VIDEOS AND SONGS

CONDITIONALS

ZERO, 1ST, 2ND AND 3RD CONDITIONALS

LEARN WITH FUN¡¡¡¡

LEARN CONDITIONALS WITH MUSIC¡¡¡

MIXED CONDITIONALS

Make zero conditionals:

For example:
(not / rain / the flowers / die) ____
If it doesn’t rain, the flowers die.
1. (I / wake up late / I / be late for work) _______________________________________________________________

2. (my husband / cook / he / burn the food) _______________________________________________________________

3. (Julie / not wear a hat / she / get sunstroke)
_______________________________________________________________

4. (children / not eat well / they / not be healthy) _______________________________________________________________

5. (you / mix water and electricity / you / get a shock) _______________________________________________________________

6. (people / eat / too many sweets / they / get fat) _______________________________________________________________

7. (you / smoke / you / get yellow fingers) _______________________________________________________________

8. (children / play outside / they / not get overweight) _______________________________________________________________

9. (you / heat ice / it / melt) _______________________________________________________________

10. (I / speak to John / he / get annoyed) _______________________________________________________________

HERE YOU CAN REVIEW YOUR ANSWERS:
http://www.perfect-english-grammar.com/support-files/conditionals_zero_form.pdf

First Conditional Exercises

FIRST CONDITIONAL EXERCISE

Put the verb into the correct first conditional form:
1. If I __________________ (go) out tonight, I __________________ (go) to the cinema.

2. If you __________________ (get) back late, I __________________ (be) angry.

3. If we __________________ (not / see) each other tomorrow, we __________________ (see) each other next week.

4. If he __________________ (come), I __________________ (be) surprised.

5. If we __________________ (wait) here, we __________________ (be) late.

6. If we __________________ (go) on holiday this summer, we __________________ (go) to Spain.

7. If the weather __________________ (not / improve), we __________________ (not / have) a picnic.

8. If I __________________ (not / go) to bed early, I __________________ (be) tired tomorrow.

9. If we __________________ (eat) all this cake, we __________________ (feel) sick.

10. If you __________________ (not / want) to go out, I __________________ (cook) dinner at home.

HERE YOU CAN REVIEW YOUR ANSWERS:
http://www.perfect-english-grammar.com/support-files/first_conditional_form.pdf

Second Conditional Exercises

Second Conditionals
Put the verb into the correct tense:

1. If I _________________ (be) you, I _________________ (get) a new job.

2. If he _________________ (be) younger, he _________________ (travel) more.

3. If we _________________ (not / be) friends, I _________________ (be) angry with you.

4. If I _________________ (have) enough money, I _________________ (buy) a big house.

5. If she _________________ (not / be) always so late, she _________________ (be) promoted.

6. If we _________________ (win) the lottery, we _________________ (travel) the world.

7. If you _________________ (have) a better job, we _________________ (be) able to buy a new car

8. If I _________________ (speak) perfect English, I _________________ (have) a good job.

9. If we _________________ (live) in Mexico, I _________________ (speak) Spanish.

10. If she _________________ (pass) the exam, she _________________ (be) able to enter university.

HERE YOU CAN REVIEW YOUR ANSWERS:
http://www.perfect-english-grammar.com/support-files/second_conditional_form.pdf

Third Conditionals Exercises

Third Conditional:
Put in the correct third conditional verb form:

1. If you ______________ (not / be) late, we ______________ (not / miss) the bus.

2. If she ______________ (study), she ______________ (pass) the exam.

3. If we ______________ (arrive) earlier, we ______________ (see) John.

4. If they ______________ (go) to bed early, they ______________ (not / wake) up late.

5. If he ______________ (become) a musician, he ______________ (record) a CD.

6. If she ______________ (go) to art school, she ______________ (become) a painter.

7. If I ______________ (be) born in a different country, I ______________ (learn) to speak a different language.

8. If she ______________ (go) to university, she ______________ (study) French.

9. If we ______________ (not / go) to the party, we ______________ (not / meet) them.

10. If he ______________ (take) the job, he ______________ (not / go) travelling.

HERE YOU CAN REVIEW YOUR ANSWERS:
http://www.perfect-english-grammar.com/support-files/third_conditional_form.pdf

MIXED CONDITONAL EXERCISES:

Finish the sentences with a clause in the correct conditional:

1: If it is sunny tomorrow _______________________________________________

2: If you sit in the sun too long __________________________________________

3: If I were you _______________________________________________________

4: If I were the Prime Minister ___________________________________________

5: If she had studied harder _____________________________________________

6: If I won the lottery __________________________________________________

7: If I hadn’t gone to bed so late _________________________________________

8: If I hadn’t come to London ___________________________________________

9: If you mix water and electricity ________________________________________

10: If she hadn’t stayed at home __________________________________________

11: If I go out tonight___________________________________________________

12: If I were on holiday today ____________________________________________

13: If I had listened to my mother _________________________________________

14: If I hadn’t eaten so much _____________________________________________

15: If it rains later ______________________________________________________

16: If I were British ____________________________________________________

17: If I were the opposite sex ____________________________________________

18: If I have enough money ______________________________________________

19: If you don’t wear a coat in the winter ___________________________________

20: If I weren’t studying English __________________________________________

HERE YOU CAN REVIEW YOUR ANSWERS:
http://www.perfect-english-grammar.com/support files/all_conditionals_form_mixed_exercise.pdf

I WISH/ IF ONLY EXERCISES

Complete the sentence with the correct tense of the verb in brackets.

1. We always have to take the bus home. I wish we (not live) so far from the city centre

2. We are completely soaked. I wish we (bring) the umbrella

3. He is always whistling. I wish he (not do) that all the time

4. We are having a wonderful holiday on the beach. I wish you (be) here

5. This computer is useless. I wish my parents (choose) a better one when they bought it

6. She's got a new job but she feels bored. She wishes her boss (give) her more responsibility.

7. He's sorry he missed the wedding ceremony. He wishes he (go)

8. I wish my neighbours (not make) so much noise. I can hardly sleep at night

9. Citizens wish their leaders (start) doing something to improve the economic situation

10. They have lots of money. Even so, they wished they (have) more and more

Write a sentence using "wish"

1. I ate too much and now I have stomachache.

2. His parents would like him to look after himself

3. I can't smoke anywhere now. The anti-smoking law is so restrictive!

If only

4. It's a pity we don't own a boat, I love sailing.

5. My pupils keep talking in class all the time and I can't handle it.

6. Visiting the museum was interesting but it would have been nicer to go to the beach

7. Next Christmas I would like to stay at home for a change

next Christmas

8. He never brings me flowers on our anniversary

9. I failed all my exams. I should have studied harder.

If only

10. I don't like being so tall

HERE YOU CAN REVIEW YOUR ANSWERS:

http://www.englishexercises.org/makeagame/viewgame.asp?id=5841

PREFIXES EXERCISES

Choose the right answer.

CONDITIONALS

What are conditionals in English grammar? Sometimes we call them 'if clauses'. They describe the result of something that might happen (in the present or future) or might have happened but didn't (in the past) . They are made using different English verb tenses.

There are four kinds:

NOW LET'S LEARN ABOUT THEM¡¡¡¡¡¡¡¡

The Zero Conditional

We can make a zero conditional sentence with two present simple verbs (one in the 'if clause' and one in the 'main clause'):

If + present simple, .... present simple.

This conditional is used when the result will always happen. So, if water reaches 100 degrees, it always boils. It's a fact. I'm talking in general, not about one particular situation. The result of the 'if clause' is always the main cluase.

The 'if' in this conditional can usually be replaced by 'when' without changing the meaning.

For example: If water reaches 100 degrees, it boils. (It is always true, there can't be a different result sometimes). If I eat peanuts, I am sick. (This is true only for me, maybe, not for everyone, but it's still true that I'm sick every time I eat peanuts)

Here are some more examples:

If people eat too much, they get fat.
If you touch a fire, you get burned.
People die if they don't eat.
You get water if you mix hydrogen and oxygen.
Snakes bite if they are scared
If babies are hungry, they cry

The First Conditional

The first conditional has the present simple after 'if', then the future simplein the other clause:

if + present simple, ... will + infinitive

It's used to talk about things which might happen in the future. Of course, we can't know what will happen in the future, but this describes possible things, which could easily come true.

If it rains, I won't go to the park.
If I study today, I'll go to the party tonight.
If I have enough money, I'll buy some new shoes.
She'll be late if the train is delayed.
She'll miss the bus if she doesn't leave soon.
If I see her, I'll tell her.

First vs. Zero Conditional:

The first conditional describes a particular situation, whereas the zero conditional describes what happens in general.

For example (zero conditional): if you sit in the sun, you get burned (here I'm talking about every time a person sits in the sun - the burning is a natural consequence of the sitting)

But (first conditional): if you sit in the sun, you'll get burned (here I'm talking about what will happen today, another day might be different)

First vs. Second Conditional:

The first conditional describes things that I think are likely to happen in the future, whereas the second conditional talks about things that I don't think will really happen. It's subjective; it depends on my point of view.

For example (first conditional): If she studies harder, she'll pass the exam (I think it's possible she will study harder and so she'll pass)

But (second conditional): If she studied harder, she would pass the exam (I think that she won't study harder, or it's very unlikely, and so she won't pass)

The Second Conditional

The second conditional uses the past simple after if, then 'would' and the infinitive:

if + past simple, ...would + infinitive

(We can use 'were' instead of 'was' with 'I' and 'he/she/it'. This is mostly done in formal writing).

It has two uses.

First, we can use it to talk about things in the future that are probably not going to be true. Maybe I'm imagining some dream for example.

If I won the lottery, I would buy a big house.(I probably won't win the lottery)
If I met the Queen of England, I would say hello.
She would travel all over the world if she were rich.
She would pass the exam if she ever studied.(She never studies, so this won't happen)

Second, we can use it to talk about something in the present which is impossible, because it's not true. Is that clear? Have a look at the examples:

If I had his number, I would call him. (I don't have his number now, so it's impossible for me to call him).
If I were you, I wouldn't go out with that man.

How is this different from the first conditional?

This kind of conditional sentence is different from the first conditional because this is a lot more unlikely.

For example (second conditional): If I had enough money I would buy a house with twenty bedrooms and a swimming pool (I'm probably not going to have this much money, it's just a dream, not very real)

But (first conditional): If I have enough money, I'll buy some new shoes (It's much more likely that I'll have enough money to buy some shoes)

The Third Conditional

We make the third conditional by using the past perfect after 'if' and then 'would have' and the past participle in the second part of the sentence:

if + past perfect, ...would + have + past participle

It talks about the past. It's used to describe a situation that didn't happen, and to imagine the result of this situation.

If she had studied, she would have passed the exam (but, really we know she didn't study and so she didn't pass)
If I hadn't eaten so much, I wouldn't have felt sick (but I did eat a lot, and so I did feel sick).
If we had taken a taxi, we wouldn't have missed the plane
She wouldn't have been tired if she had gone to bed earlier
She would have become a teacher if she had gone to university
He would have been on time for the interview if he had left the house at nine

TEACHER'S INFORMATION

Mis blogs

Click on each one:

Información sobre mí

Sexo	Mujer
Sector	Educación
Profesión	Docente
Ubicación	Riobamba, Chimborazo, Ecuador
Introducción	"Be sure you put your feet in the right place, then stand firm". Abraham Lincoln
Intereses	To reach a better educational level
Películas favoritas	Legally blond
Música favorita	Boleros mexicanos, romántica
Libros favoritos	Pride and Prejudice, El Silencio del Amor

SILABO GRAMMAR VIII

UNIVERSIDAD NACIONAL DE CHIMBORAZO

VICERRECTORADO ACADÉMICO

UNIDAD DE PLANIFICACIÓN ACADÉMICA

FACULTAD DE CIENCIAS DE LA EDUCACIÓN, HUMANAS Y TECNOLOGÍAS

CARRERA DE IDIOMAS

SÍLABO DE LA ASIGNATURA DE GRAMMAR VIII

DOCENTE:	Magdalena Ullauri Moreno
PERÍODO ACADÉMICO:	ABRIL 2015 - AGOSTO 2015
FECHA DE ELABORACIÓN:	1 de abril de 2015

1. DATOS INFORMATIVOS

INSTITUCIÓN:	UNIVERSIDAD NACIONAL DE CHIMBORAZO
FACULTAD:	CIENCIAS DE LA EDUCACIÓN, HUMANAS Y TECNOLOGÍAS
CARRERA:	IDIOMAS
NOMBRE DE LA ASIGNATURA:	GraMMAR V
CÓDIGO DE LA ASIGNATURA:	8.03-CP-GRAM
CÓDIGO CLASIFICACIÒN CINE:	GRUPO1
SEMESTRE:	OCTAVO SEMESTRE
NIVEL DE FORMACIÓN:	Grado o Tercer Nivel
AREA DE FORMACIÓN:	Ciencias correspondientes a la Profesión
TIPO DE ASIGNATURA:	Obligatoria
NÚMERO DE SEMANAS:
TOTAL DE HORAS SEMANALES:	4
TOTAL DE HORAS POR EL PERÍODO ACADÉMICO:
NÚMERO DE CRÉDITOS:	4.00
NÚMERO DE CRÉDITOS TEÓRICOS:	2.00
NÚMERO DE CRÉDITOS PRÁCTICOS:	2.00
PRE-REQUISITOS: 7.03 – CP - Gram	CO-REQUISITOS: Ninguno

2. DESCRIPCIÓN DE LA ASIGNATURA

La asignatura de Grammar VIII, pretende que el estudiante, investigue, cuestione, seleccione y aplique con facilidad las herramientas gramaticales, con orientación cognoscitiva- praxiológica; planteando soluciones e innovaciones a problemas prácticos relacionados con el perfil de egreso de la Carrera de Idiomas, los conocimientos y valores aprendidos en el aula darán cumplimiento a lo establecido en el Plan Nacional del Buen Vivir, la asignatura desarrolla habilidades y destrezas en la Expresión Oral y escrita, fortalece técnicas de Redacción y escritura, motivando la creación de textos personales, oficiales y de origen científico, que son una constante en el desarrollo de esta asignatura, parámetros que garantizarán a futuro profesionales seguros y dinámicos, capaces de ser parte del cambio de la Matriz productiva del país.

3. CONTRIBUCIÓN DE LA ASIGNATURA EN LA FORMACIÓN DEL PROFESIONAL

Grammar VIII es una asignatura que es parte de las Ciencias Profesionalizantes que consta en el programa curricular de la Carrera de Idiomas, la misma que contribuye, en el desarrollo, creatividad, y mejoramiento de las destrezas productivas, oral y escrita, y receptivas, escuchar y leer que fortalezcan las potencialidades comunicacionales; sin descuidar la axiología del ser humano, además de afianzar habilidades, destrezas y liderar equipos transdiciplinarios de investigación formativa que desarrollen el aprendizaje del inglés en el futuro ámbito laboral y personal en un marco de seguridad y emprendimiento para un buen vivir en la sociedad.

4. ARTICULACIÓN DE LA ASIGNATURA (R.A.) EN CORRESPONDENCIA CON LOS NIVELES DE CONCRECIÓN DEL CURRÍCULO

PLAN NACIONAL DEL BUEN VIVIR

El Sistema de Educación Superior (art. 350 de la Constitución) está llamado a consolidar las capacidades y oportunidades de la población y a formar académica y profesionalmente a las personas bajo una visión científica y humanista, que incluye los saberes y las culturas de nuestro pueblo.

La asignatura debe propiciar la generación de mecanismos para una articulación coherente y efectiva entre el Sistema Nacional de Educación, el Sistema de Educación Superior, el Sistema Nacional de Cultura y el Sistema de Ciencia, Tecnología e Innovación.

PERFIL DE EGRESO

La asignatura contribuye a que el estudiante tenga el dominio gramatical que le permita realizar técnicamente investigaciones en el campo educativo haciendo uso de las destrezas lingüísticas para mejorar su propio trabajo y aportar en la solución de problemas educativos del entorno.

OBJETIVOS DE LA CARRERA

Gramar VIII aporta a que los futuros docentes dominen los componentes gramaticales a ser aplicados en las destrezas lingüísticas del idioma inglés, que tributa a la formación de profesionales en el área del Idioma Inglés, comprometidos con el desarrollo integral de la comunidad, aptos para ejercer la profesión y la investigación, en el campo humanista y tecnológico.

5. OBJETIVOS GENERALES DE LA ASIGNATURA

Los estudiantes de Octavo Semestre serán capaces de:

1. Hablar y escribir en inglés de forma adecuada y fluida con la finalidad de mejorar la calidad comunicativa de la segunda lengua.

2. Conectar las estructuras gramaticales aprendidas con diferentes ejercicios además de usarlos correctamente.

3. Proporcionar oportunidad para el pensamiento crítico permitiendo a los estudiantes personalizar lo que han aprendido para poder hablar con facilidad acerca de los aspectos de la profesión y del diario vivir

4. Demostrar comprensión básica de lectura de un texto

5. Hablar acerca de eventos que son posibles

6. Hablar acerca de situaciones no probables en el presente o futuro

7. Hablar acerca de acciones, resultados, etc. que siempre siguen a otros

8. Escribir acerca de deseos personales y profesionales utilizando el Primer, Segundo, Tercer y Zero condicionales

9. Describir situaciones que utilicen cláusulas de condición y tiempo

6. SISTEMA DE CONTENIDOS, RESULTADOS Y EVIDENCIAS DE APRENDIZAJE

UNIDADES
CONTENIDOS	No DE HORAS/ SEMANAS	RESULTADOS DE APRENDIZAJE	EVIDENCIA(S) DE LO APRENDIDO
	CLASES TEÓRICAS
UNIT ONE CONDITIONALS · Entry test · First Conditional · Second Conditional · Zero Conditional · Third Conditional · Mixed Conditionals · I wish, If only… · Wishes about the present, past and future. · Want, expect, love, bear, etc. · prefixes UNIT TWO CLAUSES · Time clauses · Condition clauses · More future forms · Expressions of time and preference · Afterwards, after, until, as far as, etc. · Phrases with time · Relative who and which · Relative that · Leaving out relative pronouns · Relative what	16 hours weeks: 1,3,5,7 16 hours weeks: 9,11,13,15	Talk about the events which are possible referring to present and future. Add prefixes from a list opposite to the words Add appropriate clauses to refer to the future but using the present Talk about an action that follow another in present and future Distinguish student´s writings by applying clauses	Outside recorded. Interview to an English speaker or teachers. Use what it has been seen in class to communicate Recordings. Interview someone about his or her family or close friends. Ask about brothers, sisters, children, activities and so on, then write the summary about what you learned.
	CLASES PRÁCTICAS
Choose the options that best fit in the spaces with the topics taught in class. Completing charts, sentences and paragraphs	32 hours Weeks: 2,4,6,8 10,12,14,16	Grammar exercises	Practical exercises done in the module Practical exercises on line and their evaluation
Research Work	Study of exceptional English grammar cases according to the topics studied in Eighth Semester during the academic level April 2015 – August 2015. To present an exposition about the rights of child and teenager presented in the Doctrine of Integral Protection of Childhood and Adolescence, Ecuador 2012

7. ACUERDOS Y COMPROMISOS ÉTICOS

· Se exige puntualidad. No se permitirá el ingreso de los estudiantes con retraso.

· La copia de exámenes será severamente castigada inclusive puede ser motivo de la perdida automática de la asignatura. Art. 207 literal g. Sanciones (b) de la LOES.

· El Respeto en las relaciones docente-estudiante y alumno-alumno será la norma de la participación en clase y en todas las actividades académicas, dentro o fuera de la universidad.. Art. 86 de la LOES

· En los trabajos se debe incluir las citas y referencias de los autores consultados (según las normativas aceptadas, v.g. APA). Un plagio evidenciado puede dar motivo a valorar con cero el respectivo trabajo.

· Si se detecta la poca o ninguna participación de algún integrante en las actividades grupales, y sus miembros no lo han reportado, se asumirá complicidad y se sancionará a todos los integrantes del equipo, con la valoración de cero en el trabajo correspondiente.

Fuente: COMISION DE EVALUACIÓN INTERNA, Manual para la organización del Currículo. Junio 2011

8. METODOLOGÍA

La utilización del método Resolución de ejercicios y problemas y el método expositivvo lección magistral serán componentes importantes en el desarrollo de las actividades cognitivas dentro del aula, se acompañará de varias estrategias didácticas como: pruebas orales de base estructurada y no estructurada, además de pruebas de actuación, demostraciones prácticas, trabajos en grupo, y ponencias donde los principales generadores del conocimiento serán los estudiantes. La entrevista será la técnica que permitirá establecer una heteroevaluación, cohevaluación y autoevaluación.

La aptitud verbal y razonamiento lógico lograrán la participación activa dentro del aula que permitirán registrar logros de destrezas y habilidades enmarcados dentro de los objetivos propuestos

9. CONTRIBUCIÓN DE LOS LOGROS DEL APRENDIZAJE DE LA ASIGNATURA AL PERFIL DE EGRESO Y FORMA DE EVALUACIÓN

RESULTADOS DE APRENDIZAJE DE LA ASIGNATURA	NIVEL DE CONTRIBUCIÓN			TÉCNICA E INSTRUMENTO DE EVALUACIÓN
RESULTADOS DE APRENDIZAJE DE LA ASIGNATURA	A Alta	B Media	C Baja	TÉCNICA E INSTRUMENTO DE EVALUACIÓN
· Hablar acerca de eventos que son posibles. · Diferenciar los tiempos verbales en el uso de condicionales · Hacer comparaciones entre el primer y segundo condicionales · Hacer comparaciones entre el tercer y el zero condicionales · Discutir acerca de los condicionamientos existentes en distintas personas. · Escribe palabras que mejor encajan en cada espacio dentro de un texto. · Escribe en un ensayo parte de la cultura de la ciudad utilizando cláusulas relativas	X X X X X X			Técnica: Observación Instrumento: · Pruebas escritas. · Pruebas orales. Técnica: Entrevista Instrumento: · Guía de preguntas · Entrevista semi estructurada –estructurada

10. EVALUACIÓN DEL APRENDIZAJE

Para la composición de la nota semestral de los estudiantes, se tomará en cuenta la siguiente tabla:

COMPONENTES	ACTIVIDADES DE EVALUACIÒN	%
DOCENCIA (Asistido por el profesor y actividades de aprendizaje colaborativo)	Proyectos de problematización, resolución de problemas. Evaluaciones orales, escritas entre otras.	40
PRÁCTICAS DE APLICACIÓN Y EXPERIMENTACIÓN (Diversos entornos de aprendizaje)	Actividades desarrolladas en laboratorios, talleres, y manejo de acervos bibliográficos entre otros.	30
ACTIVIDADES DE APRENDIZAJE AUTÓNOMO (Aprendizaje independiente e individual del estudiante)	Lectura, análisis y compresión de materiales bibliográficos y documentales tanto analógicos como digitales, generación de datos y búsqueda de información, elaboración individual de ensayos, trabajos y exposiciones.	30
Total		100%

11. BIBLIOGRAFÍA

BIBLIOGRAFÍA BÁSICA:

· The Good Grammar Book, Michael Swan and Catherine Walter, Oxford 2010

· Grammar and vocabulary for First Certificate, Luke Prodromou, Pearson Longman, 2006

· Focus on Grammar, Jay Maurer, Pearson Longman, Volume 5, 2009

· Grammar Practice in Context. David Bolton and Noel Godey. Richmond Publishing. 2009

· English Grammar in Steps, Richmond Publishing, 2009

BIBLIOGRAFÍA COMPLEMENTARIA:

· Focus on Grammar, Maurer, Pearson Longman, Volume 4, 2009

· Focus on Grammar, Maurer, Pearson Longman, Volume 3, 2009

· Focus on Grammar, Maurer, Pearson Longman, Volume 1, 2009

· Active Grammar, Fiona Davis and Wayne Rimmer, Level 1 Cambridge University Press, 2011

· Active Grammar, Fiona Davis and Wayne Rimmer, Level 2 Cambridge University Press, 2011

· Essential Grammar in Use, Third Edition, Raymond Murphy, Cambridge University Press,2011

· Grammar Sense 1,Cheryl Pavlik, Oxford University Press, 2004

· Fundamentals of English Grammar, Betty Schrampfer Azar, Pearson Longman, 2003

· Documento introductorio a la Doctrina de Protección Integral de Niñez y Adolescencia, Consejo Nacional de la Niñez y Adolescencia, Ecuador 2012

· Manual para la Organización del Currículo, UNACH Comisión de Evaluación Interna, Reinaldo J. Ochoa Moreno, Junio-2011

SITIOS WEB:

www.englishpage.com

www.ego4u.com

www.englisch-hilfen.com

www.aboutgrammar.com

www.grammar.ccc.commnet.edu

www.englishclub.com

www.learnenglish.britishcouncil.org

12. LECTURAS RECOMENDADAS

· The Hound of the Baskervilles, Sir Arthur Conan Doyle, Oxford Bookworms, 2008

· Dr Jekyll and Mr Hyde, Robert Louis Stevenson, Oxford Bookworms, 2008

· Sense and Sensibility, Jane Austen, Oxford Bookworms, 2008

· Great Expectations, Charles Dickens, Oxford Bookworms, 2008

· Ghost Stories, Rosemary Border, Oxford Bookworms, 2008

· The Garden Party, Katherine Mansfield, Oxford Bookworms, 2008

· Silas Marner, George Eliot, Oxford Bookworms, 2008

· The Scarlet Letter, Nathaniel Hawthorne, Oxford Bookworms, 2008

· The Call of the Wild, Jack London, Oxford Bookworms, 2008

· The picture of Dorian Gray, Oscar Wilde, Oxford Bookworms, 2008

· The Prisoner of Zenda, Anthony Hope, Oxford Bookworms, 2008

· Black Beauty, Anna Sewell, Oxford Bookworms, 2008

· Documento introductorio a la Doctrina de Protección Integral de Niñez y Adolescencia, Consejo Nacional de la Niñez y Adolescencia, Ecuador 2012

RESPONSABLE/S DE LA ELABORACIÓN DEL SÍLABO:

Magdalena Ullauri Moreno

FECHA:

abril 2015

Mgs. Mónica Cadena	Magdalena Ullauri M.
DIRECTOR(A) DE CARRERA	DOCENTE

ENGLISH GRAMMAR VIII

Páginas

sábado, 6 de junio de 2015

VIDEOS AND SONGS

EXERCISES

CONDITIONALS

CONDITIONALS

The Zero Conditional

The First Conditional

The Second Conditional

The Third Conditional

TEACHER'S INFORMATION

Mis blogs

Click on each one:

Información sobre mí

SILABO GRAMMAR VIII