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La mejor plataforma de formación 100% con los mejores contenidos multimedia. El avance definitivo en tu inglés está aquí. 

Avanzado – C1:

Alcanza un nivel Advanced en tu inglés

Realizando este curso serás capaz de comprender una amplia variedad de textos extensos y con cierto nivel de exigencia, así como reconocer en ellos sentidos implícitos. Sabes expresarse de forma fluida y espontánea sin muestras muy evidentes de esfuerzo para encontrar la expresión adecuada. Puedes hacer un uso flexible y efectivo del idioma para fines sociales, académicos y profesionales. Puedes producir textos claros, bien estructurados y detallados sobre temas de cierta complejidad, mostrando un uso correcto de los mecanismos de organización, articulación y cohesión del texto.

Nivel Avanzado C1

Realizando este curso serás capaz de comprender una amplia variedad de textos extensos y con cierto nivel de exigencia, así como reconocer en ellos sentidos implícitos. Sabes expresarse de forma fluida y espontánea sin muestras muy evidentes de esfuerzo para encontrar la expresión adecuada. Puedes hacer un uso flexible y efectivo del idioma para fines sociales, académicos y profesionales. Puedes producir textos claros, bien estructurados y detallados sobre temas de cierta complejidad, mostrando un uso correcto de los mecanismos de organización, articulación y cohesión del texto.

(Ver información del resto de pestañas).

Información general del curso inglés Avanzado nivel C1

 

PERIODO DE PRUEBA: El alumno dispone de 15 días de prueba para testear la plataforma. Si en ese plazo entendiese que el curso no cubre sus expectativas y se quisiese dar de baja, enviando un email a consulta@innovaidiomas.com le devolveríamos el dinero íntegramente.

CARGA LECTIVA: El curso de Nivel Iniciación se compone de 3 cursos de dificultad creciente (C1.1, C1.2, C1.3), de 35 horas de carga lectiva cada uno. Avanzan consecutivamente una vez finalizado cada uno, haciendo un total de 105 horas totales de formación 100% online.

Una vez superados los dos cursos del Nivel C1 el alumno podrá continuar, si quisiese, automáticamente con los cursos de Nivel Dominio C2, sin incremento de costes y sin cambiar de programa.

Cuando el alumno se inscribe en el programa de Nivel Avanzado empieza por el curso de menor dificultad, en este caso el C.1.1, pero si considera que podría empezar ir en un curso más avanzado se le cambia de curso sin incremento de coste ni cambio de programa. Solo nos tiene que enviar un email a consulta@innovaidiomas.com y procederemos al cambio de curso en la Plataforma.

Durante la vigencia de su suscripción el alumno dispondrá de un tutor online que responderá todas sus dudas sobre el uso del inglés. También dispondrá de un soporte técnico para cualquier consulta sobre la plataforma. No obstante dispone de un completo manual de uso en cada curso, descargable en PDF.

Cada curso de 35 horas se articula en 7 Unidades, dentro de las cuales hay temáticas variadas para hacer ameno el aprendizaje (Ver pestañas contenidos cursos). Cada Unidad en si misma incorpora todos y cada uno de los elementos multimedia que tienen todos los cursos online de inglés de Innova-Dexway  y cada Unidad finaliza con un Test valoración de lo aprendido que va sumando a la nota final de cada curso.

CERTIFICADO: Al final de cada uno de los tres cursos tienen un ejercicio final que emitirá un diploma certificado de la nota alcanzada en el nivel correspondiente y el tiempo de formación empleado, para que pueda ser presentado ante terceros.

SISTEMA DE PAGO: Es una suscripción de 30 euros/mes (1 euros a día). Esto da derecho a dedicarle al inglés tantas horas como uno quiera y pueda, sin menoscabo de la tarifa, ni cambio de plan. Las 105 horas del Nivel de Avanzado deberían de completarse en un plazo de 3 meses. No obstante el alumno puede acelerarlo si se siente con fuerzas de dedicarle al inglés más tiempo cada día e ir subiendo de nivel en función de su capacidad. El alumno marca el ritmo.

Para la realización de los cursos y avanzar de nivel al alumno se le exige realizar el 90% del  curso y sacar un rendimiento de, al menos, el 70% en la nota. Menos de esos porcentajes no garantizarían un avance ordenado en la escala de niveles de dominio.

Los alumnos pueden contactar con consulta@innovaidiomas.com para cualquier cuestión que necesites aclarar o cualquier gestión relacionada con la formación online. Le resolveremos sus problemas inmediatamente, el objetivo de nuestra es priorizar la satisfacción del alumno

El programa de suscripción de 30 euros al mes se cobra cada 30 días.

Prestaciones del curso C1

 

  • Material didáctico estructurado para perfeccionar competencias del MCER con una interactividad inigualable. El objetivo de la metodología es aprender de la misma manera que lo hace un hablante nativo. Por eso los cursos se dividen en diferentes unidades: construcción del conocimiento, refuerzo y consolidación.

  • Inmersión lingüística a través de un proceso natural y constante: los cursos, las lecciones y los objetivos están preparados y presentados de una manera intuitiva. Avance a través del 100% del plan de estudios sin lagunas.

 

  • Las lecciones contienen actividades y ejercicios que perfeccionan las competencias del estudio del inglés (listening, Reading, speaking y writing). Tienen una completa serie de actividades: Vocabulario general y específico – vocabulario en frases – asociación de imágenes – diálogos y comprensión – ejercicio de gramática – fragmentos de audio e interacción con objetivos – actividades de comprensión lectora- listenig y writing – pronunciación y fonética – vídeos de situaciones cotidianas.

 

  • Guía completa del curso para los estudiantes, con descripción de todas las funciones y cómo se utilizan, el contenido completo del curso, el método de evaluación, consejos, trucos… y mucho más.

 

  • Calendario de estudios personalizable e interactivo para cada alumno en la plataforma. Por ejemplo puedes programar cuántas lecciones estudiar cada semana y en qué días.

 

  • Último software de reconocimiento de voz para la práctica autónoma del speaking: grabas tu voz y el software compara tus grabaciones con un hablante nativo, estableciendo un código de colores de medida en cada palabra de la frase.

 

  • Diccionario Collins interactivo online, permanentemente actualizado.

 

  • Desde el laboratorio de gramática de la plataforma también se puede consultar contenidos de gramática de niveles más avanzados. También se dispone de toda la gramática disponible en pdf descargable.
  • Test parciales por unidad, test de progresos, test finales diferentes para cada estudiante y Evaluación final de cada curso.

 

  • Estadísticas del nivel alcanzado en los objetivos del curso para cada estudiante.

 

  • Ejercicios online de refuerzo.

 

  • Grupos de conversación.

  • Apps y audiolibros (cursos completos) – utilizables en mp3 y en iTunes.

 

  • Cursos totalmente Multiplataforma: móviles, tablets: Android, iPhone, iPad, Pc y Mac.

 

  • Motivación y coaching: evaluación gamificada.

 

  • Karaoke para divertirte cantando canciones conocidas.

 

  • Certificado final en cada curso, con el tiempo empleado y el nivel alcanzado acorde en cada curso de acuerdo al MCER.
Contenido del curso C1.1

Los contenidos de los cursos de niveles Principiante A1, A2 e Intermedio B1 y B2, están traducidos al castellano. Los de los niveles Avanzados C1 y C2 no, los tenemos en inglés. Si tienes dificultades para entenderlos te recomendamos que realices antes el nivel Intermedio

Level C1 – Course 1 – NIVEL AVANZADO – INNOVA IDIOMAS – DEXWAY

The course content remains functional and focused entirely on improving learner independence in all areas, motivating the learner to become conversant on diverse subjects such as the family, work issues and making arrangements.

In terms of grammatical structures there will be continued revision and extension of the structures in all tenses with focus on the future tenses to talk about completed or predicted actions in the future. Productive and receptive skills are stretched with more phrasal verbs, idiomatic expressions, the differences between British and American vocabulary, making predictions and talking about future plans, offering, suggesting.

As with the other levels on the course, there is frequent pronunciation practice and the learner has exposure to long and short sounds, word stress, vowel sounds, contractions as well as general vocabulary and sentence level practice. The use of a variety of exercises encompasses different learner styles as well as guaranteeing thorough coverage of the topics covered.

35 theory hours

 

Unit 1

  • Starting out the theatre group

Aims: to expand the structures and vocabulary covered in the previous blocks through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items, where student has to listen and repeat the presented sentences. Structures and functions: presentation of target vocabulary through contextual sentences. Vocabulary: introduction to new vocabulary items e.g. variety, diagram, lecturer, to look up, to fetch, gesture. Activities: association of sentences and words with corresponding pictures and a multiple choice listening comprehension with a real life dialogue.

  • Studying must be learned

Aims: to expand the structures and vocabulary covered  as well as to present and practice the grammar through a series of interactive exercises such as reading, listening and answering questions, gap-filling, etc. Structures and functions: full tense review of present tenses, past tenses, perfect tenses and future tenses and uses of ‘get’. Vocabulary includes some more useful expressions such as: ‘on the dole’, ‘in a rut’, ‘to get the gist’, ‘to get rid of’, ‘to split up’, ‘to take your mind off’, ‘to count someone in’, ‘on the contrary’ and also words to talk about non-verbal communication and language learning. Activities: reading and listening comprehension, finding synonyms, true or false listening comprehension, error detection and correction. 

  • Body language

Aims: to expand, consolidate and review the structures and vocabulary covered in the previous lessons through a series of interactive exercises such as pronunciation practice with listen and repeat exercises, gap-filling, dubbing the film, etc. Structures and functions: review of present tenses, past tenses, perfect tenses, future tenses, uses of ‘get’ and prepositions collocated with verbs. Vocabulary: revision of useful expressions and phrasal verbs covered such as: ‘on the dole’, ‘in a rut’, ‘to get the gist’, ‘to get rid of’, ‘to split up’, ‘to take your mind off’, ‘to count someone in’ and ‘on the contrary’. Activities: pronunciation and listening practice with spelling, association of sentences and words with corresponding pictures, error detection and correction, a real life dialogue to dub and an exercise to choose synonymous sentences. 

  • World music tour – Reading comprehension

In this lesson students read a written passage of text about international music albums. The text is followed by questions in a sequential order that elicit students’ skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences. The suggested activities comprise multiple-choice and true/false questions as well as matching statements with their corresponding sections. By practicing active and effective reading students acquire strong cognitive skills such as attention, auditory analysis, sound blending, sound segmenting, memory, processing speed and visualisation.

  • Memories of boarding school – Listening comprehension
  • In this lesson students practice and test their listening skills, so they must pay attention to the oral information that is heard in different exercises and answer to a set of related questions about education, specifically the life in a boarding school.

Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

 

Unit 2

  • Joining the group

Aims: to expand the structures and vocabulary covered through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Structures and functions: presentation of new vocabulary through contextual sentences using the grammar covered until now. Vocabulary presentation of new words and expressions: ‘background’, ‘motorist’, ‘chairman’, ‘theme’, ‘prospects’, ‘to write an account of’, ‘hardship’, ‘crisis’, ‘in the former or latter’, ‘manage to’, ‘recall’, ‘amongst’ etc. Activities: association of sentences and words with corresponding pictures, listen and repeat and listening comprehension to choose the correct ending for the sentences.

  • Witness

Aims: to present, practice and expand the grammar covered through a series of interactive exercises such as gap-filling, associating sentences with corresponding pictures, reading texts, etc. Structures and functions: past simple vs. past continuous, present perfect simple and continuous vs. past perfect simple and continuous, ‘used to’ and ‘use to’ vs. would for past habits and dates. Vocabulary: useful expressions e.g.: ‘let me introduce you to, I’d like you to meet, better late than never, it’s been a pleasure to meet you’, ‘to run into someone or something’ and ‘the matter in hand’. Activities: association of sentences and words with corresponding pictures, reading and listening comprehension to choose an appropriate sentence, listening comprehension to choose the correct ending for the sentences, listen and repeat and  listening and writing practice in a note taking exercise.

  • Explorers

Aims: to consolidate and review the structures, grammar and vocabulary covered in the lessons through a series of interactive exercises such as listening and repeating vocabulary, filling-in the gaps, choosing the correct option, dubbing the film, etc. Structures and functions: past simple vs. past continuous, present perfect simple and continuous vs. past perfect simple and continuous, ‘used to’ and ‘use to’ vs. ‘would’ for past habits as well as dates. Vocabulary: addressing people with the correct titles and appropriate responses, revision of useful expressions: ‘let me introduce you to’, ‘I’d like you to meet’, ‘better late than never’, ‘it’s been a pleasure to meet you’, ‘to run into someone or something’ and ‘the matter in hand’. Activities: pronunciation, true or false listening comprehension, vocabulary revision with a gap fill exercise, error detection and correction, choose the appropriate response, real life dialogue, dub the film and choosing synonymous sentences. 

  • Test exercises

 

Unit 3

  • Have you ever done any acting before?

Aims: to expand the structures and vocabulary covered through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Structures and functions: presentation of new vocabulary through contextual sentences and dialogues using the structures covered until now. Vocabulary: presentation of new vocabulary e.g.: ‘box office’,  ‘performance’, ‘troublemakers’, ‘seaside’, ‘to line up’, ‘eventful’, ‘refreshing’, ‘rest room’ etc. Activities: association of sentences and words with corresponding pictures, listen and repeat and listening comprehension to choose the correct ending for the sentences.

  • Defence of theatre

Aims: to study, practice and expand the grammar, structures and vocabulary covered through a series of interactive exercises such as listening and repeating, correct/incorrect sentences, gap-filling, associating words or sentences with pictures, etc. Structures and functions: present perfect simple vs. present perfect continuous, present perfect + often, still, yet, already, just, time markers: ‘for’, ‘since’, ‘during’, ‘while’, articles: ‘the’ or zero, prepositions of place: in, on, by, at. Vocabulary: useful expressions e.g. ‘to get the bug for something’, ‘to keep’ verb+ing, ‘to work something out’, ‘to make a fool of oneself’, ‘to do some’ verb+ing, geographical names and location reference, theatre and letters to the editor. Activities: association of sentences and words with corresponding pictures, listen and repeat, reading to find errors, supply the correct tense to fill the gaps, true or false reading comprehension, listening comprehension to choose the appropriate ending for the sentences. 

  • Notes of a traveller

Aims: to consolidate and review the structures, grammar and vocabulary covered in the lessons through a series of interactive exercises such as pronunciation practice, fill in the gap activities, dubbing the film, etc. Structures and functions: present perfect simple vs. present perfect continuous, present perfect + often, still, yet, already, just…, time markers: ‘for’, ‘since’, ‘during’, ‘while’, articles: ‘the’ or zero, prepositions of place: in, on, by, at. Vocabulary: useful expressions e.g.: ‘to get the bug for something’, ‘to keep’ verb+ing, ‘to work something out’, ‘to make a fool of oneself’, ‘to do some verb+ing’, geographical names and location reference, theatre and letters to the editor. Activities: pronunciation of abbreviations, answer the questions in various formats, supply the correct word or phrase to fill the gaps, true or false reading comprehension, listening comprehension and write the correct tense, real life dialogue, film dubbing and choosing synonymous sentences.

  • Health disorders – Reading comprehension

In this lesson students read a written passage of text about health disorders. The text is followed by questions in a sequential order that elicit students’ skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences. The suggested activities comprise multiple-choice and true/false questions as well as matching statements with their corresponding sections. By practicing active and effective reading students acquire strong cognitive skills such as attention, auditory analysis, sound blending, sound segmenting, memory, processing speed and visualisation.

  • Test exercises

 

Unit 4

  • Rehearsing in a hired hall

Aims: to expand the structures and vocabulary covered through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Structures and functions: presentation of new vocabulary through contextual sentences and dialogues. Presentation of new vocabulary e.g.: ‘life expectancy’, ‘costume’, ‘representative’, ‘wildlife’, ‘dominant’, ‘trial’, ‘settlement’, ‘to be aware of something’, ‘gathered’, etc. Activities: association of sentences and words with corresponding pictures, listen and repeat and a listening comprehension exercise to choose the correct ending for the sentences.

  • Our brain’s potential

Aims: to present, practice and expand the grammar, structures and vocabulary covered through a series of interactive exercises such as selecting the best option, writing sentences, gap-filling, etc. Structures and functions: ‘will’ and ‘shall’ for promises, predictions, offers and suggestions; future continuous, future perfect simple and continuous with ‘by then’ and ‘by the time’. Vocabulary: useful expressions e.g.: ‘to take time off’, ‘to fall into the wrong hands’, ‘to go ahead with’, ‘to stand in for’, ‘to get a feel for’, ‘to get hold of’, ‘to bear in mind’, science, synonyms and antonyms. Activities: association of sentences and words with corresponding pictures, reading and listening to find synonyms and antonyms, listening comprehension to choose the appropriate phrase and a gap-fill listening.

  • By the year 2050…

Aims: to consolidate, review and expand the grammar, structures and vocabulary covered in the lessons through a series of interactive exercises such as pronunciation practice, selecting the correct word, filling in the gaps, dubbing the film and finding synonymous sentences. Structures and functions: ‘will’ and ‘shall’ for promises, predictions, offers and suggestions; future continuous, future perfect simple and continuous with ‘by then’ and ‘by the time’. Vocabulary: useful expressions e.g. ‘to take time off’, ‘to fall into the wrong hands’, ‘to go ahead with’, ‘to stand in for’, ‘to get a feel for’, ‘to get hold of’, ‘to bear in mind’,  science, synonyms and antonyms. Activities: pronunciation and word stress, reading and listening to choose the appropriate word, listening for specific information, reading and listening to complete gaps, real life dialogue, dub the film, and choosing synonymous sentences. 

  • Meaningful celebrations – Use of English

Students learn vocabulary and useful phrases to talk about meaningful celebrations. After reading a cloze text with gaps, students have to practice with it through a series of interactive exercises in which they find the lexicon in the specific context.

  • Test exercises

 

Unit 5

  • An invitation to the local press

Aims: to expand the structures and vocabulary covered through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Structures and functions: presentation of new vocabulary through contextual sentences. The vocabulary focuses on the body: forehead, wrist, thumb, toe, complexion, pale and well built. Activities: association of sentences and words with corresponding pictures, listen and repeat, listening comprehension to choose the appropriate ending and gap fill listening comprehension.

  • Popular characters

Aims: to study, practice and expand the grammar, structures and vocabulary covered through a series of interactive exercises such as listen and repeat, write correct sentences, selecting the right image, fill in the gaps, reading texts, read and choose the correct answer, etc. Structures and functions: order of adjectives, compound adjectives, family resemblance with ‘look alike’. Vocabulary: body, ankle, chin, eyebrows,  eyelashes,  forehead,  hips,  knee,  palms,  shoulders,  waist,  wrist; talking about similarities: ‘to look like’, ‘to take after’, ‘to seem to be’, ‘to look as if’, ‘to look alike’; useful expressions: ‘to look as if’, ‘to have a weakness for’, ‘to be fond of’, ‘to win someone´s heart’, ‘all over the world’, ‘to be deep in thought’, revision of clothes vocabulary: trendy, smart, casual, shawl, tracksuit, trainers, etc. Activities: association of sentences and words with corresponding pictures, listen and repeat, listening comprehension to choose the appropriate answer, gap fill listening comprehension and sentence transformation.

  • How do you tell them apart?

Aims: to review, consolidate, practice and expand the grammar, structures and vocabulary covered through a series of interactive exercises such as listen and repeat, write correct sentences, selecting the right image, fill in the gaps, reading texts, read and choose the correct answer, etc. Structures and functions: expressing degrees: ‘fairly’, ‘slightly’, ‘extremely’, talking about approximate ages: early, mid, late and compound adjectives. Vocabulary: revision of lexical fields including: ages, physical descriptions and appearances. Activities: pronunciation and word stress, listen and repeat, listening for specific information: completing a form, reading comprehension to supply alternative descriptions, error correction, real life dialogue film dubbing and choosing synonymous sentences.

  • Test exercises

 

Unit 6

  • The first performance

Aims: to review and consolidate the vocabulary, structures and pronunciation of the block through a series of interactive exercises such as dialogue understanding, listening and repeating, dubbing the film, etc. Structures and functions: revision of structures and functions through contextual practice. Vocabulary revision through extended contextual practice. Activities: listening comprehension to choose the appropriate ending, pronunciation of the schwa sound, listen and repeat and real life dialogue film dubbing.

  • “How do you do”

Aims: to review and consolidate the structures, grammar and vocabulary covered in the block through a series of interactive exercises such as readings, completing the sentences, filling in the gaps, etc. Structures and functions: revision of structures and functions through contextual practice such as supplying the correct tense according to context and choosing the correct modal verbs. Vocabulary revision of common verbs e.g.: to get, to look , take ,to carry, to run, to keep, to stand and to work, revision of lexical fields from the previous lessons: appearances, ages and feelings. Activities: reading and listening comprehension focused on supplying specific information, true or false reading comprehension, sentence transformation and gap-fills.

  • I’m quite jet-lagged

Aims: to review and consolidate the structures and vocabulary covered through a series of interactive exercises such as listening and answering questions etc. Structures and functions: revision of structures and functions through contextual practice in dialogues and sentences. Vocabulary revision of lexical fields from the previous units: clothes, education, holidays, home life. Activities: Listening comprehension using specific information and reading comprehension to choose the most appropriate word.

  • A change for the better – Reading comprehension

In this lesson students read a written passage of text about changes in life. The text is followed by questions in a sequential order that elicit students’ skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences. The suggested activities comprise multiple-choice and true/false questions as well as matching statements with their corresponding sections. By practicing active and effective reading students acquire strong cognitive skills such as attention, auditory analysis, sound blending, sound segmenting, memory, processing speed and visualisation.

  • The Multangular Tower – Dictation

In this lesson students have to follow the dictation of a text on tourism, specifically on The Multangular Tower. Students practice first and foremost their listening and writing skills and within the latter a range of sub-skills from spelling to punctuation. Moreover, this dictation makes students practise and enhance their vocabulary, syntax, grammar and, when reviewing his/her work, proofreading. The written passage of text has been divided into different phrases or sentences and it is listened to by the student, who has to write it. Students can listen to the phrase or sentence as many times as they wish and even ask for help if needed. Once a paragraph has been completed, students re-read it while listening to the audio and move on to the next paragraph.

  • Test exercises

 

Unit 7

  • Chemist’s – Typical situation

A practical immersion in the language, where by the student will live through a real life situation, similar to one they would confront in the language in which they are learning. In this lesson the student will be introduced to new vocabulary, then once the exercise has been completed, they will then have an opportunity to do some practice with this same new vocabulary.

  • Travelling – Dialogue

The student will listen to a series of questions which they can answer freely. In this lesson new vocabulary will be introduced. Once the lesson has finished, the student will then be able to have some practice with this same new vocabulary.

  • Cake design – Reading comprehension

In this lesson students read a written passage of text about the life of a famous cake decorator. The text is followed by questions in a sequential order that elicit students’ skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences. The suggested activities comprise multiple-choice, matching statements with their corresponding sections and choosing the best summary for the text. By practicing active and effective reading students acquire strong cognitive skills such as attention, auditory analysis, sound blending, sound segmenting, memory, processing speed and visualisation.

  • Secrets of the sacred lake – Use of English

Students learn vocabulary and useful phrases to talk about the secret of a sacred lake in Central America, the most popular pet and scuba diving. After reading a cloze text with gaps, students have to practice with it through a series of interactive exercises in which they find the lexicon in the specific context.

  • Test exercises
  • Course revision
  • End-of-module test.
  • Final test

In this last lesson of the course and as a way to revise, the student will come across a variety of exercises which will help consolidate and evaluate any knowledge which has been acquired throughout the duration of the course.

Contenido del curso C1.2

Los contenidos de los cursos de niveles Principiante  A1, A2 e Intermedio B1 y B2, están traducidos al castellano. Los de los niveles Avanzados C1 y C2 no, los tenemos en inglés. Si tienes dificultades para entenderlos te recomendamos que realices el nivel Intermedio

Level C1 – Course 2 – NIVEL AVANZADO – INNOVA IDIOMAS – DEXWAY

The course content remains functional and focused entirely on improving learner independence in all areas, motivating the learner to become conversant on subjects such as cinema, expressing ability, obligation and prohibition as well as presenting and interpreting statistics. In terms of grammatical structures there will be continued revision and extension of the structures in all tenses. Productive and receptive skills are stretched with more phrasal verbs, idiomatic expressions, the different verbs followed by gerunds or infinitives, expressing future possibility, and giving opinions. As with the other levels on the course, there is frequent pronunciation practice and the learner has exposure to long and short sounds, vowel sounds, elision, homophones as well as general vocabulary and sentence level practice. In terms of conversation, the learner can now approach most situations with little or no preparation. The use of a variety of exercises encompasses different learner styles as well as guaranteeing thorough coverage of the topics covered.

35 theory hours

 

Unit 1

  • Shopping at the supermarket

Aims: to learn and acquire the structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Vocabulary:  the press, necklace, audience; food: minced meat, courgette, aubergine, pear, strawberries, feelings and abstract nouns such as: courage, respect and affinity.

  • Successful relationships

Aims: to learn and practice the grammar as well as some more structures and vocabulary through a series of interactive exercises. Structures and functions: – expressing opinions, likes and preferences , articles: a, an, the, zero, describing graphs and statistics, abstract nouns: sincerity, communication, affinity, motivation, trust etc, quantifiers: ‘a little’, ‘little’, ‘a few’, ‘few’, ‘quite a bit of’, ‘quite a lot of’ and ‘loads’. Vocabulary: food and shopping, percentages and fractions, useful phrases: ‘how did it go?’, ‘to make a change’, ‘to run for ‘(plays), ‘it’s about’, ‘as far as I know’ etc. Activities: student-led listening with articles, listen and repeat to practice statistics, write the fractions, fill the gaps with the appropriate articles,  reading comprehension to identify abstract nouns,  reading comprehension to order the different factors, student-led listening, fill the gaps with quantifiers, fill the gaps with nouns, listening comprehension.

  • In round figures

Aims: to review and consolidate the structures and vocabulary related to the lesson through a series of interactive exercises. Structures and functions:  expressing opinions, likes and preferences, articles: a, an, the, zero, describing graphs and statistics, abstract nouns: sincerity, communication, affinity, motivation, trust etc, quantifiers: ‘a little’, ‘little’, ‘a few’, ‘few’, ‘quite a bit of’, ‘quite a lot of’ and ‘loads’. Vocabulary: food, numbers: times, fractions, percentages and dates. Activities: pronunciation exercise to listen and choose the correct sound, listening comprehension to write the figures, sentence transformation using nouns, correct the sentences on the theme of articles, real life dialogue and film dubbing as well as choosing synonymous sentences.

  • The Mildenhall Treasure – Reading comprehension

In this lesson students read a written passage of text about the story of a treasure in Mildenhall (UK). The text is followed by questions in a sequential order that elicit students’ skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences. The suggested activities comprise multiple-choice, matching statements with their corresponding sections and vocabulary questions. By practicing active and effective reading students acquire strong cognitive skills such as attention, auditory analysis, sound blending, sound segmenting, memory, processing speed and visualisation.

  • Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

 

Unit 2

  • Going on a tour

Aims: to learn and assimilate the structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Vocabulary: international warning signs – forbidden, permitted and more general vocabulary: porch, barbeque, in the open air, claim, hand in, settle in, renew, choice, position, harmony and probability: likely, unlikely, sure.

  • A mythical island

Aims: to learn and practice the grammar as well as some more structures and vocabulary through a series of interactive exercises. Structures and functions: expressing permission and prohibition, talking about probability: likely, unlikely, sure, expressing ability: can, could, to be able to, to manage to, may or might, must, may and might for suppositions and logical deductions about present and past, review of modals for permission and obligation: must, mustn’t, needn’t, have to, don’t have to. Vocabulary: useful expressions e.g. ‘to know in advance’, ‘to be one’s own boss’, ‘short term contract’, ‘to keep in suspense’, ‘to be worth someone’s while’ etc, synonyms and antonyms . Activities: student-led listening, complete the sentence with an appropriate word, sentence transformation on the theme of probability, listen and repeat, reading comprehension to finding synonyms and antonyms, word and picture association, listening to choose appropriate answers and  multiple choice options.

  • We would make a name for ourselves

Aims: to review and consolidate the structures and vocabulary related to the lesson through a series of interactive exercises.  Structures and functions: expressing permission and prohibition, talking about probability: likely, unlikely, sure, expressing ability: can, could, to be able to, to manage to, may/might.  Must, may and might for suppositions and logical deductions about present and past, review of modals for permission and obligation: must, mustn’t, needn’t, have to, don’t have to The vocabulary section reviews useful expressions: ‘to know in advance’, ‘to be one’s own boss’, ‘short term contract’, ‘to keep in suspense’, ‘to be worth someone’s while’ etc and synonyms and antonyms. Activities: pronunciation of long and short vowel sounds with a listen and repeat exercise, fill the gaps with an appropriate modal verb, multiple choice: choose the most appropriate tense, error detection and correction, association of pictures with camp rules, real life dialogue film dubbing and choosing synonymous sentences.

  • A place I could call home – Listening comprehension

In this lesson students practice and test their listening skills, so they must pay attention to the oral information that is heard in different exercises and answer to a set of related questions about education, specifically the life in a boarding school.

  • Test exercises

 

Unit 3

  • Getting the contract

Aims: to learn and acquire the structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Vocabulary: nativity play, advertisement, signature, recipient, cab, queries, agony aunt, presently, actually, afterwards, ghost as well as some more American English: highway, elevator, drug store.

  • An agony aunt

Aims: to learn and practice the grammar as well as some more structures and vocabulary through a series of interactive exercises. Structures and functions: asking for and giving advice, making offers: ‘would you like me to..?’, ‘Can I..?’, ‘Shall I?’, ‘I’ll?’, writing a letter and responding to offers. Vocabulary: nativity play, advertisement, signature etc. Useful phrases: ‘to have a night in’, ‘to get things in proportion’, ‘to go through a phase’, ‘to feel sorry for one’s self’, ‘to make a note of’ and ‘at leisure’, agony aunts and advice columns. Activities: association of sentences and words with corresponding pictures, listening and reading to choose the appropriate response, make offers by filling the gaps, pronunciation, listen and repeat, reading and listening comprehension to answer the questions, writing practice with an exercise to supply an appropriate question, listening and writing – respond to the offers and true or false listening comprehension.

  • Get things into proportion

Aims: to review and consolidate the structures and vocabulary related to the lesson through a series of interactive exercises. Structures and functions:  asking for and giving advice, making offers: ‘would you like me to..?’, ‘can I..?’, ‘shall I?’ and  ‘I’ll?’, responding to offers, detecting the appropriate tone and language: formal vs. informal. Vocabulary: British vs. American English and a review of useful expressions. Activities: pronunciation focus on diphthongs, listening comprehension and detecting tone, substitution of  American synonyms,  association of sentences and words with corresponding pictures, gap fill, real life dialogue and film dubbing as well as choosing synonymous sentences.

  • A letter from the agent – Reading comprehension

In this lesson students read a written passage of a letter sent by a literary agent to a script writer. The text is followed by questions in a sequential order that elicit students’ skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences.

  • Test exercises

 

Unit 4

  • Some troubles with the tour

Aims: to learn and acquire the structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Vocabulary: front cover, photo session, faith, mankind, miniature, devoted, playful, sexist, tend, pedigree, wild, moggy the big screen and role.

  • Top model and future star

Aims: to learn and practice the grammar as well as some more structures and vocabulary through a series of interactive exercises. Structures and functions: verbs with gerunds and infinitives e.g. ‘avoid seeing’ and ‘tend to be’. ‘Who’, ‘where’, ‘what’, ‘when’, ‘how’ + infinitive, verbs with dual meanings: infinitives vs. gerunds: she stopped to smoke or stopped smoking; remember to buy or remember buying etc. Vocabulary: useful expressions such as ‘to my mind’, ‘in her element’, ‘in the public eye’, ‘it’s no use’ and ‘there’s no point’. Activities: student-led listening, make synonymous sentences , complete the gaps with verbs in the correct tenses , reading and listening to answer questions, finding synonyms, gap-fill, listen and repeat and listen and answer.

  • Your dog on the big screen

Aims: to revise and consolidate the structures and vocabulary related to the lesson through a series of interactive exercises. Structures and functions: verbs with gerund sand infinitives e.g. ‘avoid seeing’ and ‘tend to be’. ‘Who’, ‘where’, ‘what’, ‘when’, ‘how’ + infinitive, verbs with dual meanings: infinitives vs. gerunds: she stopped to smoke or stopped smoking; remember to buy or remember buying etc. Vocabulary: useful expressions such as ‘to my mind’, ‘in her element’, ‘in the public eye’, ‘it’s no use’ and ‘there’s no point’. Activities: pronunciation of diphthongs, error detection and correction, choose the correct word to fill the gaps, write the correct tense, real life dialogue and film dubbing, and choosing synonymous sentences.

  • The Color Purple – Reading comprehension

In this lesson students read a written passage of text about the film The Color Purple. The text is followed by questions in a sequential order that elicit students’ skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences. The suggested activities comprise multiple-choice, matching statements with their corresponding sections and vocabulary questions. By practicing active and effective reading students acquire strong cognitive skills such as attention, auditory analysis, sound blending, sound segmenting, memory, processing speed and visualisation.

  • Test exercises

 

Unit 5

  • Saying goodbye

Aims: to learn and acquire the structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. The vocabulary input focuses on household objects and appliances: dishwasher, clothes hangers, sewing machine; shapes: pyramid, cylinder, cube and materials: bamboo, velvet, pottery.

  • Choosing a present

Aims: to learn and practice the grammar as well as some more structures and vocabulary through a series of interactive exercises. Structures and functions: describing objects and the order of adjectives, expressing purpose using ‘for’ or ‘to’. Vocabulary: take my place, needless to say, dress up etc; shapes: pyramid, cylinder, cube, oval, square and triangular; compound nouns: key-ring, shoulder-bag etc. Activities: writing with everyday objects, student-led listening, association of sentences and words with corresponding pictures, write the correct shapes in the gaps,  listening to write the objects according to their definitions, true or false listening comprehension, listen and repeat, listening and reading comprehension, make sentences about the images and spelling – write the missing letters.

  • How objects are

Aims: to review and consolidate the structures and vocabulary related to the lesson through a series of interactive exercises. Structures and functions: describing objects, expressing purpose using ‘for’ or ‘to’. Vocabulary: take my place, needless to say, dress up etc; shapes: pyramid, cylinder, cube, oval, square, triangular and compound nouns: key-ring, shoulder-bag etc.  Activities: pronunciation of triphthongs in sentences, listen and repeat, complete the descriptions, listening comprehension to answer yes or no, association of sentences and words with corresponding pictures, real life dialogue and film dubbing as well as choosing synonymous sentences.

  • Working out the puzzle – Use of English

Students learn vocabulary and useful phrases to talk about taking decisions. After reading a cloze text with gaps, students have to practice with it through a series of interactive exercises in which they find the lexicon in the specific context.

  • Test exercises

 

Unit 6

  • On the way to Ireland

Aims: to review and consolidate the grammar, structures and vocabulary covered in the whole block through a series of interactive exercises. Activities: listening comprehension and gap-fill, pronunciation practice with the revision of difficult sounds, real life dialogue and film dubbing.

  • Christmas stories

Aims: to review and consolidate the grammar, structures and vocabulary covered in the whole block through a series of interactive exercises. Activities: reading and listening comprehension with true or false  answers, multiple choice listening comprehension, reading and writing practice to choose the appropriate ending, gap-fill reading comprehension and writing practice with a complete the sentences exercise.

  • Brunch or a regular meal?

Aims: to review and consolidate the grammar, structures and vocabulary covered in the whole block through a series of interactive exercises. Activities: true or false reading and listening comprehension, multiple choice listening comprehension, reading and writing to choose the appropriate ending, reading comprehension and gap-fill and a sentence completion exercise.

  • The performance – Reading comprehension

In this lesson students read a written passage of text about someone’s experience performing in a theatre. The text is followed by questions in a sequential order that elicit students’ skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences.

  • Test exercises

 

Unit 7

  • Setting up a business account – Typical situation

A practical immersion in the language, where by the student will live through a real life situation, similar to one they would confront in the language in which they are learning. In this lesson the student will be introduced to new vocabulary, then once the exercise has been completed, they will then have an opportunity to do some practice with this same new vocabulary.

  • Your interests – Dialogue

The student will listen to a series of questions which they can answer freely. In this lesson new vocabulary will be introduced. Once the lesson has finished, the student will then be able to have some practice with this same new vocabulary.

  • Marketing mix – Dictation

The student will practice their oral comprehension and their writing, at the same time that they learn the vocabulary and useful expressions from important topics and so put into practice the language they are learning in a more advanced way.

  • Company’s goals – Reading comprehension

In this lesson students read a written passage of a formal letter from an organisation to its employees. The text is followed by questions in a sequential order that elicit students’ skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences.

  • Test exercises
  • Course revision
  • End-of-module test.
  • Final test

In this last lesson of the course and as a way to revise, the student will come across a variety of exercises which will help consolidate and evaluate any knowledge which has been acquired throughout the duration of the course.

Contenido del curso C1.3

Los contenidos de los cursos de niveles Principiante  A1, A2 e Intermedio B1 y B2, están traducidos al castellano. Los de los niveles Avanzados C1 y C2 no, los tenemos en inglés. Si tienes dificultades para entenderlos te recomendamos que realices el nivel Intermedio

Level C1 – Course 3 – NIVEL AVANZADO – INNOVA IDIOMAS – DEXWAY

Starting with Conditional phrases, time clauses and a review of the Passive voice the learner will encounter exercises to practice reported speech, prepositional clauses, synonyms and antonyms as well as Relative clauses. By now the learner will be able to converse on a wide range of subjects areas from detailed descriptions to abstract concepts. In terms of pronunciation, the learner will continue to model native speakers at a natural speed and be aware of contractions, intonation, elision, homophones, homographs and diphthongs.

35 theory hours

 

Unit 1

  • In an Irish pub

Aims: to learn and acquire the structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Vocabulary: ladder, horseshoe, itchy palm, lucky charm, fountain, congress, hold on to, to pull a lever, to adjust a dial etc as well as describing people and places.

  • Visiting the doctor

Aims: to learn and practice the grammar as well as some more structures and vocabulary through a series of interactive exercises. Structures and functions: expressing real and unreal conditions with ‘even if’, ‘until’, ‘in case’, expressing general truths and mixed conditionals. Vocabulary: to have something on one’s mind, to go on a spree, play safe, to let oneself go, jump at the chance and describing people and places. Activities: association of sentences and words with their corresponding pictures, an exercise to choose the appropriate word to complete the sentences and also more practice using the words provided to make sentences and listening to finish the sentences.

  • The Emerald Island

Aims: to review and consolidate the structures and vocabulary from the lesson through a series of interactive exercises. Structures and functions: expressing real and unreal conditions using ‘even if’, ‘provided’ and ‘unless’; expressing general truths and giving advice and mixed conditionals. Vocabulary: to go on a spree, play safe, to let oneself go, jump at the chance etc as well as describing people and places. Activities: pronunciation of homographs, listen and repeat, choose the appropriate ending, write the verbs in the correct tense, listening and reading to answer the questions and predict the story, error detection and correction, real life dialogue and film dubbing as well as choosing synonymous sentences.

  • Turned my life upside down – Reading comprehension

In this lesson students read a written passage of text about someone’s plans to propose. The text is followed by questions in a sequential order that elicit students’ skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences.

  • Test exercises

In the last lesson of this unit, students find a variety of exercises carefully chosen to consolidate and evaluate the language skills acquired in previous lessons.

 

Unit 2

  • Welsh culture

Aims: to assimilate and acquire the structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Vocabulary: to boil, to stir, to pour, materials and fabrics , industry, to manufacture, coal, farm, mining, equality, bachelor and luxury.

  • A nice cup of tea

Aims: to learn and practice the grammar as well as some more structures and vocabulary through a series of interactive exercises.  Structures and functions: talking about places, industries, customs, passive voice review in all tenses and verbs with ‘being’: can’t stand, like, love, resent, fancy and don’t mind. Vocabulary:  to walk out, generally speaking, to have time to oneself, made by hand, to bring to the boil, to boil, to stir, to add, to leave and to pour. Activities: complete the sentences with the correct form of the verbs, association of sentences and words with their corresponding pictures and sentence transformation, listen and repeat, complete the instructions, reading and listening comprehension to find synonyms, sentence transformation from active to passive and listening practice with true or false comprehension questions.

  • Cheap labour for cheap products

Aims: to review and consolidate the structures and vocabulary seen in the lesson through a series of interactive exercises. Structures and functions: talking about places, industries and customs, passive voice review in all tenses, verbs with ‘being’: can’t stand, like, love, resent, fancy and don’t mind. Vocabulary: to walk out, generally speaking, to have time to oneself, by hand, to boil, to stir, to add, to leave and to pour. Activities: pronunciation practice with noun formation and the subsequent changes in stress, true or false reading and writing comprehension, choose the correct word to complete the text, association of sentences and words with corresponding pictures, gap-fill listening comprehension, sentence transformation from active to passive, true or false listening practice, real life dialogue and film dubbing exercise as well as choosing synonymous sentences.

  • The agreement has been signed – Listening comprehension

In this lesson students practise and test their listening skills, so they must pay attention to the oral information that is heard in two different conversations in a business setting and answer to a series of questions.

  • Test exercises

 

Unit 3

  • Hogmanay in Scotland

Aims: to learn and acquire the structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Vocabulary: tower block, mailman, platter, housing estate, council, to step on, enriched, to fall asleep, windscreen, steering wheel, pedestrian crossing, rear view mirror, horn, engine, truck and metro.

  • The language spoken by the original settlers

Aims: to learn and practice the grammar as well as some more structures and vocabulary through a series of interactive exercises. Structures and functions: talking about places, defining and non-defining relative clauses, explaining processes: after, when, before, then etc. Vocabulary: ‘to say the least’, ‘to spend a fortune’, ‘to back out’, ‘to be made redundant’, ‘to be down the road from’; British and American English: biscuit/cookie, handbag/purse, flat/apartment – ; prepositions: of, about, by, with and the different parts of a car. Activities: association of sentences and words with their corresponding pictures, relative pronouns gap-fill and match sentences to make relative clauses. Pronunciation practice with a listen and repeat exercise, true or false reading and listening comprehension, reading to find the synonymous British and American words, student-led listening, selecting the best word to complete the sentences and listening and writing practice with sentence correction.

  • Have a nice day!

Aims: to review and consolidate the structures and vocabulary related to the lesson through a series of interactive exercises. Structures and functions: talking about places, defining and non-defining relative clauses – joining two sentences, explaining processes: after, when, before, then etc., verbs with pre-fixes: overcooked etc. Vocabulary:  ‘to say the least’, ‘to spend a fortune’, ‘to back out’, ‘to be made redundant’, ‘to be down the road from’; British and American English; prepositions: of, about, by and with. Activities: pronunciation of prefixes, complete the sentences, sentence transformation from American to British English, writing practice with an exercise to join the sentences to make relative clauses, error detection and correction , real life dialogue practice with an exercise to dub the film and choosing synonymous sentences.

  • Self-driving cars – Reading comprehension

In this lesson students read a written passage of text about the future of cars. The text is followed by questions in a sequential order that elicit students’ skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences.

  • Test exercises

 

Unit 4

  • Sightseeing in London

Aims: to learn and acquire the structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Vocabulary: youngsters, security guard, beg, rational, announce; tourist attractions in London: The Tower of London, Covent Garden, The British Museum; parapsychology:  horoscopes, fortune telling, telepathy, astrology, intuitive, predictions and nightmares.

  • The truth game

Aims: to learn and practice the grammar as well as some more structures and vocabulary through a series of interactive exercises. Structures and functions: modal verbs review, connectors: ‘so that’, ‘despite’, ‘as’, ‘while’ and reported speech. Vocabulary: parapsychology, horoscopes, fortune telling, telepathy, astrology. Useful phrases: ‘give it a miss’, ‘take something seriously’, ‘make something up’, ‘wishful thinking’ and ‘you’re telling me!’  Activities: student-led listening, write the correct modal or auxiliary verb, association of sentences and words with corresponding pictures, choose the appropriate word from the list to complete the task,  pronunciation, reading and listening comprehension as well as a listening and reading comprehension with a gap-fill exercise.

  • Famous quotes

Aims: to revise and consolidate the structures and vocabulary related to the lesson through a series of interactive exercises. Structures and functions: modal verbs review, reporting quotes and beliefs, forming adjectives,  verbs and nouns (suffixes), ‘say’, ‘tell’ and other reporting verbs. Vocabulary: parapsychology, horoscopes, fortune telling, telepathy, astrology; useful phrases: ‘give it a miss’, ‘take something seriously’, ‘make something up’, ‘wishful thinking’. Activities: pronunciation of adjectives from verbs and nouns, pronunciation of opposite adjectives, writing practice with reporting quotes, write the most suitable word in the gap, writing practice with a task to complete the synonymous sentences, a real life dialogue and film dubbing exercise as well as choosing synonymous sentences.

  • Welcome to the debate – Listening comprehension

In this lesson students practise and test their listening skills, so they must pay attention to the oral information that is heard in a TV debate and in a conversation between family members in order to answer to a set of related questions.

  • Test exercises

 

Unit 5

  • Remembering the tour

Aims: to learn and acquire the structures and vocabulary related to the topic through a series of interactive exercises such as word/sentence-picture association, listening comprehension with short, realistic dialogues and student-led listening practice with the vocabulary items. Vocabulary: aspect, anxiety, subdued, bold, symbolize; tones and colours: lilac, turquoise, beige, shade; paintings: watercolour, landscape, portrait, sketch, still life; photography: snaps, close-ups, prints.

  • Drawing and painting therapy group

Aims: to learn and practice the grammar as well as some more structures and vocabulary through a series of interactive exercises. Structures and functions: describing pictures, background, to the right or left of, in the bottom left hand corner etc; prepositional clauses, Vocabulary: tones and colours, dark, light, lilac, beige; Paintings: watercolour, landscape, portrait, sketch, still life, abstract. Useful phrases: ‘to come to terms with’, ‘speak volumes’, ‘state of mind’, ‘at first sight’. Activities: student-led listening activity, association of sentences and words with their corresponding pictures and complete the gaps with a word from the list. Pronunciation: listen and repeat , listening comprehension to complete a registration form, multiple choice reading comprehension, reading to find synonyms and antonyms,  reading and matching words to definitions, true or false listening comprehension.

  • Handmade greeting cards

Aims: to review and consolidate the structures and vocabulary related to the lesson through a series of interactive exercises. Structures and functions: describing pictures: background, to the right or left of, in the bottom left hand corner etc.; prepositional clauses. Vocabulary: tones and colours, dark, light, lilac, beige; Paintings: watercolour, landscape, portrait, sketch; useful expressions: ‘to come to terms with’, ‘speak volumes’, ‘state of mind’ and ‘at first sight. Activities: pronunciation practice with a listen and repeat exercise on onomatopoeia, gap-fill reading comprehension, association of sentences and words with corresponding pictures, choose an appropriate ending, true or false reading comprehension, real life dialogue practice with a film dubbing exercise, as well as choosing synonymous sentences.

  • Guided tour in the museum – Listening comprehension

In this lesson students practise and test their listening skills, so they must pay attention to the oral information that is heard in two different situations (a tour of a museum and a conversation between friends) and answer to a set of related questions.

  • Test exercises

 

Unit 6

  • Making plans for the future

Aims: to review and consolidate the grammar, structures and vocabulary covered in the whole block through a series of interactive exercises. Activities: true or false listening comprehension, pronunciation practice with word and syllable stress and real life dialogue practice with a film dubbing exercise.

  • Revealing your luck

Aims: to revise and consolidate the grammar, structures and vocabulary covered in the whole block through a series of interactive exercises. Activities: reading and listening to answer the questions, listening to complete the gaps, error correction, reading and writing practice with a gap-fill exercise.

  • Spiritualists

Aims: to review and consolidate the grammar, structures and vocabulary covered in the whole block through a series of interactive exercises.  Activities: association of sentences and words with their corresponding pictures, use the correct tense to complete the text and choose the appropriate word according to the definitions.

  • Legends of the mysterious monarch – Reading comprehension

In this lesson students read a written passage of text about a popular legend. The text is followed by questions in a sequential order that elicit students’ skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences.

  • Test exercises

 

Unit 7

  • Trouble abroad – stolen credit card and passport – Typical situation

A practical immersion in the language, where by the student will live through a real life situation, similar to one they would confront in the language in which they are learning. In this lesson the student will be introduced to new vocabulary, then once the exercise has been completed, they will then have an opportunity to do some practice with this same new vocabulary.

  • Superstitions – Dialogue

The student will listen to a series of questions which they can then answer freely by sending their answers to a teacher, on-line. In this lesson new vocabulary will be introduced. Once the lesson has finished, the student will then be  able to have some practice with this same new vocabulary.

  • Buzz words – Dictation

The student will practice their oral comprehension and their writing, at the same time that they learn the vocabulary and useful expressions from important topics and so put into practice the language they are learning in a more advanced way.

  • Fraud Prevention Centre – Reading comprehension

In this lesson students read a written passage of text about preventing fraud. The text is followed by questions in a sequential order that elicit students’ skills on active reading. Readers are asked to peruse the passage for the general meaning, particular details and logical inferences.

  • Test exercises
  • Course revision
  • End-of-module test.
  • Final test

In this last lesson of the course and as a way to revise, the student will come across a variety of exercises which will help consolidate and evaluate any knowledge which has been acquired throughout the duration of the course.

Gracias a la tecnología convertimos la formación online un excelente recurso formativo. Los últimos avances multimedia, junto con una estructura gramatical adecuada dan como resultado la mejor ayuda para dominar el inglés.

Garantizamos que tus competencias lingüísticas se desarrollarán de forma natural, a través de lecciones estructuradas que permiten un aprendizaje progresivo y flexible y adaptado a tu nivel.

CARACTERÍSTICAS DE LOS CURSOS ONLINE DE INNOVA

ESTUDIA EN CUALQUIER LUGAR

Todas las lecciones pueden descargarse previamente para después acceder sin conexión WiFi, ni datos móviles. Lo avanzado en el curso no se pierde.

PLANIFICA TUS ESTUDIOS

Los cursos incorporan un planificador de estudio que te permite calcular cuántos días por semana y cuántas lecciones al día necesitas para terminar un curso.

MEJORA EXPONENCIALMENTE

Hay cursos para todos los niveles de la escala del MCER del A1 al C2. Escoge el tuyo y avanza de un nivel al siguiente si consigues superar los objetivos mínimos.

MULTIDISPOSITIVO

Podrás acceder a los contenidos Innova desde el navegador de cualquier dispositivo conectado a la red, pc, móvil o tablet.

CERTIFÍCATE

Al final de un curso online Innova, recibirás tu certificado que acredita el nivel superado y la nota obtenida. ¡Mejora tu CV!

RECONOCIMIENTO DE VOZ

La tecnología de reconocimiento de voz identifica las palabras y las colorea ofreciendo feedback en tiempo real.

RECURSOS MULTIMEDIA

Karaoke, flashcards, lecturas, audiolibros, juegos gramaticales, gamificación para animarte en los avances. No tendrás disculpa.

MANUAL DEL ALUMNO

Todos los alumnos disponen en pdf descargable de un completo manual para al dominio absoluto y autogestión de la plataforma!

TUTORES 24/365

Dispondrás de un tutor nativo que te orientará en tus estudios, te ayudará a resolver todas las dudas y te animará para conseguir tus objetivos.

GRUPOS DE CONVERSACIÓN

En cada curso se tiene acceso a los grupos de conversación de alumnos que están realizando el mismo curso en el mundo, accesible 24/365.

MANUAL DEL CURSO

En cada curso puedes descargarte los contenidos gramaticales y de vocabulario, para que puedas practicarlos de forma independiente.

INNOVA ANALYTICS

Los cursos disponen de un software específico de análisis de la evolución de cada destreza para su uso por el tutor y el alumno.

Nuestros otros cursos

Quizás ya eres un estudiante más experimentado y empezar por el A1 te queda pequeño. Échale un vistazo al resto de cursos.

¿Te ha quedado alguna duda en el aire?

¿Cual es la duración de los cursos?

Cada uno de los cursos tiene una duración de 35 horas. Tu marcas el ritmo al que avanzar y al terminar el curso puedes saltar al del siguiente nivel. 

¿Cual el tiempo de validez del Aula Virtual?

Mientras mantengas la suscripción podrás acceder 24/365 a la plataforma, sin límite.

¿Cual es la forma de pago?

Puedes realizar la suscripción mensual de 30 euros (1 euros al día) con tarjeta de crédito/débito y Paypal. Una vez que hayas realizado el pago recibirás automáticamente, por correo electrónico, tu acceso personal a la plataforma del Aula Virtual en el curso contratado inicialmente.

¿Puedo darme de alta si soy principiante en Inglés?

No te preocupes por tu nivel de inglés, ya que los cursos están adaptados a todos los niveles. Si quieres empezar de cero deberás de empezar por el curso de NIVEL A1.

¿En qué formato recibo el contenido?

Una vez en la plataforma tendrás acceso al curso que se despliega de forma amena y clara y empezarás el curso de la forma que quieras . Nosotros recomendamos seguir el orden propuesto por el curso, pero lo puedes alterar sin dificultad. Tú marcas el ritmo. 

¿Puedo hacer más de un curso a la vez?

Por cada suscripción puedes hacer dos cursos a la vez. Nosotros te aconsejamos hacerlo de forma secuencial, primero uno, después el siguiente.