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| Cursos
para Preadolescentes |
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| 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 Preadolescentes
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Bibliografía
sugerida 2010 |
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| Programa
de contenidos gramaticales |
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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 |
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| 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 |
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| short
guided paragragh giving personal
information |
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| Bibliografia
sugerida 2010 |
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| 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 |
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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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| Programa
de contenidos gramaticales |
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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 |
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| short
guided paragraph including
personal information and simple
narration of events |
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| Bibliografia
sugerida 2010 |
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| 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 |
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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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| Programa
de contenidos gramaticales |
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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) |
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sentence
combination: because/so, because/although
advertisements, invitations,
plans, giving news/reacting
to news, offering help, simple
narratives |
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| Bibliografia
sugerida 2010 |
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| 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 |
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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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| Programa
de contenidos gramaticales |
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| 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) |
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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.
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| 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 |
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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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| Preadolescentes
1 |
Preadolescentes
2 |
Preadolescentes
3 |
| More!
False beginners
Puchta et al CUP |
More!
Elementary
Puchta et al
CUP |
Kid`s
Box 5
Nixon/Tomlinson
CUP |
Messages
False beginner
Goodey / Goodey CUP |
Messages
Elementary
Goodey / Goodey CUP |
More!
Pre-intermediate
Puchta et al CUP |
Discover
English 1
Bayle et al Longman
Pearson |
Discover
English 2
Bayle et al Longman
Pearson |
Messages
Pre-intermediate
Goodey / Goodey CUP |
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Discover
English 3
Bayle et al Longman
Pearson |
| Preadolescentes
4 |
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Kid`s
Box 6
Nixon/Tomlinson
CUP |
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More!
I ntermediate
Puchta et al CUP |
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Messages
Intermediate
Goodey / Goodey CUP |
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Discover
English 4
Bayle et al Longman
Pearson |
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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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