Our objectives are:

To prepare students to use the language as a means of communication, in a real world context, both personal and professional.

To enable students through the different activities to achieve a final chore.

To establish the conditions needed to approach the learning of a new language effectively and independently through communication and learning strategies.

To provide instruments so that, as autonomous learners, they may achieve greater autonomy in the communication situations where they have to participate.

The final objective is to enable the student to achieve a real communication –both oral and written– with other Spanish speakers by means of texts, authentic recordings and materials and activities which faithfully reproduce the world outside the classroom.

The student must achieve the necessary communication abilities to function in real life: communication is not a mere product, it is rather a process with a specific purpose, between specific speakers, in a specific situation. Therefore it is not enough for students to memorize an amount of information- vocabulary, rules, functions, etc. Besides it is absolutely necessary to learn to use this knowledge to negotiate the meaning, and the activities must imitate reality outside the classroom.

Also, to teach a language communicatively we must keep in mind the student’s needs, as they are the main characters in the learning and teaching process, therefore the focus of the class must be on the students. If we focus teaching on the student and his learning process, we can consider that the teacher’s main role is to create the necessary conditions for an effective learning.

The teacher must represent a wide variety of roles: analyze students’ needs, create communication situations, organize activities, advise, participate as another classmate, observe the development of the activities in the classroom, create materials, etc.

The teacher’s will start with the activities the students carry out communicating among themselves in the target language; in these activities the students will discover together with their teachers the units of the various levels of description of the language that will be the object of study.

The most important work plan in this approach is the production of a final project, which is organized from sequenced units that can be extended or modified depending on the dynamics of the negotiation and participation in the classroom. The final projects normally do not take up more than one or two class sessions.