Método Callan

Los estudiantes empiezan a aprender inglés desde la base con frases sencillas. Los profesores comienzan practicando con el alumno las estructuras básicas de las frases, incluyendo las frases interrogativas, las contracciones más comunes y los sujetos pronombre. Aprenden a familiarizarse con Verbos básicos como el “to be” o el “to have” esenciales. El vocabulario comprende números, letras, preposiciones más frecuentes, nacionalidades, adjetivos posesivos y pronombres.

Resultado. Los estudiantes aprenden cómo presentarse y a describir acciones cotidianas de su entorno.

Los alumnos aprenden varios tiempos verbales, aprendiendo a distinguir entre un “present simple” y un “present continous”. Se inicia al alumno en los sustantivos contables y los incontables “many”, “much”, “few”, “little”. Las formas comparativas “more than”, “fewer than”, “less than”, y los superlativos “the most”, “the fewest” y “the least”. Los profesores explican y demuestran cuales son los sustantivos contables y los no incontables. Los estudiantes practican los pronombre indefinidos “somebody”, “anybody”, “nobody”. También aprenden los días de la semana, los miembros familiares y como dar la hora.

Resultado. El resultado es que el alumno sabe distinguir entre acciones que suceden ahora y acciones que que suceden habitualmente. También aprenden cómo expresar posesión y cantidad.

Se enseña al alumno a distinguir adjetivos de más de una silaba en sus formas comparativas y superlativas, aprendiendo las normas gramaticales que la determinan. Aprenden el comparativo de igualdad, adverbios de frecuencia como “sometimes” o “never”, los tiempos verbales regulares del pasado en sus formas positivas, negativas y interrogativas. Se interiorizan los meses del año, preposiciones avanzadas como “below”, “beside” o along” y la diferencia entre “over” y “on”. En esta fase el alumno gana confianza y seguridad usando los tiempos verbales presentes antes de aumentar el nivel con tiempos pasados y futuros.

Resultado. El alumno aprende a definir diferentes características de un objeto y comunicar cómo sucede una acción. También aprenden a elaborar oraciones en pasado.

El estudiante aprende y practica los tiempos verbales en pasado de los verbos irregulares más comunes (“speak”, “leave”, “come” y “go”) y los manejos más recurrentes del verbo “get” en “present simple” y “present continous”. Se practica el adverbio “away” y la construcción verbal “to be worth”. Se inicia en los tiempos del futuro con sus estructuras gramaticales y las contracciones. También aprenden las diferencias en el uso del “shall” y el “will” en sus formas interrogativas. El uso de contracciones con nombres y pronombres y la sonoridad respecto a las contracciones. Las diferentes formas del “to have” son explicadas también. El significado y construcción de “succed in doing something” y “fail to do something” son introducidas al alumno. Diferencias entre el “must not” y el “do not have to” también están incluidas en el temario. Los estudiantes aprenden como formar sustantivos de verbos usando el sufijo “-er” (ejemplo: “worker”) y las normas de los verbos regulares e irregulares. Los tres usos del “present perfect”, y la diferencia entre “present perfect” y “past continous”. Aprenden el pronombre “one” como forma para referirse al concepto de gente en general. Las acciones futuras son explicadas y las singularidades del “he has been” y el “He has gone”. Los estudiantes aprenden el uso del vocablo “wheter” y la palabra “just” para referirse a una acción que acaba de realizarse. Finalmente los alumnos alumnos conocen el 1º y el 2º condicional.

Resultado. El alumno aprende a hablar del futuro, y acciones que han estado pasando hasta ahora. Comunican intenciones, posibilidades y suposiciones.

Empieza con el uso del “model verb” “should” y las diferencias entre el “still” y el “yet”, en relación al “for” y el “since”. El manejo del “could” en los tiempos pasados y condicionales del “can” y el “Be able” y la dos formas del “to be” en las oraciones con el segundo condicional. Las contracciones de los tiempos condicionales son también introducidas al alumno. Aprenden la construcción de oraciones con “make somebody do” y otras contracciones del “ to be”. Introducción en el past continous y manejo de los tiempos pasivos en presente, pasado y futuro. Conocimiento de los pronombres reflexivos y la expresión “I would say”. “Phrasal verbs” comunes con el adverbio “back” son practicados. Análisis y diferencia entre en el “past perfect” y “past simple”, además del “future continous” y uso de los verbos “let” y “allow”. Para finalizar los alumnos aprenden expresar situaciones hipotéticas o imaginarias a través del dominio del tercer condicional.

Resultado. El alumno puede expresar situaciones que han ocurrido en un momento concreto del pasado y acciones que afectan al sujeto en oposición al objeto. Aprenden a expresar una secuencia de acciones en el pasado y a comunicar suposiciones pasadas.

Los estudiantes aprenden la diferencia entre el “will” y el “be going to” en referencia a eventos en el futuro. El control del uso empático del “to do” en oraciones positivas para negar algo que has dicho. Los usos más comunes del “fair” y las diferencias entre las preposiciones “in” y “within” respecto a frases temporales. El “future perfect”, refiriendo a acciones que sucederán en un momento especifico del futuro. Los estudiantes también aprenden a usar frases cortas con verbos auxiliares y las dos maneras de relatar lo que ha dicho alguien: Estilo directo y indirecto, también los “reported speech”. Los pronombres indefinidos “whatever”, “whenever”,”whoever” son dominados por el alumno. Se aprende como usar y reconocer verbos formados por adjetivos de una sola sílaba añadiendo el sufijo “-en” además del “modal verb” “ought” como una alternativa al “should”. Cuatro maneras diferentes de expresar una sugerencia y el manejo del prefijo “-over” añadido a verbos. Introducción al “present perfect continous” para referirse a la durada de una acción y manejo de las “tail questions”. Las diferencias entre el “to tell” y el “to say”, verbos modales auxiliares y la expresión “by the time”.

Resultado. El alumno es capaz de transmitir información de otras personas, puede comunicar las causas de un acción además de la durada de esta en oraciones de presente, pasado y futuro.

Aprendizaje en el uso del sufijo “-ed” en los verbos regulares del pasado, el “present continous” para oraciones en futuro. Posesivos para dominio ( I’am going john’s house), “main clauses” vs “dependent clauses” (ej. «If I don’t sleep enough, I feel tired») ; Verb + Object + Adjective (ej. «Milk will make you strong»). Se inicia alumno en los “Relative Clauses” y adverbios de frecuencia, así como el estilo indirecto con preguntas, exclamaciones y solicitudes. Oraciones temporales y condicionales enfatizando los pronombres (ej. «He wrote the story himself»). “Defining” y “non definning” “relative clauses” además de locuciones frecuentes.

Resultado. Los estudiantes aprenden infinidad de frases comunes y “phrasal verbs”. Llegados a este punto el alumno entiende la conversación de un inglés nativo hablando de manera normal, haciendo posible una larga conversación.

El estudiante aprende los nombres en plural acabado con el sufijo “-F” o “-EF”, el “present simple” para oraciones de futuro (ej. «The film starts at 10 p.m.»), oraciones de relativo con “who”, “whom”, “whose”. Se aprenden los verbos transitivos y los intransitivos, palabras sin plural usando los nombres en sentido general. Artículos definidos y indefinidos, el uso de los indefinidos “a” y “an”. “to be” más infinitivo con “to” (ej. «The President is to meet the Queen.»). “Could” como el pasado de “can”, “should” y “ought to” para las formas pasadas y futuras (ej. «I should have done my homework last night» / «She ought to tell him about the mistake next week»). Hacer solicitudes, “need” como modal verb (ej. «Need he come to work next Saturday?»). Diferencias entre “use to” y “get use to”, el “so” y sus múltiples usos. Fórmulas del futuro (ej. «When I eat dinner, I will watch TV»), expresiones frecuentes como “due to” o locuciones como “hit the nail”.

Resultado. El estudiante tiene un dominio excelente de los modismos, y puede expresar ideas y conceptos complejos. Puede expresar con sutilidad habilidades o necesidades, además de comprender textos específicos a una materia.

Comprensión y práctica de los adjetivos en comparativo y superlativo, participios y adverbios. El uso de nombres como adjetivos (ej. «train station»); Verbo + infinitivo o gerundio. Adjetivos compuestos formados por adverbios o adjetivos y participios (ej. «beautifully-designed» / «slow-moving»). Adjetivos compuestos formados por una adjetivo y un nombre con el sufijo final “-ed” («blue-eyed») o Doblando las consonantes (ej. «big – bigger»). Frases inacabadas acabadas en “-to”. El “the” más adjetivo = nombre. El uso del “to wish”. Dar y pedir opiniones, cambiar la “y” por “i”. “Present Perfect Continuous“ expresando conclusiones de una acción reciente (ej. «Look at Lucy’s eyes: I think she has been crying.»). el uso del “was” mas infinitivo con “to” (ej. «I did not know when I met her that she was to bring about our destruction»). Preguntas sin la “question form” (ej. «What does a sheep give us?»). “the”+ “comparative” (ej. «the sooner we get the job finished, the better»). El uso del sufijo “-ish”, además del “some” en preguntas. Contracciones dobles (ej. «I’d’ve done it»). Los dos significados del “quite”. Enfatizar, pronunciación y sílabas tónicas. El uso de la voz pasiva (ej. «My carhas been stolen!»). los múltiples usos del “by”, además del apostrofe posesiva. Muchas expresiones útiles y frecuentes (ej. «get you down») juntamente con series de ejercicios.

Resultado. Amplio conocimiento de expresiones coloquiales que permiten al estudiante mantener un diálogo fluido. Uso y comprensión del lenguaje para expresar ideas complejas. El estudiante puede desenvolverse en un ambiente profesional y en un contexto laboral que requiera el dominio del idioma.

El estudiante domina el uso de los verbos modales auxiliares para expresar probabilidad (ej. «I may buy some new clothes next weekend»). “will” y “would” para hábitos. Usos avanzados del “by” (ej. «They were walking by the river» / We cooked the meat by roasting it»). Adjetivo + infinitivo con “to” (ej. «She was sad to say goodbye to her friends»). La expresión “it´s time” (ej. «It’s nine o’clock; it’s time for the children to go to bed»). Manejos comunes del gerundio (ej. «Jogging keeps me fit»). El “any” y el “some” con nombres singulares contables. Diferencias con los comparativos. Condicionales mixtos (ej. «If I had gone to bed earlier yesterday, I would feel better now»). La expresión “it is – since” (ej. «It’s six month since she gave up smoking»). Comunicar creencias generales y opiniones , además de muchas expresiones y locuciones útiles en el lenguaje oral. (ej. «make the most of» – «If you go to London to learn English, you should make the most of your time there by speaking the language as often as possible.»).

Resultado. El estudiante tiene un abanico de recursos mucho más amplio y puede expresarse de forma precisa y concreta. Puede describir distintos niveles de probabilidad y matizar posibles causas y consecuencias de las cosas. Domina cosas cotidianas como hacer llamadas, traducir documentos o escribir cartas.

El estudiante aprende normas generales para escribir cartas. Inversiones después de adverbios de negación o limitación (ej. «Never have I met such a rude man»). Prefijos comunes y dominio de la carta informal así como redactar un e-mail o una “cover letter”. Sufijos comunes de los verbos (ej. «identify» / «notify») así como escribir un reporte. “phrasal verbs “ avanzados (ej. «When an event I’ve been looking forward to is called off, I feel disappointed» / «I have never got along with my sister-in-law). Estructuras oracionales útiles. (ej. «on a … basis» – «Most magazines produce new issues on a monthly basis.»). Los estudiantes mejoran su inglés con “word pools “ y ejercicios.

Result. Students learn to express themselves clearly and understand high-level and subtle language, both spoken and written. Students can now understand language in any context and take part in group discussions. They can participate in meetings and make oral presentations.

El estudiante aprende normas generales para escribir cartas. Inversiones después de adverbios de negación o limitación (ej. «Never have I met such a rude man»). Prefijos comunes y dominio de la carta informal así como redactar un e-mail o una “cover letter”. Sufijos comunes de los verbos (ej. «identify» / «notify») así como escribir un reporte. “phrasal verbs “ avanzados (ej. «When an event I’ve been looking forward to is called off, I feel disappointed» / «I have never got along with my sister-in-law). Estructuras oracionales útiles. (ej. «on a … basis» – «Most magazines produce new issues on a monthly basis.»). Los estudiantes mejoran su inglés con “word pools“ y ejercicios.

Resultado. Los estudiantes consiguen expresarse con claridad y entender un inglés de nivel alto, además de comprender los matices sutiles del lenguaje, tanto escrito como hablado. Pueden entender el idioma en cualquier ámbito o sector y tomar parte en foros de discusión. Pueden participar en encuentros y dar conferencias.

Teachers introduce, demonstrate and define key business terms, using question-answer work to help students to take in and retain new concepts and structures. There are also revision exercises to help students practise what they have learned and homework titles to practise different types of business writing.
Students learn how to Write A Business Letter Or Email; Present Data In Graphic Form; Write an Informal Letter or Email; and Write a Cover Letter. In the vicinity of 700 items of lexis, including expressions and collocations, are introduced. Avoiding voguish buzzwords, Callan for Business focusses on the English structures and vocabulary students will actually encounter and require in various related business fields.

Result. Students can adapt themselves to English-speaking workplaces. They can now understand vocabulary in business contexts and take part in financial and commercial discourse. They can participate in business meetings and make sector-related presentations.

Students study English idiomatic language in detail, with focus on the structure of sentences in which the language will be used and contrasts between different idioms with a similar or related use. Students learn idioms such as: to go off (e.g. «This milk smells like it has gone off» / «My alarm clock went off an hour earlier than it was supposed to this morning»); to come/go over (e.g. «Would you like to come over tomorrow, as you’ve got the day off?» / «I don’t know what came over me»); to turn up (e.g. «What’s the point of turning up the radio? – you’re not listening to it anyway » / «I’m sorry I didn’t turn up yesterday but I had to go over to my brother’s»); to go on («Please go on with what you were saying» / «Unfortunately, he was reluctant to tell us what was going on»); to work out («You’d better work out exactly how much you are overdrawn by» / «They went out together for a while, but unfortunately it didn’t work out»); to turn out («I thought that going into business with them would be wonderful but it turned out to be a dreadful idea» / «Her publishing company turns out up to a thousand books a week») and to put off («The match has been put off until next Thursday because of the appalling weather» / «I wish they’d turn their music down; it’s putting me off my work»).

Result. Students expand use and command of complicated and colloquial registers. By this stage, students will find themselves expressing themselves with ease at the same level as a native English speaker. Students now know how to take notes, and write in-depth reports and summaries. Can work abroad effectively.

Students study English idiomatic language in detail, with focus on the structure of sentences in which the language will be used and contrasts between different idioms with a similar or related use. Students learn idioms such as: to make out («I can’t make out why he keeps putting off the wedding» / «He makes out that he’s poor but actually he’s quite well-off»); to make up («Don’t try it on with me! I know you’re just making it up!» / «Last night they were having a terrible go at each other, but I gather that they’ve made up this morning»); to pick up («I’ll be round to pick you up at 9 o’clock» / «When I was over in China last year, I managed to pick up a little Cantonese»); to get over («There’s nothing that can make up for the loss of her husband – she’ll never get over his death» / «We got over the problem of sacking him by encouraging him to give in his notice instead»); to take up («I’d like to take up swimming when the children break up» / «He has applied to take up residence in Switzerland, but they are bound to turn him down»); odd («I don’t know why we took on such an odd character» / «The row of houses on this side of the road have all got odd numbers»); to come up («I’m off to lunch. If anything comes up, you can call me on my mobile phone» / «Did anything interesting come up at the meeting this morning?»); to mess around/about («I fancy spending this weekend just messing about at home» / «Please stop messing around with my camera; I know how clumsy you are»); to get off («It’s a good thing we’re getting off at the next stop ― I could murder a cold drink» / «Can you have a go at getting this lid off? It’s impossible!»); to go through («They went through an awful time last year when the Home Office started to crack down on illegal immigrants» / «Even though I can get by in English, it takes me ages to go through a newspaper»); to see out/through («My business course is not what it’s cracked up to be but, as there is only one month to go, I may as well see it out/through» / «You can try to talk them into doing it your dishonest way, but they are bound to see through it in the end»); and to get through («Yesterday, I made up my mind to call John but I couldn’t get through to him» / «I don’t know how I got through last week: I felt all the odds were against me»).

Result. Students can understand a wide range of demanding, longer English texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions.

Students study English idiomatic language in detail, with focus on the structure of sentences in which the language will be used and contrasts between different idioms with a similar or related use. Students learn idioms such as: to wind up («It must be quite a while since we last wound the clock up» / «As we’ve got through practically everything we intended to discuss, we might as well wind up the meeting») and to turn on («I nearly hit the roof when you turned on the light last night: didn’t you know the children were asleep?» / «It was appallingly ruthless of the Army to turn on its own people»); to put down («I didn’t mean to put you down the other day: it was just the way it came over» / «If you put down what I’ve just said, you won’t have to go over it again tomorrow»); to come off («No wonder the door handle came off – you kept messing around with it» / «Don’t take it for granted that the scheme will come off – we’ll have to talk many people into going along with it»); to get round («We’ll have to start from scratch, unless you find a way of getting round the problem» / «News soon got round that the Prime Minister had fallen out with the rest of the cabinet»); to put on («I can’t get over how much weight she has put on since her marriage broke up» / «Can you put that Brazilian song on again? I’ve really taken to Samba») and to get at («I’m not trying to get at you in particular; what I’ve said goes for all those who were involved» / «I don’t know what you’re getting at, but I’d prefer you to be blunt and tell me what you really mean.»)

Result. Students can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.

Students study English idiomatic language in detail, with focus on the structure of sentences in which the language will be used and contrasts between different idioms with a similar or related use. Students learn idioms such as: to lay out («If you lay everything out on the table, it will be easier to sort out which papers are worth keeping» / «The garden is clearly laid out in my mind»); to come through («We had to put up with a lot of hardships during our time in the Army but we all came through it in the end» / «What came through most of all was his reluctance to come to terms with the truth»); to go round («I don’t really go around with my college friends any more. We’ve drifted apart in recent years» / «The stories that went round about these two were a real eye-opener»); to get going («Let’s get this meeting going before we wind up having to spend the night here» / «It’s so easy to get your brother going; I never knew he was so touchy»); to draw out («If you run short of ideas you can always draw out the seminar by bogging the audience down with some statistics» / «It doesn’t matter how much they try it on, they’ll never draw a word out of her»); to draw in («Don’t draw me into your rows!» / «As the train drew into the station I tried to wipe out the memory of the last time she turned up out of the blue») and to write off («I can’t get over how we managed to break even, considering how many debts we had to write off» / «At school he was written off as a borderline case. No one knew he had it in him to stand out as a brilliant politician»).

Result. Students can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources of English language, reconstructing arguments and accounts in a coherent presentation.

Students study English idiomatic language in detail, with focus on the structure of sentences in which the language will be used and contrasts between different idioms with a similar or related use. Students learn idioms such as: to head off («I must be heading off. I’ve got to go round to Peter’s this evening» / «The police were a bit slapdash in trying to head off the protesters»); to make a comeback («It was a foregone conclusion that he wouldn’t be able to make a comeback» / «I thought the Fiat Uno might have made a comeback but sales are dwindling»); to alienate («As time goes by the government are increasingly alienating the voters» / «He could never appreciate the hardships his parents went through in bringing him up»); pushover («She may be down to earth, but by no stretch of the imagination is she a pushover» / «He’s sulking because he thought his dad would be a pushover when it came to lending him his car; he turned out to be very mistaken»); to shift («The date of the meeting has shifted to Tuesday» / «This detergent will stand you in good stead for the future; it shifts stains without a fuss»); to build up («A massive backlog of claims has built up over the Christmas period» / «In the aftermath of the war, the press built him up to be a hero but in reality he was very adept at turning everything to his advantage») and jaded («I’m feeling jaded and in need of a rest»).

Result. Students can express themselves spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations. Students are capable of smoothly expressing themselves in written or oral form.

Students study English idiomatic language in detail, with focus on the structure of sentences in which the language will be used and contrasts between different idioms with a similar or related use. Students learn idioms such as: done and dusted («The deal is done and dusted at last. I’m so happy about that. It seemed we were just plodding on, getting nowhere»); in the wake of («There are many things that we cannot afford to overlook in the wake of the farce which went on in the boardroom last Friday»); to fob off («When he asked the minister if the law was likely to be implemented during this parliament, he was fobbed off with fake assurances»); to do oneself down («Don’t do yourself down all the time. You shouldn’t be so easily deterred from having high aspirations»); to rope someone in/into («He started attending discussion groups after work, and tried to rope me in; but I don’t fancy getting involved in all that palaver»); knee-jerk («It all sounds perfectly plausible to me at this early stage, but I don’t want to come out with some knee-jerk response that I will live to regret later on»); to set in («The cold weather has unfortunately taken its toll on the old people of the village. Winter is definitely setting in.»); to pull one’s weight («It certainly sparked debate when he accused some of the staff of not pulling their weight») and heads will/would roll («I think if they hadn’t clinched that agreement, heads would have begun to roll»).

Result. Students can articulate themselves spontaneously with facility and exactitude and also make finer subtleties of meaning distinct in more discursive contexts. Both students’ spoken and written English is almost equivalent to well-educated native level.

Students study English idiomatic language in detail, with focus on the structure of sentences in which the language will be used and contrasts between different idioms with a similar or related use. Students learn idioms such as: to pan out («I’m not sure how it’s all going to pan out. The problem you mention is just the tip of the iceberg. I suppose we should count our blessings and not get too worked up about it»); to fend for («I think the penny has finally dropped. His parents are feeling the pinch and at 27 years old he will have to fend for himself.»); entrenched («He is very set in his ways and his entrenched views on the role of women in society fly in the face of modern thinking»); watershed («I have been left somewhat bereft of hope. I had a hunch that the meeting was going to mark a watershed in our negotiations with the bank.» / «The BBC will tarnish its spotless reputation if it puts on this film before the watershed»); to milk it/this («He has never won Wimbledon before, so you can’t blame him for milking it»); to delve into («If you delve into his past, you will see that whenever he has been given free rein to work without restrictions, he has wreaked havoc.»); whitewash («Many commentators believe that the enquiry into the legality of the Iraq war was a whitewash, and that the former Prime Minister should bear the brunt of public outrage»); to mull over («I’ll mull over what you have suggested during the weekend, and I promise I will not duck any issues when I come back to you on Monday») and knock-on effect («Teachers often claim they are viliefied by parents and in the right-wing press, but what many of them don’t realise is that poor teaching has knock-on effects for children in their future lives»).

Result. Students can follow with ease nearly everything they read or hear. They are able to condense information from different oral and written discourse, recreating discussions and reports into a logical delivery.