| |
| |
| |
|
| Nuestros
métodos se caracterizan por
ser básicamente omunicativos
y personalizados lo que implica
un seguimiento muy cercano del nivel
alcanzado por el alumno en las habilidades
que necesita desarrollar para poder
utilizar la lengua con los fines
prácticos que él desee,
que en muchos casos, se materializan
en una salida laboral..
Idiomas
Inglés, Francés, Portugués
y Español para extranjeros
En los nivels Adultos 1 a 5 los
cursos son anuales con una frecuencia
de dos veces por semana . Cada clase
tiene una duracion de 1 .30 hs.
En los niveles Adultoss 6, 7 y 8
cada clase tiene una duración
de 2hs, también con una frecuencia
de dos veces por semana.
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|
| >>
Horarios
y aranceles |
| Durante
el ciclo lectivo 2010 no se
dictarán cursos regulares
para los niveles Adultos
|
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| >>
Bibliografía
sugerida 2010 |
| |
| Programa
de contenidos gramaticales |
|
|
|
| |
|
Greetings.
Verb "to be"
Present Simple: personal
information, routines, likes
and dislikes
Present Continuous: present
activities
Simple Past: was, were,
had
Personal pronouns: I, you,
he, she, it, we, you, they
Possessive adjectives: my,
your, his, her, its, our,
your their
Possessive pronouns: mine,
yours, his, hers, its, ours,
yours, theirs
Prepositions: of time: at,
on, in, from, to
of place: at, in, on, under,
opposite, next to...
Question markers: what,
which, when, where, whose,
how, how old
Nationalities: Where are
you from?
Possession: have got/has
got
Identification: this, that,
these, those
Existence: there is/there
are
Quantity: countable and
uncountable nouns
How much...?/How many...?
some, any, no, much, many
Likes and dislikes: like
+ noun, like + -ing
Desirability: I'd like...
I want...
Ability: can, can't
Asking favours: Could you...?
Suggestions: Let's ... How/What
about...?
Offering: Would you...?
Telling the time
|
| |
|
| |
| |
| Nationalities,
days of the week, months,
seasons, dates (When is your
birthday? On...), colours,
objects, parts of the house,
places in town, members of
the family, jobs and occupations,
clothes |
| |
|
|
|
| |
| short
guided paragragh giving personal
information |
| |
|
| Bibliografia
sugerida 2010 |
|
| |
| Jovenes
/Adultos 1 |
Jovenes
/Adultos 2 |
Jovenes
/Adultos 3 |
| Touchstone
Book 1
McCarthy/McCarten/
Sandiford CUP |
Touchstone
Book 2 McCarthy/McCarten/
Sandiford CUP |
Touchstone
Book 3 McCarthy/McCarten/
Sandiford CUP |
Face2face
Starter Redston/Cunningham/
Bell CUP |
Face2face
Elem
Redston/Cunningham/
Bell CUP |
Face2face
Pre-int
Redston/Cunningham/
Bell CUP |
Success
Beginner
Parsons et al Longman
Pearson |
Success
Elem
Parsons et al Longman
Pearson |
Success
Pre-int
Parsons et al Longman
Pearson |
| |
Solutions
Elem
Tim Falla and Paul A Davies
OUP |
Solutions
Pre-int
Tim Falla and Paul
A Davies OUP |
| Jovenes
/Adultos 4 |
Jovenes
/Adultos 5 |
Jovenes
/Adultos 6 y 7 |
Touchstone
Book 4 McCarthy/McCarten/
Sandiford CUP |
Face2face
Upper-int
Redston/Cunningham
/Bell CUP |
face2face
Advanced Redston/Cunningham/
Bell CUP |
face2face
Int
Redston/Cunningham/
Bell CUP |
Success
Upper-int
Parsons et al Longman
Pearson |
Success
Advanced
Parsons et al Longman
Pearson |
Success
Int
Parsons et al Longman
Pearson |
Solutions
Upper-int
Tim Falla and Paul
A Davies OUP |
Solutions
Advanced
Tim Falla and Paul A Davies
OUP |
Solutions
Int
Tim Falla and Paul A Davies
OUP |
|
|
|
| Programa
de contenidos gramaticales |
|
|
|
| |
|
Revision
of tenses: Present Simple,
Present Continuous, Going
to
Past Simple: regular and
irregular verbs, ago
Past Continuous: events
happening at a specific
time in the past contrast
with Past Simple
Quantity: too many, too
much, not enough, many,
some
no one, everyone, someone,
nobody, everybody, somebody
Reason: Why/because
What happened?
What's the matter?
Appearance: look like
Instructions: Put the coin
in the slot
Requests: can, could (Could
you help me?)
Suggestions: could, shall
(What shall we do this evening?)
Obligation: must, have to
(You have to stay in bed)
Offers: will (I'll do it
for you)
Promises: will (I'll send
a postcard)
Time clauses: before/after
+ gerund
past (When he arrived, I
was sleeping)
Frequency: always, usually,
often, sometimes, never
(revision), hardly ever,
occasionally, once a week,
twice a year
Discourse markers: and,
or, but
because, so, however
after that, eventually,
finally
verb + -ing: love, like,
enjoy, don't mind, hate
Comparison: short and long
adjectives
Superlatives: short and
long adjectives |
| |
|
| |
| |
| short
guided paragraph including
personal information and simple
narration of events |
| |
|
| Bibliografia
sugerida 2010 |
|
| |
| Jovenes
/Adultos 1 |
Jovenes
/Adultos 2 |
Jovenes
/Adultos 3 |
| Touchstone
Book 1
McCarthy/McCarten/
Sandiford CUP |
Touchstone
Book 2 McCarthy/McCarten/
Sandiford CUP |
Touchstone
Book 3 McCarthy/McCarten/
Sandiford CUP |
Face2face
Starter Redston/Cunningham/
Bell CUP |
Face2face
Elem
Redston/Cunningham/
Bell CUP |
Face2face
Pre-int
Redston/Cunningham/
Bell CUP |
Success
Beginner
Parsons et al Longman
Pearson |
Success
Elem
Parsons et al Longman
Pearson |
Success
Pre-int
Parsons et al Longman
Pearson |
| |
Solutions
Elem
Tim Falla and Paul A Davies
OUP |
Solutions
Pre-int
Tim Falla and Paul
A Davies OUP |
| Jovenes
/Adultos 4 |
Jovenes
/Adultos 5 |
Jovenes
/Adultos 6 y 7 |
Touchstone
Book 4 McCarthy/McCarten/
Sandiford CUP |
Face2face
Upper-int
Redston/Cunningham
/Bell CUP |
face2face
Advanced Redston/Cunningham/
Bell CUP |
face2face
Int
Redston/Cunningham/
Bell CUP |
Success
Upper-int
Parsons et al Longman
Pearson |
Success
Advanced
Parsons et al Longman
Pearson |
Success
Int
Parsons et al Longman
Pearson |
Solutions
Upper-int
Tim Falla and Paul
A Davies OUP |
Solutions
Advanced
Tim Falla and Paul A Davies
OUP |
Solutions
Int
Tim Falla and Paul A Davies
OUP |
|
|
|
| Programa
de contenidos gramaticales |
|
|
|
| |
|
Revision
of Tenses
Present Perfect Simple for
experience: Have you ever...?
I've never... I've always...
I've just...
with for, since, just, already,
yet, still
Future Progressive
Present Continuous with
future meaning. Contrast
with "going to"
Habits in the past: used
to
verb + -ing/preposition
stative verb + adjective
(taste/smell/look/sound/seem
+ good)
stative verb + like (it
tastes like chicken)
Advice: should, ought to
Permission: be allowed to
Deductions: can't , could,
must, might (He can't be
Italian)
Possibility: may, might
(He may come tomorrow)
Reported Speech: statements,
questions, requests, commands
Possible conditions: Conditional
Type I
Question tags: positive
and negative
Contrast: although, however
Time connectors
adjective + prep (frightened/proud/ashamed
+ of, angry/annoyed/upset/worried
+ about, pleased/disappointed/fed
up/angry + with, good/bad/surprised/
+ at)
Pronouns: both (both of
us love football)
neither (neither of us likes
football) |
| |
|
| |
| |
sentence
combination: because/so, because/although
advertisements, invitations,
plans, giving news/reacting
to news, offering help, simple
narratives |
| |
|
| Bibliografia
sugerida 2010 |
|
| |
| Jovenes
/Adultos 1 |
Jovenes
/Adultos 2 |
Jovenes
/Adultos 3 |
| Touchstone
Book 1
McCarthy/McCarten/
Sandiford CUP |
Touchstone
Book 2 McCarthy/McCarten/
Sandiford CUP |
Touchstone
Book 3 McCarthy/McCarten/
Sandiford CUP |
Face2face
Starter Redston/Cunningham/
Bell CUP |
Face2face
Elem
Redston/Cunningham/
Bell CUP |
Face2face
Pre-int
Redston/Cunningham/
Bell CUP |
Success
Beginner
Parsons et al Longman
Pearson |
Success
Elem
Parsons et al Longman
Pearson |
Success
Pre-int
Parsons et al Longman
Pearson |
| |
Solutions
Elem
Tim Falla and Paul A Davies
OUP |
Solutions
Pre-int
Tim Falla and Paul
A Davies OUP |
| Jovenes
/Adultos 4 |
Jovenes
/Adultos 5 |
Jovenes
/Adultos 6 y 7 |
Touchstone
Book 4 McCarthy/McCarten/
Sandiford CUP |
Face2face
Upper-int
Redston/Cunningham
/Bell CUP |
face2face
Advanced Redston/Cunningham/
Bell CUP |
face2face
Int
Redston/Cunningham/
Bell CUP |
Success
Upper-int
Parsons et al Longman
Pearson |
Success
Advanced
Parsons et al Longman
Pearson |
Success
Int
Parsons et al Longman
Pearson |
Solutions
Upper-int
Tim Falla and Paul
A Davies OUP |
Solutions
Advanced
Tim Falla and Paul A Davies
OUP |
Solutions
Int
Tim Falla and Paul A Davies
OUP |
|
|
|
| Programa
de contenidos gramaticales |
|
|
|
| |
| Revision
of Tenses
Past Perfect Simple: events
that happened before another
event in the past
Habit: be used to + -ing
Revision of Reported Speech:
reporting verbs (suggest,
order...)
Relative clauses: defining,
non-defing, with relative
omitted
Present and past participles
as adjectives
Improbable and Impossible
conditions: Conditionals
Type II and III
if, unless
Modal verbs: revision of
modals
Verb of perception + -ing
(I saw him running)
Causative "have"
and "get" (She
wants to have her hair cut)
Passive Voice
Discourse markers: in case,
both...and, neither...nor,
not only ...but also, whereas,
while
Confusible pairs: lend/borrow,
do/make
Comparison: less, as...as,
not so … as, not +
adjective + enough
Result: so/such...that (It
was so loud that I couldn't
sleep) |
| |
|
| |
| |
paragraph
structure and order
paragraph organization (topic
sentence, development, conclusion)
narrative writing and sequencing
letter writing: layout and
development |
| Nota:
Dado que este curso es el
de articulación entre
los tres primeros y los tres
últimos del ciclo,
el objetivo principal del
mismo es consolidar firmemente
los conocimientos adquiridos
hasta el momento y desarrollar
mayor fluidez en las cuatro
habilidades de la lengua.
|
| |
|
| Bibliografia
sugerida 2010 |
|
| |
| Jovenes
/Adultos 1 |
Jovenes
/Adultos 2 |
Jovenes
/Adultos 3 |
| Touchstone
Book 1
McCarthy/McCarten/
Sandiford CUP |
Touchstone
Book 2 McCarthy/McCarten/
Sandiford CUP |
Touchstone
Book 3 McCarthy/McCarten/
Sandiford CUP |
Face2face
Starter Redston/Cunningham/
Bell CUP |
Face2face
Elem
Redston/Cunningham/
Bell CUP |
Face2face
Pre-int
Redston/Cunningham/
Bell CUP |
Success
Beginner
Parsons et al Longman
Pearson |
Success
Elem
Parsons et al Longman
Pearson |
Success
Pre-int
Parsons et al Longman
Pearson |
| |
Solutions
Elem
Tim Falla and Paul A Davies
OUP |
Solutions
Pre-int
Tim Falla and Paul
A Davies OUP |
| Jovenes
/Adultos 4 |
Jovenes
/Adultos 5 |
Jovenes
/Adultos 6 y 7 |
Touchstone
Book 4 McCarthy/McCarten/
Sandiford CUP |
Face2face
Upper-int
Redston/Cunningham
/Bell CUP |
face2face
Advanced Redston/Cunningham/
Bell CUP |
face2face
Int
Redston/Cunningham/
Bell CUP |
Success
Upper-int
Parsons et al Longman
Pearson |
Success
Advanced
Parsons et al Longman
Pearson |
Success
Int
Parsons et al Longman
Pearson |
Solutions
Upper-int
Tim Falla and Paul
A Davies OUP |
Solutions
Advanced
Tim Falla and Paul A Davies
OUP |
Solutions
Int
Tim Falla and Paul A Davies
OUP |
|
|
|
| Programa
de contenidos gramaticales |
|
|
|
| |
| Revision
of Tenses
Present Perfect Progressive
Past Perfect Progressive
Verb + infinitive vs. Verb
+ -ing (stop doing vs. stop
to do)
Revision of Conditionals
if, unless, in case
Revision of Reported Speech
(more reporting verbs)
Revision of Modal Verbs
"used to" contrasted
with "would"
Substitution ("So did
I", "Neither does
he")
Phrasal Verbs (turn off,
take after)
Prepositional Verbs (look
at, listen to)
Revision of get/have sth
done
Question forms with "How"
(How far? How tall?)
Time (as soon as, while,
afterwards, since, as)
Concession and contrast
(although, on the other
hand, even though)
Comparison (not so ... as)
Purpose and Reason (in order
to, so that, because of,
since, as)
Preference (would rather,
prefer)
Link words: however, so,
therefore, in contrast,
besides, etc.
More confusible pairs: see/watch,
hear/listen |
| |
|
| |
| |
Narratives
Descriptions
Letters
Using opening and concluding
statements
(between 80 - 100 words) |
| |
|
| Bibliografia
sugerida 2010 |
|
| |
| Jovenes
/Adultos 1 |
Jovenes
/Adultos 2 |
Jovenes
/Adultos 3 |
| Touchstone
Book 1
McCarthy/McCarten/
Sandiford CUP |
Touchstone
Book 2 McCarthy/McCarten/
Sandiford CUP |
Touchstone
Book 3 McCarthy/McCarten/
Sandiford CUP |
Face2face
Starter Redston/Cunningham/
Bell CUP |
Face2face
Elem
Redston/Cunningham/
Bell CUP |
Face2face
Pre-int
Redston/Cunningham/
Bell CUP |
Success
Beginner
Parsons et al Longman
Pearson |
Success
Elem
Parsons et al Longman
Pearson |
Success
Pre-int
Parsons et al Longman
Pearson |
| |
Solutions
Elem
Tim Falla and Paul A Davies
OUP |
Solutions
Pre-int
Tim Falla and Paul
A Davies OUP |
| Jovenes
/Adultos 4 |
Jovenes
/Adultos 5 |
Jovenes
/Adultos 6 y 7 |
Touchstone
Book 4 McCarthy/McCarten/
Sandiford CUP |
Face2face
Upper-int
Redston/Cunningham
/Bell CUP |
face2face
Advanced Redston/Cunningham/
Bell CUP |
face2face
Int
Redston/Cunningham/
Bell CUP |
Success
Upper-int
Parsons et al Longman
Pearson |
Success
Advanced
Parsons et al Longman
Pearson |
Success
Int
Parsons et al Longman
Pearson |
Solutions
Upper-int
Tim Falla and Paul
A Davies OUP |
Solutions
Advanced
Tim Falla and Paul A Davies
OUP |
Solutions
Int
Tim Falla and Paul A Davies
OUP |
|
|
|
| Programa
de contenidos gramaticales |
|
|
|
| |
|
Revision
of Tenses, active and passive
Future Perfect
Future Progressive
Revision of Modals. "be/get
used to + -ing"
Perfect Modals (should have
done)
Conditionals. Mixed conditionals:
If I hadn’t accepted
his offer, I would go out
with you.
Question forms: Who to?
What for?
Verb + gerund vs. Verb +
infinitive (don't mind helping,
hope to see)
Verbs used with both gerund
and infinitive (love, prefer)
Infinitives after adjectives
(happy to see, sorry to
hear)
Comparisons: the …
the …; so…;
such…
Compound nouns (youth hostel,
drawback)
Compound adjectives (well-dressed,
time-consuming)
Uncountable nouns (information,
advice)
Words that only occur in
the plural (scissors)
Making uncountable nouns
countable ( a loaf of bread)
Adverbs modifying adjectives
(quite, fairly, totally,
etc)
More confusible words: do/make;
say/speak/talk/tell; rob/steal
The use of the article
Expressing regret (If only...,
I wish...) |
| |
|
| |
| |
Narratives
/ Descriptions
Letters
Using opening and concluding
statements
(between 100 - 150 words) |
| Nota:
The topics that the students
should master will depend
on the choice of textbook,
but all students should be
able to fluently describe
people's appearance and feelings,
describe places and express
their opinions, beliefs, intentions,
likes and desires both in
speech and in writing. |
| |
|
| Bibliografia
sugerida 2010 |
|
| |
| Jovenes
/Adultos 1 |
Jovenes
/Adultos 2 |
Jovenes
/Adultos 3 |
| Touchstone
Book 1
McCarthy/McCarten/
Sandiford CUP |
Touchstone
Book 2 McCarthy/McCarten/
Sandiford CUP |
Touchstone
Book 3 McCarthy/McCarten/
Sandiford CUP |
Face2face
Starter Redston/Cunningham/
Bell CUP |
Face2face
Elem
Redston/Cunningham/
Bell CUP |
Face2face
Pre-int
Redston/Cunningham/
Bell CUP |
Success
Beginner
Parsons et al Longman
Pearson |
Success
Elem
Parsons et al Longman
Pearson |
Success
Pre-int
Parsons et al Longman
Pearson |
| |
Solutions
Elem
Tim Falla and Paul A Davies
OUP |
Solutions
Pre-int
Tim Falla and Paul
A Davies OUP |
| Jovenes
/Adultos 4 |
Jovenes
/Adultos 5 |
Jovenes
/Adultos 6 y 7 |
Touchstone
Book 4 McCarthy/McCarten/
Sandiford CUP |
Face2face
Upper-int
Redston/Cunningham
/Bell CUP |
face2face
Advanced Redston/Cunningham/
Bell CUP |
face2face
Int
Redston/Cunningham/
Bell CUP |
Success
Upper-int
Parsons et al Longman
Pearson |
Success
Advanced
Parsons et al Longman
Pearson |
Success
Int
Parsons et al Longman
Pearson |
Solutions
Upper-int
Tim Falla and Paul
A Davies OUP |
Solutions
Advanced
Tim Falla and Paul A Davies
OUP |
Solutions
Int
Tim Falla and Paul A Davies
OUP |
|
|
|
| Programa
de contenidos gramaticales |
|
|
|
| |
|
Revision
of tenses:
Present Simple, Progressive,
Perfect and Perfect Progressive;
Past Simple, Progressive,
Perfect and Perfect Progressive;
Future Simple and Continuous;
Future in the past; Going
to
Modal verbs: will; would;
must; should; may; might;
can; could; need; have to;
ought to; be able; manage;
succeed. (perfect modals).
Uses and functions: suggestions,
advice, warnings, regrets,
criticism, obligation, necessity,
lack of necessity, prohibition,
permission, certainty, possibility,
ability
Conditional sentences: The
three types. Mixed conditions
Reported Speech: uses; verb
patterns
Time clauses in the past
and in the future. Time
conjunctions: as; while;
when; after; before; as
soon as; until; by the time...
Relative Clauses: defining
and non-defining
Making Hypothesis: I wish...;
If only...; Supposing...;
I hope...; As if/as though...;
It' time...; would rather...
The subjunctive: present
and past
Inversion: uses; adverbials:
hardly; no sooner;little;
not only;only
Comparisons: as...as; not
so/as...as; so/such...that;
as versus like
Participial constructions
The passive form, choosing
between active or passive,
including the agent, verbs
with two objects. Passive
constructions with the infinitive:
Maradona is said to be very
rich
Gerund and infinitive
Present and past participles
Non-finite verbal constructions:
to inf (I hope to see him)
-ed participle (Covered
in dust, she ...)
-ing participle (Living
in the country, we...)
Modification of adjectives
and adverbs: fairly, rather,
quite, very, etc
Collective nouns (a flock
of sheep)
More confusible words: raise/rise;
lie/lay; remind/remember
Areas temáticas:
School; family relationships;
age; art; violence and crime;
status and social class;
the media; religion; life
and death; the senses; the
future; everyday problems;
travel; etc. |
| |
|
| |
| |
Five
paragraph essay (between 150
- 200 words)
Nota importante: Dado que
este es el último curso
del ciclo y que el certificado
que se otorga al cumplimentar
este nivel es considerado
válido para la solicitud
de diferentes empleos, es
imprescindible que el alumno
demuestre realmente que ha
cumplido con todos los objetivos
requeridos tanto en la expresión
oral como en la escrita. |
| |
|
| Bibliografia
sugerida 2010 |
|
| |
| Jovenes
/Adultos 1 |
Jovenes
/Adultos 2 |
Jovenes
/Adultos 3 |
| Touchstone
Book 1
McCarthy/McCarten/
Sandiford CUP |
Touchstone
Book 2 McCarthy/McCarten/
Sandiford CUP |
Touchstone
Book 3 McCarthy/McCarten/
Sandiford CUP |
Face2face
Starter Redston/Cunningham/
Bell CUP |
Face2face
Elem
Redston/Cunningham/
Bell CUP |
Face2face
Pre-int
Redston/Cunningham/
Bell CUP |
Success
Beginner
Parsons et al Longman
Pearson |
Success
Elem
Parsons et al Longman
Pearson |
Success
Pre-int
Parsons et al Longman
Pearson |
| |
Solutions
Elem
Tim Falla and Paul A Davies
OUP |
Solutions
Pre-int
Tim Falla and Paul
A Davies OUP |
| Jovenes
/Adultos 4 |
Jovenes
/Adultos 5 |
Jovenes
/Adultos 6 y 7 |
Touchstone
Book 4 McCarthy/McCarten/
Sandiford CUP |
Face2face
Upper-int
Redston/Cunningham
/Bell CUP |
face2face
Advanced Redston/Cunningham/
Bell CUP |
face2face
Int
Redston/Cunningham/
Bell CUP |
Success
Upper-int
Parsons et al Longman
Pearson |
Success
Advanced
Parsons et al Longman
Pearson |
Success
Int
Parsons et al Longman
Pearson |
Solutions
Upper-int
Tim Falla and Paul
A Davies OUP |
Solutions
Advanced
Tim Falla and Paul A Davies
OUP |
Solutions
Int
Tim Falla and Paul A Davies
OUP |
|
|
|
|
| Jovenes
/Adultos 1 |
Jovenes
/Adultos 2 |
Jovenes
/Adultos 3 |
| Touchstone
Book 1
McCarthy/McCarten/
Sandiford CUP |
Touchstone
Book 2 McCarthy/McCarten/
Sandiford CUP |
Touchstone
Book 3 McCarthy/McCarten/
Sandiford CUP |
Face2face
Starter Redston/Cunningham/
Bell CUP |
Face2face
Elem
Redston/Cunningham/
Bell CUP |
Face2face
Pre-int
Redston/Cunningham/
Bell CUP |
Success
Beginner
Parsons et al Longman
Pearson |
Success
Elem
Parsons et al Longman
Pearson |
Success
Pre-int
Parsons et al Longman
Pearson |
| |
Solutions
Elem
Tim Falla and Paul A Davies
OUP |
Solutions
Pre-int
Tim Falla and Paul
A Davies OUP |
| Jovenes
/Adultos 4 |
Jovenes
/Adultos 5 |
Jovenes
/Adultos 6 y 7 |
Touchstone
Book 4 McCarthy/McCarten/
Sandiford CUP |
Face2face
Upper-int
Redston/Cunningham
/Bell CUP |
face2face
Advanced Redston/Cunningham/
Bell CUP |
face2face
Int
Redston/Cunningham/
Bell CUP |
Success
Upper-int
Parsons et al Longman
Pearson |
Success
Advanced
Parsons et al Longman
Pearson |
Success
Int
Parsons et al Longman
Pearson |
Solutions
Upper-int
Tim Falla and Paul
A Davies OUP |
Solutions
Advanced
Tim Falla and Paul A Davies
OUP |
Solutions
Int
Tim Falla and Paul A Davies
OUP |
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Contenidos |
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| Bibliografia
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Face2face |
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Face2face |
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Happy
House / Street |
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| Happy
Earth |
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Success |
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Solutions |
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