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Inglés Nivel A2.1

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Duración
50 horas

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

50 horas

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/can’t" 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 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.

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 ‘can’t’ 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 people’s 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 people’s 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.

Describe your family or friends - 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 to express frequency, location and possession. Vocabulary previously studied is reviewed, e.g.: days of the week and adjectives to describe people’s 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 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.

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.

Your city - 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 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 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.

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 learner’s 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 practice.

Your city - 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 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.

Recipes - 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 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.

I have - I haven't - 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.

Course revision
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.

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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

Adams Test