generales de la aplicación de base de datos
    1. Qué es una base de datos
    2. Entrada y salida de la aplicación de base de datos
    3. La ventana de la aplicación de base de datos
    4. Elementos básicos de la base de datos
    5. Distintas formas de creación de una base de datos
    6. Apertura de una base de datos
    7. Guardado de una base de datos
    8. Cierre de una base de datos
    9. Copia de seguridad de la base de datos
    10. Herramientas de recuperación y mantenimiento de la base de datos
  2. Creación e inserción de datos en tablas
    1. Concepto de registros y campos
    2. Distintas formas de creación de tablas
    3. Vistas de las tablas
    4. Tipos de datos y campos
    5. Propiedades de los campos
    6. Cambiar el nombre de un campo
    7. Especificaciones de tabla
    8. Introducción de datos en la tabla
    9. Movimientos por los campos y registros de una tabla
    10. Eliminación de registros de una tabla
    11. Modificación de registros de una tabla
    12. Copiado y movimiento de datos
    13. Búsqueda y reemplazado de datos
    14. Creación de filtros
    15. Ordenación alfabética de campos
    16. Formatos de una tabla
    17. Creación de índices en campos
  3. Realización de cambios en la estructura de tablas y creación de relaciones
    1. Modificación del diseño de una tabla
    2. Cambio del nombre de una tabla
    3. Eliminación de una tabla
    4. Copiado de una tabla
    5. Exportación de una tabla a otra base de datos
    6. Importación de tablas de otra base de datos
    7. Creación de relaciones entre tablas
  4. Creación, modificación y eliminación de consultas o vistas
    1. Creación de una consulta
    2. Tipos de consulta
    3. Guardado de una consulta
    4. Ejecución de una consulta
    5. Impresión de resultados de la consulta
    6. Apertura de una consulta
    7. Modificación de los criterios de consulta
    8. Eliminación de una consulta
    9. Modificar el nombre de una consulta
    10. Tipos de consultas
    11. Consultas avanzadas
  5. Creación de formularios para introducir y mostrar registros de las tablas o resultados de consultas
    1. Creación de formularios sencillos de tablas y consultas
    2. Personalización de formularios utilizando diferentes elementos de diseño
    3. Creación de subformularios
    4. Almacenado de formularios
    5. Modificación de formularios
    6. Eliminación de formularios
    7. Impresión de formularios
    8. Inserción de imágenes y gráficos en formularios
    9. Herramientas avanzadas de formularios
  6. Creación de informes o reports para la impresión de registros de las tablas o resultados de consultas
    1. Creación de informes o reports para la impresión de registros de las tablas o resultados de consultas
    2. Creación de informes secillos de tablas y consultas
    3. Personalización de informes utilizando diferentes elementos de diseño
    4. Creación de subinformes
    5. Almacenado de informes
    6. Modificación de informes
    7. Eliminación de informes
    8. Impresión de informes
    9. Inserción de imágenes y gráficos en informes
    10. Aplicación de cambios en el aspecto de los informes utilizando el procesador de texto
  7. Tablas y gráficos dinámicos
    1. Creación de una tabla dinámica
    2. Propiedades de una tabla dinámica
    3. Crear un gráfico dinámico
  8. Macros
    1. Macros
    2. Creación de una macro independiente
    3. Modificación de una macro
    4. Copiar una macro
    5. Eliminar una macro
    6. Modificar el nombre de una macro
    7. Ejecutar una macro
    8. Ejecutar una macro paso a paso
    9. Ejecutar una macro al abrirse la base de datos
    10. Mostrar ventanas de mensajes
    11. Macros condicionales
    12. Eventos
    13. Crear un botón arrastrando una macro a un formulario
    14. Crear una macro incrustada
  9. Personalización de aplicaciones Access 2010
    1. Personalización de aplicaciones Access 2010
    2. Personalización de la barra de acceso rápido
    3. Personalizar un entorno para los usuarios de la base
    4. Formas de visualizar formularios e informes
    5. Panel de control
    6. Analizar tablas
    7. Analizar rendimiento
    8. El documentador

Curso Completo de Access 2016

Objetivos

Descripción del funcionamiento del programa de gestión de bases de datos Microsoft Access 2016, estudiando los conceptos fundamentales de las bases de datos: desde su análisis y diseño hasta su implementación en Access conociendo las distintas funciones y herramientas de esta potente aplicación.

Objetivos específicos:

  • Introducción a Office 2016 Presentación de la suite ofimática Microsoft Office 2016, describiendo los programas que la forman y viendo los elementos y características comunes en estos programas: el entorno de los programas, cómo abrir y guardar documentos, las plantillas, el sistema de ayuda, las propiedades de los documentos y el portapapeles de Office.
  • Access 2016 Básico Se introducen los conceptos de análisis y diseño de bases de datos relacionales y cómo se aplican al crear las tablas y relaciones en Access. Se detalla también la forma más básica de introducir datos en una base de datos Access y cómo personalizar las tablas.
  • Access 2016 Intermedio Se introducen los tipos de objetos consulta, formulario e informe: cuál es su papel, cuándo se utilizan, etc. Se detalla el diseño correcto de estos tipos de objetos en una base de datos Access.
  • Access 2016 Avanzado Estudia conceptos avanzados en el manejo de Access. Desde la posibilidad de incorporar imágenes u objetos creados en otras aplicaciones hasta el papel del lenguaje SQL, la facilidad para crear documentos que sean adecuados para la Web o el propósito del lenguaje XML.
  • Access 2016 Profesional Estudia algunas de las tareas propias de la administración de bases de datos Access y presenta ejemplos de implementación de bases de datos concretas que sirven para afianzar los conocimientos adquiridos.
Duración
70 horas
Programa
Introducción a Office 2016
  1. Introducción a Office
    1. Los programas de Office
    2. El entorno de trabajo.
    3. Otros elementos del entorno.
    4. Vistas previas activas.
    5. Utilizar Office con una cuenta Microsoft.
    6. Salir del programa.
  2. Trabajo con documentos
    1. Abrir documentos.
    2. Crear nuevos documentos.
    3. Guardar documentos.
    4. Documentos de versiones anteriores de Office.
  3. Obtener ayuda y otros recursos
    1. El sistema de ayuda.
    2. Imágenes en línea.
    3. Propiedades de los archivos.
    4. Buscar archivos.
    5. Cortar, copiar y pegar.
    6. El Portapapeles de Office.
Access 2016 Básico
  1. Introducción a Access 2016
    1. Para qué sirve Access.
    2. Partes principales del programa.
    3. Otros elementos del entorno.
    4. Salir de Access.
  2. Objetos de una base de datos
    1. Crear bases de datos.
    2. Uso del Panel de navegación.
    3. Tablas.
    4. Consultas.
    5. Formularios.
    6. Informes.
    7. Otros objetos
  3. Análisis de bases de datos
    1. Introducción.
    2. Identificar entidades.
    3. Identificar relaciones.
    4. El modelo Entidad - Relación.
  4. Diseño de bases de datos
    1. Introducción.
    2. Las tablas.
    3. Las relaciones.
    4. Conclusión.
  5. Tablas
    1. Introducción.
    2. Crear tablas.
    3. Otras opciones de tablas.
  6. Relaciones
    1. Introducción.
    2. Relaciones 1 a muchos.
    3. Integridad referencial.
    4. Relaciones Muchos a muchos.
  7. Edición de datos (I)
    1. Vista Hoja de datos.
    2. Añadir registros.
    3. Ordenar por campos.
    4. Modificar y eliminar registros.
    5. Búsqueda de registros.
  8. Edición de datos (II)
    1. Hojas secundarias de datos.
    2. Personalizar hojas de datos.
    3. Seleccionar campos y registros.
    4. Corrección ortográfica.
    5. Autocorrección.
  9. Personalizar las tablas
    1. Tamaño del campo.
    2. Requerido y longitud cero.
    3. Valor predeterminado.
    4. Regla de validación.
Access 2016 Intermedio
  1. Introducción y objetivos del nivel intermedio
    1. Introducción.
    2. Objetivos.
  2. Propiedades avanzadas de campo
    1. Formato.
    2. Formatos personalizados.
    3. Máscara de entrada.
    4. Índices.
  3. Trabajo avanzado con datos
    1. Propiedades de los campos en la hoja de datos.
    2. Contar los registros.
    3. Campo de búsqueda.
    4. Filtros.
    5. Campos de tipo Texto largo.
  4. Consultas
    1. Introducción.
    2. Crear consultas.
    3. Asistente de consultas.
    4. Ordenación y criterios.
    5. Propiedades de una consulta.
  5. Más consultas
    1. Consultas de actualización.
    2. Consultas de eliminación.
    3. Consultas de datos anexados.
    4. Consultas de creación de tablas.
    5. Consultas de parámetros.
  6. Trabajo avanzado con consultas
    1. Establecer criterios.
    2. Campos calculados.
    3. Consultas de totales.
  7. Formularios
    1. Asistentes para formularios.
    2. Modos de vista.
    3. Edición de datos.
    4. Los subformularios.
    5. Propiedades del formulario.
  8. Diseño de formularios (I)
    1. Añadir controles.
    2. Propiedades.
    3. Editar controles.
  9. Diseño de formularios (II)
    1. Lista de opciones.
    2. Establecer opciones.
    3. Botones de comando.
    4. Efectos de diseño.
    5. Colores, efectos y estilos.
  10. Diseño de formularios (III)
    1. Organización de los controles.
    2. Orden de tabulación y otras propiedades.
    3. Diseño de controles.
    4. Secciones de un formulario.
    5. Formato condicional.
  11. Crear expresiones
    1. Introducción.
    2. El Generador de expresiones.
    3. Funciones.
    4. Otros controles.
    5. Formulario de inicio.
  12. Informes
    1. Introducción.
    2. Asistentes para informes.
    3. Modos de vista.
    4. Diseño de informes.
    5. Secciones de un informe.
  13. Trabajar con informes
    1. Ordenar y agrupar.
    2. Propiedades del grupo.
    3. Subinformes.
    4. Imprimir etiquetas.
Access 2016 Avanzado
  1. Introducción y objetivos del nivel avanzado
    1. Introducción.
    2. Objetivos.
  2. Objetos OLE
    1. Imagen de fondo.
    2. Imagen independiente.
    3. Imagen dependiente.
    4. Control de los vínculos.
  3. Macros y módulos
    1. Crear macros.
    2. Asociar macros a eventos.
    3. Utilizar macros.
    4. Los módulos.
    5. El documentador.
  4. El lenguaje SQL (I)
    1. Introducción.
    2. La sentencia SELECT.
    3. Selecciones complejas.
    4. El operador INNER JOIN.
  5. El lenguaje SQL (II)
    1. Funciones agregadas.
    2. La sentencia INSERT.
    3. La sentencia UPDATE.
    4. La sentencia DELETE.
  6. Consultas específicas
    1. Consultas de unión.
    2. Consultas tabla de referencias cruzadas.
    3. Consultas de creación de tablas.
    4. Filtros avanzados.
  7. Trabajar con Internet
    1. Incluir hipervínculos.
    2. Importar y exportar en HTML.
    3. Exportar a PDF y XPS.
  8. Exportar a XML
    1. ¿Para qué sirve XML?
    2. Documentos XML.
    3. Resultado de la exportación.
    4. Opciones de exportación.
  9. Importar desde XML
    1. Importar a una tabla nueva.
    2. Transformaciones XSLT.
    3. Importar a una tabla existente.
Access 2016 Profesional
  1. Introducción y objetivos del nivel profesional
    1. Introducción.
    2. Objetivos.
  2. Mantenimiento de la base de datos
    1. Reparar, compactar y convertir.
    2. Comprobar dependencias.
    3. Copia de seguridad.
    4. Analizar la base de datos.
  3. Seguridad y privacidad
    1. Quitar información personal.
    2. Habilitar el contenido de la base de datos.
    3. Cifrar con contraseña.
    4. Archivos ACCDE.
  4. Aplicaciones web de Access
    1. Crear aplicaciones.
    2. Agregar tablas.
    3. Trabajar con vistas.
    4. Utilizar una aplicación de Access.
  5. Seguridad por usuarios en versiones anteriores
    1. Introducción.
    2. Archivo del grupo de trabajo.
    3. Crear usuarios.
    4. Crear grupos.
    5. Establecer permisos.
    6. Contraseña de inicio de sesión.
  6. Base de datos de ejemplo 1
    1. Análisis.
    2. Diseño de tablas y relaciones.
    3. Consultas.
    4. Formularios.
    5. Informes.
  7. Base de datos de ejemplo 2
    1. Análisis.
    2. Diseño de tablas y relaciones.
    3. Formularios.
    4. Consultas e informes.
    5. Macros.

Ofimática

IFCD042PO Programación de Algoritmos con Excel

Objetivos

OBJETIVOS GENERALES

  • Conocer las herramientas Excel 2016 aplicadas para la programación de algoritmos.
  • Analizar las técnicas de expresión de valores lógicos.
  • Dominar las funciones predefinidas, los operadores lógicos y la formulación de hipótesis, así como el procedimiento de desarrollo de tablas dinámicas y gráficos.
Duración

30 horas

Programa
  1. Unidad didáctica 1: Menús
    1. Menús
    2. Ayuda en línea
      1. ¿Qué desea hacer?
      2. Ayuda en línea
      3. Búsqueda inteligente
    3. Barra de herramientas
      1. La cinta de opciones
      2. Funciones de la cinta de opciones
    4. Ventana de diálogo
      1. Cuadro de diálogo
      2. Panel de tareas
      3. Mini barra de herramientas
      4. Herramienta 'Análisis rápido'
    5. Respaldo y recuperación de libros
      1. Guardar de forma automática una copia de seguridad de un libro Excel
      2. Recuperar un archivo
      3. Reparar un archivo dañado
    6. Edición y copiado de celdas: contenido, formato y comentarios
      1. Libro y celdas
      2. Seleccionar celdas
      3. Herramienta 'Buscar y seleccionar'
      4. Modificar datos en celdas
      5. Borrar datos en celdas
      6. Mover y copiar contenido en celdas o rango
      7. Pegar contenido en celdas
      8. Formato
        1. Formato de números
        2. Dar formato a texto
        3. Formato condicional
      9. Comentarios
    7. Filas (renglones), columnas, rangos de celdas y hojas
      1. Insertar hojas, filas, columnas o celdas
      2. Eliminar hojas, filas, columnas o celdas
      3. Tamaño de filas, columnas o celdas
    8. Referencias relativas y absolutas
    9. Series
      1. Rellenar datos con el controlador de relleno
      2. Rellenar con el botón Rellenar
      3. Tipos de series
      4. Autorrellenar
      5. Relleno rápido
    10. Operaciones aritméticas
  2. Unidad didáctica 2: Funciones
    1. Conceptos funcionales: fórmulas
      1. Tipos de operadores
      2. Tipos de datos
      3. Mensajes de error asociados con fórmulas
      4. Auditoría de fórmulas
    2. Nombres de celdas y rangos
      1. Definir nombre
      2. Utilizar nombre en una fórmula
      3. Administrador de nombres
      4. Reglas para asignar nombres
    3. Conceptos fundamentales: funciones
      1. Las funciones
      2. Tipos de funciones
      3. Insertar función (asistente de funciones)
    4. Funciones más utilizadas
      1. Formas de acceso
      2. Vista rápida en la barra de estado
      3. Configuración en la barra de estado
      4. Cálculos rápidos
        1. SUMA()
        2. PROMEDIO()
        3. MAX() MIN()
        4. CONTAR()
        5. CONTAR.SI()
        6. SUMAR.SI()
    5. Buscar objetivo
    6. Expresiones y operadores lógicos
    7. Funciones lógicas
    8. Funciones financieras
    9. Funciones de texto
      1. CONCAT()
      2. UNIRCADENAS()
      3. MAYUSC(), MINUSC(), NOMBPROPIO()
    10. Funciones de fecha y hora
      1. HOY() y AHORA()
      2. AÑO(), MES(), DIA()
    11. Funciones matemáticas y trigonométricas
      1. POTENCIA()
      2. TRUNCAR()
      3. REDONDEAR()
      4. ENTERO()
      5. ABS()
      6. RAIZ()
      7. EXP()
      8. LN()
      9. LOG()
      10. LOG10()
      11. ALEATORIO()
      12. ALEATORIO.ENTRE()
    12. Funciones de búsqueda y referencia
      1. BUSCARV()
      2. COINCIDIR()
      3. ELEGIR()
  3. Unidad didáctica 3: Gráficas de datos
    1. Conceptos funcionales
      1. Gráficos
      2. Crear gráficos
      3. Elementos de un gráfico
    2. Herramientas de gráficos
      1. Pestaña diseño
        1. Grupo Diseño de gráfico
        2. Grupo Estilo de diseño
        3. Grupo Datos
        4. Grupo Tipo
        5. Grupo Ubicación
        6. Opciones avanzadas de Formato
      2. Pestaña formato
        1. Grupo Selección actual
        2. Grupos: Insertar formas, Estilos de forma y Estilos Wordart
        3. Grupos: Organizar y Tamaño
    3. Tipos de gráficos
      1. Gráficos de columnas
      2. Gráficos de líneas
      3. Gráficos circulares
      4. Gráficos de barras
      5. Gráficos de área
      6. Gráficos de dispersión y burbujas
      7. Gráficos de mapa
      8. Gráficos de cotizaciones
      9. Gráficos de superficie
      10. Gráficos radial
      11. Gráficos de rectángulos
      12. Gráfico de proyección solar
      13. Histograma
      14. Gráfico de cajas y bigotes
      15. Gráficos de cascada
      16. Gráfico de embudo
      17. Gráfico de cuadro combinado
    4. Minigráficos
      1. Herramienta para minigráficos
      2. Cómo crear minigráficos en Excel
      3. Limitaciones
    5. Mapas 3D
      1. Cómo crear un mapa 3D
      2. Comandos de la cinta de opciones
  4. Unidad didáctica 4: Operaciones con referencias en distintas hojas o libros
    1. Referencias externas (vínculos)
      1. Diferencia entre referencias externas y referencias a celdas
      2. Usos de las referencias externas
      3. Cómo crear referencias externas
    2. Buscar referencias externas (vínculos)
      1. Cómo buscar vínculos utilizados en fórmulas
      2. Cómo buscar vínculos utilizados en nombres definidos
    3. Reparar referencias externas (vínculos rotos)
  5. Unidad didáctica 5: Tablas dinámicas
    1. Concepto de tabla dinámica
    2. Crear una tabla dinámica
      1. Crear tabla dinámica desde el comando 'Tablas dinámicas recomendadas'
      2. Crear tabla dinámica con la herramienta Análisis rápido
      3. Crear tabla dinámica desde el comando Tabla dinámica
    3. Campos de una tabla dinámica
      1. La lista de campos
      2. Eliminar campos
      3. Agregar más de un campo en cada sección
    4. Configuración de campo
      1. Forma de acceso
      2. Cuadro de diálogo 'Configuración de campo'
      3. Cuadro de diálogo 'Configuración de campo valor'
      4. Funciones de agregación de la ficha 'Resumir valores por'
      5. Descripción de las operaciones de la ficha 'Mostrar valores como'
    5. Operaciones con tablas dinámicas
      1. Actualizar la tabla dinámica
      2. Cambiar origen de datos
      3. Eliminar una tabla dinámica
      4. Mover una tabla dinámica
    6. Agrupar, filtrar y segmentar datos
      1. Agrupar
      2. Filtrar
      3. Segmentar
        1. Elementos de segmentación
        2. Crear segmentaciones de datos
    7. Diseño de la tabla dinámica
    8. Opciones de la tabla dinámica

Recursos Humanos

Gestión del Talento en las Organizaciones

Objetivos
  • Definir el significado de personas tóxicas, mediocres y con talento.
  • Identificar las características de cada una de ellas.
  • Comprender y diferenciar los distintos tipos dentro de cada tipo que nos podemos encontrar en las organizaciones.
  • Construir una teoría sobre distintas actitudes y formas de trabajar
  • Definir el significado de personalidad e inteligencia emocional.
  • Identificar las características de cada tipo de personalidad según Myer-Briggs.
  • Comprender y diferenciarlas diferencias entre personalidad e inteligencia emocional.
  • Construir una teoría sobre los factores que influyen en las actitudes y el talento.
  • Identificar las distintas formas de gestionar a los profesionales desde su situación actual.
  • Comprender y diferenciarlas necesidades de cada profesional a partir de su manera de actuar y comportarse.
  • Recordar la importancia de adecuar las actuaciones desde el departamento de RRHH dependiendo de cada profesional.
  • Conocer y distinguir las distintas maneras de gestionar el talento en cada profesional
Duración
25 horas
Programa
  1. La regla del 15/70/15. Aprendiendo a identificar cada tanto por ciento
    1. ¿Qué es la regla 15/70/15?
    2. El 15% que debería estar en las mazmorras: los profesionales tóxicos y el acoso moral
      1. Los profesionales tóxicos
        1. Definición de persona o profesional tóxico
        2. Tipos de profesionales tóxicos
        3. Consecuencias de trabajar con profesionales tóxicos
      2. Acoso moral en la empresa y en el management empresarial
        1. Introducción
        2. Definición
        3. Origen
        4. Intencionalidad
        5. Perfil acosador y personalidad
        6. Variables y circunstancias de las víctimas
        7. Variables en las organizaciones
    3. Esa masa informe que conforma el 70%
      1. Introducción
      2. El virus: la mediocridad
        1. La mediocridad
        2. Definición de trabajadores mediocres
        3. Beneficios de ser un empleado mediocre en el trabajo
        4. Beneficios para la empresa de mantener a profesionales mediocres
      3. Liderazgo y mediocridad
        1. Frases que les delatan
        2. Síntomas de un jefe mediocre
    4. El 15% que más nos gusta: los profesionales con talento
      1. Introducción
      2. Definiciones de talento
      3. Clasificación de modelos sobre el talento
      4. Definición de profesionales con talento
  2. Personalidad e inteligencia emocional
    1. Sentando las bases
    2. Teorías y cuestionarios de personalidad
    3. Teoría de los tipos psicológicos de Myers-Briggs
      1. Introducción
      2. Qué son las preferencias y los tipos
      3. Las preferencias
      4. Distintos tipos psicológicos
      5. Tipos y liderazgo
      6. Personalidad versus trastorno de la personalidad
        1. Qué es el trastorno de la personalidad
        2. Tipos de TLP
    4. Inteligencia emocional
      1. Introducción
      2. Definición de IE
      3. Las 20 características de un profesional con inteligencia emocional
  3. Gestión del talento desde la regla del 15/70/15
    1. La persona
      1. Para reflexionar
      2. Nuevas Tendencias: neurociencia y contexto
      3. El concepto de persona
      4. ¿Qué concepto de "persona" tiene tu organización?
    2. Gestionar a ese 15% de profesionales tóxicos
      1. Introducción
      2. Gestionar personas tóxicas de manera personal
        1. Identificarlas
        2. Cómo lidiar con ellas de manera personal
      3. Gestionar los profesionales tóxicos desde la Organización
        1. Introducción
        2. Realizar desde el Departamento de RR.HH. un protocolo de actuación en caso de acoso y discriminación
        3. Escuchar las quejas de los profesionales
        4. Conocer los indicadores
        5. La importancia de un modelo de liderazgo ético y motivador
        6. La importancia de los sindicatos
    3. Gestionar a ese 70% de profesionales mediocres
      1. Introducción
      2. ¿Qué hacer con ellos?
        1. Fases según el libro El despido interior
        2. Disparadores del proceso de despido interior
        3. Del despido interior al despertar interior de manera personal
        4. Gestionar al personal desmotivado, a los autómatas
    4. El 15 de profesionales con talento
    5. Nuestra misión: la gestión del talento desde las medidas estratégicas
      1. Importancia de gestionar el talento desde las medidas estratégicas
      2. Qué tipo de talentos hay que gestionar
      3. Vías o áreas desde las que gestionar el talento
        1. Visión general
        2. Atraer talento
        3. Seleccionar talento
        4. Integrar talento
        5. Desarrollar talento
        6. Retener al profesional con talento
      4. Modelo tradicional versus Gestión por Competencias
      5. Gestión integral del talento
        1. Evaluación externa
        2. Evaluación 360º/180º
      6. Desarrollo del talento
        1. Jornadas de formación
        2. Programa de coaching
    6. La Cultura de la Organización
      1. Definición de cultura organizacional
      2. Los supuestos básicos
      3. Características de los supuestos básicos
      4. Supuestos básicos disfuncionales
    7. Modelo de liderazgo
      1. Introducción e importancia de tener un modelo de liderazgo adecuado
      2. ¿Qué es un líder?
      3. ¿Cuál es la diferencia de actitud fundamental entre un líder y un manipulador?

Inteligencia Emocional

Objetivos

Objetivos específicos

  • Introducirse en la IE de modo que pueda comenzar a hablar de las emociones y su papel en su vida. Contar con una explicación global, sencilla y manejable, acerca de la IE. Eliminar posibles ideas erróneas sobre la relación razón / emoción. Contar con un esquema claro y sencillo sobre qué es la IE, sus áreas y componentes. Reflexionar sobre el porqué del éxito de este concepto en el área laboral.
  • Conocer el funcionamiento cerebral a nivel racional y emocional. Identificar para qué sirven cada una de las emociones. Corregir posibles ideas equivocadas sobre razón y emoción. Aprender porqué a veces las emociones nos hacen hacer cosas que no queremos hacer. Comprender cómo están relacionados pensamientos, emociones y acciones.
  • Nuestras principales emociones actuales. Nuestras necesidades más importantes. Nuestros motivadores, aquello que ahora está moviendo mi comportamiento. Cómo podemos automotivarnos. Cómo podemos aumentar nuestro bienestar cotidiano. Cómo afrontar una situación difícil con autocontrol emocional.
  • Reflexionar sobre qué define la actitud clave en las relaciones con los demás desde el punto de vista de la inteligencia emocional. Obtener una visión amplia y clara de los comportamientos verbales y no verbales en la comunicación y situar su importancia respecto al significado de los mensajes que emitimos y recibimos. Adquirir conceptos claros y estructurados sobre las habilidades básicas de comunicación. Adquirir conceptos claros y estructurados sobre dos habilidades complejas de comunicación: hacer críticas y decir que no.
  • Tomar conciencia con los datos más recientes de la importancia ahora y en un futuro próximo, de las habilidades que componen la inteligencia emocional en el trabajo. Reflexionar sobre las características específicas del contexto laboral. Motivar a la práctica de la inteligencia emocional en el trabajo y no sólo en nuestra vida personal. Aumentar las herramientas de inteligencia emocional, ofreciendo un modelo diferente al utilizado hasta el momento en el curso.
Duración

30 horas

Programa
  1. ¿Qué es la inteligencia emocional?
    1. La inteligencia que todos entendemos: la inteligencia "clásica"
      1. La inteligencia emocional frente a la inteligencia "clásica"
      2. El Coeficiente Intelectual (CI)
    2. Una separación que no existe
      1. Razonamiento y emoción
      2. Sinergia
    3. Componentes de la inteligencia emocional
      1. Conceptos previos
      2. Gestión de las emociones
      3. Componentes según Daniel Goleman
    4. ¿Por qué ahora inteligencia emocional? El mundo laboral ha cambiado
  2. Las emociones, qué son y cómo funcionan
    1. ¿Qué es una emoción?
      1. Miedo
      2. Ira
    2. ¿Cuántos cerebros tengo?
      1. Historia de la evolución cerebral
      2. La amígdala
    3. ¿Cuántas emociones existen?
    4. Respuestas emocionales
      1. Tres tipos de respuestas emocionales
      2. El secuestro emocional
    5. Cerebro racional y cerebro emocional
    6. La interpretación de la realidad
    7. Nuestra vida mental: los 3 círculos
  3. La inteligencia emocional "hacia nosotros mismos"
    1. Nuestro mapa
    2. El autoconocimiento
      1. Reconocer nuestras emociones
      2. Emociones y necesidades
      3. Mis puntos fuertes
      4. Mis desencadenantes
      5. Mis pilotos automáticos
      6. Aumentar mi bienestar diario
    3. Motivación y automotivación
      1. ¿Cómo puedo automotivarme?
      2. Construir objetos sanos
      3. Diferenciar deseos de objetivos
    4. Autorregulación o autocontrol emocional
      1. Habilidades para obtener autocontrol
      2. Conocer y poner en práctica técnicas de relajación
  4. La inteligencia emocional "hacia los demás"
    1. Nuestro mapa
    2. Habilidades y técnicas de la habilidad social
    3. Lenguaje verbal y no verbal
      1. Diferencias entre el lenguaje verbal y no verbal
      2. Comunicación no verbal
    4. Comportamientos sociales
      1. Tipos básicos de comportamiento en las relaciones
      2. La Asertividad
    5. Habilidades básicas de comunicación
      1. Introducción
      2. Escucha activa
      3. Empatía
      4. Feedback
      5. La habilidad en el uso de las preguntas
    6. Técnicas asertivas
    7. Habilidades complejas de comunicación
      1. Introducción
      2. Hacer una crítica, esquema de los 7 pasos
      3. Esquema del bocadillo para decir "no"
  5. La inteligencia emocional en el trabajo
    1. Las competencias "soft"
      1. Conceptos previos
      2. El trabajador de 2020
      3. La tendencia VUCA
    2. El contexto de trabajo
    3. ¿Inteligencia emocional en el trabajo?
      1. Introducción
      2. Observar
      3. Interpretar
      4. Hacer una pausa
      5. Dirigir
      6. Reflexionar
      7. Celebrar
      8. Repetir
    4. Recomendaciones sobre inteligencia emocional en el trabajo

Nuevo Reglamento Europeo de Protección de Datos

Objetivos
  • Dar a conocer las obligaciones de responsables y encargados de tratamiento introducidas por el nuevo marco europeo de protección de datos.

OBJETIVOS ESPECÍFICOS

  • Identificar los antecedentes y la necesidad de la reforma en el ámbito de protección de datos de la Unión Europea.
  • Aproximarse a las principales novedades del RGPD.
  • Identificar las diferencias existentes entre su ámbito de aplicación material y territorial.
  • Conocer los diferentes principios, así como su aplicación.
  • Identificar las novedades introducidas en ellos por el RGPD.
  • Conocer las condiciones generales para prestar el consentimiento para el tratamiento de datos personales.
  • Saber las condiciones que se aplican al consentimiento del niño en relación con los servicios de la sociedad de la información.
  • Identificar las obligaciones del responsable del tratamiento y la figura del representante.
  • Identificar el contenido de la notificación de una violación de la seguridad de los datos a la autoridad de control.
  • Conocer el procedimiento de elaboración y aprobación de un código de conducta.
  • Analizar la naturaleza de la autoridad de control y de los miembros que la componen.
Duración

15 horas

Programa
  1. La reforma: introducción, antecedentes y entrada en vigor
    1. La reforma en el ámbito de protección de datos de la Unión Europea
      1. Antecedentes
      2. Aplicación de las normas y textos oficiales
    2. Principales novedades del Reglamento
      1. Derechos de los interesados
      2. Cumplimiento
      3. Seguimiento e indemnización
      4. Transferencias a terceros países
    3. Entrada en vigor y ámbito de aplicación
    4. Definiciones comunes
    5. Principios relativos al tratamiento de datos personales
    6. Licitud del tratamiento de datos
      1. Preceptos introducidos por el RGPD
      2. Adaptación y armonización del precepto y licitud del tratamiento en la Unión Europea
      3. Otros supuestos
  2. Consentimiento en el tratamiento de datos personales, derechos de los interesados y situaciones específicas
    1. Condiciones para el consentimiento
      1. Cuáles son
      2. Condiciones aplicables al consentimiento del niño
    2. Categorías especiales de datos personales
    3. Tratamiento de datos personales relativos a condenas e infracciones penales o medidas conexas de seguridad
    4. Derechos de los interesados
      1. Transparencia de la información y la comunicación y modalidades para el ejercicio de los derechos
      2. Los derechos
    5. Situaciones específicas
      1. Tratamiento de datos personales y libertad de expresión
      2. Tratamiento y acceso del público a documentos oficiales
      3. Tratamiento del número nacional de identificación y tratamiento en el ámbito laboral
      4. Tratamiento con fines de archivo en interés público, de investigación científica o histórica o fines estadísticos
      5. Otras situaciones
  3. El responsable del tratamiento. La privacidad desde el diseño. El encargado del tratamiento
    1. El responsable del tratamiento
      1. Qué es
      2. Obligaciones
      3. Corresponsables del tratamiento
      4. Representantes de responsables o encargados del tratamiento
      5. Registro de las actividades de tratamiento
    2. Protección de datos desde el diseño
    3. Protección de datos por defecto
    4. La certificación como mecanismo de acreditación
    5. El encargado del tratamiento
      1. Qué es
      2. Regulación contractual de su relación con el responsable
      3. Subcontratación de servicios
      4. Tutela de la actividad y registro de las actividades de tratamiento
  4. La violación de la seguridad. La evaluación de impacto. El delegado de protección de datos
    1. Comunicación de violaciones de seguridad a la autoridad y al interesado
      1. La violación de la seguridad
      2. Notificación a la autoridad de control
      3. Notificación al interesado
    2. La evaluación de impacto y la autorización previa
      1. La evaluación de impacto
      2. La consulta previa
    3. El delegado de protección de datos
      1. Designación
      2. Posición ante la protección de datos
      3. Funciones
  5. Los códigos de conducta. Los códigos de certificación. Transferencias de datos a terceros países
    1. Los códigos de conducta
      1. Aspectos fundamentales
      2. Procedimiento de elaboración, modificación o ampliación
      3. Supervisión de los códigos de conducta
    2. Los códigos de certificación
      1. Mecanismos de certificación, sellos y marcas
      2. El organismo de certificación
      3. Requisitos para acreditar un organismo de certificación
      4. Otras obligaciones
    3. Transferencias de datos a terceros países u organizaciones internacionales
      1. Tratamiento transfronterizo y transferencia internacional de datos
      2. Transferencia internacional de datos
      3. Binding Corporate Rules (BCR) o normas corporativas vinculantes
      4. Comunicaciones o transferencias de datos no autorizadas por el derecho de la Unión y excepciones para situaciones específicas
  6. Autoridades de control. Mecanismos de cooperación. Recursos, responsabilidad y sanciones
    1. Las autoridades de control
      1. Naturaleza y actividad
      2. Independencia
      3. Condiciones generales aplicables a los miembros de la autoridad de control
      4. Normas relativas al establecimiento de la autoridad de control
      5. Competencias
      6. Funciones
      7. Poderes
    2. Mecanismos de cooperación
      1. Cooperación entre la autoridad de control principal y demás autoridades de control interesadas
      2. Asistencia mutua y operaciones conjuntas
      3. Mecanismo de coherencia
    3. Recursos, responsabilidad y sanciones
      1. Recursos
      2. Multas administrativas: condiciones y criterios
      3. Multas administrativas de carácter económico
      4. Sanciones