Order Ecd/1800/2015, September 1, Why Regulate Characteristics And Establish The Structure, The Curriculum And The Tests On The Basic And Intermediate Levels Of The Teachings Of Special Arrangements For German Adapt...

Original Language Title: Orden ECD/1800/2015, de 1 de septiembre, por la que se regulan las características y se establecen la estructura, el currículo y las pruebas correspondientes a los niveles básico e intermedio de las enseñanzas de régimen especial de alemán adapt...

Read the untranslated law here: http://www.boe.es/buscar/doc.php?id=BOE-A-2015-9674

The organic law 2/2006 of 3 may, following the amendment made by the organic law 8/2013, December 9, for the improvement of the quality of education, establishes in its article 59.1 the teaching of languages of special regime will be organized in basic, intermediate and advanced levels.

He Real Decree 1629 / 2006, of 29 of December, by which is set them aspects basic of the curriculum of them teachings of languages of regime special regulated by the law organic 2 / 2006, of 3 of mayo, of education, fixed them aspects basic of the curriculum of the teachings of languages of regime special regulated by the law and, in its article 2 It sets the minimum requirements of the basic level for the purposes of certification, establishes the effects of supporting the overcoming of this level certificates and determines the minimum requirements of the academic documentation to ensure the mobility of the respective students. Article 60.3 of the organic law 2/2006 of 3 may, points out that the educational administrations can integrate in the official schools of languages the teaching of languages to distance, and article 69.3 points corresponding to the educational administrations organize public offering of distance education in order to give an adequate response to the lifelong learning of adults.

The Royal Decree 1180 / 1992 of October 2, which created the Center for innovation and development of distance education, attributed to the Centre for innovation and development of education as one of its functions the development of studies and technical proposals necessary for the elaboration of measures for academic and the adequacy of curricula that enable the delivery of teachings in the form of distance , adapting them to the conditions and needs of the population adult.

Order ECI/2891/2007, of October 2, regulates the characteristics and the Organization of the basic level and establishes the curricula and the tests on the Basic, intermediate and advanced levels of the teachings of special regime of German official schools of languages of Ceuta and Melilla.

By all this comes, for the implementation of them teachings of languages corresponding to them levels Basic and intermediate, establish the curriculum adapted of such levels of them teachings of German, in the mode of education to distance, as well as them criteria of certification corresponding.

In the process of elaboration of this order has issued opinion the Council School of the State.

By virtue, I have: article 1. Scope of application.

This order shall apply to the teaching of languages of special regime regulated by organic law 2/2006 of 3 may, education, as amended by organic law 8/2013, December 9, for the improvement of the educational quality, corresponding to the basic and intermediate levels of German in the mode of distance education, which will be given in the field of management that corresponds to the Ministry of education Culture and sport, without prejudice to its adoption by the autonomous communities who so choose it.

Article 2. Access.

1. for access to the teachings of languages to distance of the language German will be requirement must have sixteen years completed in the year in that is begin them studies. You can access also over the age of fourteen provided the German has not been language in compulsory secondary education.

2. the accreditation certificate of having passed the basic level of the German language will allow access to the teachings of intermediate level of that language in the entire country.

3. as established in article 3.6 of the Royal Decree 1629 / 2006, of 29 December, which set the basic aspects of the curriculum for the teaching of languages of special regime regulated by organic law 2/2006, of 3 may, education, Bachelor's degree will enable direct access to the intermediate level of the German language studies provided this has been the first foreign language in high school.

Article 3. Initial assessment.

1. the faculty, advised by the Center for it innovation and development of it education to distance, held a valuation initial of them students that wish to incorporate is to the mode of teaching official of languages to distance to evaluate their competencies previous in German e start the process of orientation.

2. through the report derived from the valuation initial of them students is indicate to these to what module of the level basic or intermediate can access. Said report not generated in any case other effects or rights academic.

Article 4. Elements of the curriculum.

Them objectives, content and criteria of evaluation that make up the curriculum of them teachings of level basic and of level intermediate have as reference, respectively, them skills own of them levels A2 and B1 of the Council of Europe according to these is defined in the frame common European of reference for them languages, adapted to the mode of education to distance in them terms that contained in them annexes I and II of the present order.

Article 5. Organization of the courses.

1. the teaching of the basic level regulated by this order will be organized in two academic courses.

2. the teachings of the level intermediate regulated by the present order is organized in two courses academic.

3. them content of each one of them courses of them levels Basic and intermediate is structured in modules evaluable that a time overmatched by the student not will have that be completed again, while this remains in the same level and in the mode to distance.

4 the teaching of languages of special regime will be taught in the mode of distance education through public service centers authorized to do so under the guidelines, coordination and advice from the Center for innovation and development of education at distance, in accordance with article 1.- e) of the Royal Decree 1180 / 1992 of October 2 , is responsible of the preparation, follow-up and evaluation of them media and materials teaching that must use is for the attention educational of the students.

5. the public authorized to impart these teachings shall be regarded as tutorial centres affiliated with the official school of languages which, by the criteria established, appropriate and, therefore, their students will be enrolled and receive official certification in the school. Also, the teaching of languages of special regime in the mode of distance education can impart via telematics.

6. for the purposes of the preceding paragraph, the Center for innovation and development of distance education will be considered official school of languages.

Article 6. Methodology and teaching resources.

1. the methodology will be based on the guidelines contained in the regulatory provisions in force, adapted to the specific circumstances of the adult distance education. To do so is to promote the incorporation of technologies of information and communication and the integrated use of different elements and media to reinforce the teaching resources.

2. educational media should allow students the acquisition of capabilities proposed as training objectives and shall comply with the requirement of being self-sufficient so that students can develop and control their learning process independently.

3 the Center for innovation and development of the distance education the elaboration, monitoring and evaluation of the didactic means appropriate to the regime of regulated German language in the present order, corresponds to which can count on the collaboration of the educational administrations of the autonomous communities in the terms stipulated in it.

Article 7. Tutorial support.

1. the support tutorial is held of way collective when is face-to-face, and of way collective or individual when is telematic.

2 by tutoring the tutor will make an individualized pursuit of the learning process of the student, will guide you, and will solve you many questions arise you.

3. at the beginning of each module can have a face-to-face collective mentoring of programming; in the middle of module, a follow-up, and at the end of the same, one of preparation of evaluation. The remaining sessions will be geared to the development of the communication skills, giving priority to the expression and oral interaction.

4. those students who cannot attend face-to-face tutorials shall report to the Centre, at the beginning of the course, the type of individual tutoring that most fits your needs, in accordance with the offer made by the Center.

Article 8. Promotion and tenure.

1. the evaluation of the progress of the students will be made by evidence contained in each module, as well as an eye test at the end of each one of them, the official school of languages or the support centre tutorial in which the student course these teachings. For the design, administration and evaluation of these tests, the Faculty will be with the advice of the Centre for the innovation and development of the education to distance.

2. the student that has been evaluated positively in a module not will have that return to pursue it, while continue at the same level and in the mode of teaching to distance.


3. the student will have right to remain enrolled in the same course without clamping to limit any of permanence and to power host is, to overcome it, at least, to a call each year as minimum.

4. the students that, from the regime of teaching to distance, is incorporate to the regime face-to-face, must study the corresponding course in its whole if had pending of overcoming unless one of them two modules that constitute the same. In any case, to this incorporation, students not may have exhausted previously permanence maximum stipulated in that status in the classroom regime.

Article 9. Certification.

1. for entry level and intermediate level certificates, the overcoming of tests specific certification terminals that will be the same for all students of the same level and field of education, regardless of its modality will be needed.

2. the Ministry of education, culture and sport will regulate the Organization of them tests to which is concerns the paragraph earlier, that must be evaluated taking as reference them objectives, competencies and criteria of evaluation established for the corresponding level in the curriculum respective.

3 tests will be developed, administered, and evaluated according to standards relative to the - code of ethics, code of practices, test specifications and validation procedures of test, quality controls and any other required-, so as to ensure their validity, reliability, viability, equity and positive impact, as well as the right of students to be evaluated objectively and with full effectiveness.

4. the official schools of languages will make public detailed information about evidence concerning students who go to them.

5. the certified of them levels Basic and intermediate will be issued by the Ministry of education, culture and sport, to proposed of the schools official of languages.

First final provision. Implementation.

The implementation of the basic and intermediate levels of the teaching of German in the distance modality, is effected from the academic year 2016-2017.

Second final provision. Application of the order.

Corresponds to the person holder of the Secretariat of State of education and training professional and universities dictate few instructions are accurate for the application of it established in this order.

Third final provision. Entry in force.

The present order will enter in force the day following to the of your publication in the «Bulletin official of the State».

Madrid, 1 of September of 2015.-the Minister of education, culture and sport, Iñigo Méndez de Vigo and Montojo.

ANNEX I curriculum of the teachings of the level basic of language German 1. Definition of the basic level will present the characteristics of the proficiency level A2 of the Council of Europe, as this level defined in the common European framework of reference for languages. This level is use the language of way enough, receptive and productively, both in form spoken as written, as well as to mediate between speakers of different languages, in situations everyday and of immediate need that require understand and produce texts short, in different records and in language standard, that related on aspects basic concrete of themes General and that contain expressions structures and vocabulary of frequent use.

2. objectives General by skills understanding oral: understand the sense general, the information essential and them points main of texts oral brief, well structured, passed down of live voice or by media technical (phone, TV, PA u others), and articulated to a speed slow, in a record formal or neutral and whenever the conditions acoustic are good and the message not is distorted.

Expression and oral interaction: produce brief oral texts, both in face-to-face communication by telephone or other technical means, in a neutral register, and communicate in understandable way, but accent, pauses and the fumbling are obvious and necessary repetition, paraphrase and the cooperation of the partners to maintain communication.

Reading comprehension: understanding the general sense, General information, the main points and relevant details in short texts of simple and clear structure in a neutral or formal registration, and that they can be found in everyday situations.

Expression and written interaction: write short and simple structure, in a neutral register, properly using the resources of cohesion and basic spelling and punctuation conventions.

3. content competence them contained correspond to them powers of various types that the student will have that develop to reach them objectives reviewed in the paragraph previous. These contents are organized into different sections, but for the purposes of the teaching and learning of them, will be integrated into a meaningful whole through activities that they intend to carry out the scheduled tasks.

1. General competences.

1.1. socio-cultural competencies: students must acquire a knowledge of the society and the culture of the communities in which the object language is spoken study, since a lack of competition in this regard can distort communication.

At this level, the student will develop social relations simply but effectively, using more simple and regular expressions and following basic formulas. The following areas will be taken into account: 1.1.1 everyday: festivities; schedules; work practices; leisure activities.

1.1.2 conditions of life: standards of living; housing; work; social assistance.

1.1.3 relationships: social structure and relations between its members (gender; family; generations; in work situations; with the authority and administration; community; between political and religious groups).

1.1.4 values, beliefs and attitudes: social classes; professional groups; regional cultures; institutions; history and traditions; policy; Arts; religion; humor.

1.1.5 kinaesthetic, proxemics, and paralinguisticos aspects: gestures; positions; facial expressions; eye contact; body contact; extralinguistic sounds and prosodic qualities (quality of voice, tone, stress, volume).

1.1.6 conventions social: modal, usages, conventions and taboos related to the behavior.

1.1.7 performance ritual: behaviors public; celebrations; ceremonies and practices social and religious.

1.2 powers notional: the following list of contents notional includes them concepts basic and the subcategories more general. Them corresponding exponents linguistic will have that determine is for each language in the settings corresponding: 1.2.1 entity: expression of them entities (people, objects and other beings and entities concrete and abstract) and reference to them same.

1.2.2 properties: existence; quantity; quality and assessment.

1.2.3 relations: space (location absolute and relative in the space); time (situation absolute and relative at the time); States, processes and activities (aspect, modality, participants and their relations); relationships logical (between States, processes and activities): conjunction; disjunction; opposition; comparison; condition; cause; purpose; result; temporal relationships (previously, concurrency, later).

2. communicative competence.

2.1. sociolinguistic competence: this competition includes the knowledge and skills necessary to address the social dimension of the use of language and includes linguistic markers of social relations, rules of courtesy, idioms and expressions of popular wisdom, registers, dialects and accents.

At this level, is expected that the student develops this competition so that you understand and follow basic sociolinguistic patterns that regulate communication in a particular language and acting in consequence with enough fitness, in a neutral register.

2.2 pragmatic competence: discursive 2.2.1 competition: at the basic level, it is expected that the student is able to produce and understand very simple texts of various types, formats and themes, in standard varieties of the language and a record of neutral to using a small repertoire of simple linguistic elements organized in a sequence linear cohesive.

In the determination of the specific competences of textual construction that the student must acquire to produce and understand these texts, the following aspects will be developed: 2.2.1.1 textual coherence: adaptation of the oral/written text to the communicative context: 2.2.1.1.1 type and text format.

2.2.1.1.2. variety of language.

2.2.1.1.3. log.

2.2.1.1.4 theme. Approach and content: selection of content relevant; selection lexical; selection of structure syntax.

2.2.1.1.5 context spatio-temporal: reference space and reference time.

2.2.1.2 cohesion textual: Organization internal of the text oral / written. Home, development and conclusion of the unit text: 2.2.1.2.1 home of the speech: mechanisms initiators; introduction of the topic; theming.

2.2.1.2.2 development of the speech: 2.2.1.2.2.1 development theme.

2.2.1.2.2.1.1 maintenance of the subject: Coreference; ellipsis; repetition; reformulation.

2.2.1.2.2.1.2 thematic expansion: exemplification; reinforcement; emphasis; contrast; introduction of subtopics.

2.2.1.2.2.2 change theme: digression; recovery of the subject.


2.2.1.2.3 conclusion of the speech: summary / recap, indication of close textual and close textual.

2.2.2 functional competence: basic level, the student will develop this competition so that it can carry out the following communication functions or acts of speech using the examples simple and typical of those functions in a neutral record: 2.2.2.1 functions or assertive speech acts, related to the expression of knowledge, opinion, belief and the conjecture : say; announce; nod; classify; describe; express agreement and disagreement; Express ignorance; expressing doubt; express an opinion; formulate hypotheses; identified and addressed; inform; submit /; rectify.

2.2.2.2 functions or acts of speech compromisivos, the expression of offering, intention, will and decision-related: express the intention or willingness to do something; invite; offer something; offer help; offer to do something.

2.2.2.3 functions or management of speech acts, having as purpose the recipient to do or not to do something, whether this is an act of verbal as an action of another kind: advise; alert; give instructions; give permission; ask for something; ask for assistance, confirmation, information, instruction, opinion, permit, that someone does something; allow; prohibit; propose; order; remember something someone.

2.2.2.4 functions or speech acts phatic and supportive, that are made to establish or maintain social contact and express attitudes with respect to others: accept and decline an invitation; thank; draw attention; Welcome; say goodbye; express approval; express sympathy; congratulate; interested in someone or something; invite; regret; ask for apologies; say hello.

2.2.2.5 functions or acts of speaks expressive, that 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 competition grammatical: to level basic, the student will understand and will use structures simple properly and, although follow committing errors basic systematically (in times verbal, concordance u others) in its production oral or written, tends to be clear what tries to tell.

Them competence grammatical that must develop is for this level are the following: 2.3.1 prayer composed: 2.3.1.1 expression of relations logical.

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 award: trotzdem.

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

2.3.1.1.6 cause: denn; Weil.

2.3.1.1.7 aim: damit/um...zu 2.3.1.1.8 result: also; darum;.

2.3.1.1.9 comparison: als; Wie.

2.3.1.1.10 temporal relationships: bis; bevor; Nachdem; während; Wenn.

2.3.1.2 order of sentences: subordinate + main / main + subordinate / main + slave + main.

2.3.2 simple sentence: 2.3.2.1 types of prayer, constituents and their position.

2.3.2.1.1. declarative sentence affirmative and negative.

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, interrogative hints and harl phrases on the basis of Atrib, OD, OI, Suj, C.p.red and CC.

2.3.2.1.1.4 sentence proforma; e.g. Ja; Nein; Doch.

2.3.2.1.2 prayer interrogative affirmative and negative.

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

2.3.2.1.2.2 interrogative partial: element interrogative + V + Suj; p.e. wo wohnst du?

2.3.2.1.3 prayer exclamation / mandatory affirmative and negative.

2.3.2.1.3.1 v (+ Suj) (+ accessories); e.g. antworten Sie!; RUF mich an!.

2.3.2.1.3.2 interjections; e.g. Ach!; AUA!.

2.3.2.2 phenomena of concordance.

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

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

2.3.3 sintagma nominal.

2.3.3.1 core.

2.3.3.1.1 noun.

2.3.3.1.1.1 gender: masculine, feminine and neuter. A genus of compound nouns.

2.3.3.1.1.2 number: Formation of plurals. Plural of compound nouns. Pluralia tantum and singularia tantum.

2.3.3.1.1.3 case: nominative, accusative, dative and genitive. Declension of nominalized Adj.

2.3.3.1.1.4 grade: relative diminutive. Suffixes-chen and -lein.

2.3.3.1.2 pronouns.

2.3.3.1.2.1 personal in nominative, accusative and dative.

2.3.3.1.2.2 reflective in accusative.

2.3.3.1.2.3 demonstration in nominative, accusative and dative.

2.3.3.1.2.4 indefinite: forms variables and invariable.

2.3.3.1.2.5 interrogative: forms variables and invariable.

2.3.3.2 modification of the kernel.

2.3.3.2.1 determinants.

2.3.3.2.1.1 articles.

2.3.3.2.1.1.1 determined. Varieties of gender, number and case.

2.3.3.2.1.1.2 unknown. Varieties of gender, number and case.

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

2.3.3.2.1.3 demonstration.

2.3.3.2.1.4 possessive.

2.3.3.2.1.5 quantifiers: numerals Cardinal, ordinal and other quantifiers (e.g. determinants indefinite viele; La).

2.3.3.2.2 apposition; e.g. (das ist) Sabine, meine Kollegin.

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

2.3.3.2.4 by SAdj; e.g. der Schöne Baum.

2.3.3.2.5 by SPrep; e.g. ein Zimmer mit Dusche.

2.3.3.2.6 by SAdv; e.g. die Straβe rechts.

2.3.3.2.7 by phrase of relative.

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

2.3.3.4 phenomena of concordance.

2.3.3.4.1 Det ↔ Sust in gender, number and case.

2.3.3.4.2 Adj attributive ↔ Sust as determinant.

2.3.3.5. syntactic functions of the Syntagma: Suj Atrib, OD, OI, CC.

2.3.4 adjectival phrase.

2.3.4.1 core: adjective.

2.3.4.1.1 classes.

2.3.4.1.1.1 predicative adjective.

2.3.4.1.1.2 attributive adjective. Decline as a function of the determinant and gender, number and case of the Sust.

2.3.4.1.2. case: nominative, accusative, genitive and dative.

2.3.4.1.3 grade.

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 through SAdv; e.g. sehr teuer; nicht so gut.

2.3.4.2.2 through SPrep; e.g. an Musik interessiert; zu einer Party eingeladen.

2.3.4.2.3 by structure comparative of equality / inequality.

2.3.4.3 position of the elements of the phrase: (SAdv +) N (+ SPrep).

2.3.4.4. syntactic functions of the Syntagma: Atrib and C.p.red.

2.3.5 verb phrase.

2.3.5.1 core: verb. Forms weak, strong and mixed, regular and irregular; verbs with separable prefix and not separable.

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; Pret simple; Plusc indicative.

2.3.5.1.1.3 expression of the future: Pres indicative; Près de + infinitive.

2.3.5.1.2 appearance.

2.3.5.1.2.1 durative: Advisor (gerade; immer) + Pres indicative, Imperf indicative.

2.3.5.1.2.2 usual: Pres indicative.

2.3.5.1.2.3 incoativo: periphrasis with prayer of infinitive (beginnen / anfangen + zu + Inf).

2.3.5.1.2.4 terminative: Advisor (gerade; schon) + Perf indicative; periphrasis with prayer of Inf (aufhören + zu + Inf).

2.3.5.1.3 mode.

2.3.5.1.3.1 Factuality: Simple Pres and indicative Perf.

2.3.5.1.3.2 need and obligation: müssen.

2.3.5.1.3.3 request, mandate, suggestion: ich soll warten; Essen Sie!.

2.3.5.1.3.4 capacity: können.

2.3.5.1.3.5 permission: dürfen; können.

2.3.5.1.3.6 possibility: können.

2.3.5.1.3.7 ban: form negative of verbs that express permission.

2.3.5.1.3.8 intention and volition: wollen; mögen.

2.3.5.1.4. active and passive voice with werden and sein.

2.3.5.2 modification of the kernel: negation (nicht; nie).

2.3.5.3. position of the elements of the phrase.

2.3.5.4. syntactic functions of the Syntagma: V, Suj, OD and CC.

2.3.6. adverbial.

2.3.6.1 core.

2.3.6.1.1 adverb.

2.3.6.1.1.1 classes: quantity (e.g. wenig; viel, nichts); situativos (temporary (e.g. gestern, heute; immer); frequency (e.g. zweimal; oft); local (e.g. hier; dort); manners (e.g. schnell; gut)); interrogative (i.e. womit; worüber); discourse (e.g. deshalb; damit; darüber); graduativos (e.g. sehr; OS).

2.3.6.1.1.2 grade: positive, comparative and superlative.

2.3.6.1.2 adverbial phrases.

2.3.6.2. modification of the kernel.

2.3.6.2.1. through SPrep; e.g. nach oben.

2.3.6.2.2 through SAdv; e.g. sehr oft; da vorne.

2.3.6.3 position of those elements of the phrase: (SAdv +) / (SPrep +) N.

2.3.6.4 functions syntax of the Syntagma: CC.

2,3,7 phrase prepositional.

2.3.7.1 core: prepositions and phrases with prepositions.

2.3.7.2 modification of the kernel.

2.3.7.2.1 by SN; e.g. vor mir gerade.

2.3.7.2.2 through SAdv; e.g. vor mir gerade.

2.3.7.3. position of the elements of the phrase: (SAdv +) (SN +) N (+ SAdv) (+ SN).

2.3.7.4. syntactic functions of the Syntagma: CC and CReg.

2.4 competition lexical: the student, at the basic level, will dominate a limited repertoire lexicon relating to concrete and everyday needs. The thematic areas which will require developing codes lexicons, taking into account the demands of this level objectives, are the following: personal identification.

Housing and home environment.

Activities of daily living.

Free time and leisure.

Travel.

Relationships human and social.

Health and care physical.

Education.

Shopping and activities business.

Power.

Goods and services.

Language and communication.


Climate, weather conditions and environment.

Science and technology.

In the treatment of this competition, will have noted that there is a lexicon «passive» and «active» lexicon but repertoire of forms and meanings that depend on the communicative activity it concerned (comprehension, expression, interaction). A person who reads or watches television is linguistically as active as when he goes to a hearing or take part in a conversation. In this sense, the grade of competition lexical own of the level must acquire is in relation to its character specific in them texts product of them activities linguistic corresponding in the various situations of communication.

It will be noted, also, the convenience of treating lexicon whereas plurilexematicas and forms units higher than the word isolated in a way that will provide students with a broader context of application that facilitates the proper development of lexical competence.

2.5 fonetico-fonologica competition: this competition is, at the basic level, knowledge and skill in the perception and production of the following: 2.5.1 sounds and vowel phonemes and their combinations.

2.5.1.1 amount Vocalic (e.g. in die Stadt / der Staat).

2.5.1.2 diphthongs.

2.5.2 sounds and phonemes consonantal and their groupings.

2.5.3 phonological processes.

2.5.3.1 apophony (e.g. sie fahren / er fahrt;) Buch/Bucher).

2.5.3.2 alternation (e.g. nach / dich / nächst).

2.5.3.3 deafening.

2.5.3.3.1 obstructing not followed for vocal (e.g. Kind / kindergarten; abschalten / business).

2.5.3.3.2 / s / not followed for vocal (e.g. Haus / Hause).

2.5.3.4 vocalization of / r / not followed for vocal (e.g. vor;) (Pferd).

2.5.3.5 elision of schwa before liquid followed of endings (e.g. teuer / teurer).

2.5.4 accent audio of the elements lexical isolated. Accent and inflection.

2.5.5 accent and atonicidad in the Syntagma.

2.6 spelling competition: at the basic level, the student will be able to understand written texts in the spelling conventions listed below and use them to write very short with reasonable correction, although not necessarily with a fully standard spelling texts. Spelling skills that must be developed to this level are as follows: 2.6.1 the alphabet.

2.6.2. graphical representation of sounds and phonemes.

2.6.2.1. grafema-fonema correspondences.

2.6.2.2 the syllabic structure-dependent spelling: marks of long and short vowel and hyphenation (e.g. sehen; siehe kame; Kamme).

2.6.2.3 morphological spellings (e.g. Kind; Haus; Läuft).

2.6.2.4 spelling of foreign words.

2.6.3. use of the characters in its various forms: lowercase, uppercase.

2.6.4 use of orthographic signs: point, comma, interrogation, exclamation, Diaeresis, script, quotes.

2.6.5. division of words at the end of line. Division of compounds.

4. criteria of evaluation of the basic level shall be deemed that the student has acquired competences of the basic level, for each skill, when it is capable of the following: oral comprehension: understanding the main points and the relevant details in messages and public announcements that contain instructions, directions or other information.

Understand what is told in transactions and simple steps, always that you can request confirmation; for example, in a bank.

Understand essential information and the main points of what is said in conversations in which it participates, always that you can request confirmation.

Understand the general meaning and specifics of conversations that take place in their presence and identify a change of subject.

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

Oral expression: do, before a hearing, public announcements and presentations brief and tested on common issues, responding to short and simple questions of listeners.

Oral interaction: engage in transactions and everyday purposes; for example, in banks or restaurants.

Participate in an interview - for example, work - and can give information, respond to comments or express ideas on common issues.

Participate in conversations in which social contact is established, exchange of information and offerings or suggestions are made or instructions are given.

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

Understanding, personal notes and public announcements, brief messages containing information, instructions and directions related to activities and situations of everyday life.

Personal correspondence brief and easy to understand.

Understand correspondence formal brief on issues practices such as the confirmation of an asked or the award of a scholarship.

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

Identify information relevant in texts journalistic short and simple, such as summaries of news that describe facts or events.

Expression written: write notes and ads and take messages simple with information, instructions and indications related with activities and situations of her life everyday.

Interaction written: write correspondence personal simple in which is give them thanks, is ask for apologies or is speaks of one same or of their environment (family, conditions of life, work, friends, amusement).

Write correspondence formal simple and brief in which is request a service or will ask for information.

ANNEX II curriculum of the teachings of the level intermediate of language German 1. Definition of the intermediate level will present the characteristics of the proficiency level B1 of the Council of Europe, as this level defined in the common European framework of reference for languages. This level is used productively, both in spoken form and with some security and flexibility, receptive language as written, as well as to mediate between speakers of different languages, at least running and everyday situations requiring understand and produce texts in a variety of standard, with common structures and a repertoire common lexicon not very idiomatic language, and that concerning general topics everyday, or that has a personal interest.

2. General objectives for oral comprehension skills: understand the general sense, General information, the main points and the most relevant details in clearly structured oral texts and standard language, articulated at low speed or average and transmitted voice or by technical means, provided that the conditions sound be good and be able to hear what was said.

Expression e interaction oral: produce texts oral well organized and appropriate to the interlocutor and purpose communicative, and develop is with a correction, fluidity and spontaneity that allow keep it interaction, although sometimes are evident the accent foreign, them pauses to plan the speech or correct errors and is required some cooperation from them partners.

Understanding of reading: understand the sense general, the information essential, them points major and the details more relevant in texts written clear and well organized, in language standard and on themes General, current or related with it own specialty.

Expression and interaction written: write texts simple and cohesive, on themes everyday or in that is has an interest personal, and in which is requests or transmitted information; they narrate stories; is described experiences, events, be they real or imagined, feelings, reactions, desires and aspirations; is justify briefly reviews and will explain plans.

3. content competence them contained correspond to them powers of various types that the student will have that develop to reach them objectives reviewed in the paragraph previous. Them students must train is, with the orientation and it helps of the tutor, in the employment of them strategies necessary to put in practice them skills that demand them various types of activities communicative in the language goal.

Them content competence is presented organized in different paragraphs but, for the purposes of the teaching and the learning of them same, is integrated in an all significant through them activities that is proposed to carry to out them tasks scheduled. Them content that is will have of have in has for the level intermediate are the following: 1. skills General.

1.1 powers socio-cultural: A competition socio-cultural proper is one of the factors that more contribute to the success of the communication. At the intermediate level, students should be aware of the most significant differences between the uses, customs, attitudes, values and beliefs prevailing in communities where the language is spoken goal, and on their own, and how these various socio-cultural aspects affect the use of these languages.


The development of this type of competition requires more than simple transmission of sociological, geographical, historical or cultural knowledge about the communities in which the language is spoken goal, and they should be dealt with through tasks that integrate socio-cultural, and linguistic objectives given the total interdependence of linguistic activity and its surroundings. Is considered and will develop the following aspects: 1.1.1 life daily: festivities; schedules; work practices; leisure activities.

1.1.2 conditions of life: standards of living; housing; work; social assistance.

1.1.3 relationships: social structure and relations between its members (gender; family; generations; in work situations; with the authority and administration; community; between political and religious groups).

1.1.4 values, beliefs and attitudes: social classes; professional groups; cultures regional; institutions; history and traditions; policy; Arts; religion; humor.

1.1.5 kinaesthetic, proxemics, and paralinguisticos aspects: gestures; positions; facial expressions; contact visual; body contact; extralinguistic sounds and prosodic qualities (quality of voice, tone, stress, volume).

1.1.6 social conventions: manners, habits, conventions and taboos regarding behavior.

1.1.7 ritual behavior: public behaviour; celebrations; ceremonies and practices social and religious.

1.2. notional competencies: notions listed below, that must be broken down and carried out in educational settings, are notions or applicable to any language and culture General cognitive categories and that are present in any communication situation and all text linguistic activity.

Will be considered, for the intermediate level, the exponents of the various subclasses of notions taking into account that these examples should be simple, formal and conceptually, and frequent use, and these exponents corresponding lexical repertoires as well as syntactic and textual syntagmatic structures determined for the level.

1.2.1 entity: expression of entities (people, objects and other beings and concrete and abstract entities) and reference to them.

1.2.2 properties: existence; quantity; quality and assessment.

1.2.3 relations: space (absolute and relative location in space); time (absolute and relative position in time); States, processes and activities (aspect, modality, participants and their relations); relations logics (between States, processes and activities): conjunction; disjunction; opposition; comparison; condition; cause; purpose; result; temporal relationships (previously, concurrency, later).

2. communicative competence.

2.1. sociolinguistic competence: this competition includes the knowledge and skills necessary to address the social dimension of the use of language and includes linguistic markers of social relations, rules of courtesy, idioms and expressions of popular wisdom, registers, dialects and accents.

At the intermediate level, expected that the student develops this competition so that he is aware of more conventional sociolinguistic patterns that regulate communication in language goal and to act accordingly with the sufficient adequacy, in a neutral registration.

2.2 pragmatic competence: discursive 2.2.1 competition: at the intermediate level, it is expected that the student is able to produce and understand texts of various types, formats and themes, in standard varieties of the language and a record of neutral to using a wide range of simple language elements organized in a sequence linear cohesive.

In the determination of them skills specific of construction textual that the student must acquire for produce and understand texts appropriate to its context specific and with an organization internal proper, is will develop them aspects following: 2.2.1.1 coherence textual: adequacy of the text oral / written to the context communicative.

2.2.1.1.1 type and text format.

2.2.1.1.2. variety of language.

2.2.1.1.3. log.

2.2.1.1.4 theme. Content and approach: selection of relevant content; lexical selection; selection of syntactic structures.

2.2.1.1.5 spatio-temporal context: spatial reference and time reference.

2.2.1.2 textual cohesion: internal organization of the oral/written text. Initiation, development and conclusion of the textual unit.

2.2.1.2.1. beginning of the speech: initiators mechanisms; introduction of the topic; theming.

2.2.1.2.2. development of speech.

2.2.1.2.2.1 theme development.

2.2.1.2.2.1.1 maintenance of the subject: Coreference; ellipsis; repetition; reformulation.

2.2.1.2.2.1.2 expansion theme: exemplification; reinforcement; emphasis; contrast; introduction of subtopics.

2.2.1.2.2.2 change theme: digression; recovery of the theme.

2.2.1.2.3 conclusion of the speech: summary / recap, indication of close textual and close textual.

2.2.2 competence functional. In the level intermediate, is expected that the student develop this competition so can carry to out them following functions communicative or acts of speaks, using them exponents more usual of such functions in a record neutral: 2.2.2.1 functions or acts of speaks assertive, related with the expression of the knowledge, the opinion, the belief and it guesses: affirm; announce; nod; classify; confirm the accuracy of a fact; describe; express agreement and disagreement; Express ignorance; expressing doubt; express an opinion; formulating hypotheses; identified and addressed; inform; predict.

2.2.2.2 functions or acts of speaks compromisivos, related with the expression of offering, intention, will and decision: express the intention or the will of do something; invite; offer something; offer support; offer is to do something; promise.

2.2.2.3 functions or acts of speaks executives, that have as purpose that the recipient do or not do something, both if this is to your time an act verbal as an action of another nature: advise; warn; give instructions; give permission; order; ask something, help, confirmation, information, instruction, opinion, permission, that someone make something; prohibit; propose; remember something to someone.

2.2.2.4 functions or acts of speaks phatic and solidarity, that is performed to establish or keep the contact social and express attitudes with regard to the others: invite; accept and decline an invitation; thank; draw attention; Welcome; say goodbye; express approval; express sympathy; congratulate; interested in someone or something; regret; apologize; present it; present to someone; greet.

2.2.2.5 functions or expressive speech acts, that express attitudes and feelings in certain situations: expressing admiration, joy or happiness, appreciation or sympathy, approval and disapproval, disappointment, lack of interest and interest, disgust, pain, doubt, hope, preference, satisfaction, surprise, fear, sadness.

2.3. grammatical competence: intermediate level, the student will usually have a good control of grammar, but with a clear influence of the structures of the native and product of your interlanguage errors. Grammatical skills that must be developed to this level are as follows: 2.3.1 compound sentence.

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 oposicion-concesion: doch; obwohl; instead 2.3.1.1.4 correlation: je..., desto; so... .dass 2.3.1.1.5 cause: da; namlich.

2.3.1.1.6 temporal relationships: seit (dem); ALS.

2.3.1.2 order of sentences: main + subordinate; Subject + main; Master + slave + master.

2.3.2. simple sentence.

2.3.2.1 types of prayer, elements constituents and their position.

2.3.2.1.1 sentence declarative affirmative and negative.

2.3.2.1.1.1 interrogative indirect, style indirect and phrases harl and of relative depending on Suj, Atrib, OD, C.p.red, OI and CC.

2.3.2.1.1.2 positions relating of them constituents: parenthesis sentence, field above, field inside and field back (e.g. Ich habe jahrelang jeden Sonntag definitely von früh am Morgen bis spat in die Nacht).

2.3.3 sintagma nominal.

2.3.3.1 core.

2.3.3.1.1 noun.

2.3.3.1.1.1 genre: substantive compounds and derivatives.

2.3.3.1.1.2 number: pluralia tantum and singularia tantum.

2.3.3.1.1.3 case: substantive compounds and derivatives; sustantivados adjectives.

2.3.3.1.2 pronouns.

2.3.3.1.2.1 impersonal: is.

2.3.3.1.2.2 demo: derselbe.

2.3.3.1.2.3 Indefinidos: (irgend) wer; (irgend) einer/welche; mancher; welcher; Beide; Einige.

2.3.3.1.2.4 relative. Declination according to prepositions that precede them.

2.3.3.2. modification of the kernel.

2.3.3.2.1 determinants.

2.3.3.2.1.1 demonstration.

2.3.3.2.1.2 butcher.

2.3.3.2.1.3 possessive.

2.3.3.2.1.4 indefinite.

2.3.3.2.1.5 quantifiers: fractional numbers, indefinite quantifiers (e.g. ein bisschen, etwas, ein paar; La).

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

2.3.3.2.3 through SPrep; e.g. Die Frau am Bahnhof.

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

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

2.3.4 Syntagma adjectival.

2.3.4.1 core: adjective.

2.3.4.1.1 classes: compounds and derivatives (e.g. superbillig; machbar; untreu).


2.3.4.1.2 grade: superlative attributive (e.g. der beste) and predicative (e.g. der beste / 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. by SV; e.g. leicht zu verstehen.

2.3.4.2.3. through SPrep; e.g. froh über den Urlaub; verwandt mit Mullers.

2.3.4.2.4 by phrase of relative; e.g. stolz NIE, dass...

2.3.4.3 position of the elements of the phrase: (SN +) N (+ SPrep) (+ SV) (+ phrase relative).

2.3.5 verb phrase.

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: Pres historical; use of the Perf Imperf; Plusc Ind.

2.3.5.1.2.2 expression of the future: time of werden.

2.3.5.1.3 appearance: verbs inherently aspectual and periphrasis verbal.

2.3.5.1.4 modality: verbal modes.

2.3.5.1.5 passive: alternative constructions (e.g. Man hier gut otroligt;) ER lässt den Brief schreiben).

2.3.6. adverbial.

2.3.6.1. core: adverbs and adverbial phrases.

2.3.6.1.1 1 classes: situativos (temporary: e.g. werktags; vorher schon; local: e.g. hierhin; nirgends; manners: e.g. gern; nur irgendwie) and discursive (e.g. namlich).

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

2.3.6.2. modification of the kernel.

2.3.6.2.1. through SPrep; e.g. ab morgen; Von hier aus.

2.3.6.2.2 by phrase of relative / completive; e.g. dort, wo die Ampel steht.

2.3.6.3. position of the elements of the phrase: (SPrep +) N (+ SPrep) /(+ frase de relativo/completiva).

2,3,7 phrase prepositional.

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

2.3.7.2. modification of the kernel.

2.3.7.2.1. using SAdv; e.g. ab sofort.

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

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

2.3.7.2.4 coordination of nuclei; e.g. vor und nach (dem Essen).

2.4 competition lexical: the student, intermediate level, will have good control of elementary vocabulary and repertoire enough vocabulary to express themselves with some circumlocution on the most relevant issues for their everyday life (family, hobbies and interests, work, travel and news), but will still make major mistakes when it addresses themes and infrequent situations, or more complex.

The thematic areas to which should consider sub-themes and their corresponding lexical repertoires, taking into account the demands of this level objectives, are the following: personal identification.

Housing and home environment.

Activities of daily living.

Free time and leisure.

Travel.

Human and social relations.

Health and physical care.

Education.

Shopping and commercial activities.

Power.

Goods and services.

Language and communication.

Climate, weather conditions and environment.

Science and technology.

In the treatment of this competition, will have noted that there is a lexicon «passive» and «active» lexicon but repertoire of forms and meanings that depend on the communicative activity it concerned (comprehension, expression, interaction). A person who reads or listens to the radio is linguistically as active as when he goes to a hearing or take part in a conversation. In this sense, the degree of lexical competence of level must be purchased in relation to its specific character in the texts arising from the relevant linguistic activities in different communication situations.

It will be noted, also, the convenience of treating lexicon whereas plurilexematicas and forms units higher than the word isolated in a way that will provide students with a broader context of application that facilitates the proper development of lexical competence.

2.5 fonetico-fonologica competition: this competition is, to intermediate level, knowledge and skill in the perception and production of the following: 2.5.1 phonological processes: elision of schwa in final syllables (e.g. bellen).

2.5.2 accent audio of elements lexical compounds.

2.5.3 accent and atonicidad in the sentence.

2.6 competition spelling: to level intermediate the student will be capable of understand in texts written them conventions spelling that is relate then and of use them to produce texts written in which the spelling and the score are it quite correct as so is understand almost always. The skills spelling that should develop is for this level are the following: 2.6.1 Division of compounds: variations. Use of the script.

2.6.2 replacement of.

2.6.3 correspondences grafema-fonema in words foreign.

2.6.4 the reforms spelling from 1995-2006.

4. criteria of evaluation of the intermediate level shall be deemed that the student has acquired competencies specific to the intermediate level, for each skill, when it is capable of the following: oral comprehension: understand instructions with simple technical information, such as, for example, operating instructions for devices of frequent use, and follow detailed directions.

Understand the main ideas of a conversation or informal discussion usually whenever discourse is articulated with clarity and in standard language.

In formal talks and meetings, to understand much of what is said if it is related to their specialty, and provided that the interlocutors avoid very idiomatic usage and decide with clarity.

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

To understand, in General, conferences and presentations simple and brief on everyday issues provided that they are developed with a clear and standard pronunciation.

Understand the main ideas of many radio or television programmes dealing daily or current themes or topics of personal or professional interest, when the joint is relatively slow and clear.

Understand the main ideas of the radio news and other simple engraving material dealing with everyday issues articulated relatively slowly and clearly.

Understand many films which are articulated clearly and in simple language level, and where the visuals and action lead much of the argument.

Oral expression: make public statements brief and tested, on a daily topic in his field, that are clearly intelligible despite being accompanied by an accent and intonation unmistakably foreigners.

Make a presentation brief and prepared, on a subject within their specialty, with enough clarity so that it may proceed without difficulty most of the time and whose main ideas are explained with reasonable accuracy, as well as answer supplementary questions from the audience, although you may have to ask to repeat them is if you talk fast.

Interaction oral: develop is in transactions common of the life everyday as are them travel, the accommodation, the meals and the shopping. Exchange, check and confirm information with the proper detail. Face it to situations less currents and explain the reason of a problem.

Start, maintain and end conversations and discussions simple face on themes everyday, of interest personal, or that are relevant for the life daily (e.g., family, hobbies, work, travel and made of today).

In talks informal, offer or seek views and opinions personal to the discuss on topics of interest; making understandable their opinions or reactions regarding possible problems or practical solutions, or the steps to be followed (above where to go, what to do, how to organize an event; for example, a trip), and invite others to express their views on how to proceed; describe experiences and events, dreams, hopes and ambitions; express beliefs, opinions, agreements and disagreements, with kindness and explain and justify briefly its views and projects.

Take part in formal discussions and regular working meetings on everyday issues and involve an exchange of information on specific facts or that are given instructions or solutions to practical problems, and consider them a point of view clearly, offering brief reasonings and explanations for opinions, plans and actions.

Take the lead in interviews or queries (for example, to raise a new issue), although it depends much on the interviewer during the interaction, and use a questionnaire prepared for the interview structured, with some supplementary questions.

Reading comprehension: understanding instructions simple and written with clarity relating to a device.

Find and understand relevant information in written material for everyday use, for example in letters, brochures and short official documents.

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

Recognize significant ideas from simple newspaper articles dealing with everyday issues.

Writing: write very brief in conventional format with information on common facts and the reasons for certain actions.

Take notes, making a list of the important aspects, during a simple Conference, whenever the subject is known and speech is formulated in a simple manner and articulate with clarity.


Summarize short pieces of information from various sources, as well as perform simple paraphrase short written passages of using words and the management of the original text.

Interaction written: write notes in which is transmitted or requires information simple of character immediate and in which is highlight those aspects that you are important.

Regardless of the support, write personal letters that described experiences, impressions, feelings and events in some detail, and which are exchanged information and ideas on both concrete and abstract topics, see what they think important, asking about problems or explaining them with reasonable precision.

5. pedagogical methods if the language is conceived as a vehicle of communication in different situations in which said middle is meaningful and appropriate to the context used to carry out a series of tasks, you have to apply a methodology that provides students the competencies and skills necessary to perform these tasks effectively. This means that individual skills listed in the present 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 for the level.

It learning is based in tasks designed starting from them objectives specific, in the realization of which the students must learn to use strategies of planning, execution, control and repair, procedures discursive and other competencies linguistic that you allow understand and produce texts adjusted to them situations of communication.

On the other hand, the competence learning to learn, aimed at enhancing their self-learning capacity, in the student has ultimate importance in the mode of distance education, which requires it to be protagonist of a process that must take responsibility. In this sense, the tutor will be of guide to the student and help you to develop strategies of learning appropriate for his self-education.

Since them tasks, and all them activities related with them, is focus mainly in the student and in his performance, the role of the tutor will be the of expert, guiding, drive and evaluator of it activity, valuing the use right of the language above the knowledge of the system theoretical of the same and of the mere correction formal.

It must be remembered that the errors of the student in the use of language learning are inevitable, so don't be account unless they interfere with communication. This does not at all an analysis of such errors so that the student to reflect on their performance and improve it.

To promote the use appropriate language offered materials will present a series of learning experiences that stimulate interest and sensitivity towards the cultures in which the German language, promote the self-confidence of the student when it comes to communicating, increase motivation to learn and develop the capacity to learn autonomously.

In this process, the new technologies of the information and the communication constitute an element essential as facilitate the access to materials in various formats, as well as the participation in situations real of communication synchronous and asynchronous. Agree with everything said, the teaching of the German language in the distance modality will serve the following methodological principles: the declared objectives are focused on the effective use of the language by the student; Therefore, the practices of teaching and learning will guide so that the performance of this deal as long as possible.

The role of the tutor will be essentially the facilitate the participation of the student in the realization of communicative activities, assess their performance, give advice regarding this and tell you how you can develop their skills and their own learning strategies.

In accordance with the General and specific objectives set out, teaching and learning activities will mainly focus on those that students will face in situations of real communication - i.e., comprehension, production and interaccion-a activities through tasks that involve such activities.

Resources, methods, and materials used will seek to cause situations that are the most close proximity and similar as possible to those students you can find in the course of his direct experience with the language under study, and they will be selected based on their suitability to achieve the established objectives.