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Inglés Nivel A1.2

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Duración
50 horas

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

50 horas

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 one’s 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.

Routines - Writing assignment

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: "Let’s" + 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.

Food - Speaking assignment

Test exercises

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

Unit 5

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

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

At the restaurant - Additional vocabulary

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

Can we have the menu, please? - Listening comprehension

Food and beverages - Additional vocabulary

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

Food - Reading comprehension

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

Going to a restaurant - Writing assignment

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: “Let’s" + 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 student’s 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.

Schedules - Writing assignment

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.

Routines - Speaking assignment

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.

Course revision
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.

Online

RÉGIMEN DE CLASES PRECIO MATRICULA
ONLINE
Duración: 75 días
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FORMACIÓN NECESARIA PARA ACCEDER CON ÉXITO AL CURSO

Son necesarios conocimientos previos del idioma (recomendamos realizar prueba de nivel)

ESPECIFICACIONES

Curso Scorm. Ejercicios integrados en temario. Audios. Programa de reconocimiento de voz.

HARDWARE NECESARIO Y PERIFÉRICOS ASOCIADOS

Ordenador y conexión a Internet

SOFTWARE NECESARIO

El Campus Virtual funciona correctamente con los siguientes navegadores:

  • Internet Explorer: a partir de la versión 8.0
  • Google Chrome: a partir de la versión 22.0
  • Mozilla Firefox:a partir de la versión 15.0
  • Safari: a partir de la versión 5.0

Además, será necesario tener instalado:

Acrobat Reader, versión 6.0 o superior, o Foxit Reader, versión 2.3 o superior.
Adobe Flash Player.
Reproductor de Windows Media Player a partir de la versión 9

SERVICIOS DEL CAMPUS VIRTUAL

  • Guía didáctica. En ella se marcan y explican las pautas, orientaciones y recomendaciones necesarias para el seguimiento y aprovechamiento adecuado del curso.
  • Contenidos. Los contenidos de este curso han sido realizados por un equipo multidisciplinar, entre los que se encuentran expertos en la materia que se desarrolla, pedagogos, docentes y técnicos informáticos en desarrollos multimedia.

En este curso se ha buscado un equilibrio entre el necesario rigor técnico de los contenidos y una presentación atractiva e intuitiva que facilite el seguimiento del curso y que constituya una clara opción de aprendizaje, de manera que todo aquél que lo realice vea satisfechas sus expectativas: comprensión y asimilación de todo lo relacionado con las unidades desarrolladas y capacidad para aplicar estos conocimientos a la práctica diaria.

El temario de este curso tiene un formato dinámico e interactivo, en base al cual podrás participar activamente en tu aprendizaje. En la construcción del mismo se han utilizado una serie de iconos y links, que requieren tu participación en el descubrimiento de los contenidos, ya que deberás interactuar con los mismos para ver la información. De esta manera, el seguimiento del curso se convierte en una experiencia dinámica que requiere de una participación activa del alumno, lo que facilita la rapidez en la comprensión y uso de la información. Ello contribuye a conseguir que el curso resulte más entretenido y no debemos olvidar que el entretenimiento acrecienta el interés, el cual, a su vez, favorece la atención y concentración, que se traducen en mayores niveles de aprendizaje.

  • Actividades. Hemos desarrollado ejercicios y casos prácticos interactivos, integrados en los contenidos, que fomentan la participación e interacción continua de los alumnos y permiten que vayas afianzando los conocimientos al mismo tiempo que los adquieres, con el fin de que llegues totalmente preparado a la evaluación final y la superes sin dificultades.
  • Tutores a disposición del alumno:
    • Un tutor de contenido experto en la materia que le resolverá las dudas concretas sobre el temario y los ejercicios.
    • Un tutor pedagógico que le ayudará y motivará a lo largo del curso. Se pondrá en contacto periódicamente a los alumnos informándoles de su estado de evolución y animándoles a finalizar con éxito el curso. También les informará de todo lo relativo al curso (información de interés, inclusión de documentación adicional en la biblioteca, etc)
    • Un tutor técnico o webmaster que resolverá cualquier problema técnico de acceso a la plataforma, registro de notas, etc.
  • Otros servicios. Estos cursos disponen de tutorías, correo electrónico, biblioteca (donde se encuentran documentos formativos complementarios, como el manual del curso), chat, Faqs, agenda y calendario, Foro y otros servicios incluidos en el Campus Virtual.

TIEMPO DE RESPUESTA

Los tutores pedagógicos atenderán a los alumnos en un plazo de 24 horas y los tutores de contenido en un plazo máximo de 48 horas en días laborables.

SOLICITA INFORMACIÓN

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Preguntas Frecuentes

Campus Virtual

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