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Tema 1 :Personal Information<\/strong><\/span><\/div>\n<\/td>\n<\/tr>\n
1. Integrated skill:<\/strong><\/p>\n
1.1 Presentation Exercise.<\/a>
\nObjetivo: Utilizar las expresiones y preguntas m\u00e1s comunes para presentarse. \u00abDar y pedir informaci\u00f3n personal\u00bb.<\/td>\n<\/tr>\n
2. Grammar:<\/strong>
\n2.1\u00a0\u00a0To Be.<\/a>
\n2.2\u00a0 Simple Present\u00a0<\/a>
\nObjetivo: Utilizar el presente simple en forma afirmativa, enfocada en \u00abrutinas diarias\u00bb2.3 How much\/ how many.<\/a>2.4 Like\/Dislike.<\/a>
\nObjetivo:\u00a0El uso de\u00a0agrado y desagrado, m\u00e1s\u00a0sustantivo\u00a0y\u00a0verbo.
\n2.5 Daily Routines.<\/a><\/td>\n<\/tr>\n
3. Vocabulary:<\/strong><\/p>\n
3.1 Food<\/a>
\n3.2 Life style<\/a><\/td>\n<\/tr>\n
4. Listening:<\/strong><\/p>\n
4.1\u00a0The Hamburguer<\/a>
\n4.2\u00a0 Review Exercises (How much\/many,vocabulary,simple present verbs\u2026)<\/a><\/td>\n<\/tr>\n
5.- Reading:<\/strong><\/p>\n
5.1 A lost dog<\/a><\/p>\n
5.2 The language school<\/a><\/td>\n<\/tr>\n
6. Videos:<\/strong><\/p>\n
6.1 Exercise 1<\/a><\/p>\n
6.2 Exercise 2<\/a><\/p>\n
6.3 Exercise 3<\/a><\/td>\n<\/tr>\n
Tema 2 :\u00a0<\/strong>Comparisons<\/strong><\/span><\/td>\n<\/tr>\n
1. Grammar:<\/strong><\/span><\/p>\n

\n1.1\u00a0<\/span>Comparative : er + adj + than.. more + adj + than..<\/span><\/b><\/a>
\n<\/span>
\n1.2\u00a0<\/span>Comparative and Superlative.<\/span><\/b><\/a><\/p>\n
1.3 \u00a0<\/span>Comparative.<\/a>\u00a0<\/span><\/p>\n
1.4 \u00a0<\/span>Comparative and Superlative<\/a>.\u00a0<\/span><\/p>\n<\/td>\n<\/tr>\n
\n
2. Vocabulary:<\/strong><\/p>\n
2.1\u00a0Adjectives 1<\/a><\/p>\n
2.2 Adjectives 2<\/b><\/a>
\nObjetivo: El alumno aprender\u00e1 a hacer uso de los adjetivos posesivos para referirse a las pertenencias de las personas.<\/p>\n
3.Listening and video.\u00a0<\/span><\/p>\n
3.1.Adjectives. <\/span>Video<\/a><\/p>\n
3.2.<\/span>Comparative and Superlatives. Video<\/a><\/span><\/p>\n
\u00a0<\/strong><\/span><\/td>\n<\/tr>\n
Tema 3 : Ask for and give directions.<\/strong><\/span><\/td>\n<\/tr>\n
1. Integrated Skills:<\/strong>
\n1.1\u00a0Asking and Giving Directions.<\/a><\/td>\n<\/tr>\n
2. Grammar:<\/strong><\/p>\n
2.1 THERE IS\/THERE ARE<\/a>
\n2.2\u00a0 PREPOSITIONS OF DIRECTION<\/a>
\n2.3 Exercise<\/a>
\n2.4\u00a0 Asking for and giving directions<\/a>
\n2.5 Imperatives<\/a>
\n2.6 Exercise<\/a><\/td>\n<\/tr>\n
3. Vocabulary:<\/strong><\/p>\n
3.1 Public places<\/a>
\n3.2\u00a0 Exercise<\/a><\/td>\n<\/tr>\n
4. Listening:<\/strong><\/p>\n
4.1 Giving directions<\/a>
\n4.2 Exercise<\/a><\/td>\n<\/tr>\n
5. Self-evaluation<\/a><\/strong><\/td>\n<\/tr>\n
Tema 4 : Stores and restaurants<\/strong><\/span><\/td>\n<\/tr>\n
1.-How to order<\/a><\/strong><\/td>\n<\/tr>\n
2.-Ordering at a caf\u00e9
\n<\/strong>2.1 http:\/\/www.aprenderinglesrapidoyfacil.com\/2015\/07\/12\/dialogue-ordering-coffee\/<\/a>
\n2.2 http:\/\/learnenglishteens.britishcouncil.org\/skills\/listening-skills-practice\/ordering-food-cafe<\/a><\/td>\n<\/tr>\n
3.-Would to offering<\/strong>
\n3.1 http:\/\/www.learn-english-online.org\/Lesson32\/Lesson32.htm<\/a><\/td>\n<\/tr>\n
4 How to offer things
\n<\/strong>4.1\u00a0https:\/\/www.thoughtco.com\/how-to-offer-things-1212044<\/a><\/td>\n<\/tr>\n
5.-Making invitations
\n<\/strong>5.1 https:\/\/www.thoughtco.com\/making-invitations-1212043<\/a><\/td>\n<\/tr>\n
6.-At the clothes store- Dialogue
\n<\/strong>6.1\u00a0https:\/\/www.youtube.com\/watch?v=ULmJYGcPl28\u00a0<\/a><\/td>\n<\/tr>\n
7.-Reading<\/strong>
\n7.1 Shopping<\/a>7.2 \u00a0 Words and expressions<\/a><\/td>\n<\/tr>\n
8.-Colors- Listening
\n<\/strong>8.1\u00a0http:\/\/www.aprenderinglesrapidoyfacil.com\/2013\/07\/09\/conversacion-sobre-colores-en-ingles\/<\/a><\/td>\n<\/tr>\n
9.-Vegetables and fruits- Vocabulary
\n<\/strong>9.1\u00a0http:\/\/www.aprenderinglesrapidoyfacil.com\/2015\/01\/13\/vocabulario-verduras-vegetables\/<\/a><\/td>\n<\/tr>\n
10.-Fruits- Pronunciaci\u00f3n.
\n<\/strong>10.1\u00a0http:\/\/www.aprenderinglesrapidoyfacil.com\/2014\/04\/10\/vocabulario-de-frutas-en-ingles-fruits-in-english\/<\/a><\/td>\n<\/tr>\n
11.-Grammar
\n<\/strong>11.1\u00a0How much\/ how many.<\/a>
\n112 This, That, These and Those.\u00a0<\/a>
\n11.3 http:\/\/www.grammar.cl\/Notes\/This_That_These_Those.htm<\/a>
\n11.4 https:\/\/learnenglish.britishcouncil.org\/es\/english-grammar\/pronouns\/that-these-and-those<\/a>
\n11.5 https:\/\/learnenglish.britishcouncil.org\/es\/english-grammar\/pronouns\/one-and-ones<\/a>
\n11.6 Which + One\/Ones \u2013 Explanation<\/a><\/td>\n<\/tr>\n
12. Clothes and colors \u2013 Vocabulary
\n<\/strong>12.1 Ropa, colores, presente continuo<\/a>.
\n12.2 Colores<\/a>
\n12.3 \u00a0Clothes<\/a>
\n12.4 \u00a0Prendas de vestir.<\/a>
\n12.5 This, That, These and Those.<\/a><\/td>\n<\/tr>\n
Tema 5 : Past Events<\/strong><\/span><\/td>\n<\/tr>\n
1.Grammar<\/strong><\/p>\n
1.1 verb to be in past 1<\/a>
\n1.2 Verb to be in past 2<\/a>
\n1.3 Verb to be in past 3<\/a>
\n1.4 Verb to be in past 4<\/a>
\n1.5 Exercise 1<\/a>
\n1.6 Exercise 2<\/a>
\n1.7 Exercise 3<\/a><\/p>\n
1.8 There was\/There where<\/a>
\n1.11 Exercise 1<\/a>
\n1.12 Exercise 2<\/a>
\n1.13 Exercise 3<\/a>
\n1.14 Regular Verbs 1<\/a>
\n1.15 Regular verbs 2<\/a>
\n1.16 Exercise 1<\/a>
\n1.17 Exercise 2<\/a>
\n1.18 Irregular verbs 1<\/a>
\n1.19\u00a0 Irregular verbs 2<\/a>
\n1.20\u00a0 Irregular verbs 3<\/a>
\n1.21\u00a0 Irregular verbs 4<\/a>
\n1.22 Exercise 1<\/a>
\n1.23 Exercise 2<\/a>
\n1.24 Simple past 1<\/a>
\n1.25 Simple past 2<\/a>
\n1.26 Exercise<\/a><\/td>\n<\/tr>\n
2. Vocabulary<\/strong>
\n2.1 Past Events<\/a><\/td>\n<\/tr>\n
3. Listening<\/strong>
\n3.1 Listening<\/a>
\n3.2 Exercise<\/a><\/td>\n<\/tr>\n
4. Pronunciation<\/strong>
\n4.1\u00a0Past Tense of Regular verbs.<\/a><\/td>\n<\/tr>\n
5. Self-evaluation<\/a><\/strong><\/td>\n<\/tr>\n
Tema 6 : Health problems.<\/strong><\/span><\/td>\n<\/tr>\n
1. Grammar<\/strong>
\n1.1\u00a0Should\/shouldn\u2019t.<\/a>
\n1.2 Should\/shouldn\u2019t C.<\/a>
\n1.3 Pronombres demostrativos<\/a>
\n1.4 Exercise 1<\/a>
\n1.5 Can para hacer peticiones\u00a0<\/a>Objetivo:conocer los conceptos generales del imperativo para dar \u00f3rdenes en clase.<\/td>\n<\/tr>\n
2. Vocabulary<\/strong><\/p>\n
2.1 Health<\/a>
\n2.2\u00a0 Remedies.<\/a>
\n2.3\u00a0 Expresions: what\u2019s the matter?, I\u2019ve got (a headache, a stomachache, etc)<\/a>
\n2.4\u00a0 Frases para hacer citas<\/a>
\n2.5\u00a0 Frases para hacer citas 2<\/a>.<\/td>\n<\/tr>\n
3. Reading<\/strong>
\n3.1\u00a0Doctor\u2019s visit.<\/a>
\n3.2 reading 2<\/a><\/td>\n<\/tr>\n
4. Listening<\/strong>
\n4.1 Listening 1\u00a0<\/a>
\n4.2 Listening 2<\/a>
\n4.3\u00a0 Making appointments\u00a0<\/a><\/td>\n<\/tr>\n
Tema 7 : Personal stories<\/strong><\/span><\/td>\n<\/tr>\n
1. Grammar<\/strong><\/p>\n
1.1. PASADO CONTINUO
\n1.1.1.Pasado continuo 1\u00a0<\/a><\/p>\n
1.1.2.-Pasado continuo 2\u00a0<\/a><\/p>\n
1.2. Pasado y pasado continuo<\/p>\n
1.2.1 Pasado simple y pasado continuo<\/a><\/p>\n
1.2.2.Using the Past Continuous with the Simple Past Tense\u00a0<\/a><\/td>\n<\/tr>\n
2. Exercises<\/strong><\/p>\n
2.1.Exercise 1\u00a0<\/a><\/p>\n
2.2.Exercise 3\u00a0<\/a><\/p>\n
2.3.Exercise 4\u00a0<\/a><\/p>\n
2.4.Exercise 5\u00a0<\/a><\/td>\n<\/tr>\n
3.Video<\/strong><\/p>\n
3.1.Diferenciar Past simple-past continuos<\/a><\/p>\n
3.2.The past continuos and past simple\u00a0<\/a><\/p>\n
3.3 Past continuos tense\/past progressive tense\u00a0<\/a><\/td>\n<\/tr>\n
4.Listening<\/strong><\/p>\n
4.1. Listening 1\u00a0<\/a><\/p>\n
4.2. Listening 2\u00a0<\/a><\/td>\n<\/tr>\n
5.Reading<\/strong><\/p>\n
5.1.Reading 1<\/a><\/td>\n<\/tr>\n
6. Vocabulary<\/strong><\/p>\n
6.1 Personal anecdotes<\/a><\/td>\n<\/tr>\n
Tema 8 :Obligations and requirements<\/strong><\/span><\/td>\n<\/tr>\n
1.Grammar<\/strong><\/p>\n
1.1 Can Can\u2019t<\/a><\/p>\n
1.2 Can Excersices<\/a><\/p>\n
1.3 Have to\/Has to<\/a><\/p>\n
1.4 Have to\/Has to excersice<\/a><\/p>\n
1.5 Want-Need to<\/a><\/p>\n
1.6\u00a0 Need to, Have to..<\/a><\/p>\n
1.7.Talking about obligation\u00a0<\/a><\/td>\n<\/tr>\n
2. Vocabulary<\/strong><\/p>\n
2.1 Obligations and requirements<\/a><\/td>\n<\/tr>\n
3.Listening<\/strong><\/p>\n
3.1 Listening 1<\/a><\/p>\n
3.2 Listening 2<\/a><\/td>\n<\/tr>\n
4. Reading<\/strong><\/p>\n
4.1 Reading 1<\/a><\/p>\n
4.2 Reading 2<\/a><\/td>\n<\/tr>\n
5.Quizzes<\/strong><\/p>\n
5.1Modals of obligation.\u00a0<\/a><\/td>\n<\/tr>\n
Tema 9 :Invitations and projects<\/strong><\/span><\/td>\n<\/tr>\n
\n
1. Grammar<\/strong><\/div>\n
\n
1.1 Invitations<\/a>
\n1.2 Making invitations<\/a>
\n1.3 Making invitations<\/a>
\n1.4. Talking about future<\/a>
\n1.5. Future<\/a>
\n1.6 Talking about projects and plans<\/a><\/p>\n<\/div>\n<\/td>\n<\/tr>\n
\n
\n
2. Exercises<\/strong><\/p>\n
2.1 Inviting, refusing invitation, accepting invitation<\/a>
\n2.2 Practice invitation 1<\/a>
\n2.3 Practice invitation 2<\/a><\/p>\n<\/div>\n<\/td>\n<\/tr>\n
\n
<\/div>\n
3. Video<\/strong>
\n3.1 Invitation<\/a>
\n3.2 Would you like to come to my house?<\/a>
\n3.3 Make, accept and decline an invitation<\/a>
\n3.4 Accepting and refusing invitations<\/a>
\n3.5 Plans and projects<\/a><\/div>\n
<\/div>\n<\/td>\n<\/tr>\n
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4.Listening<\/strong>
\n4.1 Inviting someone to a party<\/a><\/div>\n
<\/div>\n<\/td>\n<\/tr>\n
\n
<\/div>\n
5.Reading<\/strong>
\n5.1\u00a0An invitation to a party<\/a><\/div>\n
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<\/div>\n<\/blockquote>\n<\/div>\n<\/div>\n<\/article>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"
Tema 1 :Personal Information 1. Integrated skill: 1.1 Presentation Exercise. Objetivo: Utilizar las expresiones y preguntas m\u00e1s comunes para presentarse. \u00abDar y pedir informaci\u00f3n personal\u00bb. 2. Grammar: 2.1\u00a0\u00a0To Be. 2.2\u00a0Simple Present\u00a0 Objetivo: Utilizar el presente simple en forma afirmativa, enfocada en \u00abrutinas diarias\u00bb2.3 How much\/ how many.2.4 Like\/Dislike. Objetivo:\u00a0El uso de\u00a0agrado y desagrado, m\u00e1s\u00a0sustantivo\u00a0y\u00a0verbo. 2.5 […]<\/p>\n","protected":false},"author":55,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"ventana_nueva":"","tipo_url":"","url":"","extracto":"","imagen_halign":"","imagen_valign":"","bg_size":"","text_hide":"","media_url":"","tipo_media":"","video_url":"","video_pos":"","video_youtube":"","footnotes":""},"categories":[52],"tags":[],"class_list":["post-915","post","type-post","status-publish","format-standard","hentry","category-material-de-apoyo"],"_links":{"self":[{"href":"https:\/\/www.uv.mx\/veracruz\/cadiusbi\/wp-json\/wp\/v2\/posts\/915","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.uv.mx\/veracruz\/cadiusbi\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.uv.mx\/veracruz\/cadiusbi\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.uv.mx\/veracruz\/cadiusbi\/wp-json\/wp\/v2\/users\/55"}],"replies":[{"embeddable":true,"href":"https:\/\/www.uv.mx\/veracruz\/cadiusbi\/wp-json\/wp\/v2\/comments?post=915"}],"version-history":[{"count":2,"href":"https:\/\/www.uv.mx\/veracruz\/cadiusbi\/wp-json\/wp\/v2\/posts\/915\/revisions"}],"predecessor-version":[{"id":1061,"href":"https:\/\/www.uv.mx\/veracruz\/cadiusbi\/wp-json\/wp\/v2\/posts\/915\/revisions\/1061"}],"wp:attachment":[{"href":"https:\/\/www.uv.mx\/veracruz\/cadiusbi\/wp-json\/wp\/v2\/media?parent=915"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.uv.mx\/veracruz\/cadiusbi\/wp-json\/wp\/v2\/categories?post=915"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.uv.mx\/veracruz\/cadiusbi\/wp-json\/wp\/v2\/tags?post=915"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}