UNIDAD 1: a) Hablar sobre uno mismo. b) Hacer y responder a preguntas con y sin palabras interrogativas. c) Expresarse sobre actividades que están sucediendo en el momento, cerca del presente y actividades planificadas para el futuro. d)  Estar en capacidad de saludar, presentarse, presentar a otros y despedirse. e) Dar y recibir información sobre profesiones. f) Escribir cartas informales.

a) Review of  present simple and continuous; past simple and two future forms: going to and present continuous for the future.   b) Question words: what/whose/which (+ noun), how (+adj./adv.), where, who, when, why, how many/much. b) Questions with no question words (do, can , be). c) Expressions used to introduce people (e.g. I’m Mr. Smith. This is Mr. Smith. Mr. Taylor, do you know Mr. Smith? Pleased/glad to meet you. How do you do?); Expressions used to greet people (e.g. Hello! Hi! How are you?); Expressions used when taking leave (e.g. Bye! Good-bye! See you tomorrow! Good night!) d) Use of the suffixes –er/-r, -or, -ian, -ist to form words referring to jobs and occupations (e.g. worker, musician, pianist). e) Organization of an informal letter and expressions used in it (e.g., Dear John, Best Wishes, Love, Regards, etc.).

UNIDAD 2: a) Expresarse sobre hábitos y rutinas actuales, acciones y hechos permanentes y temporales.  b) Expresar posesión. c) Estar en capacidad de contar d) Dar y comprender precios. e) Reconocer y usar correctamente conectores en forma oral y escrita. f) Hacer descripciones sencillas.

a) The present simple. b) The present continuous. c)  Have got and have (= possess). d) The cardinal numbers and American and British currency. e) The conjunctions and, but (however, although) (to express contrast), so (to express result), because (to express reason or cause). f) The use of   ´s (= possess). g) Adverbs of frequency

UNIDAD 3: a) Expresarse sobre acciones terminadas . b) Narrar historias en forma oral y escrita. c) Expresarse sobre actividades que sucedieron en el pasado durante un período determinado. c) Identificar y usar correctamente  verbos, sustantivos, adjetivos y preposiciones que van juntos. d)  Dar y recibir información sobre fechas y acciones pasadas. e) Conocer la formación de palabras usando afijos.

a) The past simple; spelling of verbs in the simple past and pronunciations of the –ed. b) The past continuous. c) Collocations (1): verb+noun (e.g., tell a joke); verb+preposition (e.g., wait for); adjective+preposition (e.g., afraid of). d) Dates (in American and British English). e) Expressions of time: used in the past (e.g., today, tomorrow, yesterday, last week/month/ year/night); with at (e.g., at six o’clock); with in (e.g., in the morning), with on (e.g., on Saturday); while, during, for. f) have+noun= activity (e.g., have lunch/a drink). g) Negative prefixes ( un, dis, in, im, il). h) Suffixes used to form: nouns: -ment, -ness, -ision, -tion, -(i)ty, -al; adjectives: -ful, is, -able, -ous, -y, -ive, -al; verbs: -ize/-ise.

UNIDAD 4: a) Dar y recibir información sobre  cantidades. b) Dar y recibir información sobre objetos y personas definidas o no previamente. c) Hacer peticiones y ofrecimientos cortésmente. d) Dar y recibir información sobre alimentos, comidas, cocina, compras, ropa y precios. e) Llenar planillas.

a) Countable and uncountable nouns: some, any, much, many, a lot of, lots of, a few, a little; combinations of some/any + body/one/ thing/where (+ else); spellings of the plural of nouns and the pronunciations of  -s/-es. b) The definite and indefinite articles: uses and omissions. c) Can/could (to make requests), will (to express offers). d) Words and expressions about food, shopping, meals, cooking, clothes, money and prices. e) Filling in forms.

UNIDAD 5: a) Expresar gustos, promesas, decisiones, sentimientos, etc. b) Expresar, decisiones, intenciones y ofrecimientos  para el futuro pensadas en el momento de hablar. c) Expresar certeza, intenciones, planes y decisiones tomadas antes del momento de hablar. d) Profundizar sus conocimientos sobre  la ortografía del inglés.

a) Verb patterns (1): verb + infinitive with to (e.g., I want to go.); verb + -ing (e.g., I finished working at four.); verb + infinitive with to/-ing (e.g., He began to work/working at six.); like/love doing  (general enjoyment) vs. would like/love to do (preference now or at a specific time), looking forward to. b) Future with will. c) Be going to. d) The spelling of difficult words. e) The adjective nice and its possible substitutes. f) Will, going to.

UNIT 6: a) Describir personas, cosas y lugares. b) Comparar personas, lugares y cosas. c) Enriquecer su vocabulario a través del uso de sinónimos y antónimos. d) Dar y seguir direcciones. e) Indicar la ubicación de personas, lugares y objetos.  f) Escribir postales.

a) What + be+ ...+ like? b) Comparative and superlative forms of adjectives (regular and irregular): –er/more, -est/most; spelling of comparatives and superlatives; much + comparative (e.g., much nicer); as ... as (e.g., as tall as), not as/so ... as (e.g., not as/so tall as). c) Synonyms and antonyms; polite antonyms (e.g., short = not very + tall); the prefixes un-, in-/im-. d) Prepositions of location: opposite, on the corner of, next to, between ... and, in front of, near, in, behind; prepositions of movement: along, across, down, in(to), over, past, out of, through, up, under. e) Relative clauses with the relative pronouns who, which, that, where as subjects (e.g., Tom is the man who builds houses.) f) Adjectives that end in –ing or –ed.

UNIT 7: a) Dar y recibir información sobre experiencias y hechos acaecidos en el pasado b) Dar y recibir información sobre acciones y estados que comenzaron en el pasado y continúan hasta el presente. c) Identificar y usar adecuadamente palabras que se pronuncian igual pero tienen diferente ortografía. d) Dar y recibir información sobre acciones, su grado de intensidad y frecuencia. e) Identificar y usar adecuadamente verbos que acompañan ciertos sustantivos. f) Identificar y usar correctamente los pronombres relativos como objeto. g) Escribir una pequeña biografía.

a) The present perfect simple; 1) ever, never (e.g., Have you ever been to Japan? No, I’ve never been to Japan); for, since, how long (e.g., How long have you lived here? I’ve lived here for 19 years/since 1978). 2) use of just, already, yet; (have) been to vs. (have) gone to. b) Homophones (e.g., wait/weight) c) Adverbs: focusing adverbs (e.g., especially, even, too, only, etc.), comment adverbs (e.g., of course, fortunately), adverbs of degree (e.g., nearly, almost), adverbs of frequency (e.g., always). d) Collocations (2): verb + noun (e.g., kick a ball). e) Relative clauses with the relative pronouns who, which, that as objects (e.g., Tom is the man (who) Ann loves.) f) Word families and word stress (eg., discovery, discussion, etc). F) telephone numbers and expressions used in telephone conversations [e.g., Hello, This is John (speaking), hold on, etc.]

UNIT 8: a) Expresar diferentes grados de obligación o ausencia de ella. b) Expresar lo que el hablante piensa que es correcto o adecuado (consejos o sugerencias) c) Identificar y usar adecuadamente sustantivos compuestos. d) Hacer uso adecuado de make y do. e) Hacer, aceptar y declinar invitaciones. f) Dar y recibir información sobre las estaciones del año. g) Escribir cartas formales.

a) Have to/have got to (e.g., I have to get up early) vs. must (e.g., I must get up early.); don’t/doesn’t have to (e.g., Mary doesn’t have to go to school on Sundays). b) Should (e.g., You should do more exercises. You shouldn’t sit so close to the TV set.) c) Compound nouns (e.g., post office, horse-race, headache). d) Make vs. do (e.g., do the homework; make mistakes). e) Would you like to...? Yes, I’d love to/That would be lovely. I can’t, I’m afraid/That’s very kind of you, but.. f) Words associated with the seasons (clothes we wear, food we eat, things we do). g) Organization of and expressions used in formal letters (e.g., Dear Sir or Madam, Dear Ms McDonald, Yours faithfully, Sincerely)

UNIT 9: a) Expresarse sobre posibles condiciones y sus resultados en el futuro. b) Reconocer y utilizar adecuadamente las conjunciones de tiempo que se refieren al futuro. c) Dar y recibir información sobre viajes. d) Profundizar en el uso de conectores.

a)The first conditional. (e.g., If it rains we will stay home.) b) Time clauses that refer to the future; conjunctions of time: when, as soon as, after, before, until (e.g., We’ll eat when our guests arrive.) c) Words and expressions about traveling. d) The connectors first of all, also, for example, however, for one thing, what’s more, despite..., because in complex sentences (e.g., John turns off all the lights at night; however, he still pays a lot of money for his electricity bill.) e) Words often confused: bring/take, come/go, get/be, cook/cooker, say/tell, felt/fell, lend/ borrow, journey/travel, buy/pay, hear/listen, last/latest, quiet/quite, who’s/whose, foreigner/stranger, game/play, rob/steal.

UNIT 10: a) Dar y recibir información sobre hábitos y estados en el pasado. b) Hacer preguntas usando palabras interrogativas como sujeto. c) Identificar y usar correctamente sustantivos que indican género. d)  Solicitar la aprobación del oyente sobre un tema dado. e) Participar activamente en una conversación. e) Reconocer y usar correctamente las preguntas que terminan en preposición. f) Reconocer y usar sustantivos, verbos y preposiciones que van juntos. g) Reconocer y usar correctamente palabras con más de un significado y función gramatical. h) Pedirle a alguien que haga algo. i) Usar correctamente palabras que se prestan a confusión.

a)Used to (past habits and states) (e.g., I used to smoke when I was a teenager. They used to be happy, but now they often fight.) b) Questions with who/what/whose as subjects (e.g., Who broke the window? What happened to your eye?) c) Words and expressions that refer to males and females (e.g., waiter/waitress). d) Question tags that express confirmation (e.g., It’s nice weather today, isn’t it?) e) Questions which end in prepositions (e.g., What are you looking at?) f) Collocations (3): verbs + noun (e.g., A  thief stole my wallet); verb + preposition (e.g., I always laugh at his jokes.) g) Homonymous words (e.g., last (v., adj., adv.): The show lasted two hours. Answer the last question only. John arrived last. h) verb patterns (2): verb+ (pro)noun + infinitive (with to) (e.g.: help me to tidy  up); verb+(pro)noun+ infinitive (without to) (e.g.: My parents let me go). i) the infinitive of purpose (e.g.: I’m learning English (in order ) to become a teacher)

UNIT 11: a) Repaso general del contenido programático. b) Introducción a la voz pasiva. c) Introducción a al uso del condicional del segundo tipo.

a) General review. b) Introduction to passive voice: Coca-Cola is enjoyed all over the word. c) Introduction to the second conditional: If a were a princess, I’d live in a castle.