Organic Law 2/2006, of 3 May, after the modification made by the Organic Law 8/2013, of 9 December, for the improvement of the educational quality, establishes in its article 59.1 that the teachings of languages of special regime will be organized at the basic, intermediate, and advanced levels.

Royal Decree 1629/2006 of 29 December laying down the basic aspects of the curriculum for the teaching of special status languages governed by the Organic Law 2/2006 of 3 May of Education, sets out the (a) the basic level of the curriculum for the teaching of special-regime languages governed by the Law and, in Article 2, lays down the minimum requirements of the basic level for certification purposes, lays down the effects of the accredence certificates of the exceeding that level and determines the minimum requirements of the academic documentation required for ensure the mobility of the respective students. Article 60.3 of the Organic Law 2/2006 of 3 May states that educational administrations will be able to integrate language teaching at a distance in official language schools, and Article 69.3 points out that it corresponds to the Educational administrations to organise the public offering of distance learning in order to provide an adequate response to the ongoing training of adults.

Royal Decree 1180/1992 of 2 October, creating the Centre for the Innovation and Development of Distance Education, credits the Centre for Innovation and Development of Distance Education as one of its the development of the studies and technical proposals necessary for the preparation of the measures of academic management and the adequacy of the curricula which make it possible to impartition the teachings in the distance, adapting them to the conditions and needs of the adult population.

Order ECI/2891/2007 of 2 October, regulates the characteristics and organisation of the basic level and establishes the curricula and tests corresponding to the basic, intermediate and advanced levels of the regime teaching Special German of the official languages of Ceuta and Melilla.

Therefore, for the introduction of the language teaching corresponding to the basic and intermediate levels, it is appropriate to establish the curriculum adapted from these levels of the German teaching, in the form of education to distance, as well as the corresponding certification criteria.

In the process of drafting this order, the State School Board has issued an opinion.

In its virtue, I have:

Article 1. Scope of application.

This order will apply to the teachings of special regime languages governed by the Organic Law 2/2006, of 3 May, of Education, as amended by the Law of 8 December 2013, of 9 December, for the Improvement of the Educational quality, corresponding to the basic and intermediate levels of German in distance education, which are given in the field of management corresponding to the Ministry of Education, Culture and Sport, without prejudice to their adoption by the Autonomous Communities so decided.

Article 2. Access.

1. In order to access language lessons at a distance from the German language, it will be essential to have sixteen years completed in the year in which the studies are started. They may also be granted access to the age of 14, provided that the German has not been the language of the compulsory secondary education.

2. The certificate of proof of having passed the basic level of the German language will allow access to the intermediate level teachings of the German language throughout the national territory.

3. As set out in Article 3.6 of Royal Decree 1629/2006 of 29 December, which sets out the basic aspects of the curriculum for the teaching of special status languages governed by the Organic Law 2/2006, of 3 May, of Education, the Bachiller's degree will enable him to directly access the intermediate level studies of the German language, provided that this has been the first foreign language in the Baccalaureate.

Article 3. Initial assessment.

1. The teachers, advised by the Centre for Innovation and Development of Distance Education, will carry out an initial assessment of pupils who wish to join the official language teaching mode at a distance to assess their Previous skills in German and start the process of guidance.

2. The report derived from the initial assessment of the students will indicate to which module the basic or intermediate level can be accessed. Such a report shall in no case result in other academic effects or rights.

Article 4. Elements of the curriculum.

The objectives, contents and evaluation criteria that make up the curriculum of the basic and intermediate level teachings have as a reference, respectively, the competences of the A2 and B1 levels of the Council. from Europe as defined in the Common European Framework of Reference for Languages, adapted to distance learning mode in the terms set out in Annexes I and II to this order.

Article 5. Organization of the courses.

1. The basic level teachings regulated by this order will be organised in two academic courses.

2. The lessons of the intermediate level covered by this order will be organised in two academic courses.

3. The contents of each of the courses of the basic and intermediate levels will be structured in evaluable modules that once surpassed by the student will not have to be completed again, while it remains in the same level and in the modality distance.

4. Special regime language lessons will be taught in distance learning through the public centres approved for this purpose and under the guidelines, coordination and advice of the Centre for Innovation and Development. In the case of distance education which, in accordance with Article 1 (e) of Royal Decree 1180/1992 of 2 October 1992, will be responsible for the preparation, monitoring and evaluation of the means and teaching materials to be used for educational care. of the students.

5. The public institutions authorized to teach these lessons will have the consideration of tutorial support centres attached to the official language school which, according to the criteria to be established, will correspond to them and therefore their students will be registered and receive official certifications at the school. In addition, the teaching of special status languages in distance learning can be taught via telematics.

6. For the purposes of the previous paragraph, the Centre for Innovation and Development of Distance Education shall be considered as an official language school.

Article 6. Methodology and teaching resources.

1. The methodology will be based on the guidelines laid down in the existing regulations, adapting to the specific circumstances of adult education at a distance. To this end, the incorporation of information and communication technologies and the integrated use of different elements and means to strengthen teaching resources will be encouraged.

2. The learning media should enable pupils to acquire the proposed skills as learning objectives and will meet the requirement to be self-sufficient in order for pupils to develop and monitor their learning process. autonomously.

3. The Centre for Innovation and Development of Distance Education is responsible for the development, monitoring and evaluation of the appropriate teaching methods for the German language teaching regime in the present order, for which be able to count on the collaboration of the educational administrations of the Autonomous Communities in the terms that are stipulated.

Article 7. Tutorial support.

1. The tutorial support will be performed collectively when it is in-person, and collectively or individualized when it is telematic.

2. Through mentoring, the teacher-tutor will monitor the student's learning process, guide him, and resolve any questions that arise.

3. At the beginning of each module, there may be a collective planning tutoring; in the middle of the module, a follow-up and, at the end of the module, a preparation of the evaluation. The remaining face-to-face sessions will be oriented to the development of communicative skills, giving priority to expression and oral interaction.

4. Students who are unable to attend in-person tutoring will report to the center, at the beginning of the course, of the type of individual tutoring that best suits their needs, according to the offer the center makes.

Article 8. Promotion and permanence.

1. The evaluation of the progress of the students will be carried out by means of tests included in each module, in addition to an in-person test at the end of each of the same, in the official language school or in the center of support tutorial in which the student curse these teachings. For the design, administration and evaluation of these tests, the faculty will have the advice of the Center for Innovation and Development of Distance Education.

2. The student who has been positively evaluated in a module will not have to return to the module, while continuing at the same level and in distance learning.

3. The student shall have the right to remain enrolled in the same course without any limit of permanence and to be eligible, in order to exceed at least one call each year at least.

4. Pupils who, from the distance learning scheme, are incorporated into the face-to-face scheme, must be subject to the relevant course in their entirety if they have to exceed at least one of the two modules which constitute the same. In any case, for this incorporation, the students may not have previously exhausted the maximum stay stipulated in that level in the in-person regime.

Article 9. Certification.

1. In order to obtain the basic and intermediate level certificates, it will be necessary to pass specific certification terminal tests which will be the same for all students of the same level and educational level, regardless of its mode.

2. The Ministry of Education, Culture and Sport shall regulate the organisation of the tests referred to in the previous paragraph, which shall be assessed by reference to the objectives, powers and assessment criteria laid down for the corresponding level in the respective curriculum.

3. The tests shall be drawn up, administered and evaluated in accordance with standards relating to the code of ethics, code of practice, examination specifications, test validation procedures, quality checks and any other deemed necessary. This means that its validity, reliability, viability, equity and positive impact are guaranteed, as well as the right of students to be evaluated objectively and with full effectiveness.

4. Official language schools shall make public all information on the evidence which concerns the student who will perform them.

5. Certificates of basic and intermediate levels will be issued by the Ministry of Education, Culture and Sport, on the proposal of official language schools.

Final disposition first. Implementation.

The implementation of the basic and intermediate levels of German teaching in distance learning will be carried out from the academic year 2016-2017.

Final disposition second. Application of the order.

It is for the holder of the Secretary of State for Education and Vocational Training and Universities to dictate how many instructions are required for the implementation of this order.

Final disposition third. Entry into force.

This order shall enter into force on the day following that of its publication in the "Official State Gazette".

Madrid, 1 September 2015.-The Minister of Education, Culture and Sport, Iñigo Méndez de Vigo and

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ANNEX I

Curriculum of the German language entry level teachings

1. Defining the level

The basic level will present the characteristics of the Council of Europe's level of competence A2, according to this level is defined in the Common European Framework of Reference for Languages. This level involves using the language in a sufficient way, receptive and productively, both in spoken and written form, as well as to mediate between speakers of different languages, in everyday situations and immediately necessary. to understand and produce short texts, in different registers and in standard language, dealing with specific basic aspects of general themes and containing frequent expressions, structures and lexicons.

2. Overall skills goals

Oral Understanding: Understanding the general sense, essential information, and main points of short, well-structured oral texts, transmitted by voice or by technical means (telephone, TV, public address, etc.), and articulated at a slow rate, in a formal or neutral record, and provided that the acoustic conditions are good and the message is not distorted.

Expression and oral interaction: Produce short oral texts, both in face-to-face communication and by telephone or other technical means, in a neutral register, and communicate in an understandable way, even if the accent is evident foreign, pause and hesitation, and the repetition, paraphrasing and cooperation of the interlocutors is necessary to maintain communication.

Reading Understanding: Understanding the general sense, essential information, main points and relevant details in short text of simple and clear structure, in a formal or neutral record, and that they can find in everyday situations.

Expression and written interaction: Write short and simple structure texts, in a neutral record, appropriately using the cohesion resources and the most elementary spelling and scoring conventions.

3. Competitive content

The contents correspond to the competencies of different types that the student will have to develop in order to achieve the objectives outlined in the previous section. These contents are organized in different sections but, for the purposes of teaching and learning, will be integrated into a significant whole by the activities they intend to carry out the tasks programmed.

1. General competencies.

1.1 Sociocultural skills: The students will have to acquire a knowledge of the society and culture of the communities in which the language object of study is spoken, since a lack of competence in this sense can distort communication.

At this level, the student will develop in social relations with simplicity but with efficiency, using the most simple and usual expressions and following basic formulas. The following areas will be considered:

1.1.1 Daily life: festivities; schedules; working practices; leisure activities.

1.1.2 Living conditions: living standards; housing; work; social assistance.

1.1.3 Personal relations: social structure and relations among its members (between sexes; family; generations; in working situations; with authority and administration; community; between political groups and religious).

1.1.4 Values, beliefs and attitudes: social classes; professional groups; regional cultures; institutions; history and traditions; politics; arts; religion; humor.

1.1.5 Kinesica, proxemic and paralinguistic aspects: gestures; postures; facial expressions; eye contact; body contact; extralinguistic sounds and prosodic qualities (quality of voice, tone, accentuation, volume).

1.1.6 Social conventions: manners, uses, conventions, and taboos relating to behavior.

1.1.7 Ritual behavior: public behaviors; celebrations; social and religious ceremonies and practices.

1.2 Notional competencies: The following list of notional content includes the most general concepts and subcategories. The corresponding linguistic exponents will have to be determined for each language in the corresponding programming:

1.2.1 Entity: expression of entities (persons, objects and other specific and abstract beings and entities) and reference to them.

1.2.2 Properties: existence; quantity; quality and assessment.

1.2.3 Relationships: space (absolute and relative location in space); time (absolute and relative situation over time); states, processes and activities (aspect, mode, participants, and their relationships); logical relationships (among states, processes and activities): conjunction; disjunction; opposition; comparison; condition; cause; purpose; result; temporal relationships (prior, concurrency, after).

2. Communicative competencies.

2.1 Sociolinguistic Competence: This competence includes the knowledge and skills needed to address the social dimension of language use and includes linguistic markers of social relations, rules of courtesy, idioms and expressions of popular wisdom, records, dialects and accents.

At this level, the student is expected to develop this competence so that he understands and respects the basic sociolinguistic patterns that regulate communication in a given language and that he acts accordingly with the sufficient adequacy, in a neutral record.

2.2 Pragmatic skills:

2.2.1 Discursive Competition: At the basic level, the student is expected to be able to produce and understand very simple texts of different types, formats and themes, in standard varieties of the language and in a neutral record using a reduced repertoire of simple linguistic elements organized in a linear cohesive sequence.

In determining the specific textual construction competencies that the student must acquire to produce and understand these texts, the following aspects will be developed:

2.2.1.1 Textual coherence: appropriateness of the oral/written text to the communicative context:

2.2.1.1.1 Type and text format.

2.2.1.1.2 Language Variety.

2.2.1.1.3 Registration.

2.2.1.1.4 Topic. Focus and content: selection of relevant content; lexical selection; selection of syntactic structures.

2.2.1.1.5 Spatiotemporal context: spatial reference and time reference.

2.2.1.2 Textual cohesion: internal organisation of oral/written text. Starting, developing, and shutting down the textual unit:

2.2.1.2.1 Start of speech: initiating mechanisms; introduction of the theme; theming.

2.2.1.2.2 Speech development:

2.2.1.2.2.1 Thematic Development.

2.2.1.2.2.1.1 Maintenance of the theme: correling; ellipsis; repetition; reformulation.

2.2.1.2.2.1.2 Thematic expansion: exemplification; reinforcement; emphasis; contrast; subtopic introduction.

2.2.1.2.2.2 Theme change: digression; theme recovery.

2.2.1.2.3 Conclusion of speech: summary/recap, textual closure indication, and textual closure.

2.2.2 Functional Competence: At the basic level, the student will develop this competence so that he can perform the following communicative functions or speech acts using the simplest and most common exponents of those functions in a neutral record:

2.2.2.1 Assertive speaking functions or acts, related to the expression of knowledge, opinion, belief and conjecture: to affirm; to announce; to agree; to classify; to describe; to express agreement and disagreement; to express ignorance; express doubt; express an opinion; formulate hypotheses; identify and identify; report; present/se; rectify.

2.2.2.2 Functions or Compromise Speech, related to the expression of offering, intention, will and decision: to express the intention or the will to do something; to invite; to offer something; to offer help; to offer to do something.

2.2.2.3 Management functions or acts, which are intended for the recipient to do or do not do something, whether this is in turn a verbal act or an action of another kind: to advise; to alert; to give instructions; to give permission; ask for something; ask for help, confirmation, information, instructions, opinion, permission, someone to do something; allow; prohibit; propose; order; remember something to someone.

2.2.2.4 Functions or acts of speech and solidarity, which are carried out to establish or maintain social contact and express attitudes towards others: to accept and decline an invitation; to thank; to attract attention; to give Welcome; say goodbye; express approval; express condolence; congratulate; take an interest in someone or something; invite; regret; apologize; say hello.

2.2.2.5 Expressive speech or functions, which express attitudes and feelings to certain situations: express joy or happiness, appreciation or sympathy, approval and disapproval, disappointment, disinterest and interest, disgust, preference, satisfaction, surprise, fear, sadness.

2.3 Grammatical competence: At the basic level, the student will understand and use simple structures properly and, even if he continues to make basic errors systematically (in verbal, concordance or other times) in his production oral or written, it is usually clear what you are trying to say.

The grammatical competencies to be developed for this level are as follows:

2.3.1 Composite Prayer:

2.3.1.1 Expression of logical relationships.

2.3.1.1.1 Conjunction: und.

2.3.1.1.2 Disjunction: oder; sonst.

2.3.1.1.3 Opposition: aber.

2.3.1.1.4 Concession: trotzdem.

2.3.1.1.5 Condition: wenn (..., dann ...).

2.3.1.1.6 Cause: denn; weil.

2.3.1.1.7 Purpose: damit/um ... zu

2.3.1.1.8 Result: also; darum;.

2.3.1.1.9 Comparison: als; wie.

2.3.1.1.10 Temporary Relationships: bis; bevor; nachdem; wahrend; wenn.

2.3.1.2 Order of Prayers: Subordinate + Principal/Principal + Subordinate/Principal + Subordinate + Principal.

2.3.2 Simple Prayer:

2.3.2.1 Types of prayer, constituent elements, and position.

2.3.2.1.1 Affirmative and negative declarative prayer.

2.3.2.1.1.1 Suj + V (+ (Atrib)/(OD)/(OI)/(CC)) (+ Neg).

2.3.2.1.1.2 ((Atrib)/(OD)/(OI)/(CC)) + V + Suj (+ (Atrib)/(OD)/(OI)/(CC)) (+ Neg).

2.3.2.1.1.3 Indirect style, indirect interrogations, and complete phrases based on Suj, Atrib, OD, OI, CPred, and CC.

2.3.2.1.1.4 Orational Proforms; e.g. Ja; Nein; Doch.

2.3.2.1.2 Affirmative and negative interrogative prayer.

2.3.2.1.2.1 Total Interrogatives: V + Suj (+ Atrib/OD/OI/CC/C Pred); p.e. wohnst du in Berlin?

2.3.2.1.2.2 Partial Interrogatives: Interrogative Element + V + Suj; p.e. wo wohnst du?

2.3.2.1.3 Affirmative and negative exclamation/imperative prayer.

2.3.2.1.3.1 V (+ Suj) (+ add-ons); p.e. antworten Sie!; ruf mich an!.

2.3.2.1.3.2 Interjections; e.g. Ach!; Aua!.

2.3.2.2 Consistency phenomena.

2.3.2.2.1 Suj ↔ V; p.e. Sie geht/sie gehen zur Schule.

2.3.2.2.2 Suj ↔1 Atrib; p.e. Peter und Paul sind Studenten.

2.3.3 Nominal Sintagma.

2.3.3.1 Core.

2.3.3.1.1 Noun.

2.3.3.1.1.1 Gender: Male, Female, and Neutral. Gender of compound nouns.

2.3.3.1.1.2 Number: Plural training. Plural of composite nouns. Pluralia tantalum and singularia tantalum.

2.3.3.1.1.3 Case: nominative, accusative, dative and genitive. Declination of Substantive Adj.

2.3.3.1.1.4 Degree: Relative diminutive. Suffixes -chen and -lein.

2.3.3.1.2 Pronomers.

2.3.3.1.2.1 Personal in nominative, accusative and dative.

2.3.3.1.2.2 Acoustic reflexes.

2.3.3.1.2.3 Demonstrative, indicative, and dative.

2.3.3.1.2.4 Undefined: variable and invariable shapes.

2.3.3.1.2.5 Interrogatives: variable and invariable shapes.

2.3.3.2 Modification of the kernel.

2.3.3.2.1 Determinants.

2.3.3.2.1.1 Items.

2.3.3.2.1.1.1 Determined. Varieties of gender, number and case.

2.3.3.2.1.1.2 Undetermined. Varieties of gender, number and case.

2.3.3.2.1.2 Negative determinant kein-: gender, number, and case.

2.3.3.2.1.3 Demonstratives.

2.3.3.2.1.4 Poses.

2.3.3.2.1.5 Quantifiers: cardinal, ordinal, and other quantifiers (e.g. undefined determinants viele; wenige).

2.3.3.2.2 Aposition; p.e. (das ist) Sabine, meine Kollegin.

2.3.3.2.3 Using SN; e.g. der Wagen meines Bruders.

2.3.3.2.4 Using SAdj; p.e. der schone Baum.

2.3.3.2.5 Using SPrep; p.e. ein Zimmer mit Dusche.

2.3.3.2.6 Using SAdv; p.e. die Straβe rejects.

2.3.3.2.7 Using relative phrase.

2.3.3.3 Position of the elements of the syntagma: (Dets +) (SAdj +) N (+ SAdj) (+ SAdv) (+ SPrep) (+ relative phrase).

2.3.3.4 Consistency phenomena.

2.3.3.4.1 Det ↔ Sust in gender, number, and case.

2.3.3.4.2 Attribute Adj ↔ Sust as determinative.

2.3.3.5 Syntactic functions of the syntagma: Suj, Atrib, OD, OI, CC.

2.3.4 Adjetival Sintagma.

2.3.4.1 Core: adjective.

2.3.4.1.1 Classes.

2.3.4.1.1.1 Predilative adjective.

2.3.4.1.1.2 Attributive adjective. Decline according to the determinant and gender, number and case of the Sust.

2.3.4.1.2 Case: nominative, acoustic, genitive and dative.

2.3.4.1.3 Degree.

2.3.4.1.3.1 Positive: absolute.

2.3.4.1.3.2 Comparative: inferiority, equality, superiority.

2.3.4.1.3.3 Superlative: relative and absolute.

2.3.4.2 Modification of the kernel.

2.3.4.2.1 Using SAdv; p.e. sehr teuer; nicht so gut.

2.3.4.2.2 Using SPrep; p.e. an Musik interessiert; zu einer Party eingeladen.

2.3.4.2.3 By comparative structure of equality/inequality.

2.3.4.3 Position of the elements of the syntagma: (SAdv +) N (+ SPrep).

2.3.4.4 Syntactic functions of the syntagma: Atrib and CPred.

2.3.5 Sintagma verbal.

2.3.5.1 Nucleus: verb. Weak, strong and mixed forms, regular and irregular; verbs with a detachable and non-separable prefix.

2.3.5.1.1 Time.

2.3.5.1.1.1 Expression of the present: Indicative Pres.

2.3.5.1.1.2 Expression of the past: Pret Perf of Indicative; Simple Pret; Indicative Plusc.

2.3.5.1.1.3 Future Expression: Indicative Pres; Pres werden + Infinitive.

2.3.5.1.2 Appearance.

2.3.5.1.2.1 Durative: Adv (gerade; immer) + Indicative Pres, Indicative Imperf.

2.3.5.1.2.2 Usual: Indicative Pres.

2.3.5.1.2.3 Incopative: infinitive Prayer Perifrsis (beginnen/anfangen + zu + Inf).

2.3.5.1.2.4 Terminative: Adv (gerade; schon) + Indicative Perf; Inf Prayer Perifrasis (aufhoren + zu + Inf).

2.3.5.1.3 Mode.

2.3.5.1.3.1 Current: Simple Pres and Indicative Perf.

2.3.5.1.3.2 Need and obligation: musing.

2.3.5.1.1.3.3 Request, command, hint: ich soll warten; essen Sie!.

2.3.5.1.3.4 Capacity: können.

2.3.5.1.1.3.5 Permission: durfen; konnen.

2.3.5.1.3.6 Possibility: können.

2.3.5.1.3.7 Ban: Negative form of verbs that express permission.

2.3.5.1.1.3.8 Intent and Volition: wollen; mogen.

2.3.5.1.4 Active and passive voice with werden and sein.

2.3.5.2 Core modification: negation (nicht; nie).

2.3.5.3 Position of the elements of the syntagma.

2.3.5.4 Syntagma functions: V, Suj, OD, and CC.

2.3.6 Warning Synagma.

2.3.6.1 Core.

2.3.6.1.1 Adverbium.

2.3.6.1.1.1 Classes: quantity (e.g. wenig; viel, nichts); situatives (temporary (e.g. heute; gestern; immer); frequency (e.g. zweimal; oft); locales (e.g. hier; dort); manners (e.g. schnell; gut)); interrogatives (e.g. womit; woruber); discursive (e.g. deshalb; damit; darüber); graduations (e.g. sehr; so).

2.3.6.1.1.2 Grade: positive, comparative, and superlative.

2.3.6.1.2 Warning Locations.

2.3.6.2 Modification of the kernel.

2.3.6.2.1 Using SPrep; p.e. nach oben.

2.3.6.2.2 Using SAdv; p.e. sehr oft; da vorne.

2.3.6.3 Position of the elements of the syntagma: (SAdv +)/(SPrep +) N.

2.3.6.4 Syntactic functions of the syntagma: CC.

2.3.7 Prepositional Sintagma.

2.3.7.1 Nucleus: prepositional prepositions and locutions.

2.3.7.2 Modification of the kernel.

2.3.7.2.1 Using SN; p.e. gerade vor mir.

2.3.7.2.2 Using SAdv; p.e. gerade vor mir.

2.3.7.3 Position of the elements of the syntagma: (SAdv +) (SN +) N (+ SAdv) (+ SN).

2.3.7.4 Syntactic functions of the syntagma: CC and CReg.

2.4 Lexical Competence: The student, at the basic level, will master a limited lexical repertoire regarding specific and everyday needs. The thematic areas for which lexical repertoires will have to be developed, taking into account the demands of the objectives of this level, are the following:

Personal identification.

Housing, home, and environment.

Activities of daily life.

Free time and leisure.

Travel.

Human and social relations.

Health and physical care.

Education.

Shopping and business activities.

Power.

Goods and services.

Language and communication.

Climate, atmospheric conditions and environment.

Science and technology.

In the treatment of this competence, it will be considered that there is no "passive" lexicon and an "active" lexicon but repertoires of forms and meanings that depend on the communicative activity in question (understanding, expression, interaction). A person who reads or watches television is as active linguistically as when addressing an audience or taking part in a conversation. In this sense, the level of the level of competence of the level must be acquired in relation to its specific character in the texts resulting from the corresponding linguistic activities in the various communication situations.

It will also take into account the desirability of dealing with the lexicon by considering plurilexematic forms and units superior to the isolated word in order to provide the student with a wider context of use that facilitates the adequate development of the lexical competence.

2.5 Phony-phonological Competence: This competence assumes, at the basic level, knowledge and skill in the perception and production of the following aspects:

2.5.1 Sounds and vocallic phonemes and their combinations.

2.5.1.1 Vocal quantity (e.g. in die Stadt/der Staat).

2.5.1.2 Diptongos.

2.5.2 Sonids and consonant phonemes and their clusters.

2.5.3 Phonological processes.

2.5.3.1 Support (p.e. sie fahren/er fahrt; Buch/Bucher).

2.5.3.2 Alternance (p.e. nach/dichic/nachst).

2.5.3.3 Sorting.

2.5.3.3.1 Obstructers not followed by vowel (e.g. Kind/Kinder; abschalten/gelbe).

2.5.3.3.2 /s/ not followed by vowel (e.g. Haus/Hause).

2.5.3.4 Vocalization of /r/ not followed by vowel (e.g. vor; Pferd).

2.5.3.5 Schwa elision to liquid followed by desinences (e.g. teuer/teurer).

2.5.4 Phonic acento of isolated lexical elements. Accent and bending.

2.5.5 Acent and Stunned in the syntagma.

2.6 Spelling competence: At the basic level, the student will be able to understand in written texts the spelling conventions that are related below and use them to write very brief texts with reasonable correction, though not necessarily with a fully normalized spelling. The spelling competencies that need to be developed for this level are as follows:

2.6.1 The alphabet.

2.6.2 Graphical representation of phonemes and sounds.

2.6.2.1 Graphene-phonem Mapping.

2.6.2.2 Silabic Structure Dependent Grations: Long and Short Vocal and Silabic Separation Marks (e.g. sehen; siehe; kame; Kamme).

2.6.2.3 morphological graphics (e.g. Kind; Haus; lauft).

2.6.2.4 Spelling of foreign words.

2.6.3 Use of characters in their various forms: lowercase, uppercase.

2.6.4 Use of spelling signs: period, comma, question, exclamation, dieresis, hyphen, quotation marks.

2.6.5 Division of words at the end of line. Division of composites.

4. Basic level assessment criteria

The student will be considered to have acquired the skills of the basic level, for each skill, when he/she is capable of the following:

Oral Understanding: Understanding the main points and relevant details in messages and public announcements containing instructions, indications, or other information.

Understand what you are told in simple transactions and procedures, provided you can ask for confirmation; for example, on a bank.

Understand the essential information and main points of what you are told in conversations you participate in, as long as you can ask for confirmation.

Understand the general sense and specific information of conversations that take place in your presence and identify a topic change.

Understand the general sense and essential information of television programs such as weather or news bulletins, when comments are supported by the image.

Oral expression: Making, before a hearing, public announcements and brief and rehearsed presentations on common topics, answering brief and simple questions from listeners.

Oral Interaction: Unwrap in everyday transactions and arrangements; for example, in banks or restaurants.

Participate in an interview-for example, of work-being able to give information, react to comments, or express ideas about common topics.

Participate in conversations where social contact is established, information is exchanged, and offers or suggestions are made or instructions are given.

Reading Understanding: Understanding instructions, indications, and basic information on signs and posters in streets, shops, restaurants, transportation and other public services and places.

Understand, in personal notes and public announcements, brief messages containing information, instructions, and indications related to activities and situations in everyday life.

Understand short, simple personal correspondence.

Understand brief formal correspondence on practical issues such as confirmation of an order or grant of a grant.

Understand essential information and locate specific information in illustrated brochures and other information material such as prospects, menus, listings, and schedules.

Identify relevant information in brief and simple journalistic texts, such as news summaries describing events or events.

Written expression: Write notes and announcements and take simple messages with information, instructions and directions related to activities and situations in everyday life.

Written Interaction: Write simple personal correspondence in which you thank, apologize or speak of yourself or your environment (family, living conditions, work, friends, diversions).

Write simple and short formal correspondence in which a service is requested or information is requested.

ANNEX II

Curriculum of the German language intermediate level teachings

1. Defining the level

The intermediate level will present the characteristics of the Council of Europe's level of competence B1, according to this level is defined in the Common European Framework of Reference for Languages. This level involves using the language with certain security and flexibility, receptive and productively, both in spoken and written form, as well as to mediate between speakers of different languages, in everyday situations and less currents than need to understand and produce texts in a variety of standard language, with common structures and a non-idiomatic common lexicon repertoire, and to deal with general, everyday, or personal interest.

2. Overall skills goals

Oral Understanding: Understanding the general sense, essential information, main points and the most relevant details in clearly structured and standard language oral texts, articulated at slow or medium speed and transmitted from live voice or by technical means, provided that the acoustic conditions are good and can be heard again.

Expression and oral interaction: Produce well-organized and appropriate oral texts to the interlocutor and communicative purpose, and to develop with a correction, fluidity and spontaneity that allow the interaction to be maintained, although Sometimes the foreign accent, the pauses to plan the speech or correct errors are evident and some cooperation from the interlocutors is necessary.

Reading Understanding: Understanding the general sense, essential information, main points and the most relevant details in clear and well-organized written texts, in standard language and on general, current or related to the craft itself.

Expression and written interaction: Write simple and cohesive texts, on everyday subjects or in which you have a personal interest, and where information is asked or transmitted; stories are narrated; experiences are described, events, whether these are real or imagined, feelings, reactions, desires and aspirations; opinions are briefly justified and plans are explained.

3. Competential Contents

The contents correspond to the competencies of different types that the student will have to develop in order to achieve the objectives outlined in the previous section. Students should be trained, with the guidance and assistance of the teacher-tutor, in the use of the strategies needed to put into practice the skills required by the various types of communication activities in the target language.

The content of the competition is organized in different sections but, for the purposes of teaching and learning, they will be integrated into a significant whole by the activities that they intend to carry out. the scheduled tasks. The contents to be considered for the intermediate level are as follows:

1. General competencies.

1.1 Sociocultural Skills: Adequate socio-cultural competence is one of the factors that contribute most to the success of the communication. At the intermediate level, the student should be aware of the most significant differences that exist between the uses, customs, attitudes, values and beliefs that prevail in the communities in which the target language is spoken and in its own their own, and how these various socio-cultural aspects have an impact on the use of these languages.

The development of this type of competence requires more than simply the transmission of sociological, geographical, historical or cultural knowledge about the communities in which the target language is spoken and must be addressed through tasks that integrate linguistic and socio-cultural objectives, given the total interdependence of linguistic activity and its environment. The following aspects shall be considered and developed:

1.1.1 Daily life: festivities; schedules; working practices; leisure activities.

1.1.2 Living conditions: living standards; housing; work; social assistance.

1.1.3 Personal relations: social structure and relations among its members (between sexes; family; generations; in working situations; with authority and administration; community; between political groups and religious).

1.1.4 Values, beliefs and attitudes: social classes; professional groups; regional cultures; institutions; history and traditions; politics; arts; religion; humor.

1.1.5 Kinesica, proxemic and paralinguistic aspects: gestures; postures; facial expressions; eye contact; body contact; extralinguistic sounds and prosodic qualities (quality of voice, tone, accentuation, volume).

1.1.6 Social conventions: manners, uses, conventions, and taboos relating to behavior.

1.1.7 Ritual behavior: public behaviors; celebrations; social and religious ceremonies and practices.

1.2 Notional competencies: The concepts listed below, which should be broken down and developed in didactic programming, are general cognitive concepts or categories applicable to any language and culture and that they are present in every situation of communication and in every text product of the linguistic activity.

The exponents of the various subclasses of notions will be considered, for the intermediate level, taking into account that these exponents should be simple, formal and conceptually, and of frequent use, and that these exponents correspond to the lexical repertoires as well as the synthagmatic, syntactic and textual structures that are determined for the level.

1.2.1 Entity: expression of entities (persons, objects and other specific and abstract beings and entities) and reference to them.

1.2.2 Properties: existence; quantity; quality and assessment.

1.2.3 Relationships: space (absolute and relative location in space); time (absolute and relative situation over time); states, processes and activities (aspect, mode, participants, and their relationships); logical relationships (among states, processes and activities): conjunction; disjunction; opposition; comparison; condition; cause; purpose; result; temporal relationships (prior, concurrency, after).

2. Communicative competencies.

2.1 Sociolinguistic Competence: This competence includes the knowledge and skills needed to address the social dimension of language use and includes linguistic markers of social relations, rules of courtesy, idioms and expressions of popular wisdom, records, dialects and accents.

At the intermediate level, the student is expected to develop this competence so that he is aware of the more conventional sociolinguistic patterns that regulate communication in the target language and that he acts accordingly with sufficient adequacy, in a neutral record.

2.2 Pragmatic skills:

2.2.1 Discursive Competition: At the intermediate level, the student is expected to be able to produce and understand texts of various types, formats and themes, in standard varieties of the language and in a neutral registry using for this a wide range of simple linguistic elements organized into a linear cohesive sequence.

In determining the specific competencies of textual construction that the student must acquire in order to produce and understand texts appropriate to their specific context and with an appropriate internal organization, the Following aspects:

2.2.1.1 Textual coherence: appropriateness of the oral/written text to the communicative context.

2.2.1.1.1 Type and text format.

2.2.1.1.2 Language Variety.

2.2.1.1.3 Registration.

2.2.1.1.4 Topic. Focus and content: selection of relevant content; lexical selection; selection of syntactic structures.

2.2.1.1.5 Spatiotemporal context: spatial reference and time reference.

2.2.1.2 Textual cohesion: internal organisation of oral/written text. Starting, developing, and shutting down the textual unit.

2.2.1.2.1 Start of speech: initiating mechanisms; introduction of the theme; theming.

2.2.1.2.2 Speech development.

2.2.1.2.2.1 Thematic Development.

2.2.1.2.2.1.1 Maintenance of the theme: correling; ellipsis; repetition; reformulation.

2.2.1.2.2.1.2 Thematic expansion: exemplification; reinforcement; emphasis; contrast; subtopic introduction.

2.2.1.2.2.2 Theme change: digression; theme recovery.

2.2.1.2.3 Conclusion of speech: summary/recap, textual closure indication, and textual closure.

2.2.2 Functional Competence. At the intermediate level, the student is expected to develop this competence so that he can perform the following communicative functions or speech acts, using the most common exponents of such functions in a neutral record:

2.2.2.1 Assertive speaking functions or acts, related to the expression of knowledge, opinion, belief and conjecture: to affirm; to announce; to settle; to classify; to confirm the veracity of a fact; to describe; to express agreement and disagreement; express ignorance; express doubt; express an opinion; formulate hypotheses; identify and identify; report; predict.

2.2.2.2 Functions or Compromise Speech, related to the expression of offering, intention, will and decision: to express the intention or the will to do something; to invite; to offer something; to offer help; to offer to do something; promise.

2.2.2.3 Management functions or acts, which are intended for the recipient to do or do not do something, whether this is in turn a verbal act or an action of another kind: to advise; to warn; to give instructions; to give permission; order; ask for something, help, confirmation, information, instructions, opinion, permission, someone to do something; prohibit; propose; remember something to someone.

2.2.2.4 Functions or acts of speech and solidarity, which are carried out to establish or maintain social contact and express attitudes towards others: invite; accept and decline an invitation; thank you; attract the Attention; welcome; say goodbye; express approval; express condolence; congratulate; take an interest in someone or something; regret; apologize; present; present to someone; greet.

2.2.2.5 Expressive speaking functions or acts, which express attitudes and feelings to certain situations: express admiration, joy or happiness, appreciation or sympathy, approval and disapproval, disappointment, disinterest, and interest, disgust, pain, doubt, hope, preference, satisfaction, surprise, fear, sadness.

2.3 Grammatical competition:

At intermediate level, the student will generally have good grammatical control, although with an evident influence of the structures of the mother tongue and errors resulting from his interlanguage. The grammatical competencies to be developed for this level are as follows:

2.3.1 Composite Prayer.

2.3.1.1 Expression of logical relationships.

2.3.1.1.1 Conjunction: weder ... noch; sowohl ... als auch; nicht nur ..., sondern auch.

2.3.1.1.2 Disjunction: entweder ... oder.

2.3.1.1.3 Oposition-concession: doch; obwohl; anstatt

2.3.1.1.4 Mapping: je ..., desto; so ... dass

2.3.1.1.5 Cause: da; namlich.

2.3.1.1.6 Relationships: seit (dem); als.

2.3.1.2 Prayer Order: Principal + Subordinate; Subordinate + Principal; Principal + Subordinate + Principal.

2.3.2 Simple Prayer.

2.3.2.1 Types of prayer, constituent elements, and position.

2.3.2.1.1 Affirmative and negative declarative prayer.

2.3.2.1.1.1 Indirect interrogatives, indirect style, and relative and relative phrases based on Suj, Atrib, OD, CPred, OI, and CC.

2.3.2.1.1.2 Relative positions of constituents: orational parenthesis, previous field, interior field, and subsequent field (e.g. Ich habe jahrelang jeden Sonntag gearbeitet von fruh am Morgen bis spat in die Nacht).

2.3.3 Nominal Sintagma.

2.3.3.1 Core.

2.3.3.1.1 Noun.

2.3.3.1.1.1 Gender: Composite and Derived Nouns.

2.3.3.1.1.2 Number: pluralia tantalum and singularia tantalum.

2.3.3.1.1.3 Case: compound and derivative nouns; substantive adjectives.

2.3.3.1.2 Pronomers.

2.3.3.1.2.1 Impersonal: Is.

2.3.3.1.2.2 Demonstratives: derselbe.

2.3.3.1.2.3 Indefined: (irgend) wer; (irgend) einer/welche; mancher; welcher; beide; einige.

2.3.3.1.2.4 Relative. Decline based on prepositions that precede them.

2.3.3.2 Modification of the kernel.

2.3.3.2.1 Determinants.

2.3.3.2.1.1 Demonstratives.

2.3.3.2.1.2 Interrogatives.

2.3.3.2.1.3 Poses.

2.3.3.2.1.4 Indefined.

2.3.3.2.1.5 Quantifiers: fractional numbers, undefined quantifiers (e.g. ein paar; wenige; ein bisschen; etwas).

2.3.3.2.2 Using SN; e.g. Die Hauptsadt Belgiens.

2.3.3.2.3 Using SPrep; p.e. Die Frau am Bahnhof.

2.3.3.2.4 Using relative phrase; e.g. Die Leute, von denen die Rede ist.

2.3.3.3 Position of the elements of the syntagma: (Dets +) (SAdv +) (SAdj +) (SN +) N (+ SN) (+ SAdj) (+ SAdv) (+ SPrep) (+ relative phrase).

2.3.4 Adjetival Sintagma.

2.3.4.1 Core: adjective.

2.3.4.1.1 Classes: composites and derivatives (e.g. superbillig; machbar; untreu).

2.3.4.1.2 Degree: superlative attribute (e.g. der bethis) and predilative (e.g. der beeste/am besten).

2.3.4.2 Modification of the kernel.

2.3.4.2.1 Using SN; e.g. einen Euro wert.

2.3.4.2.2 Using SV; e.g. leicht zu verstehen.

2.3.4.2.3 Using SPrep; p.e. froh uber den Urlaub; verwandt mit Mullers.

2.3.4.2.4 Using relative phrase; e.g. stolz darauf, dass...

2.3.4.3 Position of syntagma elements: (SN +) N (+ SPrep) (+ SV) (+ relative phrase).

2.3.5 Sintagma verbal.

2.3.5.1 Core: verb.

2.3.5.1.1 Classes: full and auxiliary verbs.

2.3.5.1.2 Time.

2.3.5.1.2.1 Expression of the past: Historical Pres; use of the Perf and Imperf; Plusc Ind.

2.3.5.1.2.2 Future Expression: werden Times.

2.3.5.1.3 Appearance: intrinsically physical verbs and verbal perifrasis.

2.3.5.1.4 Mode: Verbal modes.

2.3.5.1.5 Passive voice: alternative constructs (e.g. Man verdient gut hier; Er lassst den Brief schreiben).

2.3.6 Warning Synagma.

2.3.6.1 Nucleus: adverbs and warning locutions.

2.3.6.1.1 1 Classes: situatives (temporary: p.e. werktags; vorher; schon; locales: p.e. hierhin; nirgends; manners: p.e. gern; nur; irgendwie) and discursive (e.g. namlich).

2.3.6.1.2 Grade: relative positive; e.g. (Fahren Sie) ganz langsam!.

2.3.6.2 Modification of the kernel.

2.3.6.2.1 Using SPrep; p.e. ab morgen; von hier aus.

2.3.6.2.2 Using relative/completive.p.e. dort, wo die Ampel steht.

2.3.6.3 Position of syntagma elements: (SPrep +) N (+ SPrep)/(+ relative/full phrase).

2.3.7 Prepositional Sintagma.

2.3.7.1 Nucleus: compound prepositions (e.g. von zu; von ... aus/an) and prepositional locutions (e.g. um ... herum; anhand von; im Verglaich zu; in Bezug auf).

2.3.7.2 Modification of the kernel.

2.3.7.2.1 Using SAdv; p.e. ab sofort.

2.3.7.2.2 Using SV; e.g. Er tat is, ohne mich zu fragen.

2.3.7.2.3 Through prayer; e.g. Er ging, ohne dass ich is merkte.

2.3.7.2.4 Coordination of cores; e.g. vor und nach (dem Essen).

2.4 Lexic Competition: The student, at intermediate level, will have a good mastery of the elementary vocabulary and a lexical repertoire sufficient to express himself with some circumloquio on most of the subjects relevant to his life daily (family, hobbies and interests, work, travel and current events), but you will still make important mistakes when addressing issues and situations that are rare or more complex.

The thematic areas for which sub-themes and their corresponding lexical repertoires will have to be considered, taking into account the demands of the objectives of this level, are as follows:

Personal identification.

Housing, home, and environment.

Activities of daily life.

Free time and leisure.

Travel.

Human and social relations.

Health and physical care.

Education.

Shopping and business activities.

Power.

Goods and services.

Language and communication.

Climate, atmospheric conditions and environment.

Science and technology.

In the treatment of this competence, it will be considered that there is no "passive" lexicon and an "active" lexicon but repertoires of forms and meanings that depend on the communicative activity in question (understanding, expression, interaction). A person who reads or listens to the radio is as active linguistically as when addressing an audience or taking part in a conversation. In this sense, the level of the level of competence of the level must be acquired in relation to its specific character in the texts resulting from the corresponding linguistic activities in the various communication situations.

It will also take into account the desirability of dealing with the lexicon by considering plurilexematic forms and units superior to the isolated word in order to provide the student with a wider context of use that facilitates the adequate development of the lexical competence.

2.5 Phonological-phonological competition: This competence involves, at intermediate level, knowledge and skill in the perception and production of the following aspects:

2.5.1 Phonological processes: elision of schwa in final syllables (e.g. in bellen).

2.5.2 Phonic acento of compound lexical elements.

2.5.3 Slow and stunned in prayer.

2.6 Spelling competence: At intermediate level the student will be able to understand in written texts the spelling conventions that are related below and to use them to produce written texts in which the spelling and punctuation are quite right to be understood almost always. The spelling competencies that need to be developed for this level are as follows:

2.6.1 Composite Division: Variations. Use of the dash.

2.6.2 Replacing .

2.6.3 Correspondences graphene-phonem in foreign words.

2.6.4 Spelling reforms from 1995-2006.

4. Intermediate-level evaluation criteria

The student will be considered to have acquired the competencies of the intermediate level, for each skill, when he/she is capable of the following:

Oral Understanding: Understanding instructions with simple technical information, such as instructions for how to operate frequently used devices, and follow detailed instructions.

Generally understanding the main ideas of an informal conversation or discussion whenever the discourse is clearly articulated and in standard language.

In formal conversations and work meetings, understand much of what is said if it is related to your specialty and whenever the interlocutors avoid a very idiomatic use and speak clearly.

Generally follow the main ideas of a long debate that takes place in your presence, provided the discourse is clearly articulated and in a variety of standard language.

Understand, in general lines, simple and brief lectures and presentations on everyday topics whenever they are developed with a clear and standard pronunciation.

Understand the main ideas of many radio or television programs that deal with everyday or current topics, or matters of personal or professional interest, when the articulation is relatively slow and clear.

Understand the main ideas of radio information and other simple recorded material that deals with everyday topics articulated with relative slowness and clarity.

Understand many films that are clearly articulated and at a simple language level, and where the visual elements and action drive much of the argument.

Oral expression: Make brief and rehearsed public statements on a daily subject within your field, which are clearly intelligible despite being accompanied by an unmistakeably foreign accent and intonation.

Make a brief and prepared presentation, on a subject within your specialty, with sufficient clarity so that you can continue without difficulty most of the time and whose main ideas are explained with a reasonable accuracy, as well as answering additional questions from the audience, although you may need to ask them to repeat them if you speak quickly.

Oral Interaction: Unwrap in everyday common life transactions such as travel, accommodation, meals, and shopping. Exchange, check and confirm information in due detail. Facing less current situations and explaining the reason for a problem.

Start, maintain, and finish simple face-to-face conversations and discussions on everyday topics, of personal interest, or that are relevant to everyday life (e.g., family, hobbies, work, travel, and ).

In informal conversations, offer or seek personal views and opinions when discussing topics of interest; make your opinions or reactions understandable regarding possible solutions for problems or issues practices, or steps to be followed (on where to go, what to do, how to organise an event; for example, an excursion), and invite others to express their views on how to proceed; describe experiences and facts, dreams, hopes and ambitions; express with kindness beliefs, opinions, agreements and disagreements, and briefly explain and justify their opinions and projects.

Take part in formal discussions and regular working meetings on everyday topics and involve an exchange of information on specific facts or on instructions or solutions to practical problems, and To bring them a point of view with clarity, offering brief reasoning and explanations of opinions, plans and actions.

Take the initiative in interviews or consultations (for example, to raise a new topic), even if you rely heavily on the interviewer during the interaction, and use a questionnaire prepared to conduct a structured interview, with some supplementary questions.

Reading Understanding: Understanding simple, written instructions with clarity regarding an appliance.

Find and understand relevant information in everyday written material, for example in letters, catalogues, and brief official documents.

Understand the description of events, feelings, and desires in personal letters.

Recognize meaningful ideas of simple newspaper articles that deal with everyday issues.

Written expression: Write very brief reports in conventional format with information about common facts and the reasons for certain actions.

Take notes, making a list of important aspects, during a simple conference, whenever the topic is known and the speech is formulated in a simple way and is clearly articulated.

Summarize brief snippets of information from various sources, as well as perform simple paraphrases of short passages written using the words and sorting of the original text.

Written Interaction: Write notes that transmit or require simple information of an immediate character and highlighting the aspects that are important to you.

Write, regardless of support, personal letters describing experiences, impressions, feelings and events in some detail, and exchanging information and ideas on topics abstracts as concrete, making them look at issues that are thought to be important, asking about problems or explaining them with reasonable accuracy.

5. Pedagogical methods

If the language is conceived as a communication vehicle in different situations where the media is used significantly and adequately in the context of carrying out a series of tasks, a a methodology that provides students with the skills and skills needed to perform these tasks effectively. This means that the different competencies set out in this curriculum will be presented to the student in an integrated manner within communicative tasks of understanding, expression and interaction, or different combinations of them, depending on the objectives set for the level.

Learning will be based on tasks designed from the specific objectives, in which the students will have to learn how to use planning, execution, control and repair strategies, procedures discursive and other language skills that enable you to understand and produce texts that are tailored to communication situations.

On the other hand, the competence to learn to learn, aimed at empowering the student's ability to self-learn, has a definite importance in distance learning, which requires him to be the protagonist of a the process to be held responsible for. In this sense, the teacher-tutor will have to guide the student and help him develop appropriate learning strategies for his/her self-training.

Since the tasks, and all the activities related to them, are focused primarily on the student and his/her performance, the role of the teacher-tutor will be the expert, orientator, driver and evaluator of the activity, assessing the appropriate use of the language above the knowledge of the theoretical system of the language and the mere formal correction.

It should be remembered that the errors of the student in the use of the languages he learns are inevitable, so they should not be taken into account except when they interfere in the communication. This does not exclude an analysis of these errors at all in order for the student to reflect on his/her performance and improve it.

To enhance the proper use of the language the materials offered will present a series of learning experiences that stimulate interest and sensitivity towards the cultures in which the German language is spoken, The student's confidence in communicating, increasing the motivation to learn and developing the ability to learn autonomously.

In this process, new information and communication technologies are an essential element as they facilitate access to materials in different formats, as well as participation in real situations of synchronous and asynchronous communication. According to all the above, the teaching of the German language in distance mode will address the following methodological principles:

The stated objectives are focused on the effective use of the language by the student; therefore, the teaching and learning practices will be oriented in such a way that the performance of the student will take as long as possible.

The role of the teacher-tutor will be essentially to facilitate the participation of the student in the performance of communicative activities, to evaluate his/her performance, to guide him with respect to this and to indicate how he can develop his/her skills and their own learning strategies.

According to the general and specific objectives established, the teaching and learning activities will focus primarily on those that students will have to face in situations of real communication-this is, activities of understanding, production and interaction-through tasks involving such activities.

The resources, methods and materials used will seek to bring about situations that are as close and similar as possible to those that students may encounter in the course of their direct experience with the language object of study, and be selected on the basis of their suitability to achieve the stated objectives.