Each teaching unit consists of three parts:
• In the first part, the learner has the possibility to work on the language tools at the time most convenient to him (for the duration of a week). These are presented either in the form of instructions/theory through authentic texts appropriately modified depending on the level of general knowledge of the language, or lexical items lists. In any case, all the necessary components of each unit are given in the form of necessary steps/actions directly accessible from the beginning. Then, the learner has the possibility to review the information and study them through guided exercises, which are in the form of list matching, multiple-choice (pick one) or right-wrong (boolean). For these exercises the program provides to the learner direct assessment and the opportunity to refer to the first part of the theory whenever he feels there are gaps in the initial contact with it.
• In the second part, the learner is asked, in a time predetermined by the program, to perform a writing task which is the final product of each module. In fact, the learner practices the material of the first part in order to complete the task of the second part. Hence, the 12 teaching units of each level end in 12 written productions (11 productions based on subjects + 1 written output as a final evaluation of the entire program of each level).
• In the third part, the learner receives personalized feedback on his own linguistic output. The feedback includes error annotation, metalinguistic explanation for each error type and the error free text.
The structure of the material entails two things:
1. The learner may not proceed with the second part of the task, if he has not previously followed the instructions and have not been familiar with the material that is presented in the first part. Each task targets the comprehension of the language tools preceding.
2. The learner cannot stay in the first part of the linguistic input, and not perform the task provided in the second part. This way he "breaks" the chain of consecutive language productions and participation in the program is insufficient.