Living English 2

8/10/2019 Living English 2

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LIVING ENGLISH 2

Unit 1: People and Animals

UNIT PURPOSE

To enable students to describe people and animals by making reference to their physical appearance, (in abilities and habits! routines

SO"I#$ PR#"TI"ES%

&i'ing and obtaining factual information of a personal and nonpersonal kind)

*UN"TIONS%

+)+) Epressing (in ability in the present+)-) .escribing people and animals

E/PE"TE. $E#RNIN&%To be able to 0rite notes and present information about occupations

#bility to inter'ie0 friends about their abilitiesTo 0rite an email describing a friendTo describe a friend1s personality and appearance

To 0rite a classified ad for a pet#bility to 0rite an animal fact fileTo complete a story ending orally

2rite an informati'e tet about a 0ild animalTo gi'e a presentation about an ethnic group


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ENGLISH II

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2eek +

Unit1: People andAnimals

Group:

Teacher:

Dates:

MAINACTIVITIES

OBJECTIVEINTERACTION

TIMEMATERIAL PROCEDURE NOTES

CLASS

INTRODUCTIONIntroduce the

teacher!students!

class rulesandclassroutines

Students canrecogni6e and

understand

instructions anduse them

purposefully(indicate the date,greet and respond

to greetings,follo0 instructions,

participate inclass)

Session +789

:oardNotebooks

The T 0rites and says his!her name, age, 0here he!she is from, andsome details of his!her personal life)The Ss 0ill introduce themsel'es the same 0ay the teacher did)The T says and 0rites the rules on the board) The Ss read and copythem in their notebook) E)g) Try al0ays to communicate in English) #llthe permissions 0ill be asked in English, be on time to the class, etc)

Dia"nostice#aluation

To obtain adiagnosis of the

students1 Englishkno0ledge

Session -789

.iagnosticinstrument

The T eplains the Ss that this is only a tool to gain an understanding oftheir kno0ledge and backgrounds, after that gi'es them the test andasks them to ans0er carefully)

$no%in" thene%

#oca&ular'Pictionar'

Ss can usekno0ledge of the0orld and clues(illustrations to

decode themeaning of

unfamiliar 0ords)

Session ;789

$i'ingEnglish

Student1s:ook -

Pages -- ,

Unit -789

$i'ingEnglish

Student1s:ook -

Pages @+,@- < @;

Living English: Text prediction. Ss ans0er the ?uestions about home remedies and read the tets tomatch each one 0ith the type of medicine) Then listen to the peopledescribing their medical ad'ice and 0rite the letter of the tet they refer to)Work it out: Text work. Ss look back at the medical ad'ice and match the t0o columns) Then

look at the etracts from the tets and ans0er the ?uestions)Try it out: Relection on l!ngu!ge. Ss complete the prescription and the note using the 0ords in the bo)Then compare their ans0ers 0ith a partner)


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ENGLISH II

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2eek >

Unit 2: Health and the Body

Group:

Teacher:

Dates:

MAINACTIVITIES



Performanceassessment

,Self-andpeer-assessment)

4elp the student toidentify 0hathe!she has

learned o'er aperiod of time, and

0hat he!she stillneeds to 0ork on

Session +>789

$i'ingEnglish

Student1s:ook -

Page A;

Ss 0ork in pairs and chose one situation to ha'e a con'ersation) #t theend each student assesses his!her performances)

The Ss read the GI canH chart and check the appropriate bo according toho0 they e'aluate themsel'es)

Pro-ect: ahealth' eatin"

ha&its

De#elopin"health' eatin"

ha&its

To de'ise andpresent a plan tode'elop healthyeating habits at

school and in thecommunity)To raise Ss9

a0areness aboutthe importance of

de'eloping healthyhabits)

Session +@789

$i'ingEnglish

Student1s:ook -

Pages A= 789 Partial test

The partial test needs to include the net achie'ements% Cocabulary The implication of physical proimity or distance 0hen using

singular (this that and plural demonstrati'e pronouns (thesethose

The forms adjective + -er()))than and more adjective (...Than)indicate ine?uality

The forms the + adjective + -estandthe most+ adjectiveindicatethat one of a group is outstanding in a particular 0ay

"hanges in spelling at the end of adDecti'es 0hen using theircomparati'e and superlati'e forms (e)g) :ig bigger biggest,pretty prettier prettiest, large larger largest, cheapcheaper cheapest, etc)


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ENGLISH II

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2eek 7

Unit 3: Shoppin" andClothes

Group:

Teacher:Dates:

MAINACTIVITIES



Performance

assessment,Self-andpeer-

assessment)




Session +;789

$i'ingEnglish

Student1s:ook -

Page ++7

& Ss 0ork in pairs and chose one situation to ha'e a con'ersation) #t the

end, each student assesses his!her performances) Ss read the GI canH chart and check the appropriate bo according to ho0they e'aluate themsel'es)

Pro-ect:shoppin" &a"

Creatin"!e+hi&it! and

e+chan"in" ofshoppin" &a"s

made %ithrec'cledmaterials)

To design, ehibit,and echange a

shopping bagmade of recycled

material)To create and

echange usefulitems in order to

encourageadolescents to

recycle materialsthey ha'e at home

and!or school)

Session +=789

$i'ingEnglish

Student1s:ook -

Pages ++>< ++@

Think.Ss check the materials that can be recycled)$l!n.Ss, in groups, are going to create a shopping bag made of recycledmaterials considering the ?uestions gi'en)I%ple%ent.Ss decide on the design and style of their shopping bag) Then they designit and illustrate it)Sh!re.The T decides 0hen to present the ehibition and echange of the bagsfrom all groups of the class)Relection.

#fter the ehibition of the bags choose the best options for using at home)Then complete the reflection chart)

BimestrialE#aluation

To obtaininformation about

studentachie'ement, andfor the teacher to

learn about his!herperformance)

Session +7789

:imestrialtest

The "i%estri!l test needs to include the next !chieve%ents: Cocabulary Use of singular and plural demonstrati'e pronouns) The comparati'e forms Jadjective + -er()))than and more

adjective (...than)K The superlati'e forms Jthe + adjective + -estandthe most+

adjectiveK "hanges in spelling at the end of adDecti'es 0hen using their

comparati'e and superlati'e forms)

irregular comparati'e and superlati'e forms The different of dress,tie,coat,glasses,watch,ring Use of linking de'ices (because, or


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LIVING ENGLISH 2

Unit 4: House and Home

UNIT PURPOSE

To enable students to describe their homes and learn about other people9s homes)

SO"I#$ PR#"TI"E%

Gi#in" ando&tainin" factual informationofa personal andnon-personal /ind

*UN"TIONS%

=)+) .escribing accommodation

E/PE"TE. $E#RNIN&%

#bility to 0rite an email describing 0here you li'eTo ha'e a telephone con'ersation to rent some0here to li'e

&i'ing a presentation about a house you like:eing able to 0rite comments on a blog about recycled furniture

To gi'e instructions for finding misplaced obDectsTo use a floor plan to gi'e instructions to find a room

&i'e a presentation about a hotel or building.esign an ad'ertisement for a property for sale

.esign a brochure about a famous house


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ENGLISH (

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2eek +

Unit: House and Home

Group:

Teacher:

Dates:

MAINACTIVITIES



$no%in" ne%#oca&ular',Pictionar')

Ss can usekno0ledge of the0orld and clues(illustrations to

make predictionsabout the tets)

Session +789

$i'ingEnglish

Student1s:ook -

Pages ++A< ++B

The T elicits the Ss to look at the pages ++A and ++B (the Pictionary of unit=, copy on their notebooks the name, the purpose, the social practice andthe functions of the unit)

The Ss describe 0hat furniture there is in the different rooms of the house)

(ritin" anemail

descri&in"%here 'ou li#e

Students canproduce a skeleton

of the tet to be0ritten, identifying

and establishing thebasic organi6ation ofcomponents (email%

introduction, body,conclusions, 0iththe help of peers, or

a similar tet)

Session -($esson +,

Unit =789

$i'ingEnglish

Student1s:ook -

Pages +-8,

+-+ < +--

Living English: Text prediction. Ss talk about 0ho goes to their homes) Then read the email and ans0erthe ?uestions and compare 0ith a partner)Work it out: Text work. Ss look at the sentences from the email and underline the correct ans0er)Then underline eamples of this kind of sentences in the tet)Try it out: Relection on l!ngu!ge.

Ss look at the picture and, in their notebooks, 0rite sentences using0ords in the bo and then check 0ith a partner)H!nds on: Text production. The Ss 0rite an email describing an apartment)

Ha#in" atelephone

con#ersationtorent

some%here toli#e

Students noticethat there isandthere areindicate

eistence insingular and pluralforms respecti'ely

Session ;($esson -,

Unit =789

$i'ingEnglish

Student1s:ook -

Pages +-;,+-= < +-7

#udio ".Track +B

Living English: Text prediction. Ss talk about renting or buying a house or apartment) Then listen to thetelephone con'ersation, check the ad and ans0er the ?uestions)Work it out: Text work. Ss look at the ?uestions from the con'ersation and ans0er them) Thenlook at the audio script on page -8- and find the ans0ers)Try it out: Relection on l!ngu!ge. Ss underline the correct ans0er to the ?uestions and 0ork in pairs lookingat the floor plans and ask and ans0er ?uestions)H!nds on: Text production. Ss read the classified ads and, in pairs, decide 0hich property they areinterested in) *inally they are going to call to ask information)

NARCISO BASSOLS


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ENGLISH II

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MAINACTIVITIES



(ritin" acommentona

&lo" a&outrec'cledfurniture

Students noticethat some

prepositionsindicate location

(on,in,infrontof,between,nextto,behind and usesuch language

featuresappropriately)

Session @($esson 7,

Unit =789

$i'ingEnglish

Student1s:ook -

Pages +;-,+;; < +;=

Living English: Text prediction. Ss talk about forgetting things at home, then listen to the con'ersationand, in pairs, say 0hy .a'id is calling home) #fter that listen again andans0er the ?uestions comparing 0ith a partner)

Work it out: Text work. Ss look at the sentences from the con'ersation and complete theinformation) Then look at the audio script on page -8; and underline t0omore eamples of similar sentences)Try it out: Relection on l!ngu!ge. Ss look at the pictures and complete the sentences using the 0ords in thebo) Then look at the picture and ans0er the ?uestions)H!nds on: Text production. Ss are going to think about an obDect they usually forget at home and, in

pairs, are going to gi'e instructions about 0here the obDect is)

PartialE#aluation

To e'aluatestudents9

achie'ement andtheir performance)

Session A789 Partial test

The partial test needs to include the net achie'ements% Cocabulary Obtaining the characteristics of accommodation 3aking comparisons Prepositions of place (on,in,infrontof,between,nextto,behind

Usin" a floorplanto "i#e

instructions tofinda room

Students can infersome information

such as location ofrooms!furniture,

si6e of thehouse!room,location of

speakers inrelation to a map)

Session B($esson >,

Unit =789

$i'ingEnglish

Student1s:ook -

Pages +;7,+;> < +;@

Living English: Text prediction. Ss talk about boarding schools, then look at the picture and, in pairs,ans0er the ?uestion, after that listen to the con'ersation and ans0er)

Work it out: Text work. Ss look at the sentences from the con'ersation and choose the correctoption)Try it out: Relection on l!ngu!ge. Ss look at the floor plan and underline the correct option to complete thesentences using the 'erbs in the bo in the correct form)H!nds on: Text production. Ss look at the floor plan and act out a con'ersation)


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ENGLISH II

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Group:

Teacher:

Dates:

MAINACTIVITIES



Gi#in" apresentation

a&outa hotelor &uildin"

Students noticethat some linkingde'ices indicate

addition (,,and,

contrast (but anduse such language


Session +8($esson @,

Unit =789

$i'ingEnglish

Student1s

:ook -Pages +;A,+;B < +=8

Living English: Text prediction. Ss research about ephemeral architecture and then read the tet in pairsto say 0hy ice hotels are similar to traditional) #fter that ans0er the?uestions in pairs)

Work it out: Text work. Ss look at the sentences from the tet and ans0er the ?uestions)Try it out: Relection on l!ngu!ge. Ss read the sentences and 0rite the correct linking de'ice on the line)

Portfolio: a

classpresentation

"an produceindi'idual

sentences inpreparation to

0rite a letter and

Doin them laterusing some linkingde'ices (,,and,but in order tomake the tet

coherent)

Session ++

789

$i'ingEnglish

Student1s:ook -

Pages +=8

H!nds on: Text production. Ss are going to gi'e a class presentation about a hotel or any otherbuilding) Then, in groups, talk about 0hat makes their hotel or building special anddecide 0hat information they 0ould like to talk about, considering the

options gi'en) #fter that, present their information to the class and gi'e feedback to theirclassmates) They may make corrections if necessary) *inally they may re0rite their information on a piece of paper and add it totheir portfolios)

Desi"nin" anad#ertisementfor a propert'

for sale

Ss can produce askeleton of the tet

identifying andestablishing the

basic organi6ationof components(ad'ertisement%heading, body,0ith the help of

peers, the teacheror a similar tet)

Session +-($esson A,

Unit =789

$i'ing

EnglishStudent1s

:ook -Pages +=+,+=- < +=;

Living English: Text prediction.& Ss talk about their dream house) Then look at the tet and ans0er the

?uestion) *inally they read the tet and ans0er the ?uestions)Work it out: Text work. Ss look at the etracts from the tet and ans0er the ?uestions)Try it out: Relection on l!ngu!ge. Ss match the 0ords to their meanings and read the phrases from otherads and 0rite 4 for heading, S for subheading or : for body)


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ENGLISH II

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2eek 7


Group:

Teacher:

Dates:

MAINACTIVITIES



Portfolio: an

ad#ertisementfor a propert'for sale

Ss can uselanguage

creati'ely andappropriately in

order to producean ad'ertisement

regardingdescriptions of

accommodation)

Session +;789

$i'ingEnglish

Student1s:ook -

Pages +=;

H!nds on: Text production. Ss, in small groups, are going to design an ad for a property for sale) Intheir notebooks make notes about the tips gi'en) Then they may make their fist draft using their notes, including heading,

subheading and one or t0o illustrations) #fter that, echange their ads 0ith another group of classmates and readtheir 0ork carefully and suggest impro'ements if necessary) *inally they may re0rite their ads on a piece of paper and add it to theirportfolios)

Desi"nin" a&rochure a&out

a famoushouse

"an produce askeleton of the tet

to be 0ritten,identifying and

establishing thebasic organi6ationof components

(brochure%heading,

subheadings,body, 0ith the

help of peers, theteacher or a similar

tet)

Session +=($esson B,

Unit =789

$i'ingEnglishStudent1s

:ook -Pages +==,+=7 < +=>

Living English: Text prediction.- The Ss talk about famous people1s home museums and then look at the

tet and say 0hat kind is it) #fter that they may read and ans0er the?uestions)Work it out: Text work. Ss look at the brochure on page ++= and circle the correct ans0er tocomplete the sentences)Try it out: Relection on l!ngu!ge. The Ss read, 0ork in pairs, and read the brochure to complete themissing parts using the information in the bo)

Portfolio: a&rochure

Ss can uselanguage

creati'ely andappropriately inorder to produceshort, rele'ant

tets (brochureregarding

descriptions of

accommodation)

Session +7789

$i'ingEnglish

Student1s:ook -

Pages +=>

H!nds on: Text production.& In groups, Ss talk about any famous houses they kno0 and make notesabout them) They may design a brochure about their chosen house and in theirnotebooksF 0rite their first draft using some of the ideas gi'en) Then they should echange their 0ork 0ith another pair and read their0ork carefully to suggest impro'ements if necessary) *inally, the Ss re0rite their final 'ersion of their brochure on a piece of

paper, illustrate and add it to their portfolios)


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ENGLISH II

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2eek >


Group:

Teacher:

Dates:

MAINACTIVITIES







0hat he!she stillneeds to 0ork on)

Session +>789

$i'ingEnglish

Student1s:ook -

Page +=@

Ss 0ork in pairs and chose one situation to ha'e a con'ersation) #t theend each student assesses his!her performances)

The Ss read the GI canH chart and check the appropriate bo according toho0 they e'aluate themsel'es)

Pro-ect:Desi"nin"

impro#ements

for a &edroom

To create a plan toimpro'e the

appearance ofstudents9

bedrooms and, if

possible, otherpeople9s

bedrooms)

Session +@789

$i'ingEnglish

Student1s:ook -

Pages +=A< +=B

Think. Sssay 0hat1s the most important factor for them to feel comfortablein their bedroom and put the ideas in order or importance)I%ple%ent. Ss indi'idually, 0rite fi'e sentences in their notebooksdescribing their bedroom using pictures or photographs to illustrate theirdescription) In groups, present their descriptions and decide 0hose

bedroom needs to impro'e its appearance considering the ?uestions gi'en)Sh!re. The T decides 0hen to present the information to the class)Relection.#fterthe presentations, discuss the ?uestions and ans0er thereflection chart by putting a check in the boes)



achie'ement and

their o0nperformance)

Session +A789

:imestrialtest

The bimestrial test needs to include the net achie'ements% Cocabulary Use of there isand there are The different meanings that a single term may ha'e depending on

the contet of use (sink,yard

prepositions of location (on,in,infrontof,between,nextto,behind

$inking de'ices to indicate addition (,,and and indicate contrast(but


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LIVING ENGLISH 2

Unit 5: Past Times

UNIT PURPOSE

To enable students to describe past e'ents in their life and that of others

SO"I#$ PR#"TI"E%

Gi#in" ando&tainin" factual informationofa personal andnon-personal /ind

*UN"TIONS%

7)+) Epressing ability and inability in the past7)-) Epressing past e'ents

E/PE"TE. $E#RNIN&%To talk about abilities and inabilities in the past

To inter'ie0 a classmate about abilities and inabilities in the past:e able to 0rite an email about a trip

#bility to talk about can compare strange and scary stories from the pastTo 0rite a short biography

:e able to 0rite a blog about a personal e'entTo inter'ie0 classmates about 0hat they did last 0eekendTo 0rite and talk about a personal anecdote from the past

:e able to 0rite a story


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ENGLISH (

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2eek +

Unit: Past Times

Group:

Teacher:

Dates:

MAINACTIVITIES



$no%in" ne%#oca&ular',Pictionar')

"an usekno0ledge of the0orld and clues(illustrations to

make predictionsabout the tets)

Session +789

$i'ingEnglish

Student1s:ook -

Pages +78< +7+

The T asks Ss to look at pages +78 and +7+ (the Pictionary of unit 7, copyon their notebooks the name, the purpose, the social practice and thefunctions of the unit) Then the Ss look at the pictures and describe 0hatpeople in the photographs did last 0eek) Then describe the acti'ities they

could do 0hen they 0ere +8)

Tal/in" a&outa&ilities inthe

past

Students noticethat the modal

'erb couldindicates past

ability and has aregular form for allpersons and use

such languagefeatures

appropriately)

Session -($esson +,

Unit 7789

$i'ingEnglish

Student1s:ook -

Pages +7-,+7; < +7=

#udio ".Track --

Living English: Text prediction. Ss talk about their pictures 0hen they 0ere little) Then listen to thecon'ersation and say 0hat they are talking about)Work it out: Text work. Ss read the sentences from the con'ersation and ans0er the ?uestionson page +7;)Try it out: Relection on l!ngu!ge.

Ss look at the pictures of acti'ities about past (in abilities and 0rite aboutthem in their notebooks) Then talk about their (in abilities)H!nds on: Text production. Ss 0ork in groups of four and talk about 0hat they could do)

Inter#ie%in" aclassmate

a&outa&ilitiesandina&ilitiesinthe past

Ss can uselanguage

creati'ely and

appropriately inorder to produceshort, rele'ant

tets regarding (inability in the past

Session ;($esson -,

Unit 7789

$i'ingEnglish

Student1s:ook -

Pages +77,+7> < +7@

Living English: Text prediction. Ss talk about the li'es of famous people) Then they look at the picture,listen to the con'ersation and ans0er the ?uestions about it)Work it out: Text work. Ss read the ?uestions from the con'ersation and ans0er the ?uestions intheir notebooks)

Try it out: Relection on l!ngu!ge. Ss 0rite ?uestions using the picture cues and in pairs ask and ans0er?uestions like eercise +)H!nds on: Text production. Ss are going to inter'ie0 a classmate about the things they could orcouldn9t do in the past, in their notebooks 0rite ?uestions they can ask,inter'ie0 the people and finally share their information 0ith the group)

NARCISO BASSOLS

ENGLISH II


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ENGLISH II

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2eek -

Unit: Past Times

Group:

Teacher:

Dates:

MAINACTIVITIES



(ritin" anemail a&outa

trip

Ss notice that thepast simple tenseindicates actions!

situations thatstarted andfinished at a

certain moment inthe past and usesuch language


Session =($esson ;,

Unit 7789

$i'ingEnglish

Student1s:ook -

Pages +7A,+7B < +>8

Living English: Text prediction. Ss talk about their past 'acations and then read the email to ans0er the?uestions about it)Work it out: Text work. Ss look at the sentences from the email, complete the statement, andans0er the ?uestions)Try it out: Relection on l!ngu!ge. The Ss need to complete the information using the past form of the 'erbsin parentheses)

Portfolio: Anemail a&outa

trip

Ss can uselanguage

creati'ely and

appropriately inorder to produceshort, rele'anttets (email

regarding paste'ents)

Session 7789

$i'ing

EnglishStudent1s

:ook -Page +>8

H!nds on: Text production. Ss think about their last trip and make notes about the gi'en information)

Then they use their notes to complete the email to a friend in theirnotebooks) #fter that they echange their 0ork 0ith another classmate and makesuggestions to impro'e it *inally Ss 0rite the final 'ersion of the email on a sheet of paper,illustrated and add it to their portfolios)

PartialE#aluation

To e'aluate

students9achie'ement andtheir performance)

Session >

789 Partial test

The partial test needs to include the net achie'ements% Cocabulary

The modal 'erb could for past ability and has a regular form for allpersons The past simple tense to indicate actions!situations that started

and finished at a certain moment in the past


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ENGLISH II

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2eek 7

Unit: Past Times

Group:

Teacher:Dates:

MAINACTIVITIES



(ritin" a stor'

Studentsrecogni6e and

understand short

literary tets (talesand fragments ofstories in order tocomment on the

feelings generatedby them)

Session +;

($esson B,Unit 7

789

$i'ing

EnglishStudent1s:ook -

Pages +@>,+@@ < +@A

Living English: Text prediction. Ss talk about reading stories and then read the tet in pairs and ans0erthe ?uestions)

Work it out: Text work. Ss look at the sentences from the story and, in pairs, ans0er the?uestions) Then discuss the structure of the story)Try it out: Relection on l!ngu!ge. The Ss put the etracts from the story in order and identify theintroduction, de'elopment and conclusion of the story)

Portfolio: ashortstor'

Students canproduce a skeleton

of the tet to be

0ritten, identifyingand establishing

the basicorgani6ation of

components (story%introduction, body,conclusions, 0iththe help of peers,or a similar tet)

Session +=789

$i'ingEnglish

Student1s:ook -

Pages +@A

H!nds on: Text production.

Ss are going to 0rite a story they like) Then they 0rite a plan for the story by follo0ing the steps gi'en on page+@A) #fter that they organi6e their notes and 0rite sentences and thenparagraphs, using linking de'ices) *inally the Ss echange their stories to make corrections and 0rite thefinal 'ersion on a sheet of paper to add it to their portfolios)






Session +7789

$i'ingEnglish

Student1s:ook -

Page +@B

The Ss 0ork in pairs and chose one situation to ha'e a con'ersation) #tthe end each student assesses his!her performances) The Ss read the GI canH chart and check the appropriate bo according toho0 they e'aluate themsel'es)


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ENGLISH II

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Unit: Past Times

Group:

Teacher:Dates:

MAINACTIVITIES



Pro-ect:Creatin"

timeline %ithstudentsli#es

To create atimeline

representing themost important

e'ents in studentsli'es)

Session +>789

$i'ing

EnglishStudent1s:ook -

Pages +A8< +A+

Think. The Ss complete the mind map 0ith the e'ents that 0ere moreimportant in their li'es)$l!n. Ss, in groups, choose the most important e'ents in their li'es anddecide on the design of their timeline using the ?uestions gi'en)I%ple%ent. Ss 0rite their proDect and illustrate it)Sh!re. The T decides 0hen to present the information they collected)Relection.#fter the presentations, each student, discusses the ?uestionsand completes the reflection chart by checking the boes)



achie'ement andtheir performance)

Session +@789

:imestrialtest

The "i%estri!l test needs to include the next !chieve%ents: Cocabulary

The modal 'erb could for past ability The past simple tense has a regular form for all persons The suffi edindicates the past form of most 'erbs (regular 'erbs The use of doas a main or as an auiliary 'erb in ?uestions and in

negati'e statements "hanges in spelling at the end of regular 'erbs in the past 2ords that are used to replace nouns $inking de'ices that indicate contrast and indicate se?uence differences in final consonant sounds of regular 'erbs in the past

Vo. Bo.

SUBDIRECTOR(A)

PROFRA. NORA HILDA CRUZ MORALES

DIRECTOR

PROFR. GERARDO CHAVEZ SANCHEZ

Documents

Living English 2