Organic Law 2/2006, of 3 May, of Education, establishes in its article 59.1 that the teachings of special regime languages will be organized at the basic, intermediate and advanced levels. In the course of the article cited, Royal Decree 1629/2006 of 29 December, laying down the basic aspects of the curriculum of the teaching of special status languages governed by the Organic Law 2/2006 of 3 May, was approved. Education.

Article 3.2 of the Royal Decree 1629/2006, of 29 December, determines that the educational administrations will establish the respective curricula, of which, in any case, the minimum teachings laid down in the this royal decree.

Order ECD/1111/2014 of 24 June 2014 governing the characteristics and organization of the basic level of the teaching of Spanish as a foreign language of the official languages of Ceuta and from Melilla and the corresponding curriculum is established, regulated the characteristics and the organization of the basic level and established the curriculum of the teachings of the mentioned language.

It is therefore appropriate to establish the intermediate level curriculum corresponding to the teaching of Spanish as a foreign language taught in the official language schools in the field of management of the Ministry of Education, Culture and Sport.

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 teaching of special regime languages governed by the Organic Law 2/2006, of 3 May, of Education, corresponding to the intermediate level of Spanish as a foreign language. teach in the official language schools of the Ministry of Education, Culture and Sport.

Article 2. Curriculum elements.

The elements of the curriculum are made up of the objectives, contents, competencies, methodological orientations and evaluation criteria set out in the Annex to this order.

Article 3. Organization and duration of courses.

The teaching of the intermediate level of the Spanish curriculum as a foreign language regulated by this order will be organized in two courses of 120 hours each, which can be taught in daily, alternate or intensive mode.

Article 4. Didactic programming.

1. The respective teaching coordination departments will develop a programming that will complement and develop the curriculum.

2. The schedules will include, for each course:

a) The goals and content set, as well as the timing;

(b) specific guidance on methodology and teaching materials;

c) evaluation and promotion procedures and criteria.

3. The programming drawn up by the department concerned must be approved by the faculty of teachers and be made public in the official language school.

Article 5. Students with specific needs for educational support.

It shall apply to students who require educational attention other than the ordinary one as indicated in Chapter II of Title I of Law 2/2006, of May 3, of Education, in Articles 71 to 79a.

Article 6. Access.

1. These language lessons can be accessed by people who meet the requirements set out in the current regulations.

2. The certificate of having passed the basic level of Spanish as the foreign language will allow access to the intermediate level teachings of that language.

3. The Spanish diploma as a foreign language (DELE) level A2, regulated in Royal Decree 264/2008, of 22 December, amending Royal Decree 1137/2002, will enable access to the teaching of Spanish as a foreign language of intermediate level.

4. Under the Partnership Agreement between the Ministry of Education, Culture and Sport and the National University of Distance Education for the official recognition of the diplomas of languages issued by the UNED through the Centre University of Languages to Distance-CUID, the diploma accredited to have exceeded the level of Spanish Basic A2 of the University Center of Languages of the UNED will allow access to the intermediate level teachings of that language.

5. They may also have access to any of the intermediate-level courses of Spanish as a foreign language who, in accordance with paragraphs 1 and 2 of this Article, are able to prove the domain of sufficient competence in language.

6. The department of didactic coordination responsible for these teachings may take into account, for the location of a student of new income in the corresponding course, the competencies in Spanish as a foreign language alleged by the student in their European Language Portfolio.

Article 7. Promotion and permanence.

1. The promotion of one course to another within the intermediate level will require the improvement of a test which demonstrates the achievement of the objectives set out in the corresponding didactic programming for this course. These tests will be organised by the relevant departments and their characteristics will be homogeneous with those of the other languages.

2. It is up to the official language schools to certify that the courses mentioned in the previous point are exceeded.

3. Students will have the right to teach in-person teaching a maximum number of four courses.

Article 8. Assessment.

Official language schools will carry out different types of assessment: classification, diagnosis, progress, use and certification. For each of these types of assessment, the target group, the characteristics of the assessment methods, instruments and criteria and those responsible for the evaluation process shall be indicated.

Article 9. Certification.

1. In order to obtain the intermediate level certificate, specific tests shall be carried out which shall be common to all teaching methods in all official language schools in the management field of the Ministry of Education, Culture and Sport.

2. The Ministry of Education, Culture and Sport shall regulate the preparation, convening, administration and evaluation of the tests referred to in the previous paragraph.

3. The Provincial Directorates of the Ministry of Education, Culture and Sport in Ceuta and Melilla and the official language schools shall make public all information on the evidence which concerns the student who will perform them.

4. Intermediate level certificates will be issued by the Ministry of Education, Culture and Sport on the proposal of official language schools.

5. According to the recommendations of the Council of Europe for the use of the European Language Portfolio, students who do not obtain the intermediate level certificate may be issued, at their request, with an academic certificate of achieved the required domain in some of the skills that the relevant tests evaluate, according to the conditions that the Ministry of Education, Culture and Sport determines.

6. Intermediate level certificates must include at least the following data: the organ that issues it, the student's data (first and last name, ID or NIE or in its defect number of passport, date and place of birth), language (Spanish as Language Foreign) and level (Intermediate), level of the Common European Framework of Reference (B1), and date of issue.

Single additional disposition. Refresher and specialization courses.

1. Official language schools may, depending on the resources available, organise and teach courses for the updating and for the specialization of competencies in Spanish as a foreign language at the intermediate level.

2. These courses, which will be organised on demand, will be geared towards the training of adults with the need to develop partial skills in Spanish as a foreign language at the intermediate level.

3. The organisation and delivery of the refresher and specialisation courses will involve, on the part of the official language school which offers them, the establishment of objectives, content, competences, methodological guidelines and criteria for evaluation, as well as the development of a programming that establishes the timing of the relevant teachings and the characteristics of their assessment.

4. Certificates for intermediate-level refresher and specialization courses shall be issued by the official language school which has organised the relevant courses.

5. In addition to the certificates for specialization courses, in addition to the provisions of Article 9.6 of this order, the craft of the relevant course shall be indicated.

6. In addition to the certificates for refresher courses, in addition to the provisions of Article 9.6 of this order, it shall be indicated that this is an update course.

Final disposition first. Application of the order.

The head of the Secretariat of State for Education, Vocational Training and Universities is hereby authorised to issue the necessary resolutions and instructions for the application of the provisions of this order.

Final disposition second. Entry into force.

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

Madrid, June 8, 2015. -Minister of Education, Culture and Sport, José Ignacio Wert Ortega.

ANNEX

Spanish Intermediate Level Curriculum as a Foreign Language

Official language schools offer citizens the opportunity to acquire, in accordance with their needs and throughout their lives, various levels of competence in several languages, on which equality depends on opportunities for personal development, education, employment, mobility, access to information and enrichment and intercultural communication, as well as democratic participation in today's multilingual societies. These centres are therefore one of the most suitable contexts for developing the linguistic educational policies of the Council of Europe, which aim to promote plurilingualism, linguistic diversity, social cohesion, and democratic citizenship and mutual understanding, as well as economic development.

Official language schools are designed to promote multilingual and multicultural competence in adult citizens, as defined in the European Common Framework of Reference for Languages (MCER) as the capacity of use languages for communicative purposes and to participate in an intercultural relationship in which a person, as a social agent, dominates-with different degrees-several languages and has experience of various cultures, which is equivalent to a competition This is a complex and complex one that allows you to integrate better into a global society. This competition involves awareness of why and how the languages that have been chosen are learned, that there are transferable skills and the ability to use them in language learning; respect for all languages and their languages. varieties, regardless of the value they are socially assigned, as well as the cultures inherent in them and the cultural identity of others; the ability to perceive and materialize the relationships that exist between languages and cultures; and integrated global approach to language teaching in curricula.

In addition, fully coinciding with the action-oriented approach adopted at the MCER, the ordering of the special-regime language lessons developed in the present curriculum is based on the idea that a language is not is an object that should simply be studied and known, and whose rules the speaker is subjected to, but an activity, socially and culturally based, which he learns to perform, in the larger context of a general activity, to communicate with other people, for various reasons and with different objectives.

1. Introduction to the curriculum

The MCER points out that "communication involves performing tasks that are not only linguistic, although they involve language activities and require the communicative competence of the individual" and " to the extent that These tasks are neither routine nor automatic, they require the use of strategies. " In addition, " while performing these tasks involves carrying out language activities, they need development (through understanding, expression, interaction or mediation) of oral or written texts [...] There can be no act of communication by means of the language without a text [and] there is necessarily a correlation between the proposed categories for the description of the language activities and the texts resulting from those activities ".

The ultimate aim of this curriculum is, therefore, to contribute to the ability of students to be able, at the level set out in this annex, to create the texts that demand certain tasks of real life and the achievement of certain objectives, applying simultaneously, through appropriate strategies, a series of competences of various kinds which are presented here, inevitably, in a linear manner and in separate components. The joint and strategic application of various competences to the communication requires that learning, teaching and evaluation reintegrate these competences into a whole that reflects the complex reality of the language activity in any language.

This curriculum, given its characteristics, can help to carry out this reintegration by making teachers and students reflect, in the first place, on what people are linguistically performing and what we do in reality when we act linguistically; on what enables us to act in this way and, therefore, what skills need to be learned for this; on how to learn to act-and to act better-in other languages and in its own, and on how to establish objectives and to assess their achievement. From the fruits of this reflection, conclusions can be drawn that guide the practice of teachers and students, both in their joint work and in autonomous learning.

2. Objectives

Why do people act linguistically? In language teaching and learning, it has gone from studying its formal aspects and supposed rules of operation to what can be done with languages, that is to say its communicative functions, but an approach involves going further and (i) to consider major policy frameworks, irrespective of the specific language, since as well as purely linguistic skills are a means and not an end, linguistic activity is also a means and not an end, in all cases and in any language.

In the public, personal, educational or occupational fields, many actions are carried out which may in turn require linguistic activities of the kind: people study, work and, in their leisure time, for example, they hear music or read, go to the cinema or chat with friends. For their part, an activity like going to the cinema can demand staying with other people, getting information about which movies to see, where and at what time, reading some reviews or reviews, taking tickets, moving to the cinema, watching the film and commenting on it. then with the companions or with others, perhaps in a chat on the Internet. A working meeting may require, among other tasks, obtaining information, preparing and making a presentation, perhaps with a computer support, answering the possible questions of the attendees, negotiating, making decisions or writing a report back. While general education cannot provide for the specific global situations and actions that pupils will face in other languages, the creation-understanding and production-of the texts that often demand the achievement of Certain general activities in the various fields are, precisely, the set of objectives of this curriculum.

Hence the importance that should be given to the general competencies of the people who learn and the transfer that they can make of these competences to the learning of other languages and their sociocultural environments. And hence, also, the first fundamental orientation to be given to teaching and learning: to place at all times what is done in the classroom by reference to the general action according to this is carried out in the real environment. A change of vision from a mere 'approach to tasks' to an approach involves establishing a general framework of action, clearly defining what is a task, discriminating real tasks and learning tasks, and proposing global actions or projects incorporating the diversity of linguistic activities, texts and competences of different types to which the student will have to face in the course of a more complex action in the real world.

It should be remembered that the learning needs of adult learners require that the proposed projects are not only designed to learn, develop and improve various skills, but to train them in the real behaviors in the target language, behaviors that involve the strategic and simultaneous activation of specific general, sociolinguistic, pragmatic and linguistic competencies, in order to carry out a series of actions intended in a specific field with a clearly defined objective and a result determined.

The overall and overall skills objectives set out in this curriculum for the intermediate level are as follows:

1. Global objective.

Use 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 issues.

2. General skills objectives.

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

2.2 Expression and oral interaction: produce well-organized and appropriate oral texts to the interlocutor and communicative purpose, and 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.

2.3 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 topics or related to the craft itself.

2.4 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; they are described experiences, events, whether these are real or imaginary, feelings, reactions, desires and aspirations; opinions are briefly justified and plans are explained.

This is what we actually do when we act linguistically. The difference between learning and teaching from socially-based global behaviors and doing so from isolated abstract knowledge lies in considering or not the language as action. If the regularities that occur in the linguistic activity are observed in any language, it is discovered that this systematicity is not generated from the application of a series of rules, but from the replication of a series of patterns of use: people are related and communicate with some end, transactional or interactional, and to this end they have learned a series of complex behaviors that usually include linguistic behavior and incorporate situational, functional and formal.

Overcoming both a traditional approach, based on rules and forms, as a communicative approach, focused basically on individual functions or acts, an approach takes as a starting point the whole text and its social function, as well as its conventional character in equally conventional contexts. In this sense, it is also possible to speak of transfer of competences, since what is observed in the learning of a first language is that the speakers acquire, from communicative and social experiences, a knowledge about the texts (i) a common approach to the development of the common market in the field of the environment and the development of the European Community's activities in the field of research and development. understanding, expression, and interaction.

The text is the unit product of the linguistic activity in any language and constitutes a complex scheme that brings together several dimensions, including those that are not usually considered as linguistic, between other format, iconography or non-verbal language. The understanding, production and processing of texts as minimum units of communication is the axis of the teachings referred to in this curriculum. In the process of creating the text is where it is simultaneously manifested, everything that we tend to consider as isolated competences is put into play: where the strategies of communication (planning, execution, control and repair) are applied; the general and sociolinguistic competences that enable the text to be adapted to its social context; the pragmatic competences that allow the association of form and function to be associated and to regulate the process of textual creation, taking into account its coherence with the specific environment and its cohesion or internal organisation, i.e. its inception, development and closing; and language skills, which are developed together with the role they play in the construction of the text: lexical selection, syntactic variation, intonation patterns or orthographic conventions, among others, that allow adjust the text to your communicative purposes depending on your specific context.

In the curriculum, the various competencies, or competencies, are related in a linear way but in a given order, so that it becomes clearer what the underlying perspective is and how it can be addressed. integrated treatment of these contents, from the general sociocultural context of action to the specific linguistic element.

3. Core competency content.

What enables us to act linguistically is, therefore, a set of strategies, knowledge and skills that reflect a cognitive substrate common to all speakers but whose specific manifestations depend on the In particular, they respond to specific social and communicative needs. Students should be trained, with the guidance and assistance of teachers, in the use of the strategies needed to implement the skills required by the various types of communication activities in the language.

The fact that in actual linguistic activity, and in the text that is your product, these competencies are imbricated does not mean that they cannot be differentiated. The distinction that is made in the curriculum between activities of oral comprehension, comprehension of reading and expression and oral and written interaction allows to make the same distinction in the teaching, learning and evaluation and facilitates the delimitation of the competences on which the student will have to advise and which he/she will have to develop, depending on the performance of specific activities.

Thus, in the previous section, for example, the oral expression of the oral interaction has been distinguished, since each demand the activation of own competences that should be dealt with separately. The dialogic text is subject to the reactions of the interlocutors, who are creating it as a whole: the interventions are brief, improvised; the expression is usually incomplete and abounds in onomatopeyas, interjections, gestures or other actions for the maintenance of the contact, the expression of the reactions, or the indication of the references. The oral monologic text requires being able to produce longer, complete and structurally complex statements. In both cases, a general and communicative competence is necessary, but differences in scope, situational and contextual will require different subcompetencies: the public or private sphere requires the observance of sociolinguistic norms. determined, a given treatment of the subject (which can be reflected, for example, in certain lexical elements), and so on. For their part, the activities of understanding oral or written texts demand the development of specific competencies and the training of students in the application of strategies that are unique and exclusive to these activities.

Thus, didactic programming and teaching, learning and self-learning can be addressed, not from purely linguistic competences-whose birth and sequencing is always problematic and whose isolated learning does not guarantee proper implementation in the (re) construction of the text-but from the fields, the sets of tasks, the activities, or the various types of texts. However, without losing sight of the relationship they have with the communicative activities of understanding, production or mediation in each case, it is also possible to organize the teachings around any competencies and subcompetencies in the function of the needs of the students.

The different types of competencies presented in the curriculum constitute subdivisions of general and communicative competence and this division makes it possible to determine learning objectives and the measurement of their scope. The strategies and competences that the students must play in carrying out any activity can be discriminated against and treated in different stages and in different ways, both in the classroom and outside it, and it will be up to the Teaching coordination departments and teachers define which dimensions are going to be given priority at what time and in what environment. In these cases, consideration may be given to the treatment and evaluation of certain subcompetencies to students, making them more aware and responsible for their own learning.

In either case, it will be made explicit for what general purpose, i.e. for the achievement of which project or general action the different subcomponents are treated, so that teaching and learning will lead to the student to the The acquisition of useful skills for effective development in a multilingual and multicultural society.

The competencies that will be taken into account for the intermediate level and that will require a concretion by the teaching and teaching coordination departments concerned are as follows:

3.1 General skills.

3.1.1 Notional Contents.

The concepts listed below, which should be broken down and developed in the didactic programming, are general cognitive concepts or categories applicable to any language and culture and which are present in any communication situation and in any 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:

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

3.1.1.2 Property: existence; quantity; quality and valuation.

3.1.1.3 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).

3.1.2 Sociocultural Contents.

Proper sociocultural competition is one of the factors that contribute most to the success of the communication. At the intermediate level, the students should be aware of the most significant differences between the uses, customs, attitudes, values and beliefs that prevail in the communities in which the target language is spoken and its own. their own, and how these various socio-cultural aspects have an impact on the use of that language.

The development of this type of skills requires more than the simple transmission of sociological, geographical, historical or cultural knowledge about the communities in which the 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:

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

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

3.1.2.3 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).

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

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

3.1.2.6 Social conventions: manners, uses, conventions and taboos related to behavior.

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

3.2 Communicative competencies.

3.2.1 Language skills.

3.2.1.1 Lexico-semantic Contents.

The students, at intermediate level, will have a good mastery of the elementary vocabulary and a lexical repertoire sufficient to express themselves with some circumloquio on most of the subjects relevant for their daily life (family, hobbies and interests, work, travel and current events), but you can still make important mistakes when dealing with rare or complex topics and situations.

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. Purchases 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 considering plurilexematic forms and units superior to the isolated word in order to provide the students with a wider context of use that facilitates the adequate development of the lexical competence.

3.2.1.2. Grammatical contents.

At intermediate level, students will generally have a good control of the most common syntactic structures, although they can manifest influence of the mother tongue or others and make mistakes as a result of their interlanguage. The syntactic competencies to be developed for this level are as follows:

3.2.1.2.1 Composite Prayer. Expression of logical relationships: conjunction [y/e; (ni) ... ni]; disjunction [o/u; (o) ... or ...]; opposition and contrast [per; though; while (what)]; comparison of inequality [mas/minus ... that] and equality [equal to (....) that; same as ...]. The absolute superlative. The comparative and the superlative syncretics. Lexical procedures of greater use; condition (yes/no); cause (porque; as; by + Inf; is that); purpose [for (what); to (what)]; result (p. e. then; so; so; so); temporal relationships: before [before (what)]; after [after (what)]; concurrency (cuand; while, al + Inf); delimitation (until; since).

3.2.1.2.2 Simple prayer: affirmative and negative declarative prayer. Marked order of the elements: post position of the Suj; prefix of the verb add-ons (p. e. I have given Mary the CD.) Affirmative and negative interrogative prayer. Direct interrogative sentences: total (p. e. Ready to go out?; do you know whether you go to dinner?); and partial (elliptical, disjunctive, and echo). Indirect interrogative sentences with completions according to Suj, OD, C. de Regime (p. e. Ask her if she wants an ice cream.) Affirmative and negative exclamation: introduced by what (of), how much and how (p. e. What about people!), and interjections (p. e. I wish I approved!). Affirmative and negative imperative prayer: with attenuation markers; with reinforcement or emphasis mechanisms (p. e. Run, run!). Concordance phenomena: grammatical, ad sensum and proximity (Suj ↔ verb: collective subject; multiple subject (plural, coordinated and juxtaposed); Suj ↔ Attribute (p. e. 200 euros is a lot of money).

3.2.1.2.3 The nominal syntagm.

3.2.1.2.3.1 Sintagma core.

3.2.1.2.3.1.1 Noun.

3.2.1.2.3.1.1.1 Classes: common and own; simple and compound.

3.2.1.2.3.1.1.2 Gender.

3.2.1.2.3.1.1.2.1 Animated noun. Names with a single shape for both genders (p. e. agent). Gender opposition by common use suffixes (p. e. actor/actress) and different radicals (tor/cow).

3.2.1.2.3.1.1.2.2 Inanimate Sustaining. Common names with double gender (p. e. bag/bag). Own names: gender allocation mechanisms (p. e. a lemon Trina; a Coca-Cola; a Rioja).

3.2.1.2.3.1.1.3 Number.

3.2.1.2.3.1.1.3.1 Common names: compounds and loans for common use (p. e. umbrella; blogs); nouns with preference for singular number or plural (p. e. health; desire).

3.2.1.2.3.1.1.3.2 Own names. Particular cases of plural use: surnames and toponyms.

3.2.1.2.3.1.1.4 Grade. Relative positive: increase (p. e. Pram), diminutive (p. e. cafecito).

3.2.1.2.3.1.2 Pronomer.

3.2.1.2.3.1.2.1 Personal: Atonos and tonics. Position of the atonos OD and OI and combinatorial pronouns. Duplication of OD and OI [p. e. To me (I like action cinema)]. Absence/presence of personal pronoun Suj. Neutral pronouns.

3.2.1.2.3.1.2.2 Poses based on subject, attribute and OD [p. e. (I like more) yours].

3.2.1.2.3.1.2.3 Reflexives and reciprocal atons.

3.2.1.2.3.1.2.4 Proximity and remoteness demonstration to the emitter/receiver. The neutral demonstrative: anaphoric use.

3.2.1.2.3.1.2.5 Indefinite usage (p. e. someone; no one; none; none; something; nothing; another; several.)

3.2.1.2.3.1.2.6 Common use interrogatives preceded by preposition. Distinction that/which.

3.2.1.2.3.1.2.7 Relative (p. e. which; where).

3.2.1.2.3.2 Modification and complementation of the syntagma core.

3.2.1.2.3.2.1 Determinants.

3.2.1.2.3.2.1.1 Certain and indeterminate articles. The article neutral it. Specific reference of the given item as a first/second mention marker or a reference to a quote item. Indeterminate reference of the indeterminate article and sSSNN spits.

3.2.1.2.3.2.1.2 Demonstration of proximity and remoteness to the interlocutor/receiver. Uses with deictic value and anaphoric uses.

3.2.1.2.3.2.1.3 Poses and tonics. Position and combination with other determinants (p. e. your car and mine; a friend of mine).

3.2.1.2.3.2.2 Quantifiers: Numerals. Cardinal and ordinal. More frequent collectives, multiplicative and fractional (p. e. a lot of; most of). Defined and undefined (p. e. each; enough).

3.2.1.2.3.2.3 Using SAdj Before (p. e. a good book).

3.2.1.2.3.2.4 Using SPrep (p. e. the corner shop; water with gas).

3.2.1.2.3.2.5 Using relative phrase (p. e. the person I live with).

3.2.1.3.2.3 Position of the elements of the syntagma: (Det +) (SAdj +) N (+ SPrep) (+ Relative Frase). Combination of determinants: compatibilities and constraints. Concordance Phenomena: Coordinated ↔ core adjectives; coordinated ↔ cores adjective.

3.2.1.2.4 The adjectives syntagma.

3.2.1.2.4.1 Syntagma Core: Adjective.

3.2.1.2.4.1.1 Classes: Qualitive and relational adjectives; adjective locutions [p. e. (a shirt) to frames].

3.2.1.2.4.1.2 Number: invariable adjectives (p. e. free; unisex).

3.2.1.2.4.1.3 Grade: Relative Positive: by derivation (p. e. small) and modification (p. e. ). Comparative: inequality and equality. Relative superlative (p. e. the highest). Absolute superlative: by sufixing (p. e. (i); (c) e. huge; precious).

3.2.1.2.4.2 Modification and complementation of the synthagma core: using Adj. (p. e. Marine blue); using SPrep (p. e. content to see you).

3.2.1.2.4.3 Position of the elements of the syntagma: N (+ Adj) (+ Prep).

3.2.1.2.4.4 Syntactic functions of synthagma: CC and C. Predicative (p. e. get tired home).

3.2.1.2.5 Verbal synthgm.

3.2.1.2.5.1 Syntagma Core: Verbo.

3.2.1.2.5.1.1 Classes: auxiliary, copulative, semi-pulative, transitive, non-transitive, prononominal and impersonal of habitual use.

3.2.1.2.5.1.2 Time: Present (indicative). Past (present historical/narrative, imperfect, indefinite preterito, simple perfect preterito, preterite, indicative pluscuamperfect). Future (present, simple, simple, conditional future).

3.2.1.2.5.1.3 Appearance.

3.2.1.2.5.1.3.1 Durative: intrinsically durative verbs; perifrasis (p. e. carry/continue/follow + Ger).

3.2.1.2.5.1.3.2 Habitual: the perifrasis soler + Inf.

3.2.1.2.5.1.3.3 Incopative: the perifrasis start/get to + Inf.

3.2.1.2.5.1.3.4 Iterative: intrinsically frequent verbs; the perifrasis return to + Inf.

3.2.1.2.5.1.3.5 Puntual: intrinsically punctual verbs; verbal times (p. e. present; indefinite preterito).

3.2.1.2.5.1.3.6 Terminative: the perifrasis end/stop/stop + Inf; verbal times (p. e. indefinite preterito, perfect pluscuamperfect).

3.2.1.2.5.1.4 Mode.

3.2.1.2.5.1.4.1 Current: present, imperfect, perfect preterite, indefinite preterito and indicative surplus-perfect preterito.

3.2.1.2.5.1.4.2 Need: expressions such as need/need + Inf/prayer.

3.2.1.2.5.1.4.3 Obligation/prescribing: duty + Inf; verbs and verbal expressions denoting obligation/prescribing (p. e. be required + Inf/prayer); imperative.

3.2.1.2.5.1.4.4 Capacity: be able to + Inf.

3.2.1.2.5.1.4.5 Permission: verbs and expressions denoting permission (p. e. leave + Inf/prayer); imperative.

3.2.1.2.5.1.4.6 Possibility: Be Possible/Power (What) + Inf/Prayer.

3.2.1.2.5.1.4.7 Prohibition: verbs expressing prohibition and negative forms of verbs expressing permission + Inf /oration; (Neg +) imperative.

3.2.1.2.5.1.4.7 Intent and volition: verbs and verbal expressions denoting intention and will + Inf/prayer (p. e. want; intend to; think); simple conditional.

3.2.1.2.5.1.5 Voice: active, average and impersonal constructs.

3.2.1.2.5.2 Modification and complementation of the synthagma core: using SAdv (p. e. has already arrived); through SPrep: prepositional regime of the verbs of frequent use (p. e. help; talk about; remember).

3.2.1.2.5.3 Position of syntagma elements: (SAdv +) V (+ SAdv) (+ S Prep).

3.2.1.2.5.4 Syntactic functions (V, Suj., OD).

3.2.1.2.6 The adverbial synthagma.

3.2.1.2.6.1 Syntagma core: Adverbs and adverbial locutions (p. e. suddenly; half-way).

3.2.1.2.6.1.1 Classes: Orational (p. e. possibly; unfortunately; perhaps). Discursive (p. e. first ... then; for example). Aspects (p. e. already; still; again). Intensifiers (p. e. too; really; so). Focal points (p. e. only; also; neither).

3.2.1.2.6.1.2 Grade: Relative Positive (p. e. remotes); comparative [p. e. farthest (what)]; absolute superlative (p. e. very few; very close).

3.2.1.2.6.2 Modification and complementation of the syntagma core: using SPrep (p. e. near the square); by Adverbio (p. e. down there).

3.2.1.2.6.3 Position of the elements of the syntagma: (Adv +) N (+ SPrep) (+ Adv); distribution of the orational and discursive adverbs in the sentence.

3.2.1.2.6.4 Syntactic functions of the syntagma: Attribute (p. e. I am perfectly).

3.2.1.2.7 Prepositional synthgm.

3.2.1.2.7.1 Syntagma Core: Prepositional Prepositions and Locations.

3.2.1.2.7.1.1 Prepositions: a; against; from; from; during; on; between; to; to; by; for; by; on. Most common uses (p. e. to the plate; by bicycle; for the trip). Preposition mappings (p. e. from ... hasta; from ... to ... to).

3.2.1.2.7.1.2 Prepositional locutions of usual use (p. e. through; because of; thanks to; from; within; about).

3.2.1.2.7.2 Modification of the kernel of the syntagma: by SN (p. e. A few minutes after 10); using SV (p. e. Before dinner).

3.2.1.2.7.3 Position of syntagma elements: (SN +) N (+ SV).

3.2.1.2.7.4 Syntactic Functions: Attribute (p. e. This T-shirt is made of cotton; The car is second hand.)

3.2.1.3 Spellings.

At intermediate level, the students 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 the punctuation are the correct enough to be understood almost always.

The spelling competencies that need to be developed for this level are as follows:

3.2.1.3.1 The alphabet. Digraphs , , , , .

3.2.1.3.2 Graphical representation of phonemes and sounds: general rules of graphic accenting.

3.2.1.3.3 Spelling of foreign words.

3.2.1.3.4 Use of characters in their various forms (uppercase, lowercase, italic; abbreviations, acronyms, and common usage symbols, etc.).

3.2.1.3.5 Spelling and punctuation (accent, dieresis, dash; period, comma, semicolon, colon, exclamation and exclamation points, etc.).

3.2.1.3.6 Division of words at the end of line. Syllabic structure.

3.2.1.4 Phonetic Contents.

This competence involves, at intermediate level, knowledge and skill in the perception and production of the following aspects:

3.2.1.4.1 Sound and vocallic phonemes and their combinations (hyatos, sinalefas).

3.2.1.4.2 Sound and consonant phonemes and their clusters: consonant groups of particular complexity (p. e. bilabials or labiodentales + liquid; velars + liquid).

3.2.1.4.3 Phonological processes (weakening, neutralization, assimilation, etc.).

3.2.1.4.4 The sound of isolated lexical elements: compound and derived words.

3.2.1.4.5 Acent and flabbergasted in the synthagma: neutral nuclear accent and emphatic nuclear accent with password value. Intonation: Neutral and marked patterns associated with prayer modalities and speech acts; associated with the structure of the information (p. e. new/known); associated with the sender's state of mind).

3.2.2 Sociolinguistic Competition.

3.2.2.1 Sociolinguistic Contents.

This competence includes the knowledge and skills needed to address the social dimension of language use, and includes linguistic markers of social relations (p. e. treatment you/you), norms of courtesy, idioms and expressions of popular wisdom, records, dialects and accents.

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

3.2.3 Pragmatic skills.

3.2.3.1 Functional content.

At the intermediate level, students are expected to develop this competence so that they can perform the following communicative functions or speech acts, using the most common exponents of such functions in a neutral record:

3.2.3.1.1 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.

3.2.3.1.2 Compromising functions or acts, related to the expression of offering, intention, will and decision: express the intention or willingness to do something; invite; offer something; offer help; offer to do something; promise.

3.2.3.1.3 Management functions or functions, 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.

3.2.3.1.4 Fatics and solidarity functions or acts, which are performed 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.

3.2.3.1.5 Expressive speech functions or functions, with which attitudes and feelings are expressed in 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.

3.2.3.2 Discursive Contents.

At the intermediate level, the students must be able to produce and understand texts of various types, formats and themes, in standard varieties of the language and in a neutral register, using for this a wide range of elements simple linguistic organized in a linear cohesive sequence.

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

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

3.2.3.2.1.1 Type and text format.

3.2.3.2.1.2 Language Variety.

3.2.3.2.1.3 Registration.

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

3.2.3.2.1.5 Space-temporal context: spatial reference and temporal reference.

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

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

3.2.3.2.2.2 Development of speech.

3.2.3.2.2.2.1 Thematic development.

3.2.3.2.2.2.1.1 Maintenance of the theme: correference; ellipsis; repetition; reformulation.

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

3.2.3.2.2.2.2 Theme change: digression; theme recovery.

3.2.3.2.2.3 Speech conclusion: summary/recap, textual closure indication, and textual closure.

3.2.3.2.2.4 Maintenance and follow-up of oral speech: Take, maintenance and assignment of the word shift. Support, demonstration of understanding, request for clarification, etc. Intonation as an oral text cohesion resource: use of intonation patterns.

3.2.3.2.2.5 Score as a cohesion resource of the written text: use of punctuation marks.

Methodological guidelines

In this curriculum it is considered that the center of the teaching process is the person who learns. Therefore, given that learning styles are diverse and that learning, according to the MCER, is powered by "the diversity of experiences, as long as they are not compartmentalized or strictly repetitive", the question of how you learn to act-and to act better-in other languages and in your own language you do not have a single answer. In this respect, it is not possible to identify specific pedagogical methods, but rather the recommendation to take into account the various methodological options and to make a selection of them according to the objectives pursued in each case.

However, the adoption of an approach involves a certain vision of the methodology. In fact, this approach is a "pedagogical mutation", which has a threefold aspect. On the one hand, the change of perspective from the mere knowledge to being able to act-which includes both knowledge and knowledge, knowledge and learning-claims that the methods used are those that are considered most effective for to develop the capacity for action and to incorporate all the necessary aspects according to the peculiarities of each activity. In this sense, and as the MCER suggests, it is important to consider " differences in the media or channel of communication and psycholinguistic processes involved in speech, hearing, reading and writing in the activities of expression, understanding and interaction " when selecting, adapting or designing the tasks and the oral and written texts presented to the students and determining the way in which they are expected to handle these texts and tasks.

The communicative ability and motivation to improve it are increased if the students learn by using the language to carry out tasks that are of their interest and that can be placed in a real socio-cultural context; proposes and sets out the true language of each activity and whether it is given the most appropriate instruments to deal with the particular activity. The ability of students to express themselves orally, for example, is facilitated, on the one hand, if the latter finds a communicative reason for using the language and, on the other hand, if it is exposed to this activity not through written texts, nor even exclusively oral, but of texts in audiovisual support, which can reproduce the superimposed dimensions indispensable for the oral production and impossible to show simultaneously, in an appropriate way, by other means: the intonation, the rhythm, volume, gestures and actions that constitute the production of these types of texts.

Thus, based on the need or proposal to carry out a set of tasks, the context of linguistic action is first determined; communication strategies are then mobilized; they are integrated in a natural way. different skills or communicative activities involved; the general and communicative competencies that the student already has and must acquire for the accomplishment of the tasks, and the appropriate materials are selected, among which the authentic document results from the highest interest. The teaching materials, including textbooks, will be used according to the results of an analysis of their approach, the type of tasks they propose and the treatment they make of the same and the different strategies and skills that students must develop in order to carry out the tasks, according to these aspects are included in the curriculum. This way of doing also facilitates learning to learn.

The second aspect of the pedagogical mutation that involves an approach is the evolution towards an autonomous learning and throughout life, so formal education must equip students not only with competences in the languages, but also with the attitude, the general skills and the learning strategies that it can use to enrich and develop its plurilingual and multicultural competence outside the education system. In this respect, the teaching coordination departments and the teachers will have to consider and determine what they will offer to students so that their learning and their use of the language are increasingly independent, as well as discovery and analysis, and study skills, will be encouraged or taught to develop.

Although the ability to learn to learn is developed naturally in the learning process itself, it is important to reflect with students on communication, the language in general and the languages they study, so that raise awareness of both the common substrate and all language and culture as well as the peculiarities of each; in the first case, it is easier to make use of the skills that students have in their first or first languages for the learning from others, as well as to improve various skills in those by becoming more aware of how the different linguistic activities and the factors that determine this articulation are articulated; in the second case, addressing the particularities of the cultures and languages that are learned promotes respect for diversity language and culture and helps to learn more effectively by avoiding the inappropriate generalisation that can occur in many ways by linking languages and cultures to others in the learning process.

In the reflection on the language, it is not a matter of arriving at the discovery of "rules", but of observing the actual linguistic activity in the language and the patterns of action that the speakers apply. To refer to these regularities, either the meaning of a lexical element, the function of a syntactic structure or the processing stages of the text, a certain terminology must be handled, from which the student can benefit in his/her Autonomous learning. In any case, this terminology must be as transparent and coherent as possible and capable of being applied to any language. This curriculum incorporates a nomenclature of a universalist character, which implies the existence of principles common to all languages, given the cognitive base shared by all human beings, as well as the set of social uses of the language, which can be extended to any language. In addition, the terminology used in the curriculum includes concepts that have an extensive and up-to-date use in the context of applied linguistics, while respecting, when necessary, the particularities of the specific language.

In addition to the observation of communicative processes, students develop their ability to learn by participating in them and analyze their actions to recognize their achievements and their needs, target objectives, plan how to reach them and find the right resources. In this sense, the role that teachers can play as a coach and a linguistic advisor is fundamental and transcends the scope of the classroom: in the class it can empower-and monitor-the performance of the students instead of the explanation or the execution of exercises that they can perform autonomously, while, to help them learn how to learn, they can provide resources or guide them to them and guide them in how to use them.

Among these resources are the information and communication technologies (ICT), which are the third aspect of the pedagogical mutation that has been referred to. ICT is a pervasive reality in today's societies and, as far as language learning is concerned, it is not simply a question of replacing books with computers to continue developing traditional practices, but rather of putting in New practices, especially in relation to the relationship between the classroom and the actual context of communication. The use of ICT not only allows to diversify and make more attractive the activities developed in class or demanded by the autonomous learning, but is also one of the best means to increase the exposure of the students to the authentic language, to be in direct contact with other speakers and their cultures in real time, and to update the cast of teaching, learning and self-learning materials immediately at any time. In addition, the use of these technologies by students, as well as teachers, contributes to the development of digital competence, which is among the basic competencies that citizens must possess.

ICT is the best instrument for designing and performing, in the classroom and especially outside the classroom, tasks of a transversal nature, in which many other knowledge and skills are involved, apart from the purely linguistic. These, for their part, are found in the ICT in their real context of use, which allows students to observe and understand what people actually do when they act linguistically and to become aware of the lexical, syntactic and discursive uses of speakers in a given language, as well as of the socio-cultural and contextual features of which such uses depend.

New technologies also have a relevant role in assessment and self-assessment. On the one hand, ICTs provide both access to texts of all kinds and characteristics for their understanding and the opportunity to produce diverse texts, especially in the form of interaction, oral and written. The students can benefit from these means to check for themselves the degree to which they are able to communicate effectively in real contexts through activities of understanding, expression, interaction and mediation, while the teachers has a valuable resource in ICT to access materials with which to design tasks and tests to evaluate the progress and the use of the students, as well as their level of mastery in the use of the language. On the other hand, there are also programs specially designed to test, autonomously, the degree of achievement of general or specific objectives in various competences, so that the students, advised by the teachers when they are necessary, it can follow up, with the appropriate pace, of the state of its partial competences and exercise adequate control over them to improve them.

ICT, in short, represents important changes in all that is related to teaching, learning and evaluation in official language schools, from the characteristics of the spaces to the programming of activities; these changes reach the very end of the institution, which, following the most innovative currents, focuses on contributing to the fact that the students, given their characteristics, are responsible for their own learning and are able to build a individual competence as broad and rich as possible through both formal and non-formal learning formal.

Evaluation

The evaluation in official language schools can be considered from a variety of angles depending on the answers to the question, raised in the introduction to this curriculum, how to set objectives and evaluate the achievement of these.

In all cases, the evaluation will be considered as the action that includes a measurement of the degree of achievement of the established objectives and the corresponding decision-making. access to teaching, learning process, promotion from one course to another or the issue of an official certificate of their level of competence in the use of language. Furthermore, in all cases, the assessment must meet minimum quality requirements-it must be valid, reliable, ethical and viable-so that it serves its purposes and has a positive impact on the students, the institution itself and the society as a whole.

Thus, the evaluation will consist of a systematically organized collection of relevant and reliable data, the analysis of which allows us to make non-biased judgments about what is measured. In order to be valid, the assessment must really measure and assess what it is intended to do (skills in the use of language, for example, can only be assessed through activities of understanding, expression, interaction or mediation). A reliable assessment means that the assessment is not affected by factors other than the actual skills and performance of the students, which requires that the methods, instruments and evaluation criteria are, first and foremost, valid and designed, administer and apply following guidelines that ensure the absence of arbitrariness, objectivity, the same conditions for all the students evaluated and the consistency of the results.

To this end, it will be necessary, at least, to develop specifications of the content of the evaluation, to establish a set of procedures for its implementation and to determine appropriate evaluation criteria for the objective of the evaluation and a definite way of applying them that should be shared, if applicable, by all the teachers involved. An ethical assessment must ensure the rights of students, equal opportunities and the correct use of the results of the assessment. The feasibility of the assessment is, in short, about the relationship between the means that this demand and the resources available to it.

Regardless of the type of assessment concerned, the centres, the teaching coordination departments and the teachers will be able to present these requirements and determine how, in their areas of action They will ensure that they are complied with. The following types of assessment will be carried out in official language schools: classification, diagnosis, progress, use and certification.

For the classification of new income students who wish to access the teaching under official official regime, and in addition to the processes they implement to this end, the departments will be able to take into account the previous competencies. of applicants in the language according to those who have been officially accredited by other institutions, or registered by the applicants themselves in their European Language Portfolio, provided the description of these competencies is fairly transparent to allow the appropriate location in the appropriate course.

The assessment of the diagnosis is a timely control, as often as it is deemed appropriate, of partial objectives of various types contemplated in the didactic units that are developed according to the course schedules. derived from this curriculum. It is up to the teachers to organise and carry out this evaluation with the respective groups of pupils in charge, in order to identify the aspects that require revision or a modification in their treatment. The diagnosis can also be made of the students taken individually, in which case the self-assessment must be considered so that they can check what they know to do and to what extent they do it well. In order to carry out this self-assessment, the students must have control instruments, such as questionnaires or other protocols, which collect the objectives set for each unit or group of them, which can be further detailed where required.

Self-assessment is also particularly relevant and useful in measuring the progress of students and, together with the follow-up carried out by the teachers in the manner in which the coordination departments are determined. teaching, one of the best measures for the students to take responsibility for their learning and improve their ability to learn to learn through the awareness of the state of their competences at certain times, of the various objectives that has achieved in line with the programming of the course and the objectives that still remain to be achieved in subsequent stages of the same. The results of the two evaluation modalities will draw the relevant conclusions and guidelines on the actions and resources needed to improve the process of both learning and teaching. The time at which the teachers will be made an assessment of progress will be determined by the departments, taking into account that the development of certain competences, and in particular the ability to activate them together, can only be observed in time periods that are quite spaced.

At the end of each course in which the teaching of the intermediate level is organized, an evaluation of the use will be carried out, the purpose of which will be to verify if the students have achieved the objectives set for the course and can therefore promote the following course. Given the relevance of the decisions to which the results of this evaluation can lead, the guidelines to be regulated will be established by the teaching coordination departments.

The domain evaluation in the use of the language leading to the obtaining of the official intermediate level certificate will be carried out by a specific certification test whose design, administration and qualification will follow the guidelines established by the Ministry of Education, Culture and Sport, for all schools in their field of management and for all modes of education.

The students will be considered to have acquired the competencies of this level, for each skill, when they meet the following evaluation criteria:

Oral Understanding

Understand instructions with simple technical information, such as operating instructions for 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 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 an everyday 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

Understand simple, clearly written instructions 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 in which you transmit or require simple information of an immediate character and where you highlight the aspects that are important to you.

Write, regardless of support, personal letters in which you describe experiences, impressions, feelings and events in some detail, and in which you exchange information and ideas on both abstract topics as concretes, making them look at the aspects they consider important, asking about problems, or explaining them with reasonable accuracy.