| ÁREA DE AUDIO | |||||
| UNIT I | |||||
| UNIDAD I | |||||
| LINGUISTIC COMPETENCE / COMPETENCIA LINGÜÍSTICA | |||||
| TOPIC/TEMA | SUB-TOPIC/SUBTEMA | ELEMENTS OF THE COMPETENCE/ELEMENTOS DE LA COMPETENCIA | BOOK/LIBRO | PAGINA/PAGE | SKILL/SUB-SKILLHABILIDAD /SUBHABILIDAD |
| 1.1. Comparar personas, lugares y cosas / Compare people, places and things. | 1.1.1
Comparar personas, lugares y cosas (dos elementos) / Compare people, places
and things (two elements) 1.1.2 Comparar personas, lugares y cosas (tres elementos) / Compare people, places and things (three or more elements) |
Can/can’t for possibility; comparatives | face2face, elementary Student’s Book | 62 | INTEGRATED SKILLS |
| Making comparisons (1), comparative and superlative forms of adjectives | Reward, elementary Student’s Book | 68 | INTEGRATED SKILLS | ||
| Making comparisons (2), comparative and superlative forms of longer adjectives | Reward, elementary Student’s Book | 70 | INTEGRATED SKILLS | ||
| Making comparisons | Reward Intermediate, Student’s Book | 34 | INTEGRATED SKILLS | ||
| Past simple tense; comparatives; can/could in requests | Skyline 2, Student’s Book | 60 | INTEGRATED SKILLS | ||
| Review of might/will/going to for plans and arrangements; review of comparatives and superlatives | Skyline 3, Student’s Book | 14 | INTEGRATED SKILLS | ||
| Comparative adjectives: more…than. Superlative adjectives: -est, the most | Connect 3, Student’s Book | 10 | INTEGRATED SKILLS | ||
| Comparatives with -er, -ier, more and both | Go for It Student's Book 3A | 1 | INTEGRATED SKILLS | ||
| Superlatives with -(i)est, the most, irregular comparisons : good, better, the best, bad, worse, the worst | Go for It Student's Book 3A | 37 | INTEGRATED SKILLS | ||
| Comparatives | Champion 2 | 34 | INTEGRATED SKILLS | ||
| Superlatives | Links 3 | 105 | INTEGRATED SKILLS | ||
| Comparative and superlative adjectives; comparison structures - words, expressions and word combinations related to sports; numbers | Explore 2 | 34 | INTEGRATED SKILLS | ||
| Adverbs frequency; superlative adjectives; future | Explore 3 | 64 | INTEGRATED SKILLS | ||
| Superlatives; questions with How + adjective…? | Touchstone, Student’s book 3 | 21 | INTEGRATED SKILLS | ||
| Superlatives; present perfect for life experiences: positive and negative, Have you ever…? Questions and short answers | face2face, elementary Student’s Book | 94 | INTEGRATED SKILLS | ||
| Superlatives; too/either | Skyline 2, Student’s Book | 68 | INTEGRATED SKILLS | ||
| 1.2 Gustos y preferencias / Likes and preferences. | Abilities and skills; job preferences; personality traits; careers | Interchange 2 | 64 | INTEGRATED SKILLS | |
| Describing and giving information about places; stating preferences; presenting contrasting information; categorizing and evaluating issues | Passages, Student’s Book 1 | 18 | INTEGRATED SKILLS | ||
| Defining and describing friendship; expressing opinions; stating preferences; describing incidents and events; talking about rules | Passages, Student’s Book 2 | 2 | INTEGRATED SKILLS | ||
| Describing works of art; expressing preferences; comparing and contrasting; describing styles of art; describing artists and commenting on their styles; commenting on facts | Passages, Student’s Book 2 | 46 | INTEGRATED SKILLS | ||
| Talking about hypothetical situations; comparing and contrasting personal preferences; expressing values and preferences in work and business | Passages, Student’s Book 2 | 102 | |||
| 1.2.1 Expresar gustos y preferencias / Express likes and preferences. | Stating facts about animals; talking about categories of animals; expressing opinions about animals; expressing preferences for pets; talking about specific and undetermined time and location | Passages, Student’s Book 2 | 74 | INTEGRATED SKILLS | |
| 1.2.2 Infinitivos y gerundios / Infinitives and gerunds | Describing personalities; expressing likes and dislikes; describing personal change; stating advantages and disadvantages; talking about rules | Passages, Student’s Book 1 | 2 | INTEGRATED SKILLS | |
| Pronouns; present simple (5): talking about likes and dislikes | Reward, elementary Student’s Book | 22 | INTEGRATED SKILLS | ||
| Adverbs (1): adverbs and adverbial phrases of frequency; talking about likes and dislikes; verb patterns (1): to or .ing | Reward Intermediate, Student’s Book | 8 | INTEGRATED SKILLS | ||
| Prepositions; gerunds and infinitives; going to/will/won’t | Skyline 2, Student’s Book | 42 | INTEGRATED SKILLS | ||
| …like to + verb + by with gerund | Connect 4, Student’s Book | 7 | INTEGRATED SKILLS | ||
| Gerunds and infinitives as subjects; verbs followed by gerunds and infinitives | Interactions 1 | INTEGRATED SKILLS | |||
| Future going to - want to, would like to | Links 3 | 49 | INTEGRATED SKILLS | ||
| Would like, talking about prices | Reward, elementary Student’s Book | 58 | INTEGRATED SKILLS | ||
| Countable and uncountable nouns - imperatives - would like | Skyline 1, workbook | 78 | INTEGRATED SKILLS | ||
| Simple present: yes / no questions and short answers; What, Who, and How questions and answers. Present continuous and simple present. Have to / don't have to. Would like to | Connect 3, Student’s Book | 2 | INTEGRATED SKILLS | ||
| Countable and uncountable nouns - some / any - would like + noun | American Channel Student's Book Beginners | 60 | INTEGRATED SKILLS | ||
| Review tenses; review of infinitives and gerunds: verb complements; review of comparisons with adjectives and adverbs | Interactions 1 | 271 | GRAMMAR | ||
| UNIT II | |||||
| UNIDAD II | |||||
| 2.1 Planear proyectos futuros / Plan future projects | 2.1.1 Expresar compromisos / Express commitments. | Future forms: will for decisions and offers (be) going to for intentions, present continuous for arrangements - phrasal verbs, socializing expressions - short vowels | Links 3 | 63 | INTEGRATED SKILLS |
| Future with going to ; indirect objects; indirect object pronouns; present continuous for the future | Touchstone, Student’s book 2 | 33 | INTEGRATED SKILLS | ||
| Future with will, may, and might; present continuous and going to for the future; clauses with if, when, after and before and the simple present to refer to the future | Touchstone, Student’s book 2 | 117 | INTEGRATED SKILLS | ||
| Be going to; will; present continuous; it will be/there will be | Enterprise 1, Student’s book | 56 | INTEGRATED SKILLS | ||
| Future forms: (be) going to and present continuous - words and expressions about money and music | Explore 3 | 82 | INTEGRATED SKILLS | ||
| Review and extension: future plans and intentions (going to, present progressive, simple present); predicting the future: will, going to, first conditional; second conditional; recycle: present perfect, adverbs used with present perfect | Attitude, workbook 4 | 38 | INTEGRATED SKILLS | ||
| Prepositions of place - Present Progressive as future | Skyline 1, workbook | 68 | INTEGRATED SKILLS | ||
| 2.1.2 Expresar planes futuros / Express future plans. | Future plans, intentions and arrangements; going to or will to predict the future, the family; second conditional, friendship, crossword | Attitude, workbook 4 | 22 | INTEGRATED SKILLS | |
| Life changes; plans and hopes for the future | Interchange 1 | 106 | INTEGRATED SKILLS | ||
| Travel; vacations; plans | Interchange 2 | 30 | INTEGRATED SKILLS | ||
| The world: Cities, countries and facts; world weather; winter sun; travel plans | Attitude, student’s book 1 | 90 | INTEGRATED SKILLS | ||
| Plans: A difficult age; future lives; summertime; a night out | Attitude, student’s book 1 | 122 | INTEGRATED SKILLS | ||
| The future with will, going to, the present continuous and the simple present; use had better, ought to and might want to say what’s advisable; use have got to and going to have to say what’s necessary; use would rather to say what’s preferable | Touchstone, Student’s book 3 | 53 | INTEGRATED SKILLS | ||
| Be going to (1): positive, negative and Wh- questions; might; be going to (2): yes/no questions and short answers | face2face, elementary Student’s Book | 86 | INTEGRATED SKILLS | ||
| Going to - should and shouldn't | Skyline 1, workbook | 104 | INTEGRATED SKILLS | ||
| Future simple, be going to and future perfect; review of future forms | Skyline 5, Student’s Book | 50 | INTEGRATED SKILLS | ||
| 2.1.3 Expresar posibilidad con referencia al futuro / Express possibility regarding the future. | Talking about ability and possibility: can, could, be able to | Reward Intermediate, Student’s Book | 46 | INTEGRATED SKILLS | |
| Will/may/could/might; future with going to/ present progressive / present simple | Profiles, Student’s Book 3 | 26 | INTEGRATED SKILLS | ||
| There is/are , possessive nouns, the present continuous tense, modal auxiliaries: can, may, might, will | Interactions 1 | 31 | |||
| Making predictions: may and might; going to and will | Reward Intermediate, Student’s Book | 40 | INTEGRATED SKILLS | ||
| 2.1.4 Expresar gustos y preferencias con referencia al futuro / Express likes and preferences regarding the future. | Future simple (1): (will) for decisions | Reward, elementary Student’s Book | 86 | INTEGRATED SKILLS | |
| Future simple (2): (will) for predictions | Reward, elementary Student’s Book | 88 | INTEGRATED SKILLS | ||
| Talking about the future, making suggestions and responding to them. Talking about the future with will | Reward Upper-Intermediate, Student’s Book | 14 | INTEGRATED SKILLS | ||
| Future with will, yes / no questions short answers, quantities with more, less fewer | Go for It Student's Book 3A | 43 | INTEGRATED SKILLS | ||
| will (1) | Grammar in use, intermediate | 40 | GRAMMAR | ||
| will (2) | Grammar in use, intermediate | 42 | GRAMMAR | ||
| Future Time: using will | Basic English grammar | 242 | GRAMMAR | ||
| Asking questions with Will | Basic English grammar | 243 | GRAMMAR | ||
| UNIT III | |||||
| UNIDAD III | |||||
| 3.1 Proporcionar información adicional / Provide additional information | 3.1.1 Proporcionar información adicional acerca de personas, lugares y cosas (who, which, that) / Provide additional information about people, places and things (who, which, that). | Relative clauses with who, that, which, whose, where and when; present perfect simple active and passive for recent events | face2face, Intermediate Student’s Book | 68 | INTEGRATED SKILLS |
| Relative clauses with that and who | Connect 4, Student’s Book | 37 | INTEGRATED SKILLS | ||
| a person who …. A thing that /which … (relative clauses 1) | Basic grammar in use | 230 | GRAMMAR | ||
| Relative Clauses (1) - Clauses with who/that/which- | Grammar in use, intermediate | 178 | GRAMMAR | ||
| UNIT IV | |||||
| UNIDAD IV | |||||
| 4.1 Relatar anécdotas / Telling stories | 4.1.2 Contar anécdotas indicando la secuencia de eventos (when, while, before, after) / Tell stories indicating the sequence of events (when, while, before, after). | Past simple and past continuous; used to; past perfect | face2face, Intermediate Student’s Book | 28 | INTEGRATED SKILLS |
| Personality adjectives; repeated actions in the past; obligation, necessity and deduction; crossword | Attitude, workbook 5 | 34 | INTEGRATED SKILLS | ||
| Repeated actions in the past (would, used to, simple past); modals: obligation, necessity, deduction; recycle: cohesive devices, adverbs and adverbials | Attitude, student’s book 5 | 58 | INTEGRATED SKILLS | ||
| Past simple and past continuous | Reward Intermediate, Student’s Book | 14 | INTEGRATED SKILLS | ||
| Past progressive vs. past simple; used to… | Skyline 3, Student’s Book | 6 | INTEGRATED SKILLS | ||
| Past continuous statements, past continuous + when, past continuous questions, past continuous vs. Simple past | Connect 3, Student’s Book | 18 | INTEGRATED SKILLS | ||
| The past continuous tense, the simple past vs the past continuous, when and while | Interactions 1 | 174 - 181 | GRAMMAR | ||
| Iwas doing (past continous) and I did (past simple) | Basic grammar in use | 28 | GRAMMAR | ||
| Past tenses. Describing a sequence of events in the past | Reward Upper-Intermediate, Student’s Book | 24 | INTEGRATED SKILLS | ||
| Describing a sequence of events (1): before and after; during and for | Reward Intermediate, Student’s Book | 6 | INTEGRATED SKILLS | ||
| Describing a sequence of events (2): when, as soon as, as, while, just as, until | Reward Intermediate, Student’s Book | 18 | INTEGRATED SKILLS | ||
| before after during while | Basic grammar in use | 200 | GRAMMAR | ||