1. VL3: The Progress on Level A1 and A2
Spanish
T h e C u lt u r e P le x T e a m
cultureplex@gmail.com

2. V o c a b u la r y
• Vocabulary was added onto the already existing vocabulary for
each context in Level A1 and A2
-the goal was to broaden the vocabulary, but not to make the
context more difficult
• Ex. Level A1, Context 2
A c t iv it ie s in t h e c la s s r o o m • T o m a r a p u n t e s , p r a c t ic a r
e l v o c a b u la r io , le e r
f r a s e s e n e s p a ñ o l,
c o n v e r s a r c o n lo s
c o m p a ñ e r o s d e c la s e ,
u s a r e l d ic c in a r io ,
Added Vocabulary  a p r e n d e r p a la b r a s y
f r a s e s , e s t u d ia r p a r a la
prue ba .
• R e s p o n d e r a la s
p r e g u n t a s , p a r t ic ip a r e n
c o n v e r s a c io n e s o c la s e s ,
a y u d a r a u n a m ig o , h a c e r
la t a r e a , t r a b a ja r e n u n
p r o y e c t o , e s c r ib ir u n a
c o m p o s ic ió n , e s c u c h a r a l
p r o f e s o r , a d iv in a r la
re s p u e s ta , a p re nd e r
nu e va s c o s a s , to m a r u n a
prue ba .

3. “ Pop Ups ”
• Ex. Level A1, Context 3
Machine: ¿A qué hora tienes clase?
Pop Up: In a full sentence, say what time of the day you have Spanish class at. Intenta estas: a la una, a
las “” de la mañana/de la tarde/ de la noche
Student: A las 8 de la noche.
Machine: Te ayudo con tu tarea para la clase. Tienes que describir cómo eres. ¿Cómo eres de físico?
Pop Up: In a full sentence, explain what you look like. Use at least two adjectives! Algunas sugerencias:
rubio/a, alto/a, moreno/a, delgado/a, guapo/a, pequeño/a, gordo/a
Student: De físico soy rubio y alto.
Machine: ¿Eres de ojos verdes?
Pop Up: In a full sentence, say if you have green eyes or not. Trata estas: Sí soy de ojos verdes o no, soy
de ojos azules/oscuros
Student: No, soy de ojos azules.
• The purpose of the “Pop Ups” is to provide students with a
short, simple explanation as to what is asked of them along
with some ‘hints’ as to what they could say as a response to
what the avatar is saying
• These “Pop Ups” will only show up if the student asks (clicks)
for help

4. D r . G le a r n in g
•
Aallowed i v i t i e s the grammar and
Activities that
c t students to practice
vocabulary of each specific context were created and put into
Dr.Glearning online.
• For examples of some of the activities 
http://beta.drglearning.com/client/
• Example Level A1 Context 5
Actividad 1
“La rutina diaria”: Abajo hay frases con algunas opciones para cada frase. Escoge la opción
que corresponde a la frase. La meta de ese ejercicio es practicar los verbos reflexivos.
1) Cuando alguien come algún comida, es tiempo de…
a) bañarse
b) cepillarse los dientes
c)acostarse
d) vestirse
2) Cuando tu amiga está muy cansada, es probablemente que ella…
a) se peine el pelo
b) se cepilla los dientes
c) se despierta muy temprano de la mañana
d) se afeita
3) Si alguien no está muy feliz durante sus vacaciones, es porque…
a) se preocupa por algo
b) se junta con amigos
c) se olvida de los horarios
d) se afeita

5. • Example from Level A1 Context 3: “Qué hora es?”: La meta de ese
ejercicio es practicar saber la hora. Abajo hay varios dibujos que
tienen horas diferentes. Escribe la hora correctamente en el espacio.
Ejemplo: Son las diez y cuarto de la noche.
5) ­­­­­­­­­­­­­­­­_____________________ de la tarde.
2) ­­­ ___________________de la noche.
3) ­­­____________________de la mañana.

6. G ra mma rs
• Every expression/grammar/vocabulary listed in each context
was broken down into individual words and specific word types
(i.e. noun, adjective, adverb etc.)
• This information could then be used by our programmers,
allowing them to input all the possible vocabulary and
expressions into the computer
V e r b ' e n c a n t a r + n o u n /v e r b '
C P VR ¿Te gusta el chocolate o las galletas?
Las galletas me gustan mucho, pero el chocolate me
VR DP pron verb AdvP conj DP pron verb encanta.
S PP VR A mi Hermana le encanta la música de Alejandro Sanz
P Re f e r
Vr DP VR Los fines de semana me encantan.
ir ¿Qué prefieres, los fines de semana o los días de
C P int VP clases?
VP verb DP Prefiero los fines de semana.
VP
Cpre f int Vpreferir ¿Qué prefieres hacer los fines de semana?
e r ir verb verb conj verb Prefiero cocinar y bailar

7. G o a ls a n d
E v a lu a t io n s
• For each context, goals and evaluation methods have been created.
-these are subject to change and revision
• Example (A1 Context 2)
IN S T R U C T IO N S :
Throughout this conversation you will need to:
-Greet and ask the avatar how it is doing.
-When/if asked, tell the avatar what you are doing.
-When/if asked, tell the avatar what day of the week it is.
-When/if asked, tell the avatar what classes you have on this particular day (name at least three
different subjects, Spanish being one of them).
-Ask the avatar what days it is taking a certain class (one that you haven’t named before)
-When/if asked, tell the avatar at what time is your Spanish class at?
-When/if asked, tell the avatar at least two activities that you h a v e t o do in Spanish class.
-When/if asked, tell the avatar one activity you want to do on the weekend, tell it that you want to
do it, but you have to do another activity.
-If the avatar invites you to do something with it and its friends on the weekend, thank it for the
invitation and tell it that you want to go, but you have to do another activity.
-When the avatar says good-bye, say good-bye back.

8. E R R O R E V A L U A T IO N
In this scenario we will be measuring the following:
Communicative Competence (25%)
The measure of the used grammar rules vs. grammar rules that have been established as an objective for this scenario (eg. use
greetings, introductions, etc.).
NOTE: we do not measure weather the rule has been produced correctly or not, but rather we measure the learner’s intent to use
them by making sure they were being activated in the system.
Vocabulary (30%)
We measure different vocab categories with one point for each category:
Previous Vocabulary: 5%
At least one greeting
At least one leave taking
Current Vocabulary: 25%
At least one day of the week
Name at least four subjects
Telling time
Naming at least three activities (classroom or weekend)
Use of question word “qué”
Grammar (25%)
The objective is to measure the following specific constructions:
Previous Grammar: 5%
Agreement with gender, number and person
Current Grammar: 20%
The verbal expression “tener que+infinitive”
The verbal expression “querer+infinitive”
The verbal expression “quiero ir+a/al+place”
Spelling (10%)
Subtracting one point per spelling mistake until running out of points.
Time (10%)
Statistical measure based on the time spent by users during the Technical Testing Phase.

9. VO C A B UL A R Y
C A TE G O R Y EXPECTED EXAMPLE Anticipated Errors
• At least one greeting Hola, Buenos días, buenas Buenas días, buenos
G r e e t in g s tardes, buenas noches, etc. noches, buenos tardes, ola
a n d le a v e - • at least one leave taking Adiós, hasta mañana, hasta Hasta manana, hast pronto
t a k in g s pronto, hasta luego, etc.
E x p r e s s i o n s o f • at least one courtesy Mucho gusto, encantado/a, Mucha gusto, mucho gusta
c o urte s y expression gracias, de nada, por favor, etc.
S u b je c t s • at least one subject you Clase de español, clase de Español clase, inglés clase
are taking inglés
A c t iv it ie s in t h e • at least one activity in the Tomar apuntes, practicar el Tomar música, tomar el
c la s s r o o m classroom vocabulario, leer frases en diccionario
español, conversar con los
compañeros de clase, usar el
diccionario
D a ys o f th e w e e k • name at least one day of Hoy es miércoles, mañana es Hoy es mircoles, hoy es
the week jueves. sabado
A c t iv it ie s • name at least one activity Conversar por computadora, Ir de tienda, mirar la música
in the classroom descansar, escribir, ir de
compras, ordenar mi cuarto,
mirar la televisión, escuchar la
música,
G RAMMAR
• “yo” tengo que + infinitive Tengo que practicar el Yo tiene que hablar con
“ te ne r
• “tú”tienes que + infinitive vocabulario, ¿qué tienes que amigos
q u e +i n f i n i t i v e ”
hacer después de la clase?
“ q u e r e r +i n f i n i t i v e ” • “yo” quiero + infinitive Quiero bailar, ¿qué quieres Yo quiere bailar
• “tú” quieres + infinitive hacer?
“ q u ie r o • “yo” quiero + ir+ a/al+ Quiero ir al parque, ¿quieres ir a Yo quieres ir al parque,
i r +a /a l +p l a c e ” place la escuela? quiero ir al música, quiero
• “tú” quieres + ir+ a/al+ bailar al música
place

10. Wha t’ s ne xt?
• Research!
-chart the grammars outlined in “Plan Curricular del
Instituto Cervantes” for Levels A and B to find out
which concepts we have not yet covered in VL3
-this will give us ideas for the contexts in B1 and B2
• http://www.hablayapanama.com/methodology/levels/
-website that outlines various levels of Spanish
language
• Research!
-find ideas for scenarios we could implement in B1
and B2
• Begin working on B1 and B2
-vocabulary, grammars, activities, scenarios, “Pop
Ups”