Are you looking for the best Spanish tutor for your child? Learning Spanish and mastering the language can open up a world of opportunities, enhance cognitive abilities, and provide a valuable skill for personal and professional growth. Our expert Spanish instructors offer personalized coaching to help your child become proficient in Spanish. Our curriculum is designed to cater to students of all ages and skill levels, ensuring they excel in their Spanish language studies. Whether you are in New York in the United States or any other part of the world, your child is just a click away from learning Spanish from the best tutors. Below is our detailed curriculum to help you better understand the program.
| Say hello and say goodbye |
| Introduce someone and react to being introduced. (Meet people). |
| Ask for forgiveness |
| Give the thanks |
| Point out that it is not understood |
| Ask someone to speak more slowly or louder |
| Request a repetition of what was said |
| Spell out and request to be spelled |
| Request that something be written |
| Identify people, places and objects |
| Describe people, places, and objects |
| Refer to current or habitual actions |
| Refer to plans and projects |
| Express agreement and disagreement |
| Express knowledge or ignorance |
| Express and ask if it is possible or not to do something |
| Express and ask for pleasure and pleasure |
| Express and ask for desire and need |
| Invite and offer something. Accept or decline invitations and offers |
| Start and end the speech |
| Basic phrases (greetings, farewells) |
| Important Commands for the class |
| Basic questions (what, how, which, all questions) |
| Survival phrases, invitations, requests, etc |
| Alphabet. Basic concepts of pronunciation and intonation |
| The noun, The adjective, The concordance. Articles |
| Days of the week, months and seasons of the year |
| The numbers |
| Pronouns |
| Elementary uses of SER & ESTAR |
| HAY and ESTAR |
| Demonstrative & Possessives |
| Adverbs of place |
| Basic prepositions of place |
| Verb do (depends on the student, you can go before add this) |
| Regular present & Present Irregular |
| Uses of knowing and knowing |
| Some modal verbs: power, want, have to |
| Most frequent reflexive verbs |
| Verb like |
| Also not |
| Basic conditional |
| Preterite Indefinite, the most frequent regular and irregular verbs (ser, estar, tener) |
| Go to + Infinitive |
| Ways of greeting and presentation |
| The use of the language in various social situations in the Hispanic world |
| Presentation of some Panamanian and Hispanic cities |
| Presentation of a famous person from the Hispanic world |
| Compare people, objects, places and situations |
| Express and ask for opinions about something or someone |
| Express and ask about the degree of security |
| Express and ask for the obligation to do something |
| Ask, grant and deny permission |
| Express and ask for satisfaction and desire |
| Express and ask for preferences & needs |
| Express and ask about physical sensations and pain |
| Suggest activities and react to suggestions |
| React to a story with expressions of surprise, interest, joy |
| To congratulate |
| Address someone |
| Relate elements and parts of speech |
| Verify that what has been said has been understood |
| Asking for a word or expression that is unknown or has been forgotten |
| Express and ask for pleasure and pleasure |
| Express and ask for desire and need |
| Invite and offer something. Accept or decline invitations and offers |
| Start and end the speech |
| General review of the contents of A1 |
| Expansion of the uses of SER and ESTAR |
| Extension of the irregular programs of the A1 program |
| Extension of modal verbs |
| Other verbs like "LIKE": hurt, bother, seem |
| Past Imperfect (regular and irregular) |
| General alternation between Preterite Indefinite and Imperfect |
| Future of Indicative |
| The 1st. conditional: Yes + Present + Future |
| Some modal verbs: power, duty, have to |
| ESTAR + Gerund |
| Direct and indirect object. Pronoun placement |
| Regular imperative You and You |
| Social codes: invite, offer, reject |
| Social behaviors when giving and receiving gifts in Hispanic countries |
| The desktop in Hispanic countries. The importance of meals in family and friends |
| Refer to actions or situations from the past |
| Express intentions, conditions and objectives |
| Corroborate or deny an assertion of others |
| Ask others to do something |
| Offer and ask for help. Accept it and reject it |
| Express total or partial agreement and disagreement |
| Express and ask if you know something or know something or someone |
| Formulate hypotheses |
| Apologize for something you have done and react to an apology |
| Asking about someone's state of mind or health |
| Ask about the form of treatment and propose the tuteo |
| Introduce a topic or opinion |
| Give examples. Organize elements and parts of speech |
| End an intervention or general conversation |
| Show that someone's conversation is being followed |
| Indicate the desire to continue, or keep the communication active |
| Repeat what you have said yourself |
| Verify that what has been said has been understood |
| Review of the previous contents |
| Direct and indirect object enlargement |
| Placement of pronouns |
| Past imperfect |
| Indefinite and Imperfect alternation |
| General uses of by and for |
| Indefinite Adjectives and Pronouns |
| The perfect preterite |
| Alternation between Undefined and Perfect |
| The Past Pluscuamperfect. |
| Introduction to the relative ones |
| Regular affirmative and negative imperatives |
| Public holidays in Panama |
| The typical Panamanian music |
| The tradition of the Nativity |
| Hispanic Gastronomy |
| The indigenous groups of Panama |
| Convey what others have said |
| Relate information through causal, final or concessive expressions |
| Show yourself for or against an idea or proposal |
| Justify and argue an opinion |
| Express judgments and evaluations |
| Express possibility or impossibility |
| Express surprise, joy, sadness or disappointment |
| Express fear or concern |
| Express gratitude and react to gratitude |
| Give instructions to others |
| Prevent and warn |
| Call attention to something |
| Make good wishes when saying goodbye |
| Know how to participate in social exchanges with a certain formality |
| Highlight certain aspects of the speech |
| Write letters according to the usual uses |
| Correct what you have said yourself |
| Paraphrase |
| Summarize what another has said |
| Express partial agreement |
| Judge or value |
| Express prohibitions |
| Express disinterest and boredom |
| Encourage and reassure |
| Recommend and ask for recommendations |
| Give the choice to others |
| Review of all of the above. Extension |
| Indirect past style (1st. Part) |
| Irregular negative imperative. Pronoun placement |
| Present subjunctive |
| Subjunctive vs. Indicative |
| Verbs that rule the subjunctive always |
| Verbs that rule the negative subjunctive |
| Conjunctions: WHEN, FOR WHAT, EVEN |
| Simple conditional |
| Imperfect subjunctive (if there is time) |
| Superstitions in the Hispanic world |
| The typical music of Panama |
| The tourist places in our country |
| Recognition and use of the orthographic accent according to the general rules |
| Describe and value people |
| Definition and description of objects |
| Relate moments from the past |
| Express prohibition & obligation |
| Highlight or give importance to something |
| Recommend and advise |
| React by showing our feelings |
| React to other people's wishes |
| Express likes, wishes and feelings |
| Show skepticism |
| Express wishes that are difficult or impossible to fulfil |
| Formulate hypotheses in present and past |
| Argue against an idea or opinion |
| Compare objects and people |
| Express agreement and disagreement |
| Express approval and disapproval |
| Argue and debate |
| Summarize arguments |
| Convey orders, requests and advice (in the present and past) |
| Transmit messages (in present and past) |
| Repeat a previous or budget order |
| Sequence arguments |
| Structure the discourse |
| Give coherence to a text |
| Make literary use of language |
| Narrate using different tenses |
| Advanced uses of ser y estar |
| Verbs and verbal periphrasis of transformation and change |
| Review of the affirmative and negative imperative with pronouns |
| Uses of tener and llevar in physical descriptions |
| Verbs with prepositions |
| Although with indicative and subjunctive |
| Subjunctive revision (present, imperfect, and past perfect) |
| Review of classes of conditional sentences |
| More colloquial expressions |
| The pluperfect subjunctive |
| He is impersonal |
| Connectors (additive, counter-argumentative, causal, consequential, order of discourse) |
| Frequently used prefixes and suffixes |
| The indicative vs subjunctive: usage, contrast, and advanced cases |
| Time correlation in the indirect style |
| Derivation of adjectives from nouns |
| Comparative constructions |
| Neutral pronouns |
| Leísmo, Laismo, Loísmo |
| Other periphrasis |
| Synonyms and antonyms |
| The accentuation and general rules of spelling |
| Interpretation and production of short literary texts |
| Identification of variants of Spanish |
| Intonation, accent and rhythm in variants of Spanish |
| Panamanian Folk Dances |
| The Holy Week |
| The Black Christ of Portobelo |
| Elections in Panama |
| Judge and value |
| Express hypotheses |
| Complain and lament |
| Express likes, wishes and preferences |
| Encourage and reassure |
| Recommend and advise |
| Influence the interlocutor |
| Contrast and compare ideas |
| Structure the discourse |
| Relate or add information |
| Point out opposition, processes, results and circumstances |
| Alluding to themes or interpretations of others |
| Repeat and tell what was said by another |
| React to new information by referring to previous knowledge |
| Recognize and use markers of discourse pointing out processes, results, circumstances and temporal reference |
| Extract relevant information and make a summary |
| Give compliments and react to compliments |
| Production of different kinds of texts |
| Review of all the subjunctive tenses |
| Subordinate substantive clauses |
| Subordinate adjective clauses with indicative and subjunctive verbs |
| Causal subordinate clauses with verbs in Indicative and subjunctive |
| Consecutive, concessive, comparative, final and conditional sentences |
| Verbs that alternate indicative and subjunctive with change of meaning and intentional nuances |
| Mode sentences (according to and like, like, the same as it, as if...) |
| Other colloquial expressions |
| The indirect and direct style |
| Verbs that introduce the referred speech |
| Uses of the adjective |
| More discursive markers |
| Process of derivation of adjectives to verbs |
| Values of yourself |
| Prepositional phrases |
| Adverbial phrases |
| Review of the rules of spelling and stress |
| Production and analysis of written texts |
| Identification of variants of Spanish |
| Intonation, accent and rhythm in variants of Spanish |
| Hispanic American literature |
| Panamanian writers |
| Bullfights |
| The celebration of fifteen year |
