Individual courses

Methodology and Objectives

Individual courses are offered at all levels from beginners to advanced (A1 to C2), following the learning guidelines outlined in the Common European Framework of Reference for Languages and the Curriculum Plan of the Cervantes Institute. It is a course where you can learn at your own pace, practice the language solely with your teacher, and tailor the course according to your specific needs.

Courses can also be specific, such as business, exam preparation, job interviews, or any specific needs you may have. They can be combined with group classes or online courses (maximum of 3 people). It is necessary to take the center’s level test before starting a package.Classes can be conducted at our center, at your location, or remotely.

What’s included

• Customized individual course 
• Initial level test, needs analysis 
• Exam and Certificate of Attendance at the end of each pack 
• Satisfaction questionnaire 
• Pedagogical guidance 
• Teaching materials and supplementary resources 
• Access to self-learning room and resources 
• Access to material lending service: DVDs, novels, magazines 
• Access to our free conversation workshops 
• Access to cultural activities and language exchange 

Fundae subsidies: Idealog can handle the procedures for obtaining subsidies through Fundae for employees of other companies.

Note: “Fundae” refers to Fundación Estatal para la Formación en el Empleo (State Foundation for Employment Training), which offers subsidies for employee training in Spain

Immersion Program

The immersion program offers a true individualized language immersion experience for one or more weeks, dedicating all hours of the day to the study language, including class sessions, breaks, and meals.

Idealog is the pioneering school in this type of program, and many companies trust the quality of our programs to provide fast and efficient training to their employees. It is the ideal program for individuals who need to accelerate their learning process or who don’t have time to study regularly.

We make use of all the pleasant environments in our study center to create a special experience for each participant, fostering the positive mindset necessary for their learning. Immersion programs are available for either 6 hours per day or 9 hours per day.

Duration

• 1 week (minimum), recommended maximum: 2 consecutive weeks 
• 6-hour daily immersion: Monday to Friday from 
• 9 am to 3 pm 9-hour daily immersion: Monday to Friday from 9 am to 6 pm 

Example of a full-day program

9:00                    Arrival at Idealog 

9:00-11:00         Teaching classes 

11:00-11:15          Coffee break on our terraces with the teacher. 

11:30-13:00        Teaching classes 

13:00-15:00       Lunch with the teacher at different select restaurants in Castelldefels            and conversations in Spanish. 

15:00-16:30       Oral communication-focused classes 

16:30-16:45       Coffee break 

16:45-18:00       Oral communication-focused classes, session wrap-up (self-correction and feedback).

Methodology and Objectives

The methodology of immersion programs follows the guidelines of the CEFR (Common European Framework of Reference) and offers significant progress in oral proficiency. Numerous students who have participated in this program since 1991 have been amazed by the fluency they have achieved from the second day itself and the remarkable progress they make in listening comprehension.

When facing a trip, a presentation, or an important meeting, immersion is the best solution. You can participate in an individual immersion program at any time of the year and at any level. The center remains open, except on national and local holidays. It is necessary to take the written and oral placement tests at least 1 week before starting the program.

What’s Included

• Course 
• Initial level test, needs analysis
• Exam and Certificate of Attendance at the end of the program 
• Coffee breaks and meals with the teacher 
• Satisfaction questionnaire 
• Pedagogical guidance 
• Teaching materials and supplementary resources 
• Access to self-learning room and resources
• Access to material lending service: DVDs, novels, and magazines 

Fundae subsidies: Idealog can handle the procedures for obtaining subsidies through Fundae for employees of other companies.

Intensive Programs

Designed for students who need to learn quickly and effectively. We offer you the opportunity to learn in a dynamic, participatory manner with a highly communicative approach. The minimum duration of an individual intensive course is 1 week – 10 hours. You can choose the duration of your course as well as the weekly schedule.

Programs

• Duration from 1 to 48 weeks. 
• 10 hours/week 
• 15 hours/week 
• 20 hours/week 

The center is open all year round except on holidays

Methodology and Objectives

The course focuses on all aspects of the language following the MCER and the curriculum plan of the Instituto Cervantes for all levels. To complete a level, you will need approximately 100 hours depending on the level you are studying and your dedication outside of class. It is a personalized course, and you will achieve the objectives that you have set when starting the course.

What’s Included

• Course
• Initial level test, needs analysis 
• Exam and Certificate of Attendance at the end of each pack 
• Satisfaction questionnaire 
• Pedagogical guidance 
• Teaching materials and supplementary resources
• Access to self-learning room and resources 
• Access to material lending service: DVDs, novels, and magazines 
• Access to our free conversation workshops
• Access to cultural activities and language exchange 

Fundae subsidies: Idealog can handle the procedures for obtaining subsidies through Fundae for employees of other companies.

Contents and objectives

Level A1.1

Organization of the Content

The content of this sublevel is organized with reference to the inventories of the Curricular Plan of the Instituto Cervantes (PCIC), in accordance with the Common European Framework of Reference for Languages (CEFR).

Its distribution corresponds to the different components of communicative competence and promotes the balanced development of linguistic, pragmatic and intercultural competences, as well as the learner’s dimensions as a social agent and as an autonomous learner.

The content is developed progressively and forms the basis for achieving the communicative objectives established for sublevel A1.1.

Grammatical Component (PCIC)

By the end of sublevel A1.1, the learner will have worked on, among others, the following content:

• The Spanish alphabet and the relationship between the most frequent graphemes and sounds.

• Basic pronunciation of high-frequency vowels and consonants.

• Intonation of simple affirmative and interrogative statements.

• Gender and number of nouns and adjectives.

• Basic agreement.

• Definite and indefinite articles.

• Subject personal pronouns.

• Present indicative of regular verbs.

• Very frequent irregular verbs: ser, estar, tener, ir.

• Frequent reflexive verbs related to personal identification.

• Initial contrast between ser and estar.

• Differentiation between hay and está / están.

• Basic interrogative words.

• Simple negation.

• Demonstratives indicating proximity.

• Unstressed possessives.

• Basic cardinal numbers.

• Most frequently used prepositions (a, de, en, con).

• Basic connectors (y, pero).

• The periphrasis ir a + infinitive to express immediate plans.

Pragmatic-Discursive Component (PCIC)

Learners will progressively develop the communicative functions corresponding to sublevel A1.1.

They will be able to:

Informative Functions

• Introduce themselves.

• Introduce other people.

• Give basic personal information.

• Identify people, objects and places.

• Ask and answer questions about personal information.

Social Functions

• Greet and say goodbye.

• Thank others.

• Ask for permission.

• Ask for help.

• Request clarification or repetition.

• Use basic polite expressions.

Expressive Functions

• Express very simple likes and preferences.

• Express basic needs.

• Express simple agreement.

Discourse Organization

• Produce short utterances.

• Use elementary connectors to link information.

Notional Content (PCIC)

The following notional concepts will be covered during this sublevel:

• Identity.

• Existence.

• Immediate spatial location.

• Present time.

• Basic quantity.

• Number.

• Possession.

• Simple description.

• Family relationships.

• Basic needs.

• Habitual frequency.

Intercultural Competence (PCIC)

Cultural References

• Common forms of greeting and leave-taking.

• Daily schedules.

• Daily routines.

• Introductions in formal and informal contexts.

• Basic aspects of everyday life in Spain and other Spanish-speaking countries.

Sociocultural Knowledge and Behaviors

Learners will begin to:

• use appropriate polite expressions;

• recognize different forms of polite address;

• respect turn-taking;

• interpret common behaviors in everyday situations.

Intercultural Skills and Attitudes

Learners will progressively develop the ability to:

• show curiosity about other cultures;

• compare cultural aspects with those of their own reality;

• respect different forms of social interaction;

• participate with an open and respectful attitude in multicultural contexts.

The Learner as a Social Agent (PCIC)

By the end of sublevel A1.1, the learner will be able to:

• establish initial contact with other people;

• introduce themselves in everyday situations;

• exchange basic personal information;

• ask for and offer simple help;

• make very simple purchases;

• ask for basic information in establishments;

• participate in brief interactions using elementary social formulas.

The Learner as an Autonomous Learner (PCIC)

During this sublevel, learners will progressively develop strategies for managing their own learning.

Planning

• Identify simple personal objectives.

• Organize classroom materials.

Learning Strategies

• Use the textbook and notebook.

• Consult dictionaries and basic digital resources.

• Memorize vocabulary through images, lists and repetition.

Self-Regulation

• Ask for help when necessary.

• Identify frequent errors.

• Participate in guided self-assessment activities.

Cooperative Learning

• Actively participate in pair and small-group activities.

• Share simple strategies with other classmates.

• Begin to use a portfolio or other basic tools for monitoring learning.

Level A1.2

Grammatical Component (PCIC)

By the end of sublevel A1.2, the learner will have worked on, among others, the following content:

• Consolidation of the present indicative of regular verbs.

• Expansion of frequently used irregular verbs: ser, estar, tener, ir, hacer, querer, poder, venir and decir.

• Reflexive verbs used in everyday situations.

• Consolidation of the contrast between ser and estar.

• Consolidation of the contrast between hay and está / están.

• Use of demonstratives: este, ese, aquel.

• Unstressed possessives: mi, tu, su, nuestro.

• Basic cardinal and ordinal numbers.

• Adverbs and expressions of frequency: siempre, normalmente, a veces, nunca.

• Frequently used prepositions: a, de, en, con, para and por.

• The periphrasis ir a + infinitive to express plans and intentions.

• Use of gustar and similar verbs (encantar, interesar) in simple structures.

• Basic connectors: y, pero, también, porque.

Pragmatic-Discursive Component (PCIC)

Learners will develop the communicative functions corresponding to sublevel A1.2.

They will be able to:

Informative Functions

• Introduce themselves in greater detail.

• Introduce other people.

• Describe people, objects and places in a simple way.

• Talk about family, housing and work.

• Explain routines and everyday activities.

• Express immediate plans.

Social Functions

• Initiate, maintain and close brief conversations.

• Request and offer help.

• Ask for information in establishments and services.

• Use appropriate polite expressions in different everyday situations.

• Ask for repetition and clarification.

Expressive Functions

• Express likes, preferences and interests.

• Express basic needs.

• Express agreement or disagreement in a simple way.

• Express satisfaction or dissatisfaction.

Discourse Organization

• Construct brief contributions using basic connectors.

• Relate ideas through simple sequences.

• Formulate more elaborate questions and answers.

Notional Content (PCIC)

The following concepts will be covered during this sublevel:

• Identity and identification.

• Existence and non-existence.

• Spatial location.

• Present time and near future.

• Quantity and number.

• Frequency.

• Quality and description.

• Possession.

• Personal relationships.

• Need.

• Preference.

• Routines and habitual activities.

Intercultural Competence (PCIC)

Cultural References

• Schedules and organization of everyday life.

• Social and family relationships.

• Gastronomy and eating habits.

• Shopping and consumption.

• Public and private services.

• Geographical and cultural diversity of the Spanish-speaking world.

Sociocultural Knowledge and Behaviors

Learners will learn to:

• use forms of address appropriate to the context;

• interpret basic rules of politeness;

• understand common behaviors in establishments, restaurants and shops;

• recognize differences between formal and informal situations.

Intercultural Skills and Attitudes

Learners will progressively develop the ability to:

• observe cultural differences without making judgments;

• show interest in other ways of life;

• adapt to basic rules of social interaction;

• act respectfully toward people from different cultures.

The Learner as a Social Agent (PCIC)

By the end of sublevel A1.2, the learner will be able to:

• introduce themselves and exchange basic personal and professional information;

• maintain brief conversations in everyday situations;

• make simple purchases;

• order food and drinks in bars and restaurants;

• request information in offices, shops and services;

• manage basic travel situations;

• participate in everyday social interactions using appropriate polite expressions.

The Learner as an Autonomous Learner (PCIC)

During this sublevel, learners will continue developing strategies for progressively managing their learning autonomously.

Planning

• Establish simple learning objectives.

• Organize personal work inside and outside the classroom.

Learning Strategies

• Regularly use the textbook, notebook and digital resources.

• Employ vocabulary memorization strategies.

• Consult dictionaries and reference materials appropriate to the level.

Self-Regulation

• Detect frequent errors and correct them with help.

• Request clarification when comprehension difficulties arise.

• Participate in guided self-assessment activities.

Cooperative Learning

• Actively participate in pair and group tasks.

• Share learning strategies with classmates.

• Use the portfolio or monitoring tools to assess personal progress.

Level A2.1

Grammatical Component (PCIC)

By the end of sublevel A2.1, the learner will have worked on, among others, the following content:

• Consolidation of the present indicative.

• Present perfect indicative.

• Introduction to the preterite of the most frequently used verbs.

• Initial contrast between present, present perfect and preterite.

• Affirmative imperative in frequently used forms.

• Verbal periphrases:

  • tener que + infinitive

  • hay que + infinitive

  • poder + infinitive

  • seguir + gerund

  • empezar a + infinitive

• Regular comparatives and superlatives.

• Direct object pronouns.

• Consolidation of personal and possessive pronouns.

• Frequently used quantifiers.

• Adverbs of time, place and manner.

• Connectors: porque, entonces, después, primero, luego, por eso.

Pragmatic-Discursive Component (PCIC)

Learners will develop the communicative functions corresponding to sublevel A2.1.

They will be able to:

Informative Functions

• Narrate recent experiences.

• Talk about past events.

• Describe people, places and objects in greater detail.

• Explain habits and customs.

• Express plans and projects.

Social Functions

• Request information from different services.

• Make reservations.

• Manage purchases and returns.

• Ask for help in everyday situations.

• Resolve minor everyday problems.

Expressive Functions

• Express simple opinions.

• Express agreement and disagreement.

• Express wishes and intentions.

• Give basic advice.

• Express obligation and necessity.

Discourse Organization

• Relate events in chronological order.

• Connect ideas using simple connectors.

• Maintain brief conversations about familiar topics.

Notional Content (PCIC)

The following concepts will be covered during this sublevel:

• Past and present time.

• Near future.

• Duration.

• Frequency.

• Comparison.

• Quantity.

• Intensity.

• Obligation.

• Possibility.

• Preference.

• Personal and social relationships.

• Everyday life and leisure time.

Intercultural Competence (PCIC)

Cultural References

• Social organization in Spanish-speaking countries.

• Everyday schedules and habits.

• Popular traditions.

• Gastronomy.

• Public services.

• Celebrations and festivals.

Sociocultural Knowledge and Behaviors

Learners will learn to:

• adapt their behavior to different social contexts;

• recognize cultural differences in personal relationships;

• use appropriate polite expressions depending on the situation;

• behave appropriately in establishments and services.

Intercultural Skills and Attitudes

Learners will progressively develop the ability to:

• interpret common cultural behaviors;

• compare different forms of social organization;

• act respectfully toward different customs;

• interact confidently in multicultural contexts.

The Learner as a Social Agent (PCIC)

By the end of sublevel A2.1, the learner will be able to:

• participate in everyday conversations about familiar topics;

• organize activities with other people;

• request and provide information in different services;

• resolve simple problems during a trip;

• carry out routine purchases and procedures;

• ask for and give directions;

• explain recent personal experiences.

The Learner as an Autonomous Learner (PCIC)

During this sublevel, learners will continue developing strategies for managing their learning with increasing autonomy.

Planning

• Establish short-term learning objectives.

• Organize study on a regular basis.

Learning Strategies

• Use a variety of printed and digital resources.

• Expand vocabulary through classification and association strategies.

• Apply listening and reading comprehension strategies.

Self-Regulation

• Review and correct their own productions.

• Identify learning difficulties and seek solutions.

• Participate in self-assessment and peer-assessment activities.

Cooperative Learning

• Collaborate on group projects and tasks.

• Share resources and strategies with other students.

• Use the portfolio or other tools to reflect on personal progress.

Level A2.2

Grammatical Component (PCIC)

By the end of sublevel A2.2, the learner will have worked on, among others, the following content:

• Consolidation of the present indicative.

• Consolidation of the present perfect.

• Consolidation of the preterite.

• Introduction to the imperfect to describe situations and habits in the past.

• Contrast between present perfect, preterite and imperfect in simple contexts.

• Affirmative and negative imperative in frequently used forms.

• Verbal periphrases:

  • tener que + infinitive

  • deber + infinitive

  • hay que + infinitive

  • seguir + gerund

  • volver a + infinitive

  • acabar de + infinitive

• Frequently used direct and indirect object pronouns.

• Comparatives and superlatives.

• Coordinated clauses using common connectors.

• Temporal and causal connectors: cuando, mientras, antes de, después de, porque, como, por eso, entonces.

• Adverbs and expressions of frequency, quantity and manner.

Pragmatic-Discursive Component (PCIC)

Learners will develop the communicative functions corresponding to sublevel A2.2.

They will be able to:

Informative Functions

• Narrate past events with greater precision.

• Describe personal experiences.

• Talk about future projects and plans.

• Compare people, objects and situations.

• Explain simple processes.

Social Functions

• Manage travel and transportation situations.

• Handle reservations, complaints and simple problems.

• Request information in common administrative contexts.

• Participate in social conversations about familiar topics.

• Maintain communicative exchanges in different everyday contexts.

Expressive Functions

• Express opinions and briefly justify them.

• Express preferences and evaluations.

• Express simple emotions and states of mind.

• Give advice and recommendations.

• Make invitations, proposals and suggestions.

Discourse Organization

• Narrate events following a logical sequence.

• Relate ideas using a variety of connectors.

• Maintain longer conversations about familiar topics.

• Produce short texts with a clear organization.

Notional Content (PCIC)

The following concepts will be covered during this sublevel:

• Past, present and future time.

• Duration and frequency.

• Simultaneity and sequence.

• Quantity and intensity.

• Comparison.

• Obligation and necessity.

• Possibility and probability.

• Cause and consequence.

• Preferences and evaluations.

• Basic social, academic and professional relationships.

• Organization of activities and projects.

Intercultural Competence (PCIC)

Cultural References

• Cultural and linguistic diversity of the Spanish-speaking world.

• Traditions and celebrations.

• Organization of working and educational life.

• Contemporary cultural expressions.

• Customs related to leisure, food and social relationships.

Sociocultural Knowledge and Behaviors

Learners will learn to:

• adapt their communicative behavior to different contexts;

• recognize cultural differences in rules of politeness and social interaction;

• interpret common behaviors in different social settings;

• participate appropriately in frequent intercultural situations.

Intercultural Skills and Attitudes

Learners will progressively develop the ability to:

• interpret cultural differences from an open and respectful perspective;

• avoid cultural stereotypes;

• compare social and cultural practices of different communities;

• act flexibly in intercultural interaction situations.

The Learner as a Social Agent (PCIC)

By the end of sublevel A2.2, the learner will be able to:

• participate confidently in conversations about everyday topics;

• organize activities and make proposals;

• resolve common situations related to travel, accommodation and transportation;

• carry out simple procedures with organizations and services;

• explain personal experiences and projects;

• express opinions and justify decisions in a simple way;

• collaborate with others on everyday tasks and projects.

The Learner as an Autonomous Learner (PCIC)

During this sublevel, learners will continue developing strategies that promote increasingly independent and reflective learning.

Planning

• Establish personal improvement objectives.

• Organize study time autonomously.

• Select resources appropriate to their needs.

Learning Strategies

• Use different sources of information and authentic materials.

• Apply strategies for oral and written comprehension and production.

• Develop techniques to expand vocabulary and improve grammatical accuracy.

Self-Regulation

• Review and correct their productions using increasingly autonomous criteria.

• Identify strengths and areas for improvement.

• Use self-assessment and peer-assessment tools to evaluate progress.

Cooperative Learning

• Actively participate in collaborative projects.

• Share learning resources and strategies.

• Reflect on their own learning process and that of their classmates.

• Use the portfolio or other monitoring tools to plan new objectives.

Level B1.1

Grammatical Component (PCIC)

By the end of sublevel B1.1, the learner will have worked on, among others, the following content:

• Consolidation of the indicative verbal system.

• Contrast between present perfect, preterite and imperfect.

• Introduction to the pluperfect.

• Simple future to express predictions, simple hypotheses and plans.

• Simple conditional to express wishes, recommendations and politeness.

• Introduction to the present subjunctive in frequent contexts:

  • evaluation;

  • wishes;

  • advice;

  • obligation;

  • purpose.

• Affirmative and negative imperative.

• Frequently used verbal periphrases:

  • seguir + gerund;

  • llevar + gerund;

  • volver a + infinitive;

  • dejar de + infinitive;

  • acabar de + infinitive.

• Direct and indirect object personal pronouns and their combination in frequently used structures.

• Simple causal, temporal, final and conditional subordinate clauses.

• Frequently used discourse connectors: además, sin embargo, por eso, por lo tanto, mientras, aunque, cuando.

Pragmatic-Discursive Component (PCIC)

Learners will develop the communicative functions corresponding to sublevel B1.1.

They will be able to:

Informative Functions

• Narrate experiences and events in an organized manner.

• Describe situations, people and places with sufficient detail.

• Explain simple processes and procedures.

• Relate events using different verb tenses.

Social Functions

• Manage common situations autonomously.

• Request and provide simple specialized information.

• Resolve problems and complaints.

• Participate in conversations related to work, studies or leisure.

• Collaborate on shared tasks.

Expressive Functions

• Express and justify opinions.

• Express agreement and disagreement using simple arguments.

• Express wishes, feelings and concerns.

• Make recommendations and give advice.

• Express probability and simple hypotheses.

Discourse Organization

• Organize oral and written texts with an introduction, development and conclusion.

• Use connectors to structure information.

• Maintain relatively fluent conversations about familiar topics.

• Adapt discourse to the interlocutor in common situations.

Notional Content (PCIC)

The following concepts will be covered during this sublevel:

• Complex temporal relationships.

• Simultaneity and anteriority.

• Cause, consequence and purpose.

• Simple hypotheses.

• Probability.

• Obligation and possibility.

• Comparison and evaluation.

• Opinion and basic argumentation.

• Social and professional relationships.

• Organization of events and projects.

Intercultural Competence (PCIC)

Cultural References

• Social and cultural diversity of the Spanish-speaking world.

• Basic institutions.

• Contemporary cultural expressions.

• Traditions and celebrations.

• Working and educational life.

• Media and society.

Sociocultural Knowledge and Behaviors

Learners will learn to:

• adapt their communicative behavior according to the context;

• recognize social norms specific to different Spanish-speaking communities;

• interpret cultural differences in everyday interaction;

• use appropriate registers in formal and informal contexts.

Intercultural Skills and Attitudes

Learners will progressively develop the ability to:

• interpret cultural behaviors from a critical and respectful perspective;

• compare different forms of social organization;

• act with intercultural sensitivity;

• avoid stereotypes and generalizations.

The Learner as a Social Agent (PCIC)

By the end of sublevel B1.1, the learner will be able to:

• actively participate in conversations about personal, academic and professional topics;

• collaborate on activities and projects with other people;

• resolve common situations related to studies, work and travel;

• express opinions and justify decisions;

• negotiate simple solutions in everyday situations;

• interact autonomously in most common situations.

The Learner as an Autonomous Learner (PCIC)

During this sublevel, learners will consolidate strategies that promote autonomous and reflective learning.

Planning

• Define medium-term personal learning objectives.

• Select appropriate strategies according to communicative needs.

• Organize autonomous work effectively.

Learning Strategies

• Use authentic materials to expand communicative competence.

• Apply global and detailed comprehension strategies.

• Develop techniques to expand vocabulary and improve linguistic accuracy.

Self-Regulation

• Independently review oral and written productions.

• Identify recurring errors and apply improvement strategies.

• Use self-assessment and peer-assessment tools to evaluate progress.

Cooperative Learning

• Actively participate in collaborative projects.

• Share strategies and resources with other students.

• Reflect on their own learning and that of their classmates.

• Use the portfolio as a tool for monitoring and planning learning.

Level B1.2

Grammatical Component (PCIC)

By the end of sublevel B1.2, the learner will have worked on, among others, the following content:

• Consolidation of the indicative verbal system.

• Consolidation of the contrast between present perfect, preterite, imperfect and pluperfect.

• Simple future and simple conditional in their main communicative functions.

• Consolidation of the present subjunctive in frequently used structures:

  • expression of opinions and evaluations;

  • wishes, influence and necessity;

  • purpose;

  • emotion;

  • doubt and uncertainty.

• Introduction to the contrast between indicative and subjunctive in common contexts.

• Affirmative and negative imperative with pronouns.

• Frequently used verbal periphrases:

  • seguir + gerund;

  • llevar + gerund;

  • acabar de + infinitive;

  • dejar de + infinitive;

  • volver a + infinitive;

  • estar a punto de + infinitive.

• Frequently used relative pronouns (que, quien, donde).

• Reported speech in simple statements.

• Frequently used causal, consecutive, temporal, final, concessive and conditional subordinate clauses.

• Discourse connectors for organizing and relating ideas: además, sin embargo, por otra parte, en cambio, por tanto, aunque, así que, mientras tanto, finalmente.

Pragmatic-Discursive Component (PCIC)

Learners will develop the communicative functions corresponding to sublevel B1.2.

They will be able to:

Informative Functions

• Narrate events and experiences in detail.

• Describe people, places and situations using a variety of resources.

• Explain processes and procedures clearly.

• Summarize and transmit information from different sources.

Social Functions

• Manage common personal, academic and professional contexts autonomously.

• Participate in meetings, interviews and conversations of some length.

• Resolve problems and negotiate simple solutions.

• Request, provide and compare information.

Expressive Functions

• Express opinions and justify them using simple arguments.

• Express agreement, disagreement and qualify statements.

• Express emotions, wishes, preferences and evaluations.

• Formulate simple hypotheses and express probability.

• Recommend, advise and persuade at a basic level.

Discourse Organization

• Produce well-structured oral and written texts.

• Organize information using a variety of connectors.

• Maintain conversations with sufficient fluency to interact without excessive effort.

• Partially adapt register and discourse to the context and interlocutor.

Notional Content (PCIC)

The following concepts will be covered during this sublevel:

• Complex temporal relationships.

• Anteriority, simultaneity and posteriority.

• Cause, consequence and purpose.

• Condition and hypothesis.

• Probability and certainty.

• Evaluation and opinion.

• Comparison and contrast.

• Intensity and degree.

• Personal, social and professional relationships.

• Organization of projects, activities and experiences.

Intercultural Competence (PCIC)

Cultural References

• Linguistic and cultural diversity of the Spanish-speaking world.

• Contemporary artistic and literary expressions.

• Academic and professional life.

• Civic participation.

• Media and social networks.

• Customs and lifestyles in different Spanish-speaking communities.

Sociocultural Knowledge and Behaviors

Learners will learn to:

• adapt their communicative behavior to different social contexts;

• recognize differences in rules of politeness, interaction and social organization;

• interpret common cultural references;

• use appropriate registers according to the communicative situation.

Intercultural Skills and Attitudes

Learners will progressively develop the ability to:

• interpret cultural behaviors from an open and critical perspective;

• compare cultural values, beliefs and practices;

• act with intercultural sensitivity in diverse situations;

• manage potential misunderstandings arising from cultural differences.

The Learner as a Social Agent (PCIC)

By the end of sublevel B1.2, the learner will be able to:

• actively participate in conversations and discussions about familiar topics;

• collaborate on projects and shared tasks;

• resolve common situations related to studies, work, travel and everyday life;

• express and defend opinions using simple arguments;

• negotiate agreements and seek shared solutions;

• interact autonomously in most common social contexts.

The Learner as an Autonomous Learner (PCIC)

During this sublevel, learners will consolidate strategies that promote autonomous, reflective and effective learning.

Planning

• Establish medium- and long-term learning objectives.

• Select appropriate strategies to improve communicative competence.

• Autonomously organize personal work.

Learning Strategies

• Use authentic materials to expand linguistic and cultural knowledge.

• Apply advanced strategies for oral and written comprehension and production.

• Develop techniques to expand the lexical and discourse repertoire and improve grammatical accuracy.

Self-Regulation

• Autonomously review and correct oral and written productions.

• Identify strengths and areas requiring improvement.

• Use self-assessment and peer-assessment tools to plan learning.

Cooperative Learning

• Actively participate in collaborative projects.

• Share resources, strategies and learning experiences.

• Reflect on their own progress and that of their classmates.

• Use the portfolio and other monitoring tools to plan new learning objectives.

Level B2.1

Grammatical Component (PCIC)

By the end of sublevel B2.1, the learner will have worked on, among others, the following content:

• Consolidation of the indicative verbal system.

• Consolidation of past tenses and their contrasts.

• Consolidation of the future and conditional.

• Expansion of the uses of the present subjunctive.

• Introduction to the present perfect subjunctive.

• Contrast between indicative and subjunctive in frequently used noun, temporal, relative and adjective clauses.

• Subordinate clauses:

  • noun clauses;

  • relative clauses;

  • temporal clauses;

  • purpose clauses;

  • causal clauses;

  • consecutive clauses;

  • concessive clauses;

  • conditional clauses.

• Reported speech in the present and past.

• Frequently used verbal periphrases and aspectual meanings.

• Relative pronouns (que, quien, el que, cuyo, donde).

• Discourse connectors for structuring texts: sin embargo, no obstante, por consiguiente, además, en cambio, por una parte…, por otra…, en primer lugar…, finalmente.

Pragmatic-Discursive Component (PCIC)

Learners will develop the communicative functions corresponding to sublevel B2.1.

They will be able to:

Informative Functions

• Present information clearly and precisely.

• Explain complex processes and procedures.

• Summarize information from various sources.

• Narrate events coherently and expressively.

Social Functions

• Participate naturally in meetings and conversations.

• Manage common administrative and professional situations.

• Resolve everyday conflicts through negotiation.

• Collaborate on projects and group work.

Expressive Functions

• Express well-founded opinions.

• Present simple arguments and counterarguments.

• Formulate hypotheses.

• Express doubt, probability and certainty.

• Evaluate facts, behaviors and proposals.

• Convince and persuade using appropriate arguments.

Discourse Organization

• Organize oral and written discourse clearly and cohesively.

• Use a variety of discourse markers.

• Partially adapt the register according to the communicative situation.

• Maintain extended conversations spontaneously.

Notional Content (PCIC)

The following concepts will be covered during this sublevel:

• Complex temporal relationships.

• Cause, consequence and purpose.

• Condition and hypothesis.

• Probability and certainty.

• Opinion, evaluation and argumentation.

• Intensity and degree.

• Social, academic and professional relationships.

• Organization of projects.

• Discourse organization.

• Perspective and point of view.

Intercultural Competence (PCIC)

Cultural References

• Social and cultural diversity of the Spanish-speaking world.

• Political, educational and social institutions.

• Contemporary cultural expressions.

• Literature, cinema and media.

• Working and professional reality.

• Civic participation.

Sociocultural Knowledge and Behaviors

Learners will learn to:

• adapt their communicative behavior to different registers and contexts;

• interpret implicit norms of social interaction;

• recognize cultural differences in professional and academic settings;

• act appropriately in formal and informal situations.

Intercultural Skills and Attitudes

Learners will progressively develop the ability to:

• critically interpret cultural expressions;

• manage cultural differences during interaction;

• negotiate meanings through respect and empathy;

• communicate flexibly in multicultural contexts.

The Learner as a Social Agent (PCIC)

By the end of sublevel B2.1, the learner will be able to:

• actively participate in meetings and discussions;

• defend opinions using well-organized arguments;

• negotiate agreements and resolve disagreements;

• present projects and initiatives;

• collaborate effectively in work teams;

• interact autonomously in common academic and professional contexts.

The Learner as an Autonomous Learner (PCIC)

During this sublevel, learners will consolidate strategies that promote autonomous, critical and effective learning.

Planning

• Establish specific linguistic improvement objectives.

• Design a personal learning plan.

• Select appropriate resources according to communicative needs.

Learning Strategies

• Use authentic materials of different types.

• Apply advanced strategies for comprehension, production and interaction.

• Expand the lexical repertoire through inference, analysis and contextualization techniques.

Self-Regulation

• Autonomously review and improve oral and written productions.

• Identify aspects related to accuracy, appropriateness and fluency.

• Use self-assessment and peer-assessment to guide learning.

Cooperative Learning

• Participate in more complex collaborative projects.

• Share learning resources and strategies.

• Reflect on their own competence development.

• Use the portfolio and other monitoring tools to plan new objectives.

Level B2.2

Grammatical Component (PCIC)

By the end of sublevel B2.2, the learner will have worked on, among others, the following content:

• Consolidation of the indicative and subjunctive verbal systems.

• Consolidation of the contrasts between indicative and subjunctive in noun, temporal, relative, concessive and conditional clauses.

• Present perfect subjunctive and introduction to the imperfect subjunctive in the most frequently used contexts.

• Simple and compound conditional in their main communicative functions.

• Reported speech with changes in tense and deictic references.

• More complex subordinate clauses:

  • noun clauses;

  • relative clauses;

  • temporal clauses;

  • causal clauses;

  • consecutive clauses;

  • concessive clauses;

  • conditional clauses;

  • purpose clauses.

• Discourse connectors for structuring and qualifying discourse: no obstante, sin embargo, en cambio, por consiguiente, de hecho, por otra parte, por el contrario, además, asimismo, en definitiva.

• Textual cohesion resources: reference, ellipsis, lexical substitution and reformulation mechanisms.

• Expansion of verbal periphrases with aspectual and modal meanings.

Pragmatic-Discursive Component (PCIC)

Learners will develop the communicative functions corresponding to sublevel B2.2.

They will be able to:

Informative Functions

• Present and synthesize information from various sources.

• Explain complex processes, phenomena and situations.

• Narrate and describe with precision and lexical richness.

• Reformulate information to adapt it to the interlocutor.

Social Functions

• Actively participate in meetings, interviews and discussions.

• Negotiate agreements and resolve disagreements.

• Manage academic and professional situations autonomously.

• Adapt discourse to the degree of formality and the relationship between interlocutors.

Expressive Functions

• Present arguments and counterarguments clearly.

• Express well-founded and nuanced opinions.

• Express emotions, wishes, preferences and evaluations.

• Formulate complex hypotheses and evaluations.

• Express doubt, certainty, possibility and probability precisely.

• Convince, persuade and defend viewpoints using appropriate discourse strategies.

Discourse Organization

• Produce well-structured and cohesive oral and written discourse.

• Use discourse markers and cohesion mechanisms effectively.

• Adapt register, style and degree of formality according to the communicative context.

• Participate fluently and spontaneously in extended conversations.

Notional Content (PCIC)

The following concepts will be covered during this sublevel:

• Complex temporal relationships.

• Hypothesis and condition.

• Cause, consequence and purpose.

• Probability, possibility and certainty.

• Opinion, argumentation and evaluation.

• Intensity, degree and qualification.

• Logical organization of discourse.

• Social, academic and professional relationships.

• Perspective and point of view.

• Organization and management of projects.

Intercultural Competence (PCIC)

Cultural References

• Cultural diversity of the Spanish-speaking world.

• Contemporary cultural expressions.

• Social, political and educational institutions.

• Literature, cinema and media.

• Society, current affairs and civic participation.

• International professional and academic contexts.

Sociocultural Knowledge and Behaviors

Learners will learn to:

• flexibly adapt their communicative behavior to different contexts;

• interpret implicit norms of social interaction;

• recognize cultural variations in communicative registers and styles;

• act appropriately in multicultural and professional contexts.

Intercultural Skills and Attitudes

Learners will progressively develop the ability to:

• interpret cultural phenomena from a critical perspective;

• compare different value systems and social practices;

• effectively manage potential intercultural conflicts;

• act with empathy, flexibility and cultural sensitivity in diverse situations.

The Learner as a Social Agent (PCIC)

By the end of sublevel B2.2, the learner will be able to:

• participate confidently and spontaneously in conversations, meetings and discussions;

• defend positions through solid and well-organized arguments;

• negotiate agreements and manage disagreements;

• present projects and proposals clearly and convincingly;

• interact effectively in common academic and professional contexts;

• collaborate in work teams while assuming different responsibilities.

The Learner as an Autonomous Learner (PCIC)

During this sublevel, learners will consolidate strategies that promote autonomous, critical and lifelong learning.

Planning

• Establish medium- and long-term improvement objectives.

• Design personal learning strategies.

• Critically select appropriate resources and materials.

Learning Strategies

• Use authentic materials of different types and levels of complexity.

• Apply advanced strategies for comprehension, interaction and mediation.

• Expand and consolidate the lexical and discourse repertoire through analysis of the real use of the language.

Self-Regulation

• Review and improve oral and written productions according to criteria of accuracy, cohesion, appropriateness and communicative effectiveness.

• Identify areas requiring improvement and plan specific actions to overcome them.

• Use self-assessment and peer-assessment tools to evaluate communicative competence development.

Cooperative Learning

• Actively participate in collaborative projects of some complexity.

• Share resources, strategies and learning experiences.

• Critically reflect on their own learning process and that of their classmates.

• Use the portfolio and other monitoring tools to establish new language-development objectives.

Level C1.1

Grammatical Component (PCIC)

By the end of sublevel C1.1, the learner will have worked on, among others, the following content:

• Consolidation of the indicative and subjunctive verbal systems.

• In-depth work on the contrast between indicative and subjunctive in all common contexts of use.

• Consolidation of the imperfect subjunctive.

• Introduction to the pluperfect subjunctive in frequently used contexts.

• Simple and compound conditional with hypothetical and counterfactual meanings.

• Complex subordinate clauses:

  • noun clauses;

  • relative clauses;

  • concessive clauses;

  • consecutive clauses;

  • causal clauses;

  • purpose clauses;

  • conditional clauses;

  • comparative clauses.

• Reported speech with complete transformation of verb tenses and temporal references.

• Modalization resources.

• Impersonal constructions and reflexive passive constructions.

• Nominalization.

• Textual cohesion procedures.

• Discourse markers for organization, reformulation, exemplification, conclusion, contrast and qualification.

Pragmatic-Discursive Component (PCIC)

Learners will develop the communicative functions corresponding to sublevel C1.1.

They will be able to:

Informative Functions

• Present complex information precisely.

• Synthesize information from various sources.

• Reformulate content by adapting it to the interlocutor.

• Explain abstract concepts.

Social Functions

• Participate effectively in meetings, seminars and discussions.

• Negotiate complex agreements.

• Manage communicative conflicts.

• Interact naturally in academic and professional settings.

Expressive Functions

• Defend opinions using solid arguments.

• Qualify statements.

• Express different degrees of certainty, doubt or probability.

• Persuade using a variety of discourse strategies.

• Critically evaluate facts, opinions and proposals.

Discourse Organization

• Construct complex and well-structured discourse.

• Adapt the register to different interlocutors and situations.

• Use cohesion and coherence resources flexibly.

• Participate spontaneously in extended and specialized conversations.

Notional Content (PCIC)

The following concepts, among others, will be developed during this sublevel:

• Complex temporality.

• Hypothesis and counterfactuality.

• Complex logical relationships.

• Cause, consequence and purpose.

• Condition.

• Probability and certainty.

• Critical evaluation.

• Argumentation.

• Perspective.

• Organization and hierarchy of information.

• Complex social, academic and professional relationships.

Intercultural Competence (PCIC)

Cultural References

• Cultural diversity of the Spanish-speaking world.

• Artistic, literary and audiovisual expressions.

• Contemporary society and current affairs.

• Political, social and educational institutions.

• International professional contexts.

• Social and cultural debates in the Hispanic world.

Sociocultural Knowledge and Behaviors

Learners will learn to:

• adapt their communicative behavior to different registers and contexts;

• interpret implicit norms of social interaction;

• recognize common cultural, historical and social references;

• act appropriately in complex intercultural situations.

Intercultural Skills and Attitudes

Learners will progressively develop the ability to:

• critically interpret cultural phenomena;

• compare cultural value systems and perspectives;

• manage cultural differences flexibly;

• act with intercultural sensitivity in international contexts;

• reflect on their own cultural identity and its influence on communication.

The Learner as a Social Agent (PCIC)

By the end of sublevel C1.1, the learner will be able to:

• participate effectively in specialized meetings, seminars and discussions;

• present projects, proposals and reports in a structured and convincing manner;

• negotiate agreements and resolve conflicts using appropriate communicative strategies;

• collaborate in multicultural teams;

• adapt discourse to different interlocutors and professional contexts;

• act autonomously and effectively in complex academic, professional and social situations.

The Learner as an Autonomous Learner (PCIC)

During this sublevel, learners will consolidate strategies that promote autonomous, critical and lifelong learning.

Planning

• Design a personal language-development plan.

• Establish specific improvement objectives.

• Critically select specialized resources and materials.

Learning Strategies

• Use complex authentic sources (specialized articles, essays, lectures, audiovisual media and digital resources).

• Apply advanced strategies for comprehension, production, interaction and mediation.

• Expand the lexical, phraseological and discourse repertoire through analysis of the real use of the language.

Self-Regulation

• Review and refine oral and written productions according to criteria of accuracy, appropriateness, cohesion and communicative effectiveness.

• Critically reflect on their own learning process.

• Use self-assessment and peer-assessment as tools for planning new learning goals.

Cooperative Learning

• Actively participate in highly complex collaborative projects.

• Share strategies, resources and experiences with other learners.

• Assume different responsibilities within work teams.

• Use the portfolio and other monitoring tools to document and assess the development of communicative competence.

Level C1.2

Grammatical Component (PCIC)

By the end of sublevel C1.2, the learner will have worked on, among others, the following content:

• Consolidation and flexible use of the indicative and subjunctive verbal systems.

• Mastery of the contrasts between indicative, subjunctive and conditional according to communicative intention.

• Consolidation of compound tenses and verbal forms expressing anteriority.

• Advanced use of the imperfect subjunctive and pluperfect subjunctive.

• Use of complex syntactic structures to express hypothesis, concession, condition, purpose, cause, consequence and contrast.

• Advanced modalization resources to express certainty, probability, doubt, evaluation and distance from the discourse.

• Complex reported speech and reformulation procedures.

• Nominalization, impersonal constructions and passivization procedures.

• Textual cohesion resources: ellipsis, substitution, anaphoric and cataphoric references, controlled repetition and thematic organization.

• Precise use of discourse markers to structure, qualify, reformulate, conclude and argue.

Pragmatic-Discursive Component (PCIC)

Learners will develop the communicative functions corresponding to sublevel C1.2.

They will be able to:

Informative Functions

• Present specialized information clearly, precisely and in a well-structured manner.

• Synthesize and reformulate information from various sources.

• Explain abstract concepts and complex processes by adapting discourse to the recipient.

• Integrate information from different texts and media.

Social Functions

• Participate effectively and naturally in meetings, negotiations, interviews and discussions.

• Manage complex communicative situations in academic and professional contexts.

• Mediate between interlocutors or texts, facilitating mutual understanding.

• Adapt communicative behavior to different cultures, registers and contexts.

Expressive Functions

• Argue and counterargue with precision and coherence.

• Defend positions through complex reasoning.

• Express evaluations, nuances, emotions and attitudes using a rich range of linguistic resources.

• Persuade using appropriate rhetorical strategies.

• Effectively manage disagreements and communicative conflicts.

Discourse Organization

• Construct extended discourse with a high degree of cohesion and coherence.

• Adapt register, style and degree of formality to different interlocutors and situations.

• Flexibly use mechanisms for organizing, reformulating and qualifying discourse.

• Participate spontaneously in specialized conversations and discussions.

Notional Content (PCIC)

The following concepts, among others, will be covered during this sublevel:

• Complex temporal relationships.

• Hypothesis and counterfactuality.

• Cause, consequence, purpose and condition.

• Probability, certainty and uncertainty.

• Critical evaluation and argumentation.

• Qualification and intensity.

• Perspective and point of view.

• Logical organization of discourse.

• Academic, professional and institutional relationships.

• Project management and decision-making.

Intercultural Competence (PCIC)

Cultural References

• Cultural and linguistic diversity of the Spanish-speaking world.

• Contemporary artistic, literary and scientific expressions.

• Social, educational, political and economic institutions.

• Social reality and current debates in Spanish-speaking communities.

• International contexts of communication and cooperation.

Sociocultural Knowledge and Behaviors

Learners will learn to:

• adapt their communicative behavior to different social and cultural norms;

• interpret implicit cultural, historical and social references;

• recognize pragmatic and sociolinguistic variations in different contexts;

• act appropriately and flexibly in intercultural communication situations.

Intercultural Skills and Attitudes

Learners will progressively develop the ability to:

• critically interpret cultural and social expressions;

• compare cultural perspectives from a reflective standpoint;

• effectively manage complex intercultural interaction situations;

• act with empathy, respect and sensitivity toward linguistic and cultural diversity;

• reflect on the influence of their own cultural identity on communication.

The Learner as a Social Agent (PCIC)

By the end of sublevel C1.2, the learner will be able to:

• participate effectively in highly complex academic, professional and institutional contexts;

• lead and coordinate collaborative projects;

• negotiate agreements and manage disagreements using effective communicative strategies;

• present reports, proposals and projects using clear, structured and persuasive discourse;

• mediate between interlocutors and facilitate understanding in complex communicative situations;

• adapt communicative behavior to different cultural, professional and social contexts.

The Learner as an Autonomous Learner (PCIC)

During this sublevel, learners will consolidate strategies characteristic of autonomous, lifelong and critical learning.

Planning

• Design and review a personal language-development plan.

• Establish specific objectives for further improvement.

• Critically select specialized resources to continue learning autonomously.

Learning Strategies

• Regularly use authentic and specialized information sources.

• Apply advanced strategies for comprehension, production, interaction and mediation.

• Refine the lexical, phraseological and discourse repertoire through critical analysis of language use.

Self-Regulation

• Critically evaluate their own oral and written productions according to criteria of accuracy, appropriateness, cohesion and communicative effectiveness.

• Identify areas for improvement and establish new learning goals.

• Use self-assessment, peer-assessment and metacognitive reflection to guide continuous learning.

Cooperative Learning

• Participate in and coordinate highly complex collaborative projects.

• Share knowledge, resources and strategies with other learners.

• Assume responsibilities in cooperative learning processes.

• Use the portfolio and other monitoring tools to document and assess the development of communicative competence over the long term.

Level C2

Content of the Grammatical Component

• Flexible and precise mastery of Spanish grammatical structures.

• Stylistic use of verb tenses, moods and aspects.

• Indicative/subjunctive alternation with subtle semantic and pragmatic meanings.

• Complex syntactic structures, ellipsis and discourse condensation.

• Highly formal constructions and specialized registers.

• Resources for emphasis, topicalization, thematization and focalization.

• Advanced mechanisms of cohesion and coherence in extended discourse.

• Phraseology, collocations, idioms, proverbs and idiomatic expressions.

• Dialectal, social, situational and stylistic variation.

• Nuances of politeness, irony, humor, double meaning and intentional ambiguity.

• Precision in prepositional and verbal government.

• Nominalizations, passive and impersonal constructions, and structures of high conceptual density.

• Rhetorical punctuation and stylistic organization of texts.

• Recognition and use of features specific to specialized genres.

• Critical review of residual errors, interference and uses inappropriate to the register.

Pragmatic-Discursive Content

• Understand virtually any spoken or written discourse, including abstract, literary or specialized texts.

• Express themselves with spontaneity, precision, fluency and flexibility.

• Produce complex texts with an appropriate style and effective structure.

• Mediate between interlocutors, texts, registers and cultures.

• Reformulate complex information using different degrees of formality.

• Argue, persuade, qualify and negotiate in highly demanding contexts.

• Interpret cultural references, implicit meanings, irony and pragmatic nuances.

• Adapt to specialized discourse genres.

• Critically evaluate discourses, sources and positions.

• Use Spanish for highly complex academic, professional and social purposes.

Notional Content

• Complex conceptual relationships.

• Semantic and pragmatic nuances.

• Multiple perspectives and changes in focus.

• Abstraction, metaphor and advanced conceptualization.

• Complex implication, inference and presupposition.

• Fine gradations of certainty, doubt, commitment and distance.

• Critical evaluation and ideological positioning.

• Ambiguity, irony, humor and double meaning.

• Discourse relationships characteristic of specialized texts.

Content of the Cultural Component

• Specialized cultural references from the Hispanic world.

• Contemporary and classical cultural production.

• Historical, social, linguistic and cultural diversity of Spanish.

• Public, academic, literary and professional discourse.

• Advanced intercultural communication.

• Cultural mediation in highly complex contexts.

Content of the Learning Component

• Lifelong learning and autonomous updating.

• Independent research using reliable and specialized sources.

• Expert management of linguistic, cultural and professional resources.

• Critical self-assessment and correction of nuances.

• Continuous professional development in Spanish.

• Transfer of competences to specialized and multicultural contexts.