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MasPrevencion y ADAMS Formaci�n

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Administraci�n y Gesti�n

ADGG102PO Business Intelligence

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Objetivos

Adquirir los conocimientos relacionados con Datawarehouse, la metodolog�a Datamarting y las herramientas de SQL server para la integraci�n de servicios, utilizando herramientas de inteligencia aplicada a los negocios para la extracci�n de datos de producci�n y econ�micos, relacionados con la empresa del almac�n de datos, generando cubos OLAP y estructuras de miner�a de datos.

Duración

30 horas

Programa
  1. Inteligencia de negocios
    1. Introducci�n
    2. Concepto de Business Intelligence
    3. Herramientas de Business Intelligence
    4. La pir�mide organizacional
      1. Tipos de informaci�n en las organizaciones
      2. Niveles de la pir�mide
    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. Caracter�sticas del Data Warehouse
    8. Ventajas del Data Warehouse
    9. Sistemas OLTP
    10. Implementaci�n del Data Warehouse
    11. An�lisis OLAP (Drill Down, Drill Up)
      1. El sistema OLAP
      2. Operaciones sobre los cubos OLAP
    12. Servidores OLAP (ROLAP, MOLAP, HOLAP)
    13. Categor�as del Data Minig
    14. Proceso de miner�a de datos
    15. Metodolog�a
    16. Reportes
    17. Consultas
    18. Alertas
    19. An�lisis y pron�sticos
  2. La gesti�n de proyectos de Business Intelligence
    1. Gesti�n de proyectos
      1. Etapas del proyecto de ingenier�a
      2. Modelo de madurez de un proyecto de BI
    2. Planificaci�n del proyecto
      1. Etapas de la planificaci�n de un proyecto
      2. Planificaci�n de las actividades
    3. Riesgos
  3. Arquitectura de un proyecto de Business Intelligence
    1. Procesos de extracci�n, transformaci�n y carga
      1. Concepto de procesos ETL
      2. Extracci�n de datos
      3. Transformaci�n y limpieza de datos
      4. Carga
    2. El almac�n de datos
    3. Herramientas de visualizaci�n y consulta
      1. Reportes
      2. Dashboards
      3. OLAP
      4. Data Mining
    4. Procesos ETL
    5. Creaci�n de cubos multidimensionales

Administraciones P�blicas

El Procedimiento Administrativo Com�n

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Objetivos
  • Definir el �mbito de aplicaci�n de la Ley 39/2015, de 1 de octubre y los principios generales establecidos en su articulado.
  • Diferenciar entre las personas en su relaci�n con las Administraciones P�blicas y los interesados en el procedimiento, describiendo los derechos de unas y de otros, as� como el r�gimen jur�dico aplicable.
  • Definir el acto administrativo como eje y finalidad principal del procedimiento administrativo.
  • Diferenciar las dos caracter�sticas esenciales de los actos administrativos: la validez y la eficacia.
  • Analizar la importancia de los t�rminos y plazos en el procedimiento administrativo, c�mo se lleva a cabo su c�mputo, as� como los supuestos en que los plazos pueden verse ampliados o reducidos.
  • Comprender la importancia del procedimiento administrativo como garant�a formal y las disposiciones generales que resultan de aplicaci�n al mismo.
  • Desglosar las diferentes fases del procedimiento administrativo, diferenciando los tr�mites realizados en cada una de ellas.
  • Diferenciar las distintas formas de terminaci�n del procedimiento administrativo, prestando atenci�n especial tanto a la resoluci�n expresa como a la presunta, consecuencia �sta �ltima del silencio administrativo.
  • Analizar c�mo los actos administrativos, una vez dictados pueden ser objeto de revisi�n, tanto de oficio como por consecuencia de los recursos administrativos.
  • Distinguir entre la revisi�n de oficio de los actos nulos y la revisi�n de los actos anulables.
  • Definir y diferenciar los tipos de recursos administrativos, los supuestos en que proceden, sus tr�mites, plazos y efectos.
Duración

30 horas

Programa
  1. La regulaci�n del procedimiento administrativo
    1. �mbito de aplicaci�n
    2. Principios inspiradores
    3. Los derechos de las personas en sus relaciones con las Administraciones P�blicas
    4. Los interesados en el procedimiento
  2. El acto administrativo. El tiempo en las actuaciones administrativas
    1. Los actos administrativos
    2. T�rminos y plazos
  3. Las fases del procedimiento administrativo
    1. Iniciaci�n del procedimiento
    2. Ordenaci�n e instrucci�n
    3. Terminaci�n del procedimiento
    4. La tramitaci�n simplificada del procedimiento
  4. Revisi�n de los actos en v�a administrativa
    1. Revisi�n de oficio
    2. Recursos administrativos

Modernizacion del Lenguaje Administrativo: T�cnicas de Escritura, Estilo y Redacci�n de Documentos

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Objetivos

Con este curso se pretende que el alumno conozca en profundidad el lenguaje que la Administraci�n utiliza a trav�s de los diferentes mecanismos con los que puede entablar comunicaci�n con los administrados. Es necesario que estos conozcan los principales problemas morfosint�cticos y l�xico-sem�nticos del lenguaje administrativo para una adecuada interpretaci�n de los diferentes documentos administrativos que continuamente se utilizan.

Duración

30 horas

Programa

PROBLEMAS MORFOSINT�CTICOS

  1. G�nero gramatical y sexo
  2. El g�nero de las palabras que nombran a los seres animados y el sexismo ling��stico
  3. Los problemas de concordancia de g�nero
  4. El pronombre

PROBLEMAS L�XICOS-SEM�NTICOS

  1. Introducci�n al sexismo l�xico
  2. Los gen�ricos
  3. Los duales aparentes y los vocablos ocupados
  4. Las f�rmulas de tratamiento
  5. Los t�rminos para designar a las personas destinatarias del escrito
  6. Las disimetr�as en el discurso
  7. Los oficios, profesiones y cargos de responsabilidad

REDACCI�N DE DOCUMENTOS ADMINISTRATIVOS

  1. Caracter�sticas del documento
  2. Consejos pr�cticos
  3. Redacci�n de actas
  4. Escribir y estructurar informes
  5. Elaboraci�n de la estructura b�sica de un informe
  6. Estructura b�sica de la memoria

EL LENGUAJE ADMINISTRATIVO

  1. El lenguaje administrativo
    1. Principales caracter�sticas de lenguaje administrativo
  2. Errores m�s frecuentes en el estilo de lenguaje administrativo
    1. La discordia entre elementos en l oraci�n
    2. Los errores de la comprensi�n lectora
    3. El abuso del empleo de Extranjerismos
    4. El uso del adverbio inclusive
    5. El uso del adjetivo adjunto
    6. El le�smo, el lo�smo y el la�smo
    7. El que�smo y el deque�smo
    8. El uso de la conjunci�n y
    9. La voz pasiva en el lenguaje administrativo: uso correcto

ESTILO ACTUALIZADO DEL LENGUAJE ADMINISTRATIVO

  1. Caracter�sticas del estilo administrativo y su expresi�n
  2. Estilo nominal en el discurso administrativo
  3. Abundancia de enlaces y nexos
  4. Longitud de los p�rrafos en el lenguaje administrativo
  5. Uso de clich�s o muletillas
  6. F�rmulas de cortes�a 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 t�rminos y frases, de la A a la Z

Competencias Digitales

Big Data. La cuarta revoluci�n industrial: el negocio est� en tus datos

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Objetivos
  • Proporcionar competencias claves para poder participar en di�logos sobre este tipo de iniciativas en su entorno profesional.
  • Una breve inmersi�n en el mundo anal�tico actual.
  • Conocer un mercado tecnol�gico en constante expansi�n.
  • Acceder a casos de �xito en distintos sectores.
  • Conocer las principales t�cnicas de tratamiento y control de los datos.
  • Inmersi�n en la calidad de datos y gobierno de la informaci�n.
  • Concepci�n de la importancia de tener un dato robusto, saneado y veraz.
  • Perder el miedo a utilizar herramientas de inteligencia empresarial.
  • Inmersi�n en los procesos de la anal�tica cl�sica.
  • Concepci�n de la complejidad que conlleva un sistema anal�tico.
  • Conocer los diferentes conceptos y herramientas de que disponemos a la hora derepresentar los datos.
  • Concepci�n de la importancia que conlleva representar correctamente los datos.
  • Saber que un an�lisis no interpretable no vale para mucho.
  • Tener un conocimiento m�s claro de lo que se denomina Big Data.
  • Conocer sus principales componentes, librer�as y ecosistemas.
  • Ser conscientes de las principales diferencias entre Apache Hadoop y Apache Spark.
  • Conocer algunos conceptos y principales metodolog�as utilizadas en la anal�tica avanzada.
  • C�mo se relacionan con el Business Intelligence o anal�tica 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. �Qu� es un DSS?
    4. Business Intelligence
    5. Business Analytics
    6. Business Intelligence vs Business Analytics
    7. Grados de madurez anal�tica de una empresa
  2. La importancia del dato Valor
    1. Data Governance
    2. Data Quality
    3. Data Quality & Governance-GDPR
  3. Algunos conceptos t�cnicos de la anal�tica tradicional
    1. Anal�tica cl�sica: 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. Comparaci�n de herramientas
    10. Business Intelligence - Solvencia II
  4. Representaci�n de los datos
    1. Anal�tica cl�sica: Flujo de datos
    2. Cuadro de Mando Integral (CMI)
    3. Tipo de Herramientas
  5. Introducci�n al Big Data
    1. Historia del Big Data
    2. �Qu� 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. Explicaci�n
    10. Modelo de Fast Data
  6. Introducci�n a la anal�tica avanzada
    1. Algoritmia
    2. Estad�stica descriptiva
    3. An�lisis cl�ster
    4. An�lisis factorial
    5. Regresi�n
    6. Ejemplo: detecci�n de empresas ficticias

Ciberseguridad para Usuarios

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Objetivos

Objetivos espec�ficos

  • Valorar la necesidad de la gesti�n de la seguridad en las organizaciones.
  • Conocer las principales amenazas a los sistemas de informaci�n.
  • Identificar las principales herramientas de seguridad y su aplicaci�n en cada caso.
Duración

10 horas

Programa
  1. Introducci�n a la seguridad en sistemas de informaci�n
    1. Conceptos de seguridad en los sistemas de informaci�n
    2. Clasificaci�n de las medidas de seguridad
    3. Requerimientos de seguridad en los sistemas de informaci�n
      1. Principales caracter�sticas
      2. Confidencialidad
      3. Integridad
      4. Disponibilidad
      5. Otras caracter�sticas
      6. Tipos de ataques
  2. Ciberseguridad
    1. Concepto de ciberseguridad
    2. Amenazas m�s frecuentes a los sistemas de informaci�n
    3. Tecnolog�as de seguridad m�s habituales
    4. Gesti�n de la seguridad inform�tica
    5. Normativa y reglamentaci�n sobre seguridad inform�tica
    6. Respuesta a incidentes de seguridad
  3. Software da�ino
    1. Conceptos sobre software da�ino
    2. Clasificaci�n del software da�ino
    3. Amenazas persistentes y avanzadas
    4. Ingenier�a social y redes sociales
  4. Seguridad en redes inal�mbricas
  5. Herramientas de seguridad
    1. Medidas de protecci�n
    2. Control de acceso de los usuarios al sistema operativo
      1. Permisos de los usuarios
      2. Registro de usuarios
      3. Autentificaci�n de usuarios
    3. Gesti�n segura de comunicaciones, carpetas y otros recursos compartidos
      1. Gesti�n de carpetas compartidas en la red
      2. Tipos de accesos a carpetas compartidas
      3. Compartir impresoras
    4. Protecci�n frente a c�digo malicioso
      1. Antivirus
      2. Cortafuegos (firewall)
      3. Antimalware

Introducci�n a Internet de las Cosas (IoT) - Conectando el Mundo

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Objetivos
  • Introducirse en Internet de las Cosas (Internet of Things, IoT) ofreciendo una descripci�n general de los conceptos y retos de la econom�a transformadora de Internet de las Cosas.
  • Realizar un recorrido hist�rico que abarque desde la evoluci�n de Internet hacia la interconexi�n 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 c�mo IoT impulsa la convergencia entre los sistemas de tecnolog�a operativa (TONO) y tecnolog�a de la informaci�n (TI) de una organizaci�n, as� como tambi�n los procesos empresariales para evaluar un problema e implementar una soluci�n.
Duración

30 horas

Programa
  1. Antecedentes, definiciones y bases para un correcto entendimiento
    1. Antecedentes hist�ricos
    2. Internet y su evoluci�n
    3. Principales precursores del IoT
    4. �Qu� es IoT?
    5. Cuestiones clave del IoT
    6. Algunos datos sobre IoT
    7. �Qu� son las cosas?
    8. �C�mo 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. Tecnolog�as relacionadas
    1. Requerimientos clave en una plataforma completa de IoT
    2. Lenguajes de programaci�n
    3. Redes de comunicaci�n
    4. Interconexi�n de dispositivos
    5. Protocolos de comunicaci�n
    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. Transformaci�n digital
    5. �Qu� sectores usan IoT?
    6. Implementaci�n de soluciones de IoT
    7. Valor que aporta IoT al negocio
    8. C�mo abordar un proyecto de IoT
    9. Situaci�n actual del mercado
    10. Buenas pr�cticas en la creaci�n de un prototipo de IoT
    11. Control de la soluci�n de IoT adoptada

Contabilidad y Finanzas

Contabilidad Financiera

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Objetivos

Conocer el marco conceptual de la contabilidad financiera y la legislaci�n actual vigente al respecto y los conceptos b�sicos de contabilidad y del plan general de contabilidad, as� como desarrollar las diferentes operaciones b�sicas posibles en la contabilidad financiera y los elementos y factores influyentes en la constituci�n y distribuci�n de las operaciones con los socios de la empresa.

Duración

100 horas

Programa
  1. Cuestiones contables b�sicas
    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 regulaci�n de existencias y el proceso contable b�sico
    4. Contabilidad del impuesto sobre el valor a�adido
    5. Los derechos de cobro
    6. Impuesto sobre beneficios
  3. Operaciones relacionadas con la financiaci�n propia y con la financiaci�n ajena
    1. Constituci�n de la empresa
    2. Distribuci�n de beneficios
    3. Las fuentes de financiaci�n
    4. Ampliaciones de capital
    5. Pr�stamos recibidos y p�lizas de cr�dito
    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. Cr�ditos concedidos
  5. Otras cuestiones
    1. Operaciones en moneda extranjera, periodificaci�n y otras cuestiones
    2. Confecci�n de las cuentas anuales
    3. Gastos e ingresos imputados al patrimonio neto

Gesti�n Contable, Fiscal y Laboral en Peque�os Negocios y Microempresas

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Objetivos
  • Describir el proceso de elaboraci�n de un calendario de cobros y pagos, as� como las variables a tener en cuenta
  • Identificar la legislaci�n mercantil que regula los documentos de cobro y pago describiendo los requisitos exigidos para cada uno de ellos
  • Explicar los procesos de tramitaci�n de los instrumentos de cobro y pago, convencionales y telem�ticos, respetando los criterios definidos en la normativa mercantil
  • Describir las utilidades y prestaciones de las aplicaciones ofim�ticas de gesti�n de cobros y pagos habituales en peque�os negocios
  • Explicar el concepto de aseguramiento de cobros describiendo sus ventajas y costes
  • Explicar el procedimiento a seguir en la tramitaci�n de pagos, liquidaciones, solicitud de aplazamientos o fraccionamientos de pago de las deudas con Administraciones P�blicas identificando la documentaci�n necesaria para su tramitaci�n
  • Explicar los mecanismos habituales de control de los flujos de tesorer�a cobros y pagos a trav�s de caja, bancos, medios telem�ticos u otros
  • Definir los mecanismos para la soluci�n de incidencias, errores o inexactitudes detectadas en las anotaciones y extractos bancarios
  • Explicar el procedimiento a seguir para la reclamaci�n de un impago o deuda vencida a un cliente identificando las circunstancias, consecuencias y garant�as judiciales m�s habituales
  • Explicar las t�cnicas para la detecci�n de desviaciones en el presupuesto de tesorer�a, utilizando aplicaciones ofim�ticas tales como hojas de c�lculo
  • Relacionar las medidas de ajuste habituales para d�ficit de tesorer�a descuentos de efectos, l�neas de cr�dito, refinanciaciones, aplazamientos y otros contrastando las ventajas e inconvenientes de cada uno de ellos
  • Determinar las obligaciones contables de peque�os negocios en funci�n de su naturaleza o r�gimen fiscal seleccionado en el caso de los empresarios individuales, identificando los registros obligatorios y los tr�mites para su legalizaci�n y publicidad
  • Explicar los principales conceptos contables debe, haber, m�todo de partida doble, funcionamiento de cuentas de activo, pasivo, gastos e ingresos reconociendo su utilidad para la elaboraci�n de las cuentas anuales.
  • Establecer los procesos de registro de operaciones contables y de elaboraci�n de cuentas anuales, identificando las ventajas que conlleva la utilizaci�n de las aplicaciones de gesti�n contable o paquetes integrados de gesti�n
  • Determinar la normativa fiscal m�s importante en el desarrollo de la actividad de peque�os negocios describiendo las obligaciones fiscales que se derivan
  • Caracterizar la documentaci�n fiscal habitual en peque�os negocios describiendo la forma adecuada de cumplimentarla y los plazos de presentaci�n exigidos en cada caso, utilizando las aplicaciones ofim�ticas espec�ficas
Duración

60 horas

Programa

MEDIOS DE COBRO Y PAGO EN PEQUE�OS NEGOCIOS O MICROEMPRESAS.

  1. Legislaci�n mercantil b�sica:
    1. Documentos f�sicos de cobro y pago: contenido, caracter�sticas y ventajas
    2. Instrumentos de pago y costes de financiaci�n en su caso
    3. La letra de cambio y el pagar�. 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 recepci�n de mercanc�a, producto o servicio
    8. Medios de pago telem�ticos
    9. Otras formas de pago
  2. La gesti�n de cobros en peque�os negocios o microempresas:
    1. Seguimiento y control de facturas y gesti�n de cobros
    2. Cobros y pagos ante la Administraci�n
    3. M�todos de compensaci�n de cobros
  3. F�rmulas de reclamaci�n de impagados:
    1. Acciones judiciales con impagados
    2. Las soluciones extrajudiciales

GESTI�N DE TESORER�A EN PEQUE�OS NEGOCIOS O MICROEMPRESAS

  1. Ejecuci�n del presupuesto de tesorer�a y m�todos de control:
    1. El calendario de cobros y pagos
    2. Control de los flujos de tesorer�a
    3. Desviaciones del presupuesto de tesorer�a
  2. T�cnicas para la detecci�n de desviaciones:
    1. Causa, naturaleza y efectos de las desviaciones
    2. El ajuste de las desviaciones del presupuesto de tesorer�a
    3. Clases de ajustes
  3. Aplicaciones inform�ticas y ofim�ticas en la gesti�n de tesorer�a:
    1. Aplicaciones espec�ficas para la gesti�n de tesorer�a
    2. Prestaciones de las aplicaciones ofim�ticas en la gesti�n de cobros y pagos

GESTI�N CONTABLE, FISCAL Y LABORAL EN PEQUE�OS NEGOCIOS O MICROEMPRESAS

  1. Obligaciones contables en funci�n de la forma jur�dica
    1. Naturaleza, funciones y principios del Plan General de Contabilidad
    2. Conceptos b�sicos: m�todo de partida doble, debe y haber, activo y pasivo, ingresos y gastos
    3. El registro contable de las operaciones
    4. Las cuentas anuales en peque�os negocios: tipos, modalidades y estructura
  2. La gesti�n fiscal en peque�os negocios
    1. El calendario fiscal
    2. Las declaraciones tributarias de peque�os negocios y microempresas
    3. Cumplimentaci�n de documentos y plazos de presentaci�n
  3. Obligaciones de car�cter laboral
    1. El Servicio P�blico de Empleo Estatal y la contrataci�n laboral
    2. La Tesorer�a General de la Seguridad Social: inscripci�n, afiliaci�n, altas, bajas, variaciones y cotizaciones
  4. Aplicaciones inform�ticas y ofim�ticas de gesti�n contable, fiscal y laboral
    1. Paquetes integrados de gesti�n para peque�os negocios o microempresas
    2. El tratamiento de textos en la elaboraci�n de escritos
    3. La hoja de c�lculo en la elaboraci�n de n�minas
    4. La base de datos en la gesti�n de personal
    5. Aplicaciones de gesti�n contable y fiscal

Creaci�n y Gesti�n de Empresas

Actualizaci�n de la Normativa Laboral

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Objetivos
  • Adquirir conocimientos sobre las obligaciones legales que la empresa exige cumplir tanto al trabajador como a la Administraci�n en los �mbitos de Seguridad Social y Trabajo
  • Conocer�el procedimiento de inscripci�n, afiliaci�n y baja de trabajadores en la Seguridad Social
  • Modalidades de contratos de trabajo
  • Adquisici�n de las habilidades para realizar el c�lculo y liquidaci�n de la cotizaciones a la Seguridad Social y las n�minas del personal
  • Cumplimentando los impresos oficiales.
Duración
15 horas
Programa
  1. Novedades sociolaborales de la Ley de Presupuestos Generales del Estado
    1. Cotizaci�n a la Seguridad Social
    2. Revalorizaci�n de pensiones: Importe m�nimo y complementos
    3. Importes prestaciones familiares
    4. Valores legales: Inter�s 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�por la que se desarrollan las normas legales de cotizaci�n
    1. Cotizaci�n a la Seguridad Social: R�gimen General
    2. Cotizaci�n Sistema Especial Agrario y Sistema Especial de Empleados de Hogar
    3. Cotizaci�n de colectivos especiales del R�gimen General
    4. Cotizaci�n RETA
    5. Cotizaci�n en supuestos especiales
    6. Cotizaci�n de los contratos a tiempo parcial
    7. Coeficientes reductores
  3. Salario m�nimo interprofesional
    1. Cuant�a del SMI
    2. Compensaci�n y absorci�n
    3. Trabajadores eventuales, temporeros y empleados de hogar
  4. Revalorizaci�n de las pensiones y de otras prestaciones sociales p�blicas
    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 m�nimas y otras prestaciones
    3. Cuant�as m�nimas de las pensiones

ADGG087PO: Project Management: Gesti�n Integrada de Proyectos

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Objetivos

Objetivo general:

Adquirir conocimientos sobre los aspectos b�sicos para dirigir, planificar y desarrollar un proyecto e implantarlo con �xito en la empresa teniendo en cuenta los aspectos contemplados en la Certificaci�n PMP que promueve el project Managment Institute.

Objetivos espec�ficos:

  • Diferenciar entre qu� es un proyecto y qu� no lo es.
  • Identificar las 10 �reas de conocimiento involucradas en la gesti�n de proyectos.
  • Estructurar una organizaci�n de forma eficiente hacia los proyectos.
  • Diferenciar entre la matriz de procesos de la versi�n 4 y la versi�n 5 del PMBoK
  • Diferenciar entre proyectos, programas y portafolios.
  • Listar los grupos de procesos seg�n el PMI.
  • Identificar las fases de un proyecto y diferenciarlas de los grupos de procesos.
  • Planificar un proyecto.
  • Analizar las caracter�sticas fundamentales del gestor de proyectos.
  • Contrastar las enormes dificultades que conlleva la labor de la direcci�n 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.
  • Dise�ar 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.
  • Dise�ar paneles de control de proyecto
  • Establecer buenas pr�cticas de cierre de proyectos, tanto administrativa como t�cnicamente.
  • Planificar la evoluci�n en el tiempo del proyecto.
  • Desarrollar y controlar un cronograma.
  • Listar recursos necesarios para desarrollar el proyecto.
  • Aplicar t�cnicas como la cadena cr�tica para llegar a tiempo en la entrega del proyecto.
  • Definir la l�nea base del coste del proyecto.
  • Estimar costes mediante diversos tipos de t�cnicas diferentes.
  • Controlar el cumplimiento del presupuesto del proyecto.
  • Realizar proyecciones de comportamiento futuro de los costes.
  • Asimilar que la calidad tambi�n se planifica y se controla.
  • Entender que sin calidad no tenemos proyecto.
  • Identificar t�cnicas de control de la calidad.
  • Identificar a los recursos humanos como clave del �xito de tu proyecto.
  • Motivar positivamente a tu equipo de trabajo.
  • Contribuir al desarrollo personal y profesional de los miembros de tu equipo.
  • Dise�ar 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 implicaci�n de los stakeholders.
  • Crear diagramas que ayuden a gestionarla participaci�n y la toma de decisiones de los stakeholders
  • Distinguir la gesti�n de riesgos como un �rea clave de la gesti�n 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, t�cnico y administrativo.
  • Planificar las compras para mejorar el cash-flow de tu proyecto.
  • Asimilar las directrices b�sicas de un comportamiento �tico en la direcci�n de proyectos.
  • Identificar comportamientos �ticos y no �ticos.
  • Diferenciar entre honestidad y concupiscencia.
  • Identificar la importancia de la organizaci�n PMI� en la gesti�n de proyectos
  • Evaluar la necesidad de contar con una certificaci�n en gesti�n de proyectos
  • Medir la dificultad de acometer tu preparaci�n para obtener esa certificaci�n.
  • Identificar la validez de las herramientas en la ayuda a la gesti�n de los proyectos.
  • Relacionar los puntos cr�ticos de la gesti�n de proyectos, donde se requiere apoyo.
  • Estructurar las ayudas necesarias en el proyecto.
  • Identificar la innovaci�n como una clave de �xito en tus proyectos.
  • Dise�ar un an�lisis 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 comunicaci�n de informes.
  • Identificar los m�todos a utilizar para informar a los diferentes receptores.
Duración

60 horas

Programa
  1. Gesti�n de proyectos
    1. Introducci�n: qu� es un proyecto
    2. Fundamentos b�sicos
    3. �reas de conocimiento
    4. Terminolog�a
    5. Estructura de la organizaci�n: jerarqu�as y matriciales
      1. Introducci�n
      2. Culturas y estilos de la organizaci�n
      3. Estructura de la organizaci�n
  2. Metodolog�a
    1. Programas y subprogramas
      1. Introducci�n
      2. Direcci�n de programas
    2. Plan de proyectos
      1. Introducci�n
      2. El proyecto y la planificaci�n
      3. Los proyectos y el trabajo operativo
      4. Colaboraci�n en la planificaci�n
    3. Grupos de procesos
    4. Fases y ciclos de un proyecto
      1. Las fases de un proyecto
      2. Relaci�n entre las fases de un proyecto
      3. El ciclo de vida del proyecto
      4. Caracter�sticas 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 constituci�n
      1. Definici�n y procesos de integraci�n
      2. Inicio formal de proyecto
      3. Desarrollo del acta de constituci�n del proyecto
        1. Contenido del acta de constituci�n
        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. Percepci�n global de la propuesta
      4. La acci�n directiva
    4. EDT: estructura de desglose de tareas
      1. Estructura de trabajo EDT
      2. Actividades
    5. Entregables
    6. Toma de decisiones
      1. Cuestiones b�sicas
        1. Caracter�sticas de las decisiones
        2. Pasos del proceso de toma de decisiones
        3. Categor�as de decisiones
      2. T�cnica de toma de decisiones
      3. Bases no cuantitativas
      4. Bases cuantitativas
      5. Cualidades del tomador de decisiones
      6. Categor�as de personas que toman decisiones
      7. La incertidumbre en la toma decisiones
      8. Trampas psicol�gicas a la hora de tomar decisiones
        1. Errores de procedimiento en la toma de decisiones
        2. Trampas psicol�gicas
      9. El buen tomador de decisiones
  5. Integraci�n de proyectos
    1. Gesti�n de la integraci�n
      1. Introducci�n
      2. Definici�n
      3. Caracter�sticas de la gesti�n de la integraci�n del proyecto
      4. Tareas de la gesti�n de la integraci�n del proyecto
      5. Implementaci�n integrada de un Proyecto
      6. Actividades en la gesti�n de la integraci�n del proyecto
    2. Procesos de la gesti�n de la integraci�n del proyecto
      1. Vista general
      2. Desarrollar el acta de constituci�n del proyecto
        1. Acta de constituci�n
        2. Contenido del Acta de Constituci�n
        3. Utilidad del acta
        4. Mapa del proceso
      3. Desarrollar el plan para la direcci�n del proyecto
        1. El plan para la direcci�n del proyecto
        2. Elementos del plan de direcci�n del proyecto
        3. Procesos de entrada
        4. Mapa del proceso
      4. Dirigir y gestionar la ejecuci�n 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. Definici�n
        2. Actividades de gesti�n de cambios
        3. La solicitud de cambios
        4. Objetivos del control de la configuraci�n
        5. Actividades de gesti�n de la configuraci�n
        6. Mapa del proceso
      8. Cierre del proyecto o fase
        1. Definici�n
        2. Metodolog�as
        3. Implicaciones
        4. Mapa del proceso
  6. Gesti�n del tiempo
    1. Gesti�n del tiempo del proyecto
      1. Cronograma y modelo de estimaci�n de tiempos
      2. Procesos para construir un cronograma
      3. Metodolog�a de planificaci�n
      4. Plan de gesti�n del cronograma
    2. Procesos de la gesti�n del tiempo del proyecto
      1. Resumen de procesos de integraci�n por cada grupo de procesos
      2. Planificar la gesti�n del cronograma
      3. Definir las actividades
      4. Secuenciar las actividades
      5. Estimar los recursos de las actividades
      6. Estimar la duraci�n de las actividades
    3. Desarrollar el cronograma
    4. Controlar el cronograma
  7. Costes
    1. Importancia de la gesti�n de costes en las organizaciones
      1. Plan de gesti�n de costes
      2. Puntos a destacar
    2. El plan para la gesti�n de costes
    3. Plan de gesti�n de los costes del Proyecto
    4. Estimaci�n de costes de un proyecto
      1. Tipos de estimaci�n de costes
      2. Datos de entrada
      3. Herramientas y t�cnicas de estimaci�n de costes
      4. Productos consecuencia de la estimaci�n de costes
    5. El presupuesto de un proyecto
      1. Introducci�n
      2. Presupuesto: que no es
      3. Informaci�n necesaria
      4. Clasificaci�n de los costes
      5. An�lisis de la financiaci�n
    6. El control de los costes en un proyecto
      1. Implicaciones
      2. Entradas del proceso de control de costes
      3. Herramientas y t�cnicas de control de costes
        1. Gesti�n del valor Ganado (EVM)
        2. Indice de Desempe�o del trabajo por completar (TCPI)
  8. Calidad
    1. Concepto de calidad
    2. Nivel vs grado de calidad
    3. Tipos de calidad
    4. Gesti�n de calidad del proyecto
      1. Recomendaciones
      2. Importancia de la gesti�n de la calidad
    5. Procesos de la gesti�n de la calidad del proyecto
      1. Introducci�n
      2. Planificaci�n de la calidad
        1. Criterios para juzgar la calidad
        2. Preguntas a contestar
        3. Entradas del proceso de planificaci�n de la calidad
        4. Herramientas y t�cnicas para la planificaci�n 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 t�cnicas 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 t�cnicas para el control de la calidad
        4. Salidas del control de calidad
  9. Gesti�n de los Recursos Humanos
    1. Gesti�n de los Recursos Humanos del proyecto
      1. Decisiones estrat�gicas y alcance
      2. Roles y responsabilidades
    2. Procesos de la Gesti�n de los Recursos Humanos
      1. Introducci�n
      2. Desarrollar el Plan de Recursos Humanos
        1. Pasos del Plan de Recursos Humanos
        2. Requisitos y entradas
        3. Herramientas y t�cnicas
        4. Gu�a del Plan de Recursos Humanos
      3. Adquirir el equipo del proyecto
        1. Adquisici�n del personal
        2. Situaciones que dificultan el proceso
        3. Informaci�n necesaria o datos de entrada
        4. Procesos y t�cnicas
        5. Resultados
      4. Desarrollar el equipo de trabajo del proyecto
        1. Tarea integradora
        2. Entradas o requisitos
        3. Actividades para fomentar esp�ritu de equipo y cooperaci�n
        4. Salidas
      5. Dirigir el equipo del proyecto
        1. Reglas de la direcci�n de proyectos
        2. Informaci�n necesaria
        3. Actividades
        4. Resultados
  10. Gesti�n de las comunicaciones
    1. Definici�n de comunicaci�n
    2. La comunicaci�n en los proyectos
      1. Por qu� establecer una comunicaci�n adecuada
      2. Cuestiones a tener en cuenta
      3. Recomendaciones para establecer una comunicaci�n eficaz
    3. Procesos de la gesti�n de las comunicaciones del proyecto
      1. Introducci�n
      2. Procesos para gestionar las comunicaciones de un proyecto
        1. Antes de implementar el plan de comunicaciones
        2. An�lisis de los resultados
        3. Tipos de procesos
        4. Objetivos del plan de comunicaci�n
      3. Herramientas para la gesti�n de la comunicaci�n
  11. Stakeholders
    1. Los interesados
      1. Consideraciones
      2. Clasificaci�n
      3. Implicaciones de la gesti�n de los interesados
      4. Influencia y continuidad
    2. Identificador de los interesados
      1. Gr�fico resumen del proceso
      2. Recomendaciones
      3. Herramientas para clasificar a los interesados
    3. Planificar la gesti�n de los interesados
    4. Gestionar el compromiso de los interesados
      1. Gr�fico resumen del proceso
      2. Aspectos del plan de comunicaciones
      3. Habilidades interpersonales
    5. Controlar el compromiso de los interesados
  12. Gesti�n de riesgos
    1. El riesgo como incertidumbre
    2. Categorizaci�n de riesgos
    3. Estructura de Desglose de Riesgos (EDR)
    4. Procesos de la gesti�n de riesgos
      1. Introducci�n
      2. Planificaci�n de la gesti�n de riesgos
      3. Identificaci�n de riesgos
      4. An�lisis cualitativos de riesgos
      5. An�lisis cuantitativos de riesgos
      6. Planificar la respuesta a los riesgos
      7. Control de riesgos
  13. Plan de compras
    1. Adquisici�n y cierre de contratos
      1. El Departamento de compras y los contratos
      2. Responsabilidades del Departamento de compras
      3. Etapas del desarrollo de la gesti�n de adquisiciones
    2. Procesos de la gesti�n de adquisici�n del proyecto
      1. Introducci�n
      2. Planificaci�n de las adquisiciones
      3. Realizaci�n de las adquisiciones
      4. Control de las adquisiciones
      5. Cierre de las adquisiciones
  14. Responsabilidad social y profesional
    1. C�digo de conducta
      1. Principios
      2. La responsabilidad
      3. El respeto
      4. La equidad
      5. La honestidad
    2. Conclusi�n
  15. La certificaci�n del PMP en el mundo
    1. Tipos de preguntas del examen de certificaci�n: la gu�a PMBOK (Project Management Body of Knowledge TM)
    2. Ejercicios pr�cticos online
    3. Recursos y bibliograf�a
  16. Herramientas de gesti�n de proyectos
    1. Uso de herramientas estructuradas de gesti�n de proyectos (Artemis, Primavera, Microsoft Project) frente a aplicaciones gen�ricas
      1. Herramientas para hacer presentaciones
      2. Consejos para tener las ideas claras
      3. Herramientas seg�n el �rea de conocimiento del proyecto
  17. Criterios de �xito
    1. Fomentar la innovaci�n
      1. La crisis como motor de cambio
      2. Creatividad para superar la crisis
      3. La innovaci�n como factor de �xito
    2. Vencer resistencias
      1. Promover todas las formas de innovaci�n
      2. Fuentes de innovaci�n
      3. Ventajas de la innovaci�n a la organizaci�n
    3. Formaci�n para el cambio
    4. T�cnicas de entrega modernas
    5. Impacto de una soluci�n en un departamento tecnol�gico
    6. An�lisis del entorno
      1. Macroentorno y microentorno
      2. An�lisis PEST
      3. An�lisis del microentorno o industria
      4. Ejemplo pr�ctico de an�lisis de Porter
      5. Identificar la cadena de valor en un sector
      6. Ejemplo pr�ctico de cadena de valor Telefon�a M�vil
    7. Metodolog�a DAFO
      1. C�mo identificar oportunidades y amenazas
      2. Identificar oportunidades y amenazas
      3. Matriz DAFO
      4. Actuaciones ante el an�lisis DAFO
      5. Ejemplo pr�ctico de An�lisis DAFO de Ikea
    8. Definir factores cr�ticos de �xito e indicadores clave del desempe�o
      1. Identificar los factores clave de �xito del sector o negocio
      2. Las �reas 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. Selecci�n efectiva de paquetes software
    12. Generar ofertas competitivas
    13. Investigar proveedores
    14. An�lisis para la selecci�n de paquetes de software
    15. Tipos de estimaci�n
      1. La estimaci�n de costes
      2. M�todos para estimar
  18. Informes
    1. Qu� es un informe
    2. Importancia de un buen informe
    3. Formatos
    4. Alcances
    5. Extensiones
    6. Soportes
    7. Tipolog�as

Gesti�n Fiscal

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Objetivos
  • Calcular las cuotas liquidables de los impuestos que gravan la actividad econ�mica de la empresa y elaborar toda aquella documentaci�n correspondiente a sus declaraciones liquidaciones, aplicando la normativa mercantil y fiscal vigente
  • Conocer la necesidad de observar rigor y precisi�n en el desempe�o de un puesto de trabajo, valorando la importancia de la empresa en el desarrollo econ�mico y social
Duración

90 horas

Programa

INTRODUCCI�N A LA LEY GENERAL TRIBUTARIA

  1. Disposiciones generales del ordenamiento tributario
    1. Introducci�n
    2. Los Tributos: concepto y clases
    3. Principios de la ordenaci�n y aplicaci�n del sistema tributario
    4. La Administraci�n Tributaria
    5. Las Normas Tributarias
    6. Las Obligaciones Tributarias
    7. Los Obligados Tributarios
    8. La Cuantificaci�n de la Obligaci�n Tributaria
    9. La deuda Tributaria
  2. Los procedimientos tributarios
    1. Introducci�n
    2. Normas comunes de los procedimientos tributarios
    3. El procedimiento de gesti�n
    4. El procedimiento de inspecci�n
    5. El procedimiento de recaudaci�n
    6. El procedimiento sancionador
    7. El procedimiento de revisi�n en v�a administrativa

EL IMPUESTO SOBRE SOCIEDADES

  1. Concepto y legislaci�n
  2. Caracteres
  3. �mbito de aplicaci�n 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
  8. Exenciones
    1. Introducci�n
    2. Exenciones subjetivas
    3. Exenciones objetivas
  9. Per�odo impositivo y devengo del impuesto
    1. Per�odo impositivo
    2. Supuestos especiales de conclusi�n del per�odo impositivo
    3. Devengo del impuesto
  10. Esquema de liquidaci�n del impuesto
  11. Diferencias permanentes y temporales
    1. Concepto
    2. Clases
    3. C�lculo
  12. Diferimiento de la carga fiscal
    1. Introducci�n
    2. Diferencias de Calificaci�n I: amortizaciones
    3. Diferencias de Calificaci�n II: deterioros de valor
    4. Diferencias de Calificaci�n III: provisiones para riesgos y gastos
    5. Diferencias de Calificaci�n IV: gastos no deducibles
    6. Diferencias de Valoraci�n I: Reglas de Valoraci�n general y especiales
    7. Diferencias de Valoraci�n II: Operaciones Vinculadas
    8. Diferencias de Valoraci�n III
    9. Diferencias de Valoraci�n IV: integraci�n en la base imponible de la diferencias entre la valoraci�n de un elemento o servicio a efectos fiscales y su valoraci�n contable
    10. Temporalidad
    11. Limitaci�n en la deducibilidad de los gastos financieros
  13. Compensaci�n de bases imponibles negativas
  14. Tipo de gravamen. Cuota �ntegra
    1. Introducci�n
    2. Requisitos
    3. �mbito de aplicaci�n
  15. Cuota l�quida
  16. Cuota diferencial
  17. Divergencias entre contabilidad y fiscalidad
    1. Introducci�n
    2. La normativa contable y la normalidad fiscal
    3. La conciliaci�n entre ambas normativas
    4. Asientos de ajuste

IMPUESTO SOBRE EL VALOR A�ADIDO

  1. Hecho imponible. Exenciones. Lugar de realizaci�n
    1. Concepto
    2. Caracteres
    3. Normativa b�sica
    4. �mbito de aplicaci�n espacial
    5. Hecho imponible
    6. Operaciones no sujetas
    7. Exenciones
    8. Lugar de realizaci�n del hecho imponible
  2. Base Imponible. Sujeto pasivo
    1. Determinaci�n de la base imponible en las entregas de bienes y prestaciones de servicios (importe facturado)
    2. Sujeto Pasivo
  3. Deducciones y devoluciones
    1. Introducci�n
    2. Deducciones (supuestos de deducci�n y supuestos de no deducci�n)
    3. La regla de prorrata
    4. Regularizaci�n de deducciones por bienes de inversi�n
    5. Devoluciones
    6. Declaraciones a compensar
  4. Tipos impositivos
    1. Normal, reducido y superreducido
    2. Recargo de equivalencia
    3. Reg�menes especiales
  5. Gesti�n y liquidaci�n del impuesto
    1. Introducci�n
    2. Modelos de declaraci�n
    3. Plazos de presentaci�n

IMPUESTO SOBRE LA RENTA DE LAS PERSONAS F�SICAS

  1. Conceptos Generales
    1. Definici�n y caracteres
    2. Normativa b�sica y �mbito de aplicaci�n
    3. Rentas a declarar
    4. Obligados a presentar la declaraci�n
    5. Per�odo Impositivo y Devengo
  3. Base imponible
    1. Introducci�n
    2. Rendimientos de Trabajo Personal
    3. Rendimientos de Capital
    4. Rendimientos de Actividades Econ�micas
    5. Variaciones patrimoniales
    6. Imputaciones de rentas
  4. Base liquidable
    1. Introducci�n
    2. Integraci�n y compensaci�n de rentas de la base imponible general
    3. Integraci�n y compensaci�n de rentas de la base imponible del ahorro
    4. Base liquidable general
    5. Base liquidable del ahorro
  5. Cuota �ntegra
    1. Introducci�n
    2. Cuotas �ntegras
    3. M�nimo personal y familiar
    4. Deducciones de la cuota �ntegra
    5. Cuota l�quida
  6. Deuda tributaria
    1. Introducci�n
    2. Deducci�n por doble imposici�n internacional
    3. Deducci�n por obtenci�n de rendimientos del trabajo o de actividades econ�micas
    4. Deducci�n por maternidad
    5. Retenci�n y pagos a cuenta
    6. Gravamen especial sobre los premios de determinadas lorter�as y apuestas

R�GIMEN FISCAL PARA EMPRESAS DE REDUCIDA DIMENSI�N

  1. Requisitos
  2. Incentivos fiscales
    1. Libertad de amortizaci�n para las inversiones realizadas en elementos de activo material nuevos que vayan acompa�ados de la creaci�n de empleo
    2. Libertad de amortizaci�n para inversiones realizadas en elementos de escaso valor
    3. Aceleraci�n de la amortizaci�n de inversiones efectuadas en elementos de activo nuevos y en activos intangibles
    4. P�rdida por deterioro de los cr�ditos por posibles insolvencias de deudores de forma global sobre el saldo de deudores existentes a la conclusi�n del per�odo impositivo
    5. Aceleraci�n de la amortizaci�n de los elementos en los que se ha producido la reinversi�n
    6. Deducibilidad de las cuotas de arrendamiento financiero satisfechas
    7. Aplicaci�n de un tipo impositivo especial para una parte de la base imponible
    8. Incentivos para empresas de nueva creaci�n

Impuesto sobre el Valor A�adido (IVA)

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Objetivos


  • Calcular las Bases Imponibles
  • Realizar las liquidaciones a efectos de IVA referentes tanto al R�gimen General como a los Reg�menes Espec�ficos
  • Aplicar los distintos tipos impositivos de IVA en funci�n de cada r�gimen y tipo de actividad..
Duración

40 horas

Programa

  1. Normativa general del IVA

    1. �Qu� es el IVA?

    2. Caracter�sticas �C�mo es el IVA?

    3. Campo de aplicaci�n �D�nde se aplica?

    4. Hechos imponibles

    5. Gesti�n y liquidaci�n del impuesto

  2. La base imponible, deducciones y devoluciones

    1. Base imponible

    2. Tipos impositivos

    3. Deducciones (supuestos de deducci�n y supuestos de no deducci�n)

    4. Regla de prorrata

    5. R�gimen de deducciones en sectores diferenciados de la actividad

    6. Deducciones anteriores al inicio de las operaciones

    7. Devoluciones

  3. Reg�menes especiales de IVA

    1. Reg�menes especiales

    2. R�gimen simplificado (art�culos 122 y 123 LIVA)

    3. R�gimen especial de la agricultura, ganader�a y pesca (REAGP, art�culos 124 a 134 LIVA)

    4. R�gimen especial de los bienes usados, objetos de arte, antig�edades y objetos de colecci�n (art�culos 135 a 139 LIVA)

    5. R�gimen especial de las agencias de viajes (art�culos 141 a 147 LIVA)

    6. R�gimen especial del recargo de equivalencia

    7. R�gimen especial de oro de inversi�n (art�culos 140 a 140 sexies LIVA)

    8. R�gimen especial de los servicios prestados por v�a electr�nica

    9. R�gimen especial de las entregas de gas y electricidad

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

    11. R�gimen especial del grupo de entidades

  4. Operaciones internacionales del IVA

    1. Tr�fico internacional

    2. Operaciones interiores

Gesti�n de Personas

Gesti�n por Competencias

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Objetivos

OBJETIVO GENERAL

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


30 Horas

Programa
  1. Para empezar, hablemos de talento
    1. Talento
      1. Introducci�n, etimolog�a y definici�n
      2. Clasificaci�n de modelos sobre el talento
        1. Orientaci�n a los rasgos de personalidad y a las capacidades
          1. Introducci�n
          2. Modelo de Howard Gardner: inteligencias m�ltiples
        2. Orientaci�n a los componentes cognitivos
        3. Orientaci�n al logro y al rendimiento
          1. Introducci�n
          2. Definiciones de talento en los modelos de orientaci�n al logro y al rendimiento
          3. Modelo de Joseph Renzulli: los tres aros
        4. Orientaci�n a los elementos socioculturales y psicosociales
          1. Introducci�n
          2. Definiciones
          3. Modelo de Robert Sternberg: teor�a Inversionista de la creatividad
    2. �Se puede desarrollar el talento?
      1. Introducci�n
      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 organizaci�n
          1. Definici�n
          2. Los supuestos b�sicos
          3. Otras medidas estrat�gicas
          4. Retener al profesional con talento
    3. Modelo tradicional versus gesti�n por competencias
  2. �Qu� son las competencias?
    1. �C�mo gestionar el talento en las organizaciones?
    2. �Por qu� una gesti�n por competencias?
    3. �Qu� es una competencia?
    4. Componentes de las competencias
    5. Clasificaci�n de las competencias
    6. Ventajas y caracter�sticas de las competencias
    7. Proceso de gesti�n por competencias
      1. Introducci�n
      2. Realizaci�n del mapa de competencias
        1. Mapa de competencias a medida
        2. Definici�n del mapa de competencias
        3. Entrevistas estructuradas y an�lisis de la informaci�n
        4. Definici�n y graduaci�n de competencias
      3. Dise�o de perfiles profesionales
        1. Visi�n global del perfil profesional
        2. Realizaci�n del perfil de competencias
  3. Implantaci�n de un sistema de gesti�n por competencias
    1. Visi�n general del proyecto
      1. Punto de partida
      2. Bases para la gesti�n por competencias
    2. Selecci�n de personal desde la gesti�n por competencias
      1. Objetivos
      2. Enfoque
      3. Entrevista de selecci�n por competencias o por incidentes cr�ticos
        1. Introducci�n
        2. �C�mo se realiza?
        3. Habilidades de un buen entrevistador
    3. Gesti�n y desarrollo del talento
      1. Introducci�n y objetivos
      2. El proceso
        1. Fase 1: identificaci�n del talento
          1. Introducci�n
          2. Segmentaci�n de la poblaci�n objetiva
          3. Definici�n del perfil de alto potencial (HIPO, High Potential Talent)
          4. Primera evaluaci�n
        2. Fase 2: detecci�n de las necesidades de desarrollo
          1. T�cnicas de evaluaci�n del talento: autoevaluaci�n
          2. T�cnicas de evaluaci�n del talento: evaluaci�n externa
          3. T�cnicas de evaluaci�n del talento: evaluaci�n completa
          4. Detecci�n de necesidades o identificaci�n de las competencias a desarrollar
        3. Fase 3: dise�o de proceso de desarrollo
          1. Primer ejemplo
          2. Segundo ejemplo: development center
          3. Tercer ejemplo: programa de coaching
        4. Fase 4: evaluaci�n final y comprobaci�n de resultados

Habilidades Directivas y Personales - Soft Skills

Entrenamiento en Creatividad e Innovaci�n

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Objetivos

Objetivos espec�ficos

Unidad 1

  • Distinguir la creatividad de conceptos afines que err�neamente solemos utilizar como sin�nimos
  • Conocer, a trav�s de la reflexi�n personal, la primera clave para comprender qu� es la creatividad
  • Reflexionar sobre el hecho de que todos somos creativos
  • Contar con una definici�n / distinci�n clara de Innovaci�n como la "otra cara de la moneda" de la creatividad
  • Construir una visi�n global acerca de la importancia de la innovaci�n en toda empresa actual

Unidad 2

  • Avanzar en la comprensi�n de la capacidad creativa, examinado los principios fundamentales en que se asienta.
  • Conocer los principios de la creatividad, no s�lo te�ricamente, sino en base a ejercicios, ejemplos y reflexiones guiadas
  • Ampliar nuestra propia definici�n de creatividad y su comprensi�n de un modo participativo.

Unidad 3

  • Dedicar un peque�o tiempo de nuestra vida a reflexionar sobre c�mo es la creatividad en un ni�o.
  • Hacer una reflexi�n guiada, basada en estudios, sobre nuestra propia creatividad como adultos.
  • Conocer datos sobre estudios de la creatividad, no �nicamente referidos al cerebro, sino a otras condiciones.
  • Poseer datos acerca del mito que relaciona creatividad y locura.
  • Despejar la inc�gnita sobre si hemos perdido o no la creatividad en el paso a la adultez.
  • Conocer criterios para decidir cu�ndo algo es o no creativo, de forma aplicada.

Unidad 4

  • Adquirir una visi�n clara y razonada de las etapas que sigue el proceso creativo.
  • Eliminar posibles ideas err�neas o mitos acerca de este proceso, especialmente de la Iluminaci�n o inspiraci�n 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 visi�n de la creatividad.
  • Confirmar que la creatividad es patrimonio de todos, y la utilizamos en nuestra vida personal y profesional.
  • Conocer dos fen�menos interesantes asociados al tema: Serendipia y Flow.

Unidad 5

  • Dar forma definitiva a las caracter�sticas de una persona creativa, de modo que tengamos una visi�n 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 explicaci�n cient�fica de la intuici�n y su relaci�n con la creatividad, alejada de mitos. De este modo se abre la gran opci�n de que podemos desarrollarla.
  • Contar con pautas para desarrollar nuestra intuici�n.

Unidad 6

  • Comprender qu� hace potentes a los equipos cuando se trata de obtener nuevas ideas
  • Analizar con detalle las condiciones necesarias, ordenadas adecuadamente, para el �xito del equipo que utiliza una t�cnica creativa.
  • Adquirir el conocimiento de un esquema en com�n aplicable a todas las t�cnicas creativas, que facilitar� su posterior comprensi�n.
  • Contar con ideas para dirigir una actividad creativa en equipo, desde el papel del que la coordina, al de los participantes, adem�s de instrumentos para situaciones usuales, como la dificultad para iniciar la producci�n de ideas, problemas de dispersi�n o falta de concentraci�n y ansiedad por la exposici�n a los dem�s.
  • Visualizar todo lo anterior a la aplicaci�n de una t�cnica muy conocida: el brainstorming, observando su uso habitual con la t�cnica ortodoxa.

Unidad 7

  • Aumentar el "arsenal" de t�cnicas (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 m�todos muy utilizados actualmente en las empresas para sus procesos de innovaci�n.
  • Conocer 2 formas alternativas a lo usual para "pensar" y organizar la informaci�n.
  • Comprender con profundidad cu�l es la raz�n de ser de estos m�todos, en qu� est�n basados, para tomar la decisi�n 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 informaci�n para iniciarse en los m�todos y decidir explorarlos m�s a fondo si son de tu inter�s.

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 dem�s y el ambiente, aquello que no favorecen las ideas creativas.
  • Reflexionar sobre lo que ocurre en las empresas respecto a la creatividad, yendo m�s all� de la responsabilidad de los que las dirigen y ampliando nuestra visi�n.
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 formaci�n profesional para el empleo)"

  1. �Qu� es la creatividad? �Qu� es la innovaci�n?
    1. Una primera diferenciaci�n entre conceptos afines
      1. Introducci�n
      2. Algunas definiciones de creatividad de los expertos
      3. C�mo ser�a el mundo sin ...
      4. Conceptos cercanos a la creatividad
    2. La innovaci�n: �Es lo mismo ser creativo que ser innovador?
      1. Introducci�n
      2. Innovaci�n
      3. Sistema de innovaci�n/cultura innovadora
    3. Met�fora del estofado
  2. Funcionamiento de la creatividad
    1. Los principios de la creatividad
      1. Pensamiento l�gico/pensamiento lateral
      2. Principio "ir m�s all� de los l�mites autoimpuestos". Caso pr�ctico
      3. El fen�meno "m�s 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 desaf�os, no temer al error, la perseverancia
  3. Breve historia de la creatividad
    1. Cuando �ramos ni�os
      1. Introducci�n
      2. El desarrollo
    2. El camino a la adultez
      1. Asesinos de la creatividad
      2. El tiempo, el "gran asesino"
      3. La educaci�n
    3. Los estudios sobre creatividad: creatividad dentro/fuera de la persona
      1. Introducci�n
      2. Dentro
      3. Fuera
    4. �La hemos perdido?
      1. Introducci�n
      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 preparaci�n
      5. Sub-etapa: Ansiedad y frustraci�n
      6. Etapa de incubaci�n
      7. Fase de iluminaci�n
      8. Fase de verificaci�n
      9. Conclusi�n
  5. La persona creativa. El papel de la intuici�n
    1. �C�mo es una persona creativa?
      1. Introducci�n
      2. "De carne y hueso": anatom�a de la persona creativa
      3. La m�quina de pensar
      4. La m�quina de observar curiosamente
      5. La m�quina de aguantar reveses
      6. La m�quina de filtrar informaci�n
      7. La m�quina de analizar
      8. El resto
      9. Conclusi�n
    2. El papel de la intuici�n en la creatividad
      1. Introducci�n
      2. Funcionamiento de nuestros almacenes de memoria
      3. Intuici�n, palpito o corazonada
      4. Intuici�n 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 tama�o del equipo
      3. Facilitar las ideas il�gicas
      4. La definici�n del foco creativo
      5. Favorecer la abundancia de ideas
      6. Las condiciones f�sicas necesarias para el equipo
      7. El coordinador de la actividad
      8. El coordinador de la actividad
    3. Principios y proceso de toda t�cnica creativa
      1. Introducci�n
      2. Brainstorming
      3. Brainstorming ortodoxo
  7. T�cnicas creativas
    1. Antes de empezar
    2. T�cnica 1: Provocaciones al azar
    3. T�cnica 2: Las m�scaras
    4. T�cnica 3: SCAMPER
    5. T�cnica 4: Collage creativo ("cortar y pegar")
    6. T�cnica 5: Caja de sorpresas
    7. T�cnica 6: Grupo nominal (TGN)
    8. T�cnica 7: 635
    9. T�cnica 8: Relaciones forzadas
    10. T�cnica 9: identificaci�n o empat�a
    11. T�cnica 10: Brainwriting
    12. T�cnica 11: Br�jula (el porqu� de las cosas)
    13. El cad�ver exquisito
    14. Listas y m�todos de evaluaci�n
  8. M�s t�cnicas
    1. Los mapas mentales
      1. �Qu� es un mapa mental?
      2. El funcionamiento de los mapas mentales
      3. �Qu� es el pensamiento irradiante?
      4. Jerarquizaci�n, categorizaci�n
      5. Caracter�sticas generales del mapa mental
      6. Ingredientes para hacer un mapa mental
      7. Ventajas del mapa mental
      8. �C�mo se hace un mapa mental?
      9. Estructura del mapa mental
      10. �Por qu� el mapa mental es tambi�n una t�cnica de creatividad?
      11. Los mapas mentales a ordenador
    2. Visual Thinking
      1. Los mapas mentales a ordenador
      2. Para qu� 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 c�dice del pensamiento visual
      9. �C�mo llevarlo a la pr�ctica?
      10. S�ntexis
  9. Mitos, bloqueos, asesinos y ladrones de la creatividad
    1. Mitos sobre la creatividad
      1. Introducci�n
      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 �mbito laboral
      2. Ideas en las empresas que frenan la creatividad

Gesti�n de la Diversidad en Entornos Profesionales

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Objetivos
  • Identificar de d�nde proviene la gesti�n de la Diversidad y los conceptos b�sicos en los que se apoya.
  • Recordar la historia de la Gesti�n de la Diversidad para identificarla con claridad.
  • Definir Gesti�n de la diversidad �Qu� es?
  • Analizar los beneficios de su aplicaci�n en las empresas.
  • Identificar las distintas dimensiones de la Gesti�n de la Diversidad.
  • Definir un plan de acci�n para su puesta en pr�ctica en las organizaciones.
Duración

30 horas

Programa

Conceptos b�sicos

  1. Pre�mbulo
    1. Pa�ses e idiomas
    2. La paradoja del siglo XXI
    3. Las caracter�sticas de "nuestro mundo"
    4. El desaf�o del siglo XXI
  2. Responsabilidad Social corporativa
    1. Definici�n de RSC
    2. Los 5 principios b�sicos de la RSC
    3. Las responsabilidades de la RSC
  3. Diversidad
    1. Definici�n de Diversidad
    2. Diversidad cultural
    3. Diversidad �tnica
    4. Diversidad ling��stica
    5. Diversidad biol�gica
    6. Diversidad sexual
    7. Diversidad funcional
  4. Cultura
    1. Los prejuicios
    2. Definici�n de cultura
    3. Cultura Organizativa

Conceptos y dimensiones de la gesti�n de la diversidad en las organizaciones

  1. Un poco de historia de la Gesti�n de la Diversidad en el �mbito laboral
    1. Nacimiento y desarrollo en EEUU
    2. Pasado y desarrollo de la GD en Europa
    3. Presente. Siglo XXI: Directivas del a�o 2000
    4. Futuro
  2. Gesti�n de la Diversidad en las Empresas
    1. Introducci�n
    2. �Qu� es la Gesti�n de la Diversidad en la Empresa?
    3. �Qu� no es la Gesti�n de la Diversidad en la Empresa?
  3. Leyes actuales sobre la GD en Espa�a
  4. Razones para gestionar la GD
  5. Beneficios de la GD en las empresas
  6. Dimensiones de la diversidad en las organizaciones
    1. Introducci�n
    2. Dimensiones de la Diversidad seg�n la UE
  7. Algunas manifestaciones de Gesti�n de la Diversidad en las empresas

Puesta en pr�ctica de la gesti�n de la diversidad: �Y ahora c�mo lo hacemos?

  1. Poni�ndonos en situaci�n: pasos a seguir
  2. Proceso de implantaci�n de un programa de GD a gran escala.
    1. Mapa de la Diversidad.
    2. Evaluaci�n de la sensibilizaci�n hacia la Diversidad
    3. Objetivos de Diversidad
    4. Comunicaci�n General
    5. Creaci�n de un Comit� de la Diversidad.
    6. Visi�n y Estrategia
    7. Auditoria de la Diversidad
    8. Objetivos de las pol�ticas de la Empresa
    9. Implementaci�n de la Gesti�n de la Diversidad
  3. Medidas pr�cticas para la implantaci�n de la GD en Peque�as y Medianas Empresas (PYMES)
    1. Introducci�n
    2. Primer paso: realizar un an�lisis DAFO.
    3. Pol�ticas de Selecci�n y Contrataci�n
    4. Abrir Nuevos Mercados y Nuevos Productos
    5. Plan de Comunicaci�n Externa
    6. Comunicaci�n interna
    7. Ganar reputaci�n
    8. Evaluaci�n
    9. Apoyos externos
  4. Las 10 claves de la Gesti�n de la Diversidad
  5. A m� c�mo empresario, �qu� cuestiones me preocupan?
  6. La excelencia est� en los detalles

Herramientas para Analizar, Decidir y Actuar

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Objetivos

OBJETIVOS GENERALES

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

OBJETIVOS ESPEC�FICOS

  • Definir y precisar la importancia de la comunicaci�n en el entorno laboral
  • Clasificar y caracterizar las distintas etapas de un proceso de comunicaci�n en la empresa y sus elementos
  • Dise�ar las redes de comunicaci�n m�s habituales en la empresa
  • Emplear distintas estrategias para lograr una comunicaci�n eficaz en el trabajo
  • Localizar y subsanar los principales fallos que se dan en la comunicaci�n en la empresa
  • Valorar la funci�n de la negociaci�n en la empresa y analizar las variables que determinan los distintos tipos de negociaci�n
  • Explicar las caracter�sticas que definen cualquier situaci�n de negociaci�n
  • Identificar y valorar la influencia de las caracter�sticas personales implicadas en el proceso negociador
  • Conocer e identificar las diferentes estrategias con las que se puede abordar un proceso de negociaci�n
  • Seleccionar las estrategias y t�cticas m�s adecuadas seg�n el tipo de objetivos que se persiguen en la negociaci�n
  • Identificar las estrategias y t�cticas que utiliza la otra parte en la negociaci�n
  • 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 situaci�n concreta
  • Relacionar los tipos de problemas que se dan en la empresa con los diferentes tipos de decisiones
  • Identificar y aplicar las t�cnicas m�s conocidas para facilitar el proceso de toma de decisiones
Duración

30 horas

Programa

Tipos de problemas, tipos de soluciones

  1. �Tenemos un problema?
    1. Definici�n
    2. Situaciones problem�ticas
    3. Pasos para resolver un problema eficazmente
  2. Tipos de problemas
    1. Clasificaci�n de los tipos de problemas
    2. Problemas en funci�n de sus caracter�sticas
    3. Problemas en funci�n 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 decisi�n

Herramientas de gesti�n de problemas

  1. Conocer y analizar el problema
    1. Introducci�n
    2. Definir el problema
  2. Identificar las posibles causas
    1. Introducci�n
    2. T�cnica de los 5 Whys
    3. CATWOE
    4. Diagrama Causa-Efecto
    5. An�lisis 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. Introducci�n
    2. Cultura organizacional
    3. Estilos de liderazgo
    4. Comunicaci�n y calidad de la informaci�n
    5. Entorno
    6. Riesgo e incertidumbre

T�cnicas para tomar decisiones

  1. T�cnicas para fomentar el acierto
    1. Evaluaci�n num�rica de riesgos
    2. El �rbol de decisiones
    3. El m�todo DAFO
    4. Comparaci�n de pares
  2. T�cnicas para mejorar las decisiones del grupo
    1. Elementos del proceso de toma de decisiones grupal
    2. T�cnicas de "Grupo Nominal"
    3. T�cnica Delphi
    4. Diagramas de afinidad
  3. T�cnicas para fomentar la creatividad
    1. �Qu� es la creatividad?
    2. Brainstorming o tormenta de ideas
    3. Input arbitrario
    4. Matriz de reenfoque
    5. Diagrama "C�mo-C�mo"
    6. Mapas mentales

Implementaci�n de las decisiones

  1. Planificaci�n de Acciones
    1. Cuestiones b�sicas
    2. Utilizando la Planificaci�n de Acciones
  2. Estimaci�n de tiempos
    1. Claves para gestionar tu tiempo
    2. C�mo 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

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Objetivos
  • Comprender qu� 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 ni�os 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 percepci�n de la realidad.
  • Comprender qu� es la actitud y c�mo funciona.
  • Reflexionar sobre la importancia de gestionar la ansiedad ante una amenaza.
  • Conocer t�cnicas 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 t�, �c�mo 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

Ingl�s Nivel A1.1

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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.

Ingl�s Nivel A1.2

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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 caf�. 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.

Ingl�s Nivel A2.1

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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.

Ingl�s Nivel A2.2

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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.

Ingl�s Nivel B1.1

Ver ficha de curso


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.

Ingl�s Nivel B1.2

Ver ficha de curso


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

Ingl�s Oral y Escrito en el Comercio Internacional

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Objetivos

Interpretar la informaci�n, l�neas y argumentos de un discurso oral en ingl�s, formal e informal, presencial y retransmitido, de una operaci�n comercial internacional definida.

Interpretar los datos e informaci�n espec�fica de distintos documentos, informes comerciales y fuentes de informaci�n de comercio internacional escritos en ingl�s extrayendo la informaci�n relevante para una exportaci�n y/o importaci�n de bienes/ servicios.

Producir mensajes orales complejos en ingl�s con fluidez, detalle y claridad, en situaciones-tipo del comercio internacional.

Interactuar oralmente, en ingl�s, con fluidez y espontaneidad, con uno y al menos dos interlocutores, manifestando opiniones diversas, en distintas situaciones, formales e informales, propias de comercio internacional: visitas a ferias, gestiones y negociaci�n de operaciones con clientes/proveedores.

Programa
  1. Gesti�n de operaciones de comercio internacional en ingl�s
    1. Estructuras ling��sticas y l�xico 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 negociaci�n y procesos de acuerdos comerciales con otros operadores.
    2. Estructuras ling��sticas y l�xico relacionado con la contrataci�n y condiciones de la compraventa internacional:
      1. Condiciones de contrataci�n y financiaci�n.
      2. Tarifas y precios.
      3. Modos de pago.
      4. Pr�rrogas.
      5. Descuentos.
    3. L�xico y fon�tica de las condiciones de entrega:
      1. Incoterms.
      2. Plazos de entrega.
      3. Condiciones de transporte.
      4. Incumplimientos, anomal�as y siniestros
  2. Presentaciones comerciales en ingl�s
    1. Estructuras lig��sticas y l�xico habitual en las presentaciones comerciales en ingl�s.
      1. F�rmulas de marcadores conversacionales: saludo, presentaci�n, despedida, ayuda, interacci�n.
      2. Argumentaci�n comercial y caracter�sticas de los productos.
      3. Conclusiones, despedida y cierre de las presentaciones comerciales.
    2. Redacci�n y documentaci�n complementaria para reforzar los argumentos de la presentaci�n:
      1. Elaboraci�n de guiones para la presentaci�n de empresas, productos y/o servicios en ferias, visitas y cartas.
    3. Simulaci�n de presentaciones comerciales orales en ingl�s.
      1. Contrastes de registros formales e informales y f�rmulas habituales.
      2. Entonaci�n y puntuaci�n discursiva b�sica.
  3. Negociaci�n de operaciones de comercio internacional en ingl�s
    1. Estructuras ling��sticas y l�xico habitual en procesos de negociaci�n del comercio internacional.
    2. Interacci�n entre las partes de una negociaci�n comercial
      1. Presentaci�n inicial de posiciones.
      2. Argumentos.
      3. Preferencias.
      4. Comparaciones.
      5. Estrategias de negociaci�n.
      6. Contrastes de registros formales e informales y f�rmulas habituales.
    3. Solicitud de concesiones, reclamaciones y formulaci�n de expresiones en situaciones de negociaci�n.
      1. Mostrar duda, acuerdo y desacuerdo.
      2. Contradecir en parte.
      3. Clarificar las opiniones y reformular.
      4. Expresar contraste y clasificar.
    4. F�rmulas de persuasi�n en una negociaci�n internacional.
    5. Simulaci�n de procesos de negociaci�n de exportaciones e importaciones de productos.
      1. Contrastes de registros formales e informales y f�rmulas habituales.
      2. Entonaci�n y puntuaci�n discursiva b�sica.
  4. Contexto socioprofesional de las operaciones comercio internacional
    1. Contenidos socioculturales y socioling��sticos 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 administraci�n.
    3. Diferenciaci�n de usos, convenciones y pautas de comportamiento seg�n aspectos culturales de los interlocutores.
      1. Convenciones sociales: Tab�es relativos al comportamiento.
      2. F�rmulas de cortes�a y tratamiento de uso frecuente.
      3. Convenciones en la conversaci�n y visitas comerciales: puntualidad, ofrecimientos de comida, tiempo de estancia, expresi�n de expectativas como anfitri�n.
      4. Comportamiento ritual: celebraciones y actos conmemorativos.
    4. Giros y modismos adecuados al contexto del comercio internacional.
    5. Aspectos de comunicaci�n no verbal seg�n el contexto cultural del interlocutor.
      1. El saludo.
      2. La posici�n del cuerpo y las extremidades.
      3. La mirada.
      4. Las diferencias de g�nero.
      5. Proximidad f�sica y esfera personal.

Ingl�s Profesional para Actividades Comerciales

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Objetivos
  • Interactuar oralmente con fluidez y espontaneidad, en situaciones de relaci�n de comunicaci�n interpersonal con un cliente/consumidor.
  • Conocer la terminolog�a espec�fica en las relaciones comerciales con clientes
  • Interpretar la informaci�n de un discurso oral, en lengua est�ndar, tanto en vivo como retransmitido, en distintas ��situaciones-tipo de relaci�n con un cliente/consumidor.
  • Diferenciar entre los estilos formal e informal en la comunicaci�n comercial oral y escrita.
  • Diferenciar la dicci�n fon�tica de la terminolog�a comercial b�sica 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 reclamaci�n de productos.
  • Aprender a presentar al cliente diferentes productos y servicios, distinguiendo sus cualidades y caracter�sticas.
  • Interpretar con exactitud las necesidades del cliente/consumidor en cuanto a caracter�sticas, 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 caracter�sticas de un producto/servicio realizando la descripci�n del producto con exactitud y detalle suficiente.
  • Exponer adecuadamente las condiciones comerciales: formas de pago, servicios a�adidos, garant�as, etc.
  • Conocer las f�rmulas sint�cticas y los usos habituales empleados en la venta y atenci�n telef�nica de los clientes.
  • Diferenciar las caracter�sticas del l�xico t�cnico habitual en: faxes y cartas comerciales, facturas, hojas de reclamaci�n y recibos, entre otros.
  • Diferenciar las estructuras m�s formales e informales utilizadas habitualmente en la correspondencia comercial.
  • y cumplimentar documentaci�n comercial b�sica utilizando las herramientas de interpretaci�n, manuales y fuentes de informaci�n adecuadas.
  • Identificar las caracter�sticas de los diferentes lenguajes y l�xico t�cnico habitual en los documentos comerciales b�sicos: cartas, facturas, �rdenes de pedido, recibos y hojas de reclamaci�n entre otros.
  • Identificar las expresiones, estructura y formas de presentaci�n utilizadas habitualmente en la correspondencia comercial y hojas de reclamaci�n 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 informaci�n 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 m�s adecuados seg�n la finalidad de las mismas (ofertas, pedidos, solicitudes, presentaciones, reclamaciones, etc.)
Duración

90 HORAS

Programa

Unidad Did�ctica 1: Atenci�n al cliente/consumidor en ingl�s

- Terminolog�a espec�fica en las relaciones comerciales con clientes.

- Usos y estructuras habituales en la atenci�n al cliente/consumidor:

�� � saludos,

�� � presentaciones y

�� � f�rmulas de cortes�a habituales.

- Diferenciaci�n de estilos formal e informal en la comunicaci�n comercial oral y escrita.

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

�� � Situaciones habituales en las reclamaciones y quejas de clientes.

- Simulaci�n de situaciones de atenci�n al cliente y resoluci�n de reclamaciones con fluidez y naturalidad.

�

Unidad Did�ctica 2: Aplicaci�n de t�cnicas de venta en ingl�s

- Presentaci�n de productos/servicios:

�� � caracter�sticas de productos/servicios,

�� � medidas,

�� � cantidades,

�� � servicios a�adidos,

�� � condiciones de pago y

�� � servicios postventa, entre otros.

- Pautas y convenciones habituales para la detecci�n de necesidades de los clientes/consumidores.

- F�rmulas para la expresi�n y comparaci�n de condiciones de venta:

�� � instrucciones de uso,

�� � precio,

�� � descuentos y

�� � recargos entre otros.

- F�rmulas para el tratamiento de objeciones del cliente/consumidor.

- Estructuras sint�cticas y usos habituales en la venta telef�nica:

�� � F�rmulas habituales en el argumentario de venta.

- Simulaci�n de situaciones comerciales habituales con clientes: presentaci�n de productos/servicios, entre otros.

�

�

Unidad Did�ctica 3: Comunicaci�n comercial escrita en ingl�s

- Estructura y terminolog�a habitual en la documentaci�n comercial b�sica:

� �� pedidos,

�� � facturas,

�� � recibos y

�� � hojas de reclamaci�n.

- Cumplimentaci�n de documentaci�n comercial b�sica en ingl�s:

�� � hojas de pedido,

�� � facturas,

�� � ofertas y

�� � reclamaciones entre otros.

- Redacci�n de correspondencia comercial:

�� � Ofertas y presentaci�n de productos por correspondencia.

�� � Cartas de reclamaci�n o relacionadas con devoluciones, respuesta a las reclamaciones, solicitud de pr�rroga y sus respuestas.

�� � Cartas relacionadas con los impagos en sus distintas fases u otros de naturaleza an�loga.

- Estructura y f�rmulas habituales en la elaboraci�n de documentos de comunicaci�n interna en la empresa en ingl�s.

- Elaboraci�n de informes y presentaciones comerciales en ingl�s.

- Estructuras sint�cticas utilizadas habitualmente en el comercio electr�nico para incentivar la venta.

- Abreviaturas y usos habituales en la comunicaci�n escrita con diferentes soportes:

�� � Internet,

�� � fax,

�� � correo electr�nico,

�� � carta u otros an�logos.

Ingl�s Profesional para Turismo

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Objetivos

Conocer los diferentes productos y servicios de la industria tur�stica, as� como los proveedores de los mismos, identificando los documentos propios del sector tur�stico y aprendiendo c�mo desenvolverse en variadas situaciones que tienen que ver con el sector, tales como el trato con el cliente, redacci�n de cartas, gesti�n 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

Inform�tica y Comunicaciones

IFCD055PO Crea tus Propias Aplicaciones con la APP Inventor de Google

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Objetivos
  • Conocer los or�genes y los motivos que hacen que el Massachusetts Institute of Technology (MIT) desarrolle esta herramienta.
  • Saber qu� es App Inventor, qui�n la desarroll� inicialmente (Google) y qui�n se ha hecho cargo de ella (MIT).
  • Aprender a conectarse al App Inventor, conociendo sus necesidades y aspectos.
  • Conocer las diferentes opciones de men�s, sus descripciones y la pantalla principal de la aplicaci�n.
  • Estudiar los diferentes elementos que nos ofrece App Inventor para poder dise�ar los objetos que el usuario final ver� cuando ejecute la aplicaci�n.
  • Conocer los diferentes elementos de los que dispone el programador para dise�ar su aplicaci�n.
  • Aprender a programar una aplicaci�n desde la pantalla de bloques.
  • Estudiar los diferentes m�todos de importaci�n y exportaci�n de archivos.
  • Saber c�mo hemos de proceder para ser desarrolladores y para poder publicar nuestras aplicaciones en Google Play.
Duración

40 horas

Programa
  1. Introducci�n a App Inventor
    1. �Qu� es App Inventor?
    2. Historia
  2. El entorno de trabajo
    1. La pantalla inicial. Listado de proyectos
    2. Barra de men�s, parte superior de la aplicaci�n
    3. Sistemas para testear en directo las aplicaciones
  3. Dise�o de la aplicaci�n. Elementos visuales
    1. Crear un nuevo proyecto
    2. Paleta (Palette)
    3. Visor (Viewer)
  4. Programaci�n de la aplicaci�n. Los bloques
    1. Definici�n de la pantalla de bloques
    2. Descripci�n de la categor�a Integrados
    3. Ejemplo de bloques de uso frecuente
    4. Ejemplo pr�ctico
  5. Trabajando con ficheros
    1. Exportar archivo .aia
    2. Exportar todos los proyectos
    3. Exportar el archivo .apk
    4. Importar proyectos
    5. Otro m�todo de importaci�n
    6. Ejemplo de importaci�n desde nuestro PC
    7. Ejemplo de importaci�n desde el repositorio
    8. Convertir un proyecto de App Inventor Cl�sico (AI1) a App Inventor 2 (AI2)
  6. C�mo publicar nuestras aplicaciones en Google Play
    1. Pasos a seguir para darnos de alta como desarrolladores
    2. C�mo podemos a�adir nuestras aplicaciones a Google Play

Marketing y Gesti�n Comercial

Firma y Facturaci�n Electr�nica

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Objetivos

Objetivos Generales

Al finalizar la acci�n formativa, los asistentes ser�n capaces de aprovechar los beneficios de la firma y factura electr�nica para implementarlos en sus negocios.

Objetivos Espec�ficos

As� pues, al finalizar la acci�n formativa, los/as asistentes ser�n capaces de:

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

20 horas

Programa
  1. Facturaci�n electr�nica
    1. �Qu� es la facturaci�n electr�nica?
      1. Definici�n y conceptos previos
      2. Tipos de facturas
      3. Facturaci�n electr�nica
      4. Funcionamiento de la facturaci�n electr�nica
      5. �C�mo se pueden intercambiar documentos de forma electr�nica?
      6. Beneficios de la aplicaci�n de la factura electr�nica
    2. Obligaciones
    3. Impulso de la factura electr�nica en el sector p�blico
      1. Objeto y �mbito de aplicaci�n
      2. Uso de la factura electr�nica en el sector p�blico
      3. Formato de las facturas electr�nicas y su firma electr�nica
    4. Herramientas de facturaci�n
      1. Factores que influyen en su implantaci�n
      2. Tipos de herramientas
      3. Formatos de factura electr�nica
      4. La firma electr�nica
        1. Concepto
        2. Tipos de firma electr�nica
        3. Empleo de la firma electr�nica en las Administraciones P�blicas
  2. Firma digital
    1. Utilidades del DNI electr�nico
      1. Definici�n y evoluci�n
      2. El DNI electr�nico: certificados electr�nicos
      3. Apariencia y elementos del DNI electr�nico
      4. Utilidades del DNI electr�nico y ventajas de su utilizaci�n
    2. C�mo obtenerlo
      1. Solicitud
      2. Certificados electr�nicos
      3. Proceso de renovaci�n del DNIe
    3. Aplicaciones y uso
      1. Aplicaciones, elementos hardware y software
      2. La firma electr�nica y sus funciones de seguridad
      3. Certificados
        1. Tipos de certificados
        2. C�mo obtener un certificado
        3. Proceso para obtener un certificado
        4. C�mo instalar un certificado
        5. Qui�n puede emitir certificados

Ofim�tica

Aplicaci�n Pr�ctica de Outlook y Office 365

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Objetivos

�

Nuestro curso te ense�ar� la aplicaci�n pr�ctica de las aplicaciones espec�ficas de Microsoft 365 en las �reas fundamentales del crecimiento de tu negocio: movilidad, colaboraci�n, comunicaci�n, seguridad, productividad e informaci�n.

�

Con Microsoft Outlook 365 podr�s tener tu correo electr�nico, calendario y contactos en un solo sitio. Adem�s, la integraci�n con Office te permite compartir adjuntos desde OneDrive, acceder a tus contactos y ver perfiles de LinkedIn, entre otras funciones.�
Con este curso aprender�s 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 formaci�n el alumno sabr�:

  • Descubrir el �rea 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

Aplicaci�n Pr�ctica de Microsoft 365

Microsoft office 365

Mejores pr�cticas con Outlook

Mejores pr�cticas con OneNote

Mejores pr�cticas con OneDrive y SharePoint

Mejores pr�cticas con Yammer

Mejores pr�cticas con Teams


Outlook 365

Iniciar Outlook online
El �rea 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

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Objetivos

En la gesti�n diaria de la peque�a 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 m�dulo se pretende capacitar a los alumnos para la correcta administraci�n de las bases de datos. Aprender�n herramientas b�sicas y avanzadas que facilitar�n y har�n m�s r�pida la ejecuci�n de diversas operaciones imprescindibles en el manejo de sistemas de gesti�n de bases de datos.

Objetivos espec�ficos

  • Planificar las bases de datos y crear bases de datos de prueba.
  • Realizar informes y formularios autom�ticos.
  • Crear todo tipo de consultas y emplearlas como herramientas de gesti�n 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 inform�ticas de bases de datos relacionales

  1. Introducci�n y conceptos generales de la aplicaci�n de base de datos
    1. Qu� es una base de datos
    2. Entrada y salida de la aplicaci�n de base de datos
    3. La ventana de la aplicaci�n de base de datos
    4. Elementos b�sicos de la base de datos
    5. Distintas formas de creaci�n 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 recuperaci�n y mantenimiento de la base de datos
  2. Creaci�n e inserci�n de datos en tablas
    1. Concepto de registros y campos
    2. Distintas formas de creaci�n 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. Introducci�n de datos en la tabla
    9. Movimientos por los campos y registros de una tabla
    10. Eliminaci�n de registros de una tabla
    11. Modificaci�n de registros de una tabla
    12. Copiado y movimiento de datos
    13. B�squeda y reemplazado de datos
    14. Creaci�n de filtros
    15. Ordenaci�n alfab�tica de campos
    16. Formatos de una tabla
    17. Creaci�n de �ndices en campos
  3. Realizaci�n de cambios en la estructura de tablas y creaci�n de relaciones
    1. Modificaci�n del dise�o de una tabla
    2. Cambio del nombre de una tabla
    3. Eliminaci�n de una tabla
    4. Copiado de una tabla
    5. Exportaci�n de una tabla a otra base de datos
    6. Importaci�n de tablas de otra base de datos
    7. Creaci�n de relaciones entre tablas
  4. Creaci�n, modificaci�n y eliminaci�n de consultas o vistas
    1. Creaci�n de una consulta
    2. Tipos de consulta
    3. Guardado de una consulta
    4. Ejecuci�n de una consulta
    5. Impresi�n de resultados de la consulta
    6. Apertura de una consulta
    7. Modificaci�n de los criterios de consulta
    8. Eliminaci�n de una consulta
    9. Modificar el nombre de una consulta
    10. Tipos de consultas
    11. Consultas avanzadas
  5. Creaci�n de formularios para introducir y mostrar registros de las tablas o resultados de consultas
    1. Creaci�n de formularios sencillos de tablas y consultas
    2. Personalizaci�n de formularios utilizando diferentes elementos de dise�o
    3. Creaci�n de subformularios
    4. Almacenado de formularios
    5. Modificaci�n de formularios
    6. Eliminaci�n de formularios
    7. Impresi�n de formularios
    8. Inserci�n de im�genes y gr�ficos en formularios
    9. Herramientas avanzadas de formularios
  6. Creaci�n de informes o reports para la impresi�n de registros de las tablas o resultados de consultas
    1. Creaci�n de informes o reports para la impresi�n de registros de las tablas o resultados de consultas
    2. Creaci�n de informes secillos de tablas y consultas
    3. Personalizaci�n de informes utilizando diferentes elementos de dise�o
    4. Creaci�n de subinformes
    5. Almacenado de informes
    6. Modificaci�n de informes
    7. Eliminaci�n de informes
    8. Impresi�n de informes
    9. Inserci�n de im�genes y gr�ficos en informes
    10. Aplicaci�n de cambios en el aspecto de los informes utilizando el procesador de texto
  7. Tablas y gr�ficos din�micos
    1. Creaci�n de una tabla din�mica
    2. Propiedades de una tabla din�mica
    3. Crear un gr�fico din�mico
  8. Macros
    1. Macros
    2. Creaci�n de una macro independiente
    3. Modificaci�n 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 bot�n arrastrando una macro a un formulario
    14. Crear una macro incrustada
  9. Personalizaci�n de aplicaciones Access 2010
    1. Personalizaci�n de aplicaciones Access 2010
    2. Personalizaci�n de la barra de acceso r�pido
    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

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Objetivos

Descripci�n del funcionamiento del programa de gesti�n de bases de datos Microsoft Access 2016, estudiando los conceptos fundamentales de las bases de datos: desde su an�lisis y dise�o hasta su implementaci�n en Access conociendo las distintas funciones y herramientas de esta potente aplicaci�n.

Objetivos espec�ficos:

  • Introducci�n a Office 2016 Presentaci�n de la suite ofim�tica Microsoft Office 2016, describiendo los programas que la forman y viendo los elementos y caracter�sticas comunes en estos programas: el entorno de los programas, c�mo abrir y guardar documentos, las plantillas, el sistema de ayuda, las propiedades de los documentos y el portapapeles de Office.
  • Access 2016 B�sico Se introducen los conceptos de an�lisis y dise�o de bases de datos relacionales y c�mo se aplican al crear las tablas y relaciones en Access. Se detalla tambi�n la forma m�s b�sica de introducir datos en una base de datos Access y c�mo personalizar las tablas.
  • Access 2016 Intermedio Se introducen los tipos de objetos consulta, formulario e informe: cu�l es su papel, cu�ndo se utilizan, etc. Se detalla el dise�o 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 im�genes 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 prop�sito del lenguaje XML.
  • Access 2016 Profesional Estudia algunas de las tareas propias de la administraci�n de bases de datos Access y presenta ejemplos de implementaci�n de bases de datos concretas que sirven para afianzar los conocimientos adquiridos.
Duración
70 horas
Programa
Introducci�n a Office 2016
  1. Introducci�n 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. Im�genes en l�nea.
    3. Propiedades de los archivos.
    4. Buscar archivos.
    5. Cortar, copiar y pegar.
    6. El Portapapeles de Office.
Access 2016 B�sico
  1. Introducci�n a Access 2016
    1. Para qu� 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 navegaci�n.
    3. Tablas.
    4. Consultas.
    5. Formularios.
    6. Informes.
    7. Otros objetos
  3. An�lisis de bases de datos
    1. Introducci�n.
    2. Identificar entidades.
    3. Identificar relaciones.
    4. El modelo Entidad - Relaci�n.
  4. Dise�o de bases de datos
    1. Introducci�n.
    2. Las tablas.
    3. Las relaciones.
    4. Conclusi�n.
  5. Tablas
    1. Introducci�n.
    2. Crear tablas.
    3. Otras opciones de tablas.
  6. Relaciones
    1. Introducci�n.
    2. Relaciones 1 a muchos.
    3. Integridad referencial.
    4. Relaciones Muchos a muchos.
  7. Edici�n de datos (I)
    1. Vista Hoja de datos.
    2. A�adir registros.
    3. Ordenar por campos.
    4. Modificar y eliminar registros.
    5. B�squeda de registros.
  8. Edici�n de datos (II)
    1. Hojas secundarias de datos.
    2. Personalizar hojas de datos.
    3. Seleccionar campos y registros.
    4. Correcci�n ortogr�fica.
    5. Autocorrecci�n.
  9. Personalizar las tablas
    1. Tama�o del campo.
    2. Requerido y longitud cero.
    3. Valor predeterminado.
    4. Regla de validaci�n.
Access 2016 Intermedio
  1. Introducci�n y objetivos del nivel intermedio
    1. Introducci�n.
    2. Objetivos.
  2. Propiedades avanzadas de campo
    1. Formato.
    2. Formatos personalizados.
    3. M�scara de entrada.
    4. �ndices.
  3. Trabajo avanzado con datos
    1. Propiedades de los campos en la hoja de datos.
    2. Contar los registros.
    3. Campo de b�squeda.
    4. Filtros.
    5. Campos de tipo Texto largo.
  4. Consultas
    1. Introducci�n.
    2. Crear consultas.
    3. Asistente de consultas.
    4. Ordenaci�n y criterios.
    5. Propiedades de una consulta.
  5. M�s consultas
    1. Consultas de actualizaci�n.
    2. Consultas de eliminaci�n.
    3. Consultas de datos anexados.
    4. Consultas de creaci�n de tablas.
    5. Consultas de par�metros.
  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. Edici�n de datos.
    4. Los subformularios.
    5. Propiedades del formulario.
  8. Dise�o de formularios (I)
    1. A�adir controles.
    2. Propiedades.
    3. Editar controles.
  9. Dise�o de formularios (II)
    1. Lista de opciones.
    2. Establecer opciones.
    3. Botones de comando.
    4. Efectos de dise�o.
    5. Colores, efectos y estilos.
  10. Dise�o de formularios (III)
    1. Organizaci�n de los controles.
    2. Orden de tabulaci�n y otras propiedades.
    3. Dise�o de controles.
    4. Secciones de un formulario.
    5. Formato condicional.
  11. Crear expresiones
    1. Introducci�n.
    2. El Generador de expresiones.
    3. Funciones.
    4. Otros controles.
    5. Formulario de inicio.
  12. Informes
    1. Introducci�n.
    2. Asistentes para informes.
    3. Modos de vista.
    4. Dise�o 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. Introducci�n y objetivos del nivel avanzado
    1. Introducci�n.
    2. Objetivos.
  2. Objetos OLE
    1. Imagen de fondo.
    2. Imagen independiente.
    3. Imagen dependiente.
    4. Control de los v�nculos.
  3. Macros y m�dulos
    1. Crear macros.
    2. Asociar macros a eventos.
    3. Utilizar macros.
    4. Los m�dulos.
    5. El documentador.
  4. El lenguaje SQL (I)
    1. Introducci�n.
    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 espec�ficas
    1. Consultas de uni�n.
    2. Consultas tabla de referencias cruzadas.
    3. Consultas de creaci�n de tablas.
    4. Filtros avanzados.
  7. Trabajar con Internet
    1. Incluir hiperv�nculos.
    2. Importar y exportar en HTML.
    3. Exportar a PDF y XPS.
  8. Exportar a XML
    1. �Para qu� sirve XML?
    2. Documentos XML.
    3. Resultado de la exportaci�n.
    4. Opciones de exportaci�n.
  9. Importar desde XML
    1. Importar a una tabla nueva.
    2. Transformaciones XSLT.
    3. Importar a una tabla existente.
Access 2016 Profesional
  1. Introducci�n y objetivos del nivel profesional
    1. Introducci�n.
    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 informaci�n personal.
    2. Habilitar el contenido de la base de datos.
    3. Cifrar con contrase�a.
    4. Archivos ACCDE.
  4. Aplicaciones web de Access
    1. Crear aplicaciones.
    2. Agregar tablas.
    3. Trabajar con vistas.
    4. Utilizar una aplicaci�n de Access.
  5. Seguridad por usuarios en versiones anteriores
    1. Introducci�n.
    2. Archivo del grupo de trabajo.
    3. Crear usuarios.
    4. Crear grupos.
    5. Establecer permisos.
    6. Contrase�a de inicio de sesi�n.
  6. Base de datos de ejemplo 1
    1. An�lisis.
    2. Dise�o de tablas y relaciones.
    3. Consultas.
    4. Formularios.
    5. Informes.
  7. Base de datos de ejemplo 2
    1. An�lisis.
    2. Dise�o de tablas y relaciones.
    3. Formularios.
    4. Consultas e informes.
    5. Macros.

IFCD042PO Programaci�n de Algoritmos con Excel

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Objetivos

OBJETIVOS GENERALES

  • Conocer las herramientas Excel 2016 aplicadas para la programaci�n de algoritmos.
  • Analizar las t�cnicas de expresi�n de valores l�gicos.
  • Dominar las funciones predefinidas, los operadores l�gicos y la formulaci�n de hip�tesis, as� como el procedimiento de desarrollo de tablas din�micas y gr�ficos.
Duración

30 horas

Programa
  1. Unidad did�ctica 1: Men�s
    1. Men�s
    2. Ayuda en l�nea
      1. �Qu� desea hacer?
      2. Ayuda en l�nea
      3. B�squeda inteligente
    3. Barra de herramientas
      1. La cinta de opciones
      2. Funciones de la cinta de opciones
    4. Ventana de di�logo
      1. Cuadro de di�logo
      2. Panel de tareas
      3. Mini barra de herramientas
      4. Herramienta 'An�lisis r�pido'
    5. Respaldo y recuperaci�n de libros
      1. Guardar de forma autom�tica una copia de seguridad de un libro Excel
      2. Recuperar un archivo
      3. Reparar un archivo da�ado
    6. Edici�n 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 n�meros
        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. Tama�o de filas, columnas o celdas
    8. Referencias relativas y absolutas
    9. Series
      1. Rellenar datos con el controlador de relleno
      2. Rellenar con el bot�n Rellenar
      3. Tipos de series
      4. Autorrellenar
      5. Relleno r�pido
    10. Operaciones aritm�ticas
  2. Unidad did�ctica 2: Funciones
    1. Conceptos funcionales: f�rmulas
      1. Tipos de operadores
      2. Tipos de datos
      3. Mensajes de error asociados con f�rmulas
      4. Auditor�a de f�rmulas
    2. Nombres de celdas y rangos
      1. Definir nombre
      2. Utilizar nombre en una f�rmula
      3. Administrador de nombres
      4. Reglas para asignar nombres
    3. Conceptos fundamentales: funciones
      1. Las funciones
      2. Tipos de funciones
      3. Insertar funci�n (asistente de funciones)
    4. Funciones m�s utilizadas
      1. Formas de acceso
      2. Vista r�pida en la barra de estado
      3. Configuraci�n en la barra de estado
      4. C�lculos r�pidos
        1. SUMA()
        2. PROMEDIO()
        3. MAX() MIN()
        4. CONTAR()
        5. CONTAR.SI()
        6. SUMAR.SI()
    5. Buscar objetivo
    6. Expresiones y operadores l�gicos
    7. Funciones l�gicas
    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. A�O(), MES(), DIA()
    11. Funciones matem�ticas y trigonom�tricas
      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 b�squeda y referencia
      1. BUSCARV()
      2. COINCIDIR()
      3. ELEGIR()
  3. Unidad did�ctica 3: Gr�ficas de datos
    1. Conceptos funcionales
      1. Gr�ficos
      2. Crear gr�ficos
      3. Elementos de un gr�fico
    2. Herramientas de gr�ficos
      1. Pesta�a dise�o
        1. Grupo Dise�o de gr�fico
        2. Grupo Estilo de dise�o
        3. Grupo Datos
        4. Grupo Tipo
        5. Grupo Ubicaci�n
        6. Opciones avanzadas de Formato
      2. Pesta�a formato
        1. Grupo Selecci�n actual
        2. Grupos: Insertar formas, Estilos de forma y Estilos Wordart
        3. Grupos: Organizar y Tama�o
    3. Tipos de gr�ficos
      1. Gr�ficos de columnas
      2. Gr�ficos de l�neas
      3. Gr�ficos circulares
      4. Gr�ficos de barras
      5. Gr�ficos de �rea
      6. Gr�ficos de dispersi�n y burbujas
      7. Gr�ficos de mapa
      8. Gr�ficos de cotizaciones
      9. Gr�ficos de superficie
      10. Gr�ficos radial
      11. Gr�ficos de rect�ngulos
      12. Gr�fico de proyecci�n solar
      13. Histograma
      14. Gr�fico de cajas y bigotes
      15. Gr�ficos de cascada
      16. Gr�fico de embudo
      17. Gr�fico de cuadro combinado
    4. Minigr�ficos
      1. Herramienta para minigr�ficos
      2. C�mo crear minigr�ficos en Excel
      3. Limitaciones
    5. Mapas 3D
      1. C�mo crear un mapa 3D
      2. Comandos de la cinta de opciones
  4. Unidad did�ctica 4: Operaciones con referencias en distintas hojas o libros
    1. Referencias externas (v�nculos)
      1. Diferencia entre referencias externas y referencias a celdas
      2. Usos de las referencias externas
      3. C�mo crear referencias externas
    2. Buscar referencias externas (v�nculos)
      1. C�mo buscar v�nculos utilizados en f�rmulas
      2. C�mo buscar v�nculos utilizados en nombres definidos
    3. Reparar referencias externas (v�nculos rotos)
  5. Unidad did�ctica 5: Tablas din�micas
    1. Concepto de tabla din�mica
    2. Crear una tabla din�mica
      1. Crear tabla din�mica desde el comando 'Tablas din�micas recomendadas'
      2. Crear tabla din�mica con la herramienta An�lisis r�pido
      3. Crear tabla din�mica desde el comando Tabla din�mica
    3. Campos de una tabla din�mica
      1. La lista de campos
      2. Eliminar campos
      3. Agregar m�s de un campo en cada secci�n
    4. Configuraci�n de campo
      1. Forma de acceso
      2. Cuadro de di�logo 'Configuraci�n de campo'
      3. Cuadro de di�logo 'Configuraci�n de campo valor'
      4. Funciones de agregaci�n de la ficha 'Resumir valores por'
      5. Descripci�n de las operaciones de la ficha 'Mostrar valores como'
    5. Operaciones con tablas din�micas
      1. Actualizar la tabla din�mica
      2. Cambiar origen de datos
      3. Eliminar una tabla din�mica
      4. Mover una tabla din�mica
    6. Agrupar, filtrar y segmentar datos
      1. Agrupar
      2. Filtrar
      3. Segmentar
        1. Elementos de segmentaci�n
        2. Crear segmentaciones de datos
    7. Dise�o de la tabla din�mica
    8. Opciones de la tabla din�mica

Recursos Humanos

Gesti�n del Talento en las Organizaciones

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Objetivos
  • Definir el significado de personas t�xicas, mediocres y con talento.
  • Identificar las caracter�sticas de cada una de ellas.
  • Comprender y diferenciar los distintos tipos dentro de cada tipo que nos podemos encontrar en las organizaciones.
  • Construir una teor�a sobre distintas actitudes y formas de trabajar
  • Definir el significado de personalidad e inteligencia emocional.
  • Identificar las caracter�sticas de cada tipo de personalidad seg�n Myer-Briggs.
  • Comprender y diferenciarlas diferencias entre personalidad e inteligencia emocional.
  • Construir una teor�a sobre los factores que influyen en las actitudes y el talento.
  • Identificar las distintas formas de gestionar a los profesionales desde su situaci�n 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. �Qu� es la regla 15/70/15?
    2. El 15% que deber�a estar en las mazmorras: los profesionales t�xicos y el acoso moral
      1. Los profesionales t�xicos
        1. Definici�n de persona o profesional t�xico
        2. Tipos de profesionales t�xicos
        3. Consecuencias de trabajar con profesionales t�xicos
      2. Acoso moral en la empresa y en el management empresarial
        1. Introducci�n
        2. Definici�n
        3. Origen
        4. Intencionalidad
        5. Perfil acosador y personalidad
        6. Variables y circunstancias de las v�ctimas
        7. Variables en las organizaciones
    3. Esa masa informe que conforma el 70%
      1. Introducci�n
      2. El virus: la mediocridad
        1. La mediocridad
        2. Definici�n 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. S�ntomas de un jefe mediocre
    4. El 15% que m�s nos gusta: los profesionales con talento
      1. Introducci�n
      2. Definiciones de talento
      3. Clasificaci�n de modelos sobre el talento
      4. Definici�n de profesionales con talento
  2. Personalidad e inteligencia emocional
    1. Sentando las bases
    2. Teor�as y cuestionarios de personalidad
    3. Teor�a de los tipos psicol�gicos de Myers-Briggs
      1. Introducci�n
      2. Qu� son las preferencias y los tipos
      3. Las preferencias
      4. Distintos tipos psicol�gicos
      5. Tipos y liderazgo
      6. Personalidad versus trastorno de la personalidad
        1. Qu� es el trastorno de la personalidad
        2. Tipos de TLP
    4. Inteligencia emocional
      1. Introducci�n
      2. Definici�n de IE
      3. Las 20 caracter�sticas de un profesional con inteligencia emocional
  3. Gesti�n 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. �Qu� concepto de "persona" tiene tu organizaci�n?
    2. Gestionar a ese 15% de profesionales t�xicos
      1. Introducci�n
      2. Gestionar personas t�xicas de manera personal
        1. Identificarlas
        2. C�mo lidiar con ellas de manera personal
      3. Gestionar los profesionales t�xicos desde la Organizaci�n
        1. Introducci�n
        2. Realizar desde el Departamento de RR.HH. un protocolo de actuaci�n en caso de acoso y discriminaci�n
        3. Escuchar las quejas de los profesionales
        4. Conocer los indicadores
        5. La importancia de un modelo de liderazgo �tico y motivador
        6. La importancia de los sindicatos
    3. Gestionar a ese 70% de profesionales mediocres
      1. Introducci�n
      2. �Qu� hacer con ellos?
        1. Fases seg�n 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 aut�matas
    4. El 15 de profesionales con talento
    5. Nuestra misi�n: la gesti�n del talento desde las medidas estrat�gicas
      1. Importancia de gestionar el talento desde las medidas estrat�gicas
      2. Qu� tipo de talentos hay que gestionar
      3. V�as o �reas desde las que gestionar el talento
        1. Visi�n general
        2. Atraer talento
        3. Seleccionar talento
        4. Integrar talento
        5. Desarrollar talento
        6. Retener al profesional con talento
      4. Modelo tradicional versus Gesti�n por Competencias
      5. Gesti�n integral del talento
        1. Evaluaci�n externa
        2. Evaluaci�n 360�/180�
      6. Desarrollo del talento
        1. Jornadas de formaci�n
        2. Programa de coaching
    6. La Cultura de la Organizaci�n
      1. Definici�n de cultura organizacional
      2. Los supuestos b�sicos
      3. Caracter�sticas de los supuestos b�sicos
      4. Supuestos b�sicos disfuncionales
    7. Modelo de liderazgo
      1. Introducci�n e importancia de tener un modelo de liderazgo adecuado
      2. �Qu� es un l�der?
      3. �Cu�l es la diferencia de actitud fundamental entre un l�der y un manipulador?

Inteligencia Emocional

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Objetivos

Objetivos espec�ficos

  • Introducirse en la IE de modo que pueda comenzar a hablar de las emociones y su papel en su vida. Contar con una explicaci�n global, sencilla y manejable, acerca de la IE. Eliminar posibles ideas err�neas sobre la relaci�n raz�n / emoci�n. Contar con un esquema claro y sencillo sobre qu� es la IE, sus �reas y componentes. Reflexionar sobre el porqu� del �xito de este concepto en el �rea laboral.
  • Conocer el funcionamiento cerebral a nivel racional y emocional. Identificar para qu� sirven cada una de las emociones. Corregir posibles ideas equivocadas sobre raz�n y emoci�n. Aprender porqu� a veces las emociones nos hacen hacer cosas que no queremos hacer. Comprender c�mo est�n relacionados pensamientos, emociones y acciones.
  • Nuestras principales emociones actuales. Nuestras necesidades m�s importantes. Nuestros motivadores, aquello que ahora est� moviendo mi comportamiento. C�mo podemos automotivarnos. C�mo podemos aumentar nuestro bienestar cotidiano. C�mo afrontar una situaci�n dif�cil con autocontrol emocional.
  • Reflexionar sobre qu� define la actitud clave en las relaciones con los dem�s desde el punto de vista de la inteligencia emocional. Obtener una visi�n amplia y clara de los comportamientos verbales y no verbales en la comunicaci�n y situar su importancia respecto al significado de los mensajes que emitimos y recibimos. Adquirir conceptos claros y estructurados sobre las habilidades b�sicas de comunicaci�n. Adquirir conceptos claros y estructurados sobre dos habilidades complejas de comunicaci�n: hacer cr�ticas y decir que no.
  • Tomar conciencia con los datos m�s recientes de la importancia ahora y en un futuro pr�ximo, de las habilidades que componen la inteligencia emocional en el trabajo. Reflexionar sobre las caracter�sticas espec�ficas del contexto laboral. Motivar a la pr�ctica de la inteligencia emocional en el trabajo y no s�lo 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. �Qu� es la inteligencia emocional?
    1. La inteligencia que todos entendemos: la inteligencia "cl�sica"
      1. La inteligencia emocional frente a la inteligencia "cl�sica"
      2. El Coeficiente Intelectual (CI)
    2. Una separaci�n que no existe
      1. Razonamiento y emoci�n
      2. Sinergia
    3. Componentes de la inteligencia emocional
      1. Conceptos previos
      2. Gesti�n de las emociones
      3. Componentes seg�n Daniel Goleman
    4. �Por qu� ahora inteligencia emocional? El mundo laboral ha cambiado
  2. Las emociones, qu� son y c�mo funcionan
    1. �Qu� es una emoci�n?
      1. Miedo
      2. Ira
    2. �Cu�ntos cerebros tengo?
      1. Historia de la evoluci�n cerebral
      2. La am�gdala
    3. �Cu�ntas emociones existen?
    4. Respuestas emocionales
      1. Tres tipos de respuestas emocionales
      2. El secuestro emocional
    5. Cerebro racional y cerebro emocional
    6. La interpretaci�n de la realidad
    7. Nuestra vida mental: los 3 c�rculos
  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 autom�ticos
      6. Aumentar mi bienestar diario
    3. Motivaci�n y automotivaci�n
      1. �C�mo puedo automotivarme?
      2. Construir objetos sanos
      3. Diferenciar deseos de objetivos
    4. Autorregulaci�n o autocontrol emocional
      1. Habilidades para obtener autocontrol
      2. Conocer y poner en pr�ctica t�cnicas de relajaci�n
  4. La inteligencia emocional "hacia los dem�s"
    1. Nuestro mapa
    2. Habilidades y t�cnicas de la habilidad social
    3. Lenguaje verbal y no verbal
      1. Diferencias entre el lenguaje verbal y no verbal
      2. Comunicaci�n no verbal
    4. Comportamientos sociales
      1. Tipos b�sicos de comportamiento en las relaciones
      2. La Asertividad
    5. Habilidades b�sicas de comunicaci�n
      1. Introducci�n
      2. Escucha activa
      3. Empat�a
      4. Feedback
      5. La habilidad en el uso de las preguntas
    6. T�cnicas asertivas
    7. Habilidades complejas de comunicaci�n
      1. Introducci�n
      2. Hacer una cr�tica, 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. Introducci�n
      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 Protecci�n de Datos

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

OBJETIVOS ESPEC�FICOS

  • Identificar los antecedentes y la necesidad de la reforma en el �mbito de protecci�n de datos de la Uni�n Europea.
  • Aproximarse a las principales novedades del RGPD.
  • Identificar las diferencias existentes entre su �mbito de aplicaci�n material y territorial.
  • Conocer los diferentes principios, as� como su aplicaci�n.
  • 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 ni�o en relaci�n con los servicios de la sociedad de la informaci�n.
  • Identificar las obligaciones del responsable del tratamiento y la figura del representante.
  • Identificar el contenido de la notificaci�n de una violaci�n de la seguridad de los datos a la autoridad de control.
  • Conocer el procedimiento de elaboraci�n y aprobaci�n de un c�digo de conducta.
  • Analizar la naturaleza de la autoridad de control y de los miembros que la componen.
Duración

15 horas

Programa
  1. La reforma: introducci�n, antecedentes y entrada en vigor
    1. La reforma en el �mbito de protecci�n de datos de la Uni�n Europea
      1. Antecedentes
      2. Aplicaci�n de las normas y textos oficiales
    2. Principales novedades del Reglamento
      1. Derechos de los interesados
      2. Cumplimiento
      3. Seguimiento e indemnizaci�n
      4. Transferencias a terceros pa�ses
    3. Entrada en vigor y �mbito de aplicaci�n
    4. Definiciones comunes
    5. Principios relativos al tratamiento de datos personales
    6. Licitud del tratamiento de datos
      1. Preceptos introducidos por el RGPD
      2. Adaptaci�n y armonizaci�n del precepto y licitud del tratamiento en la Uni�n Europea
      3. Otros supuestos
  2. Consentimiento en el tratamiento de datos personales, derechos de los interesados y situaciones espec�ficas
    1. Condiciones para el consentimiento
      1. Cu�les son
      2. Condiciones aplicables al consentimiento del ni�o
    2. Categor�as 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 informaci�n y la comunicaci�n y modalidades para el ejercicio de los derechos
      2. Los derechos
    5. Situaciones espec�ficas
      1. Tratamiento de datos personales y libertad de expresi�n
      2. Tratamiento y acceso del p�blico a documentos oficiales
      3. Tratamiento del n�mero nacional de identificaci�n y tratamiento en el �mbito laboral
      4. Tratamiento con fines de archivo en inter�s p�blico, de investigaci�n cient�fica o hist�rica o fines estad�sticos
      5. Otras situaciones
  3. El responsable del tratamiento. La privacidad desde el dise�o. El encargado del tratamiento
    1. El responsable del tratamiento
      1. Qu� es
      2. Obligaciones
      3. Corresponsables del tratamiento
      4. Representantes de responsables o encargados del tratamiento
      5. Registro de las actividades de tratamiento
    2. Protecci�n de datos desde el dise�o
    3. Protecci�n de datos por defecto
    4. La certificaci�n como mecanismo de acreditaci�n
    5. El encargado del tratamiento
      1. Qu� es
      2. Regulaci�n contractual de su relaci�n con el responsable
      3. Subcontrataci�n de servicios
      4. Tutela de la actividad y registro de las actividades de tratamiento
  4. La violaci�n de la seguridad. La evaluaci�n de impacto. El delegado de protecci�n de datos
    1. Comunicaci�n de violaciones de seguridad a la autoridad y al interesado
      1. La violaci�n de la seguridad
      2. Notificaci�n a la autoridad de control
      3. Notificaci�n al interesado
    2. La evaluaci�n de impacto y la autorizaci�n previa
      1. La evaluaci�n de impacto
      2. La consulta previa
    3. El delegado de protecci�n de datos
      1. Designaci�n
      2. Posici�n ante la protecci�n de datos
      3. Funciones
  5. Los c�digos de conducta. Los c�digos de certificaci�n. Transferencias de datos a terceros pa�ses
    1. Los c�digos de conducta
      1. Aspectos fundamentales
      2. Procedimiento de elaboraci�n, modificaci�n o ampliaci�n
      3. Supervisi�n de los c�digos de conducta
    2. Los c�digos de certificaci�n
      1. Mecanismos de certificaci�n, sellos y marcas
      2. El organismo de certificaci�n
      3. Requisitos para acreditar un organismo de certificaci�n
      4. Otras obligaciones
    3. Transferencias de datos a terceros pa�ses 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 Uni�n y excepciones para situaciones espec�ficas
  6. Autoridades de control. Mecanismos de cooperaci�n. 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 cooperaci�n
      1. Cooperaci�n entre la autoridad de control principal y dem�s 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 car�cter econ�mico
      4. Sanciones