COLUMNA TEMAS INDIVIDUALES COLUMNA TEMAS CONCATENADOS DE A DOS POR CLASE COLUMNA TEMAS CONCATENADOS DE A TRES POR CLASE

UNIT 1 LESSON A_(GRAMMAR_Verb to be + pronouns,)
UNIT 1 LESSON A_(GRAMMAR_Verb to be + pronouns,)
(VOCABULARY_numbers 1-20 days of the week, alphabet,)
(PRONUNCIATION_Vowel sound, word stress)
LESSON B_(GRAMMAR_Verb to be -?) (VOCABULARY_Countries and
nationalities, numbers 20-1000) (PRONUNCIATION_Vowel sounds)
(VOCABULARY_numbers 1-20 days of the week, alphabet,)
(VOCABULARY_numbers 1-20 days of the week, alphabet,)
(PRONUNCIATION_Vowel sound, word stress) LESSON B_(GRAMMAR_Verb to
be -?) (VOCABULARY_Countries and nationalities, numbers 20-1000)
(PRONUNCIATION_Vowel sounds)
(PRONUNCIATION_Vowel sound, word stress) LESSON
B_(GRAMMAR_Verb to be -?) (VOCABULARY_Countries and
nationalities, numbers 20-1000) (PRONUNCIATION_Vowel sounds)
LESSON B_(GRAMMAR_Verb to be -?) (VOCABULARY_Countries and

LESSON B_(GRAMMAR_Verb to be -?) (VOCABULARY_Countries and

LESSON B_(GRAMMAR_Verb to be -?) (VOCABULARY_Countries and nationalities, numbers 20-1000) (PRONUNCIATION_Vowel sounds) LESSON
nationalities, numbers 20-1000) (PRONUNCIATION_Vowel sounds) C_(GRAMMAR_Possessive adjectives) (VOCABULARY_Personal information)
(PRONUNCIATION_The alphabet)
information) (PRONUNCIATION_The alphabet) LESSON
D_(GRAMMAR_Demonstrative pronouns: this that these those)
LESSON C_(GRAMMAR_Possessive adjectives) (VOCABULARY_Personal
(VOCABULARY_The classroom common objects, classroom language,)
information) (PRONUNCIATION_The alphabet)
(PRONUNCIATION_Vowel sound,) UNIT 2 LESSON A_(GRAMMAR_Telling
LESSON D_(GRAMMAR_Demonstrative pronouns: this that these those) the time, present simple,) (VOCABULARY_Daily routine,)
LESSON D_(GRAMMAR_Demonstrative pronouns: this that these those) (VOCABULARY_The classroom common objects, classroom language,)
(VOCABULARY_The classroom common objects, classroom language,) (PRONUNCIATION_Vowel sound,) UNIT 2 LESSON A_(GRAMMAR_Telling the
(PRONUNCIATION_Vowel sound,) time, present simple,) (VOCABULARY_Daily routine,) (PRONUNCIATION_The
letter O)
UNIT 2 LESSON A_(GRAMMAR_Telling the time, present simple,)
(VOCABULARY_Daily routine,) (PRONUNCIATION_The letter O)
LESSON A_(GRAMMAR_Telling the time, present simple,) (VOCABULARY_Daily (VOCABULARY_Daily routine,) (PRONUNCIATION_The letter O) LESSON
LESSON A_(GRAMMAR_Telling the time, present simple,) routine,) (PRONUNCIATION_The letter O) LESSON B_(GRAMMAR_Present B_(GRAMMAR_Present simple + -) (VOCABULARY_Verb phrases,
(VOCABULARY_Daily routine,) (PRONUNCIATION_The letter O) simple + -) (VOCABULARY_Verb phrases, irregular plurals) irregular plurals) (PRONUNCIATION_Consonant sounds, third person-s)
(PRONUNCIATION_Consonant sounds, third person-s) LESSON B_(GRAMMAR_Present simple + -) (VOCABULARY_Verb phrases,
LESSON B_(GRAMMAR_Present simple + -) (VOCABULARY_Verb phrases,
irregular plurals) (PRONUNCIATION_Consonant sounds, third person-s)

LESSON B_(GRAMMAR_Present simple + -) (VOCABULARY_Verb phrases,

LESSON B_(GRAMMAR_Present simple + -) (VOCABULARY_Verb phrases, irregular plurals) (PRONUNCIATION_Consonant sounds, third person-s) LESSON
irregular plurals) (PRONUNCIATION_Consonant sounds, third person-s) C_(GRAMMAR_Present simple ?) (VOCABULARY_Common verb prhases)
(PRONUNCIATION_Consonant sounds)
prhases) (PRONUNCIATION_Consonant sounds) LESSON
LESSON C_(GRAMMAR_Present simple ?) (VOCABULARY_Common verb
C_(GRAMMAR_Present simple ?) (VOCABULARY_Common verb prhases)
prhases) (PRONUNCIATION_Consonant sounds)
LESSON C_(GRAMMAR_Present simple ?) (VOCABULARY_Common verb (PRONUNCIATION_Consonant sounds) LESSON D_(GRAMMAR_Articles:
LESSON C_(GRAMMAR_Present simple ?) (VOCABULARY_Common verb prhases) (PRONUNCIATION_Consonant sounds) LESSON
prhases) (PRONUNCIATION_Consonant sounds) D_(GRAMMAR_Articles: The/a/an) (VOCABULARY_Jobs)
(PRONUNCIATION_Consonant sounds)
LESSON D_(GRAMMAR_Articles: The/a/an) (VOCABULARY_Jobs)
(PRONUNCIATION_Consonant sounds)
(PRONUNCIATION_Consonant sounds) LESSON
UNIT 3 LESSON A_(GRAMMAR_Possessives) (VOCABULARY_Family)
UNIT 3 LESSON A_(GRAMMAR_Possessives) (VOCABULARY_Family) A_(GRAMMAR_Possessives) (VOCABULARY_Family)
(PRONUNCIATION_Consonant sounds) LESSON A_(GRAMMAR_Possessives)
(PRONUNCIATION_Consonant sounds) (PRONUNCIATION_Consonant sounds) LESSON
(VOCABULARY_Family) (PRONUNCIATION_Consonant sounds)
B_(GRAMMAR_Adjectives) (VOCABULARY_Adjectives quite/very)
LESSON A_(GRAMMAR_Possessives) (VOCABULARY_Family)
(PRONUNCIATION_Consonant sounds)
LESSON B_(GRAMMAR_Adjectives) (VOCABULARY_Adjectives quite/very)
LESSON B_(GRAMMAR_Adjectives) (VOCABULARY_Adjectives quite/very)
(PRONUNCIATION_Vowel sounds) LESSON B_(GRAMMAR_Adjectives)
(PRONUNCIATION_Vowel sounds)
(VOCABULARY_Adjectives quite/very) (PRONUNCIATION_Vowel sounds)
 quite/very) (PRONUNCIATION_Vowel sounds) LESSON
LESSON B_(GRAMMAR_Adjectives) (VOCABULARY_Adjectives quite/very) C_(GRAMMAR_Adverbs of frequency) (VOCABULARY_Time words and
(PRONUNCIATION_Vowel sounds) expressions) (PRONUNCIATION_The letter h) LESSON
LESSON C_(GRAMMAR_Adverbs of frequency) (VOCABULARY_Time words and D_(GRAMMAR_Prepositions of time) (VOCABULARY_The date)
LESSON C_(GRAMMAR_Adverbs of frequency) (VOCABULARY_Time words expressions) (PRONUNCIATION_The letter h) LESSON
and expressions) (PRONUNCIATION_The letter h) D_(GRAMMAR_Prepositions of time) (VOCABULARY_The date)
(PRONUNCIATION_Word stress, th)
LESSON D_(GRAMMAR_Prepositions of time) (VOCABULARY_The date)
(PRONUNCIATION_Word stress, th)

UNIT 4 LESSON A_(GRAMMAR_Can/can’t (+ - ?)) (VOCABULARY_Verb

UNIT 4 LESSON A_(GRAMMAR_Can/can’t (+ - ?)) (VOCABULARY_Verb phrases)
UNIT 4 LESSON A_(GRAMMAR_Can/can’t (+ - ?)) (VOCABULARY_Verb
(PRONUNCIATION_Sentence stress) LESSON A_(GRAMMAR_Can/can’t (+ - ?))
phrases) (PRONUNCIATION_Sentence stress)
(VOCABULARY_Verb phrases) (PRONUNCIATION_Sentence stress)
phrases) (PRONUNCIATION_Sentence stress) LESSON
A_(GRAMMAR_Can/can’t (+ - ?)) (VOCABULARY_Verb phrases)
(PRONUNCIATION_Sentence stress) LESSON B_(GRAMMAR_Like+(verb
+ing)) (VOCABULARY_Free time activities) (PRONUNCIATION_Sentence
stress)

LESSON A_(GRAMMAR_Can/can’t (+ - ?)) (VOCABULARY_Verb phrases)

(PRONUNCIATION_Sentence stress)
LESSON B_(GRAMMAR_Like+(verb +ing)) (VOCABULARY_Free time
activities) (PRONUNCIATION_Sentence stress)
LESSON B_(GRAMMAR_Like+(verb +ing)) (VOCABULARY_Free time
activities) (PRONUNCIATION_Sentence stress)
LESSON C_(GRAMMAR_Object pronouns) (VOCABULARY_Love story
phrases) (PRONUNCIATION_Vowel sounds)
LESSON D_(GRAMMAR_Possessive pronouns) (VOCABULARY_Music,
personal elements) (PRONUNCIATION_Rhytming words)
UNIT 5 LESSON A_(GRAMMAR_Past simple of be, was-were,)
(VOCABULARY_World information,) (PRONUNCIATION_Sentence stress) LESSON A_(GRAMMAR_Past simple of be, was-were,) (VOCABULARY_World
UNIT 5 LESSON A_(GRAMMAR_Past simple of be, was-were,)
(VOCABULARY_World information,) (PRONUNCIATION_Sentence stress)
LESSON B_(GRAMMAR_Past simple (+ - ?)) (VOCABULARY_Past time expressions, regular verbs.) (PRONUNCIATION_Ed endings) LESSON
expressions, regular verbs.) (PRONUNCIATION_Ed endings)
LESSON B_(GRAMMAR_Past simple (+ - ?)) (VOCABULARY_Past time
expressions, regular verbs.) (PRONUNCIATION_Ed endings)
LESSON C_(GRAMMAR_Past simple) (VOCABULARY_Irregular verbs)
(PRONUNCIATION_Sentence stress)
LESSON C_(GRAMMAR_Past simple) (VOCABULARY_Irregular verbs)
(PRONUNCIATION_Sentence stress)
LESSON B_(GRAMMAR_Like+(verb +ing)) (VOCABULARY_Free time activities)
(PRONUNCIATION_Sentence stress) LESSON B_(GRAMMAR_Like+(verb +ing))
(VOCABULARY_Free time activities) (PRONUNCIATION_Sentence stress) activities) (PRONUNCIATION_Sentence stress) LESSON
C_(GRAMMAR_Object pronouns) (VOCABULARY_Love story phrases)
(PRONUNCIATION_Vowel sounds) LESSON D_(GRAMMAR_Possessive
LESSON C_(GRAMMAR_Object pronouns) (VOCABULARY_Love story phrases) pronouns) (VOCABULARY_Music, personal elements)
(PRONUNCIATION_Vowel sounds) LESSON D_(GRAMMAR_Possessive
pronouns) (VOCABULARY_Music, personal elements)
(PRONUNCIATION_Rhytming words)
UNIT 5 LESSON A_(GRAMMAR_Past simple of be, was-were,)
UNIT 5 LESSON A_(GRAMMAR_Past simple of be, was-were,) (VOCABULARY_World information,) (PRONUNCIATION_Sentence stress)
(VOCABULARY_World information,) (PRONUNCIATION_Sentence stress) UNIT 5 UNIT 5 LESSON A_(GRAMMAR_Past simple of be, was-were,)
(VOCABULARY_World information,) (PRONUNCIATION_Sentence stress)
information,) (PRONUNCIATION_Sentence stress) LESSON B_(GRAMMAR_Past simple (+ - ?)) (VOCABULARY_Past time
expressions, regular verbs.) (PRONUNCIATION_Ed endings)
LESSON B_(GRAMMAR_Past simple (+ - ?)) (VOCABULARY_Past time
B_(GRAMMAR_Past simple (+ - ?)) (VOCABULARY_Past time expressions,
regular verbs.) (PRONUNCIATION_Ed endings) expressions, regular verbs.) (PRONUNCIATION_Ed endings) LESSON
C_(GRAMMAR_Past simple) (VOCABULARY_Irregular verbs)
(PRONUNCIATION_Sentence stress) LESSON C_(GRAMMAR_Past simple)
LESSON C_(GRAMMAR_Past simple) (VOCABULARY_Irregular verbs)
(PRONUNCIATION_Sentence stress) LESSON C_(GRAMMAR_Past simple)
(VOCABULARY_Irregular verbs) (PRONUNCIATION_Sentence stress)
 LESSON D_(GRAMMAR_Past continuous) (VOCABULARY_Past simple in a real LESSON D_(GRAMMAR_Past continuous) (VOCABULARY_Past simple in a
LESSON D_(GRAMMAR_Past continuous) (VOCABULARY_Past simple in a context.) (PRONUNCIATION_Past simple verbs) LESSON D_(GRAMMAR_Past real context.) (PRONUNCIATION_Past simple verbs) LESSON
real context.) (PRONUNCIATION_Past simple verbs) continuous) (VOCABULARY_Past simple in a real context.) D_(GRAMMAR_Past continuous) (VOCABULARY_Past simple in a real
(PRONUNCIATION_Past simple verbs) context.) (PRONUNCIATION_Past simple verbs) 33
LESSON D_(GRAMMAR_Past continuous) (VOCABULARY_Past simple in a
real context.) (PRONUNCIATION_Past simple verbs)

33 33 34

34 34 35 36

35 35 36
36
37 37 38 37 38 39
38
39 39 40
40 40 41 42
41 41 42
42
43 43 44 43 44 45
44
45 45 46
46 46 47 48
47 47 48
48
49 49 50 49 50 51
50
51 51 52
52 52 53 54
53 53 54
54
55 55 56 55 56 57
56
57 57 58
58 58 59 60
59 59 60
60
61 61 62 61 62 63
62
63 63 64
64 64 65 66
65 65 66
66
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68
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70 70 71 72
71 71 72
72
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78
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80
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84
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86
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90
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92
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95 95 96
96
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98
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100 100 101 102
101 101 102
102
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104
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106 106 107 108
107 107 108
108
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110
111 111 112
112 112 113 114
113 113 114
114
115 115 116 115 116 117
116
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118 118 119 120
119 119 120
120
121 121 122 121 122 123
122
123 123 124
124 124 125 126
125 125 126
126
127 127 128 127 128 129
128
129 129 130
130 130 131 132
131 131 132
132
133 133 134 133 134 135
134
135 135 136
136 136 137 138
137 137 138
138
139 139 140 139 140 141
140
141 141 142
142 142 143 144
143 143 144
144
145 145 146 145 146 147
146
147 147 148
148 148 149 150
149 149 150
150
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152
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154 154 155 156
155 155 156
156
157 157 158 157 158 159
158
159 159 160
160 160 161 162
161 161 162
162
163 163 164 163 164 165
164
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166 166 167 168
167 167 168
168
169 169 170 169 170 171
170
171 171 172
172 172 173 174
173 173 174
174
175 175 176 175 176 177
176
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178 178 179 180
179 179 180
180
181 181 182 181 182 183
182
183 183 184
184 184 185 186
185 185 186
186
187 187 188 187 188 189
188
189 189 190
190 190 191 192
191 191 192
192
193 193 194 193 194 195
194
195 195 196
196 196 197 198
197 197 198
198
199 199 200 199 200 201
200
201 201 202
202 202
No DE CLASES TEMATICAS A DESARROLLAR DURANTE LAS CLASES
1 UNIT 1 LESSON A_(GRAMMAR_Verb to be + pronouns,) (VOCABULARY_numbers 1-20 days of the
week, alphabet,) (PRONUNCIATION_Vowel sound, word stress)
LESSON B_(GRAMMAR_Verb to be -?) (VOCABULARY_Countries and nationalities, numbers 20-
2
1000) (PRONUNCIATION_Vowel sounds)
LESSON B_(GRAMMAR_Verb to be -?) (VOCABULARY_Countries and nationalities, numbers 20-
3 1000) (PRONUNCIATION_Vowel sounds)
LESSON C_(GRAMMAR_Possessive adjectives) (VOCABULARY_Personal information)
4
(PRONUNCIATION_The alphabet)

LESSON D_(GRAMMAR_Demonstrative pronouns: this that these those) (VOCABULARY_The

5
classroom common objects, classroom language,) (PRONUNCIATION_Vowel sound,)

UNIT 2 LESSON A_(GRAMMAR_Telling the time, present simple,) (VOCABULARY_Daily routine,)

6
(PRONUNCIATION_The letter O)

7 LESSON A_(GRAMMAR_Telling the time, present simple,) (VOCABULARY_Daily routine,)

(PRONUNCIATION_The letter O)

8 LESSON B_(GRAMMAR_Present simple + -) (VOCABULARY_Verb phrases, irregular plurals)

(PRONUNCIATION_Consonant sounds, third person-s)

9 LESSON B_(GRAMMAR_Present simple + -) (VOCABULARY_Verb phrases, irregular plurals)

(PRONUNCIATION_Consonant sounds, third person-s)
LESSON C_(GRAMMAR_Present simple ?) (VOCABULARY_Common verb prhases)
10
(PRONUNCIATION_Consonant sounds)

11 LESSON C_(GRAMMAR_Present simple ?) (VOCABULARY_Common verb prhases)

(PRONUNCIATION_Consonant sounds)
LESSON D_(GRAMMAR_Articles: The/a/an) (VOCABULARY_Jobs) (PRONUNCIATION_Consonant
12
sounds)
UNIT 3 LESSON A_(GRAMMAR_Possessives) (VOCABULARY_Family) (PRONUNCIATION_Consonant
13 sounds)
LESSON A_(GRAMMAR_Possessives) (VOCABULARY_Family) (PRONUNCIATION_Consonant
14
sounds)
LESSON B_(GRAMMAR_Adjectives) (VOCABULARY_Adjectives quite/very)
15
(PRONUNCIATION_Vowel sounds)
LESSON B_(GRAMMAR_Adjectives) (VOCABULARY_Adjectives quite/very)
16
(PRONUNCIATION_Vowel sounds)
LESSON C_(GRAMMAR_Adverbs of frequency) (VOCABULARY_Time words and expressions)
17
(PRONUNCIATION_The letter h)

18 LESSON D_(GRAMMAR_Prepositions of time) (VOCABULARY_The date) (PRONUNCIATION_Word

stress, th)
UNIT 4 LESSON A_(GRAMMAR_Can/can’t (+ - ?)) (VOCABULARY_Verb phrases)
19
(PRONUNCIATION_Sentence stress)
LESSON A_(GRAMMAR_Can/can’t (+ - ?)) (VOCABULARY_Verb phrases)
20
(PRONUNCIATION_Sentence stress)
LESSON B_(GRAMMAR_Like+(verb +ing)) (VOCABULARY_Free time activities)
21
(PRONUNCIATION_Sentence stress)
 LESSON B_(GRAMMAR_Like+(verb +ing)) (VOCABULARY_Free time activities)
22 (PRONUNCIATION_Sentence stress)
LESSON C_(GRAMMAR_Object pronouns) (VOCABULARY_Love story phrases)
23
(PRONUNCIATION_Vowel sounds)
LESSON D_(GRAMMAR_Possessive pronouns) (VOCABULARY_Music, personal elements)
24 (PRONUNCIATION_Rhytming words)
UNIT 5 LESSON A_(GRAMMAR_Past simple of be, was-were,) (VOCABULARY_World information,)
25
(PRONUNCIATION_Sentence stress)
LESSON A_(GRAMMAR_Past simple of be, was-were,) (VOCABULARY_World information,)
26
(PRONUNCIATION_Sentence stress)
LESSON B_(GRAMMAR_Past simple (+ - ?)) (VOCABULARY_Past time expressions, regular verbs.)
27
(PRONUNCIATION_Ed endings)
LESSON B_(GRAMMAR_Past simple (+ - ?)) (VOCABULARY_Past time expressions, regular verbs.)
28
(PRONUNCIATION_Ed endings)
LESSON C_(GRAMMAR_Past simple) (VOCABULARY_Irregular verbs) (PRONUNCIATION_Sentence
29
stress)
LESSON C_(GRAMMAR_Past simple) (VOCABULARY_Irregular verbs) (PRONUNCIATION_Sentence
30
stress)
LESSON D_(GRAMMAR_Past continuous) (VOCABULARY_Past simple in a real context.)
31
(PRONUNCIATION_Past simple verbs)
LESSON D_(GRAMMAR_Past continuous) (VOCABULARY_Past simple in a real context.)
32
(PRONUNCIATION_Past simple verbs)
 COMPETENCIAS TRANSVERSALES

COMPETENCIA RELACIONAL (Desarrollar Relaciones) Promover la interacción consigo mismo, con

la institución y la comunidad de una manera ejemplarizante y transformadora.
COMPETENCIA PERSONAL (Ser Policía) Reconocer sus propias capacidades y habilidades, con el
fin de alcanzar una mejora continua en la labor policial bajo los parámetros de la ética y
transparencia institucional.
COMPETENCIA COMUNITARIA (Servir con Pasión) Evidenciar comportamientos que demuestran
actitud del servicio e interés por satisfacer las necesidades de la comunidad, con el fin de
fortalecer la credibilidad y confianza hacia la institución.
COMPETENCIA COGNITIVA (Aprender para Aportar) Aplica y desarrolla de manera continua
conocimientos, obteniendo rendimientos evaluables que optimicen el desempeño laboral.
COMPETENCIA INSTITUCIONAL (Actuar con Efectividad) Responder de manera efectiva a los
nuevos contextos que se presentan, manteniendo la calidad en la prestación del servicio de
acuerdo con los requerimientos de la ciudadanía y de la institución.
 Página 1 de 4
PROCEDIMIENTO DESARROLLAR CURRICULO
Código: 3FA-FR-0023
Fecha: 07/11/2012
PLAN DE TRABAJO ACADÉMICO
Versión: 0 POLICÍA NACIONAL

DIRECCIÓN NACIONAL DE ESCUELAS

ESCUELA DE POLICÍA RAFAEL REYES

OBJETIVO: Facilitar el desarrollo de los contenidos programáticos mediante un proceso de planeación de clases y verificación del desarrollo de las mismas.
PROGRAMA: TÉCNICO PROFESIONAL EN SERVICIO DE POLICÍA
ASIGNATURA O MÓDULO: BILINGUISMO I
COMPETENCIA GENERAL DE LA ASIGNATURA: El estudiante desarrolla competencias lingüísticas como: hablar, escuchar, escribir y leer, practica correctamente la pronunciación y aplica vocabulario y
estructuras a partir de situaciones vivenciales y cotidianas enfocadas dentro de su perfil policial.
Igualmente interpreta, intercambia e interactúa información básica acerca de él mismo y de los demás, utilizando vocabulario, expresiones y estructuras básicas en diferentes contextos y/o situaciones
cotidianas.
Periodo: I No. de Créditos Académicos: 1 Distribución horas de trabajo académico: 16_ Horas aula, 16_ Horas tutoría y/o práctica, 16 Horas estudio independiente.

Distribución horas
No. clase Competencia especifica Componentes transversales Unidad – temas y subtemas Fechas de clases Estrategias significativas de aprendizaje Estrategias de evaluación Criterios de evaluación.
de trabajo académico

UNIT 1 LESSON A_(GRAMMAR_Verb to be +

pronouns,) (VOCABULARY_numbers 1-20
1 days of the week, alphabet,)
(PRONUNCIATION_Vowel sound, word
stress)

2 HORAS

COMPETENCIA RELACIONAL (Desarrollar LESSON B_(GRAMMAR_Verb to be -?) Can understand very short, simple texts and
Relaciones) Promover la interacción consigo (VOCABULARY_Countries and nationalities, single
2 Saying hello, read small phrases and
mismo, con la institución y la comunidad de numbers 20-1000) (PRONUNCIATION_Vowel phrase at a time, picking up familiar.
paragraphs.
una manera ejemplarizante y transformadora. sounds) Names, words and basic phrases and re-
COMPETENCIA PERSONAL (Ser Policía) reading as required.
Reconocer sus propias capacidades y
Tienen como base la temática y los contenidos Overall reading comprehension Saying hello
habilidades, con el fin de alcanzar una mejora Can follow speech that is very slow and
para la implementación del Marco Común Vocabulary
continua en la labor policial bajo los carefully articulated, with long pauses for
Europeo de Referencia Nivel A1 para el Saying good-bye
parámetros de la ética y transparencia LESSON B_(GRAMMAR_Verb to be -?) him/her to assimilate meaning.
dominio de los niveles Básicos de inglés:
institucional. (VOCABULARY_Countries and nationalities,
3 Orthographic control
COMPETENCIA COMUNITARIA (Servir con numbers 20-1000) (PRONUNCIATION_Vowel Can copy familiar words and phrases e.g.,
NIVEL A1 DEL MARCO COMÚN EUROPEO Saying hello
Pasión) Evidenciar comportamientos que sounds) simple signs or instructions, names of
DE REFERENCIA: El usuario básico es capaz Spelling
demuestran actitud del servicio e interés por everyday objects, names of stores and set
de comprender y utilizar expresiones
satisfacer las necesidades de la comunidad, phrases used regularly.
cotidianas de uso muy frecuente así como 2 HORAS Phonological control
con el fin de fortalecer la credibilidad y
frases sencillas destinadas a satisfacer Saying hello
confianza hacia la institución. Pronunciation of a very limited repertoire,
necesidades de tipo inmediato. Puede Pronunciation
COMPETENCIA COGNITIVA (Aprender para LESSON C_(GRAMMAR_Possessive learned words and phrases can be understood
presentarse a sí mismo y a otros, pedir y dar Saying goodbye
Aportar) Aplica y desarrolla de manera adjectives) (VOCABULARY_Personal with some effort by native speakers used to
4 información personal básica sobre su Overall spoken interaction
continua conocimientos, obteniendo information) (PRONUNCIATION_The dealing with speakers of his/her language
domicilio, sus pertenencias y las personas que
rendimientos evaluables que optimicen el alphabet) group.
conoce. Puede relacionarse de forma Saying hello
desempeño laboral.
elemental siempre que su interlocutor hable. Oral practice
COMPETENCIA INSTITUCIONAL (Actuar con Can ask and answer simple questions, initiate
Grammatical accuracy
Efectividad) Responder de manera efectiva a and respond to simple statements in areas of
los nuevos contextos que se presentan, LESSON D_(GRAMMAR_Demonstrative Immediate need or on very familiar topics.
Grammar
manteniendo la calidad en la prestación del pronouns: this that these those) Analysis of small structures
5 servicio de acuerdo con los requerimientos de (VOCABULARY_The classroom common Shows only a limited control of a few
la ciudadanía y de la institución. objects, classroom language,) simple grammatical structures and sentence
(PRONUNCIATION_Vowel sound,) patterns in a learned repertoire.

2 HORAS
 elemental siempre que su interlocutor hable.
6 time, present simple,) (VOCABULARY_Daily
Página 2 de 4
Código: 3FA-FR-0023
Fecha: 07/11/2012
Versión: 0
No. clase Competencia especifica
7 present
8
9 learned words and phrases. Can be
10
Tienen como base la temática y los contenidos
para la implementación del Marco Común
11
Europeo de Referencia Nivel A1 para el
dominio de los niveles Básicos de inglés:
NIVEL A1 DEL MARCO COMÚN EUROPEO
DE REFERENCIA: El usuario básico es capaz
de comprender y utilizar expresiones
12 cotidianas de uso muy frecuente así como
frases sencillas destinadas a satisfacer
necesidades de tipo inmediato. Puede
presentarse a sí mismo y a otros, pedir y dar
información personal básica sobre su
domicilio, sus pertenencias y las personas que
13 conoce. Puede relacionarse de forma
elemental siempre que su interlocutor hable.
14
15
COMPETENCIA INSTITUCIONAL (Actuar con
Efectividad) Responder de manera efectiva a
los nuevos contextos que se presentan,
manteniendo la calidad en la prestación del
servicio de acuerdo con los requerimientos de
la ciudadanía y de la institución.
UNIT 2 LESSON A_(GRAMMAR_Telling the
routine,) (PRONUNCIATION_The letter O)
PROCEDIMIENTO DESARROLLAR CURRICULO
PLAN DE TRABAJO ACADÉMICO
Componentes transversales Unidad – temas y subtemas
LESSON A_(GRAMMAR_Telling the time,
simple,) (VOCABULARY_Daily
routine,) (PRONUNCIATION_The letter O)
LESSON B_(GRAMMAR_Present simple + -)
(VOCABULARY_Verb phrases, irregular
plurals) (PRONUNCIATION_Consonant
sounds, third person-s)
LESSON B_(GRAMMAR_Present simple + -)
(VOCABULARY_Verb phrases, irregular
plurals) (PRONUNCIATION_Consonant
sounds, third person-s)
COMPETENCIA RELACIONAL (Desarrollar LESSON C_(GRAMMAR_Present simple ?)
Relaciones) Promover la interacción consigo (VOCABULARY_Common verb prhases)
mismo, con la institución y la comunidad de (PRONUNCIATION_Consonant sounds)
una manera ejemplarizante y transformadora.
COMPETENCIA PERSONAL (Ser Policía)
Reconocer sus propias capacidades y
habilidades, con el fin de alcanzar una mejora LESSON C_(GRAMMAR_Present simple ?)
continua en la labor policial bajo los (VOCABULARY_Common verb prhases)
parámetros de la ética y transparencia (PRONUNCIATION_Consonant sounds)
institucional.
COMPETENCIA COMUNITARIA (Servir con
Pasión) Evidenciar comportamientos que
demuestran actitud del servicio e interés por
LESSON D_(GRAMMAR_Articles: The/a/an)
satisfacer las necesidades de la comunidad,
(VOCABULARY_Jobs)
con el fin de fortalecer la credibilidad y
(PRONUNCIATION_Consonant sounds)
confianza hacia la institución.
COMPETENCIA COGNITIVA (Aprender para
Aportar) Aplica y desarrolla de manera
continua conocimientos, obteniendo UNIT 3 LESSON
rendimientos evaluables que optimicen el A_(GRAMMAR_Possessives)
desempeño laboral. (VOCABULARY_Family)
COMPETENCIA INSTITUCIONAL (Actuar con (PRONUNCIATION_Consonant sounds)
Efectividad) Responder de manera efectiva a
los nuevos contextos que se presentan,
manteniendo la calidad en la prestación del
servicio de acuerdo con los requerimientos de LESSON A_(GRAMMAR_Possessives)
la ciudadanía y de la institución. (VOCABULARY_Family)
(PRONUNCIATION_Consonant sounds)
LESSON B_(GRAMMAR_Adjectives)
(VOCABULARY_Adjectives quite/very)
(PRONUNCIATION_Vowel sounds)
Oral practice
Can ask and answer simple questions, initiate
Grammatical accuracy
and respond to simple statements in areas of
Immediate need or on very familiar topics.
Grammar
Analysis of small structures
Shows only a limited control of a few
simple grammatical structures and sentence
patterns in a learned repertoire.
2 HORAS
POLICÍA NACIONAL
Distribución horas
Fechas de clases Estrategias significativas de aprendizaje Estrategias de evaluación Criterios de evaluación.
de trabajo académico
2 HORAS
Can follow speech that is very slow and
carefully articulated, with long pauses for
him/her to assimilate meaning.
Pronunciation of a very limited repertoire of
understood with some effort by native
speakers used to dealing with speakers of
2 HORAS his/her language group.
Can ask and answer simple questions, initiate
Overall listening comprehension
and respond to simple statements in areas of Vocabulary
immediate need or on very familiar topics. Listening & Speaking Vocabulary
Phonological control
Shows only a limited control of a few simple Vocabulary
grammatical structures and sentence patterns Listening & Speaking Pronunciation
in a learned repertoire. Vocabulary
Overall spoken interaction
Has a basic repertoire of isolated words and Listening & Speaking
phrases related to particular concrete Vocabulary
Grammatical accuracy
situations.
2 HORAS
Grammar
Can understand very short, simple texts and a
Vocabulary range
single phrase at a time, picking up familiar Vocabulary
names, words and basic phrases and re-
reading as required. Listening
Overall reading comprehension
Reading small texts
Can follow speech that is very slow and
carefully articulated, with long pauses for Listening exercises
Information Exchange
him/her to assimilate meaning.
Speaking
Can ask and answer simple questions, Role playing
Phonological control
initiate and respond to simple statements in
areas of immediate need or on very familiar Pronunciation Speaking Pronunciation
2 HORAS
topics.
Overall spoken interaction
Speaking Interaction
Pronunciation of a very limited repertoire of
learned words and phrases can be understood Grammar
Grammatical accuracy
with some effort by native speakers used to
dealing with speakers of his/her language
group.
Can ask and answer simple questions, initiate
and respond to simple statements in areas of
immediate need or on very familiar topics.
2 HORAS Shows only a limited control of a few simple
grammatical structures and sentence patterns
in a learned repertoire.
 Grammatical accuracy
with some effort by native speakers used to
dealing with speakers of his/her language
group.

Can ask and answer simple questions, initiate

and respond to simple statements in areas of
immediate need or on very familiar topics.

2 HORAS Shows only a limited control of a few simple

grammatical structures and sentence patterns
LESSON B_(GRAMMAR_Adjectives) in a learned repertoire.
16 (VOCABULARY_Adjectives quite/very)
(PRONUNCIATION_Vowel sounds)

LESSON C_(GRAMMAR_Adverbs of
17 frequency) (VOCABULARY_Time words and
expressions) (PRONUNCIATION_The letter h)

Página 3 de 4
PROCEDIMIENTO DESARROLLAR CURRICULO
Código: 3FA-FR-0023
Fecha: 07/11/2012
PLAN DE TRABAJO ACADÉMICO
Versión: 0 POLICÍA NACIONAL

Distribución horas
No. clase Competencia especifica Componentes transversales Unidad – temas y subtemas Fechas de clases Estrategias significativas de aprendizaje Estrategias de evaluación Criterios de evaluación.
de trabajo académico

LESSON D_(GRAMMAR_Prepositions of time)

18 (VOCABULARY_The date) 2 HORAS
(PRONUNCIATION_Word stress, th)

UNIT 4 LESSON A_(GRAMMAR_Can/can’t (+

19 - ?)) (VOCABULARY_Verb phrases)
(PRONUNCIATION_Sentence stress)

2 HORAS

LESSON A_(GRAMMAR_Can/can’t (+ - ?))

20
21
Tienen como base la temática y los contenidos
para la implementación del Marco Común
Europeo de Referencia Nivel A1 para el
dominio de los niveles Básicos de inglés:
22
NIVEL A1 DEL MARCO COMÚN EUROPEO
DE REFERENCIA: El usuario básico es capaz
de comprender y utilizar expresiones
cotidianas de uso muy frecuente así como
frases sencillas destinadas a satisfacer
necesidades de tipo inmediato. Puede
presentarse a sí mismo y a otros, pedir y dar
23
información personal básica sobre su
domicilio, sus pertenencias y las personas que
conoce. Puede relacionarse de forma
elemental siempre que su interlocutor hable.
24
(VOCABULARY_Verb phrases)
(PRONUNCIATION_Sentence stress)
Can follow speech that is very slow and
carefully articulated, with long pauses for
him/her to assimilate meaning.
COMPETENCIA RELACIONAL (Desarrollar
Relaciones) Promover la interacción consigo Classroom language Song
Pronunciation of a very limited repertoire of
mismo, con la institución y la comunidad de LESSON B_(GRAMMAR_Like+(verb +ing)) Overall listening comprehension
(VOCABULARY_Free time activities) learned words and phrases can be understood
una manera ejemplarizante y transformadora.
with some effort by native speakers used to
COMPETENCIA PERSONAL (Ser Policía) (PRONUNCIATION_Sentence stress) Vocabulary
dealing with speakers of his/her language
Reconocer sus propias capacidades y Phonological control Pronunciation
group.
habilidades, con el fin de alcanzar una mejora
2 HORAS
continua en la labor policial bajo los
Can ask and answer simple questions, initiate
parámetros de la ética y transparencia Overall spoken interaction Vocabulary
and respond to simple statements in areas of
institucional. LESSON B_(GRAMMAR_Like+(verb +ing)) Grammar Speaking practice
immediate need or on very familiar topics.
COMPETENCIA COMUNITARIA (Servir con (VOCABULARY_Free time activities)
Pasión) Evidenciar comportamientos que (PRONUNCIATION_Sentence stress) Grammatical accuracy
Shows only a limited control of a few simple
demuestran actitud del servicio e interés por Grammar
grammatical structures and sentence patterns
satisfacer las necesidades de la comunidad,
in a learned repertoire.
con el fin de fortalecer la credibilidad y Vocabulary range
confianza hacia la institución. Vocabulary
The student has a basic repertoire of isolated
COMPETENCIA COGNITIVA (Aprender para LESSON C_(GRAMMAR_Object pronouns) Classroom language
words and phrases related to particular
Aportar) Aplica y desarrolla de manera (VOCABULARY_Love story phrases) Reading
concrete situations.
continua conocimientos, obteniendo (PRONUNCIATION_Vowel sounds) Comprehension and argument
rendimientos evaluables que optimicen el Reading practice
Can get an idea of the content of simple
desempeño laboral.
2 HORAS informational material and short simple
COMPETENCIA INSTITUCIONAL (Actuar con Overall listening comprehension
descriptions, especially if there is visual
Efectividad) Responder de manera efectiva a Vocabulary
LESSON D_(GRAMMAR_Possessive support.
los nuevos contextos que se presentan, Oral practice
pronouns) (VOCABULARY_Music, personal
manteniendo la calidad en la prestación del Overall oral production
elements) (PRONUNCIATION_Rhytming Can follow speech that is very slow and
servicio de acuerdo con los requerimientos de
words) carefully articulated, with long pauses for
la ciudadanía y de la institución. Writing and speaking
him/her to assimilate meaning.

Can produce simple mainly isolated phrases

UNIT 5 LESSON A_(GRAMMAR_Past simple about people and places.
of be, was-were,) (VOCABULARY_World
25
information,) (PRONUNCIATION_Sentence
stress)

2 HORAS

la ciudadanía y de la institución.
26
27
Página 4 de 4
Código: 3FA-FR-0023
Fecha: 07/11/2012
Versión: 0
No. clase Competencia especifica
28
29 Tienen como base la temática y los contenidos
para la implementación del Marco Común
Europeo de Referencia Nivel A1 para el
dominio de los niveles Básicos de inglés:
NIVEL A1 DEL MARCO COMÚN EUROPEO
DE REFERENCIA: El usuario básico es capaz
de comprender y utilizar expresiones
30 cotidianas de uso muy frecuente así como
frases sencillas destinadas a satisfacer
necesidades de tipo inmediato. Puede
presentarse a sí mismo y a otros, pedir y dar
información personal básica sobre su
domicilio, sus pertenencias y las personas que
conoce. Puede relacionarse de forma
elemental siempre que su interlocutor hable.
31
32
1. Firma del docente___________________ Postfirma del docente _________________
Componentes transversales
COMPETENCIA RELACIONAL (Desarrollar
Relaciones) Promover la interacción consigo
mismo, con la institución y la comunidad de
una manera ejemplarizante y transformadora.
COMPETENCIA PERSONAL (Ser Policía)
Reconocer sus propias capacidades y
habilidades, con el fin de alcanzar una mejora
continua en la labor policial bajo los
parámetros de la ética y transparencia
institucional.
COMPETENCIA COMUNITARIA (Servir con
Pasión) Evidenciar comportamientos que
demuestran actitud del servicio e interés por
satisfacer las necesidades de la comunidad,
con el fin de fortalecer la credibilidad y
confianza hacia la institución.
COMPETENCIA COGNITIVA (Aprender para
Aportar) Aplica y desarrolla de manera
continua conocimientos, obteniendo
rendimientos evaluables que optimicen el
desempeño laboral.
COMPETENCIA INSTITUCIONAL (Actuar con
Efectividad) Responder de manera efectiva a
los nuevos contextos que se presentan,
manteniendo la calidad en la prestación del
servicio de acuerdo con los requerimientos de
la ciudadanía y de la institución.
carefully articulated, with long pauses for
Writing and speaking
him/her to assimilate meaning.
Can produce simple mainly isolated phrases
about people and places.
2 HORAS
LESSON A_(GRAMMAR_Past simple of be,
was-were,) (VOCABULARY_World
information,) (PRONUNCIATION_Sentence
stress)
LESSON B_(GRAMMAR_Past simple (+ - ?))
(VOCABULARY_Past time expressions,
regular verbs.) (PRONUNCIATION_Ed
endings)
PROCEDIMIENTO DESARROLLAR CURRICULO
PLAN DE TRABAJO ACADÉMICO
POLICÍA NACIONAL
Distribución horas
Unidad – temas y subtemas Fechas de clases Estrategias significativas de aprendizaje Estrategias de evaluación Criterios de evaluación.
de trabajo académico
LESSON B_(GRAMMAR_Past simple (+ - ?))
(VOCABULARY_Past time expressions,
2 HORAS
regular verbs.) (PRONUNCIATION_Ed
endings)
Pronunciation of a very limited repertoire of
LESSON C_(GRAMMAR_Past simple) learned words and phrases can be understood
(VOCABULARY_Irregular verbs)
with some effort by native speakers used to
(PRONUNCIATION_Sentence stress)
dealing with speakers of his/her language
group. Speaking and listening exercise
Phonological control
2 HORAS
Can ask and answer simple questions, initiate Speaking
Overall spoken interaction and respond to simple statements in areas of Grammar
LESSON C_(GRAMMAR_Past simple)
immediate need or on very familiar topics.
(VOCABULARY_Irregular verbs)
(PRONUNCIATION_Sentence stress)
Grammatical accuracy Grammar
Shows only a limited control of a few Structures
simple grammatical structures and sentence
Vocabulary range patterns in a learned repertoire.
Vocabulary
LESSON D_(GRAMMAR_Past continuous)
(VOCABULARY_Past simple in a real context.) Has a basic repertoire of isolated words and
(PRONUNCIATION_Past simple verbs) phrases related to particular concrete
situations.
2 HORAS
LESSON D_(GRAMMAR_Past continuous)
(VOCABULARY_Past simple in a real context.)
(PRONUNCIATION_Past simple verbs)
4. Firma del docente___________________ Postfirma del docente _________________
2. Firma del docente___________________ Postfirma del docente _________________ 5. Firma del docente___________________ Postfirma del docente _________________

3. Firma del docente___________________ Postfirma del docente _________________

Jefe de Área Académica o Jefe Grupo Académico _______________________________

 DIRECCIÓN NACIONAL DE ESCUELAS

ESCUELA DE POLICÍA SIMÓN BOLÍVAR

CONTENIDOS PARA ALIMENTAR SIGAC ASIGNATURA O MÓDULO: BILINGUISMO I

fecha y hora de clase Unidad – temas y subtemas

1 _ UNIT 1 LESSON A_(GRAMMAR_Verb to be + pronouns,) (VOCABULARY_numbers 1-20 days of the

23/03/20210700
week, alphabet,) (PRONUNCIATION_Vowel sound, word stress)
2 _ LESSON B_(GRAMMAR_Verb to be -?) (VOCABULARY_Countries and nationalities, numbers 20-
1000) (PRONUNCIATION_Vowel sounds)
3 _ LESSON B_(GRAMMAR_Verb to be -?) (VOCABULARY_Countries and nationalities, numbers 20-
1000) (PRONUNCIATION_Vowel sounds)
4 _ LESSON C_(GRAMMAR_Possessive adjectives) (VOCABULARY_Personal information)
(PRONUNCIATION_The alphabet)
5 _ LESSON D_(GRAMMAR_Demonstrative pronouns: this that these those) (VOCABULARY_The
classroom common objects, classroom language,) (PRONUNCIATION_Vowel sound,)
6 _ UNIT 2 LESSON A_(GRAMMAR_Telling the time, present simple,) (VOCABULARY_Daily routine,)
(PRONUNCIATION_The letter O)
7 _ LESSON A_(GRAMMAR_Telling the time, present simple,) (VOCABULARY_Daily routine,)
(PRONUNCIATION_The letter O)
8 _ LESSON B_(GRAMMAR_Present simple + -) (VOCABULARY_Verb phrases, irregular plurals)
(PRONUNCIATION_Consonant sounds, third person-s)
9 _ LESSON B_(GRAMMAR_Present simple + -) (VOCABULARY_Verb phrases, irregular plurals)
(PRONUNCIATION_Consonant sounds, third person-s)
10 _ LESSON C_(GRAMMAR_Present simple ?) (VOCABULARY_Common verb prhases)
(PRONUNCIATION_Consonant sounds)
11 _ LESSON C_(GRAMMAR_Present simple ?) (VOCABULARY_Common verb prhases)
(PRONUNCIATION_Consonant sounds)
12 _ LESSON D_(GRAMMAR_Articles: The/a/an) (VOCABULARY_Jobs) (PRONUNCIATION_Consonant
sounds)
13 _ UNIT 3 LESSON A_(GRAMMAR_Possessives) (VOCABULARY_Family)
(PRONUNCIATION_Consonant sounds)
14 _ LESSON A_(GRAMMAR_Possessives) (VOCABULARY_Family) (PRONUNCIATION_Consonant
sounds)
15 _ LESSON B_(GRAMMAR_Adjectives) (VOCABULARY_Adjectives quite/very)
(PRONUNCIATION_Vowel sounds)
16 _ LESSON B_(GRAMMAR_Adjectives) (VOCABULARY_Adjectives quite/very)
(PRONUNCIATION_Vowel sounds)
17 _ LESSON C_(GRAMMAR_Adverbs of frequency) (VOCABULARY_Time words and expressions)
(PRONUNCIATION_The letter h)
18 _ LESSON D_(GRAMMAR_Prepositions of time) (VOCABULARY_The date)
(PRONUNCIATION_Word stress, th)
19 _ UNIT 4 LESSON A_(GRAMMAR_Can/can’t (+ - ?)) (VOCABULARY_Verb phrases)
(PRONUNCIATION_Sentence stress)
20 _ LESSON A_(GRAMMAR_Can/can’t (+ - ?)) (VOCABULARY_Verb phrases)
(PRONUNCIATION_Sentence stress)
21 _ LESSON B_(GRAMMAR_Like+(verb +ing)) (VOCABULARY_Free time activities)
(PRONUNCIATION_Sentence stress)
22 _ LESSON B_(GRAMMAR_Like+(verb +ing)) (VOCABULARY_Free time activities)
(PRONUNCIATION_Sentence stress)
23 _ LESSON C_(GRAMMAR_Object pronouns) (VOCABULARY_Love story phrases)
(PRONUNCIATION_Vowel sounds)
24 _ LESSON D_(GRAMMAR_Possessive pronouns) (VOCABULARY_Music, personal elements)
(PRONUNCIATION_Rhytming words)
25 _ UNIT 5 LESSON A_(GRAMMAR_Past simple of be, was-were,) (VOCABULARY_World information,)
(PRONUNCIATION_Sentence stress)
26 _ LESSON A_(GRAMMAR_Past simple of be, was-were,) (VOCABULARY_World information,)
(PRONUNCIATION_Sentence stress)
27 _ LESSON B_(GRAMMAR_Past simple (+ - ?)) (VOCABULARY_Past time expressions, regular
verbs.) (PRONUNCIATION_Ed endings)
28 _ LESSON B_(GRAMMAR_Past simple (+ - ?)) (VOCABULARY_Past time expressions, regular
verbs.) (PRONUNCIATION_Ed endings)
29 _ LESSON C_(GRAMMAR_Past simple) (VOCABULARY_Irregular verbs)
(PRONUNCIATION_Sentence stress)
30 _ LESSON C_(GRAMMAR_Past simple) (VOCABULARY_Irregular verbs)
(PRONUNCIATION_Sentence stress)
31 _ LESSON D_(GRAMMAR_Past continuous) (VOCABULARY_Past simple in a real context.)
(PRONUNCIATION_Past simple verbs)
32 _ LESSON D_(GRAMMAR_Past continuous) (VOCABULARY_Past simple in a real context.)
(PRONUNCIATION_Past simple verbs)