ENGLISH THEORY:

Autonomy:
Is the capacity to be responsible about your own learning, work and take decisions. Is not innate because you must develop it. Is
necessary to create a work environment to motivate the students and support them to ask questions, to do their own reflection and
improve the self-confidence.
Cooperative Learning:
Is when students work in small groups to help each other and to achieve a common goal. With this type of learning all students
can obtain mutual benefits. When we create small groups, each person has a role that helps with the great function of the group.
There are five basic elements:
 Interdependence: knowing that the success of others is my success.
 Social skills: being social and discussing with the other students that are in the group.
 Face to face: the group must communicate to reach an agreement.
 Individual accountability: each person must work on the task that was given to them and explain it to the other members
of the group.
 Group processing: each person must agree with the rest of the group to reach a principal idea.

Portfolio:
A portfolio is a selection of the most important and significant projects that the student has been doing during the course but
also, they can add other things that could complete or compliment the work, like a journal. Also, a portfolio can be handwritten or
electronic. In this way, students can see their personal evolution and, in the future, can check it. The instructions that the teacher
gives to do the portfolio could be different if the students are older or younger, because the youngest students have difficulties to
know which are the most important projects. With the portfolio students can see their evolution because in it are all the work that
the student has done during the course. As well, it helps to improve their progress and their abilities.
Metacognition:
Metacognition refers to the ability to control your own learning behaviours. Metacognition have two dimensions:
 Metacognitive knowledge refers to what learners know about learning.
 Metacognitive regulation refers to what learners do about learning

The phases of metacognition are:

- Planning: think about the learning goal.
- Monitoring: make a control of the process.
- Evaluation: Self-evaluation, the finals result of the process.

LANGUAGE ACQUASITION THEORIES

Behaviourism:
 The main author is Skinner
 This is a opposite theory of mentalism
 In this theory, it is said that when people are born, they had nothing in their mind. That was named Tabula Rasa
 The important thing is when people are born, they had nothing in their heads so the way to learn the language was
developing it with learning trough observation and repetition.
 We learn a language trough operante conditioning
 There are three types of responses: neutral operants, reinforces and punishers.
 Criticism: Children make errors that are not in the adult grammar, so there is no explanation for this because this theory
is based in observation and repetition. If adults don’t make these errors, why does children make it?

Mentalism:
 The principal author of this theory is Chomsky.
 He considered that people are born with innate ideas
 He thought that everybody had an innate way to determinate the form of acquire the knowledge.
 Children discover grammar through their innate abilities and a "language acquisition device" (LAD). He thought that this
device must exist given the speed and universality of acquisition in children.
 Universal Grammar (UG) is a proposal to explain how people come to know properties of grammar that are far beyond
the input in various respects. This is a universal generalization from the grammars of speakers
 They criticize that Chomsky's theories is not clear throughout the book, he changed his mind a lot. They also criticize that
it was an individualist study since the properties are attributed to the individual independently and not to their
relationship with others; The language exists because of the practice of a community, it is not a psychological object.
Another critic is that he says that children learn and develop language independently of the quality of the language in their
environment and this is not true since it has been shown that if a child is exposed to incorrect grammar, they will have
poor language skills.
Interactionism:
 Vygotsky wrote this theory.
 The main point of the theory is that the most important thing in the process of learning is the interaction with others.
 ZPD or zone of proximal development.
 MKO or more knowledgeable other, it refers to the person who has a better understanding than the learner.

Cognitivism:
 Piaget wrote this theory.
 According to Piaget, children organize their experiences and interactions in schemes.
 Assimilation is a method to adapt new experiences and information.
 Accommodation involves changing the existing schemes.
 Acording to Piaget children experience different stages: sensorimotor, preoperational, concrete operational and
formal operational.

KRASHEN
Natural Order Hypothesis: We acquire language step by step because words have a predictable way so that the language isn’t
learning. Also, the natural order cannot be changed. Predictable, sequence, stages, order of learning. All have an established order
in learning.
Affective Filter: Is the wall that children can have when they start to learn a second language. If the children have anxiety, low self
– steen or motivation, they will have difficulty learning a language. It depends on the attitude, It can block learning
Comprehensible input: Language acquired when one understands what their hear or read and message. Input + 1 (understand a
global idea), is when the students learn something new or increase the level. We can use pictures, tone or no – verbal
communication (adapt level, resources)
Monitor hypothesis: Use learned language to self – correct what is acquired. Although most languages are acquired, the
language we have learned along the time with the grammar rules can help the speaker to control the language (communication,
correct mistakes)

Main ideas:
1. Listen the others speaking the language you want to learn by the comprehensible input.
2. To acquire a language, we must be motivated, have self-esteem and cero anxiety.
3. There are four things we should consider about acquiring a language: natural order hypothesis, affective filter,
comprehensible input and monitor hypothesis.
4. Comprehensible input is the key to learn a language.
5. Students must feel relax and not nervous in the class to prevent the affective filter to appear, the atmosphere must be
tension-free.
6. Mistakes are part of the process; we need to make mistakes.
7. Don’t force the acquisition.

TPR (Total Physical Response) (methodology of listen and do)

Steps:

1. Teacher perform an action and students copy de action.

2. Students’ model, the teacher doesn't do the action in this step.
3. Jumbled order (orden mezclado).
4. Connect the action to pictures, worksheet, action history.

TPR in the classroom:

Students need to learn specific vocabulary; it can be based on specific topic or in routines. You must demonstrate always support
with gestures, use physical support. The silent period:
- We have all observed that people who learn foreign languages outside the classroom, go through a ‘silent period’.
- This is a period during which they begin to understand the language but do not have the confidence to speak it.
- This is a perfectly natural behaviour which we can observe amongst adults as well as children.

Activities: (listen and do)

Listen and repeat. Listen and identify Listen and perform Listen and label Listen and match
Listen and miming Listening and responding game Listen and sequence Listen and classify
LISTEN AND MAKE
Activities that involve students in a more creative process. They have to make decisions. There is more time to think and
comment. There are opportunities for co-operation between learners. They have something to take at home at the end of the
class. Usually listen and make activities are related with some type of topic.
How to prepare a listen and make class:
- Prepare what to tell the class about the topic or theme.
- Collect the things you need.
- Practice explaining in English.
- Think of gestures and actions.
- Prepare and practice phrases.
- Plan how to recast things children might say to you in their mother tongue.
- Introduce the topic and talk a little about it.
- Explain and show them what they are going to do or make. Use gestures and actions.
- Repeat instructions to the whole class.
- While they are working, go round and comment in English on what they are doing.

The instructions need to be clear; we cannot demonstrate as we did in listen and do. Activities:
Listen and colour Listen and draw Listen and make
SPEAKING WITH SUPPORT
It’s important the way you talk to children, use English as caretaker talk (comprehensible input). We need to encourage our
students on any effort that they do to speak in English, don’t interrupt them when they are trying to speak in English.
1. Using classroom phrases:
o Ask you questions and tell you things they want you to know.
o Often repeat comments and requests.
o Can easily learn to repeat the set expressions you use during their English lesson.

When children repeat set phrases it does not necessarily mean language acquisition is taking place. But they are:
- Getting used to saying English sounds
- Practicing the intonation pattern
- Gaining confidence, especially if you praise them or show your approval in other ways.
- The phrases they learn can be used whenever they are playing games or taking turns.
2. Saying rhymes and singing songs to practice pronunciation, stress, and intonation:
o Children usually like singing and performing.
o They enjoy learning songs and rhymes they can sing or say to their parents at home.
o Read this chant about animals. The children can say it in groups as they ask and answer questions.

Benefits of chants:
- It uses rhythm and rhyme in an enjoyable way. - It provides patterns that can make learning easier.
- It builds children's confidence in oral language. - It can promote a sense of community, which is conducive to learning.
- It improves student motivation. - It offers opportunities for repeated readings, whit fluency.
- It can serve as a writing prompt, offering students the chance to write new verses

Teaching tips:
- Start with very short rhymes or chants.
- Look for songs and chants that have topics your children are learning about.
- Use songs and rhymes to play with sounds: speaking softly shouting loudly.
- Encourage children to say them for family and friends outside school.
3. Practicing new vocabulary: Teachers have different ways of introducing and practicing new words.
- Connecting new vocabulary with what her pupils already know.
- Using pictures to help them understand and remember.
- Showing her class, a small part of the picture first and asking them to guess the animal.
- Teaching meaning and sound first.
- Eliciting more animal names by asking the children either/or questions.

Language focus: When you elicit it is like asking a question. Five ways of eliciting language:
- Wh-questions: What’s this?
- Questions using intonation: A dog?
- Questions using inversion: Is this an elephant?
- Unfinished sentence questions with rising intonation: This was a ….?
- Either/or questions: Is this an elephant or a kangaroo?
4. Playing vocabulary games: Guessing games and memory games are useful to help children become familiar with new
vocabulary in an enjoyable way.
When you show children what to do and at the same time give instructions for games in English, they are listening to you
with a real purpose, and they are also absorbing new vocabulary and intonation patterns .
Examples of vocabulary games:
- FINDING PAIRS: a memory game where children have to pick up 2 cards with the same picture or word. (The cards are
spread out face-down.)
- FLASHCARDS GAMES: Eraser races in teams. Call out a word and run to put eraser on the card
- HAPPY FAMILIES: players in groups of 3 or 4 have to collect cards from each other from the same “family” or topic.

Language focus: instructions for games:

5. Practicing pronunciation of new sounds:

o Children acquire pronunciation and intonation naturally by listening to you.

o That does not mean they will produce perfect English
o They need to try out, play and being help, young children naturally like playing with language.

You can play games to encourage them to practise the sounds of English. “I spy with my little eye” is a fun way to get children used
to hearing new sounds.
6. Practicing structures and usual conversations:
o Balloon Toss (My name is… what’s your name)
o Pass the card (This is a ….)
o Three times (cards in teams and then individually say the sentence)
o Shopping games (I went to the market, and I bought…)
o Make a line

Other games:
- Types of Music - Record a variety of music (or other sounds) on a CD. Play the music and ask the students how they feel
about it. This activity is great for practicing 'I love,' 'I hate,' 'I can't stand,' ...
- No Yes No - In pairs, students ask yes/no questions, but they are not allowed to answer with yes or no. For example: 'Are
you from this city?' 'I'm from this city.' 'Do you come here often?' 'I sometimes come here.
- Spot the difference - between 2 pictures. Draw and photocopy a simple picture. There are books which contain
photocopiable pictures for this purpose. Make several small changes and photocopy again. Now you will have two almost
identical pictures.
- Guess the adverb: One student goes out of the room. The rest of the class think of an adverb, or the teacher selects one
and writes it on the board. It is rubbed off the board before the student outside returns. The returned student asks a variety
of questions or actions to different students, and they have to answer it.. They then have to perform the actions in the
manner suggested by the adverb. After hearing a sample of answers or observing a sample of actions performed by
different students, the student who originally left the classroom is then asked to guess the adverb.

STORYTELLING: Why do we tell stories?

- To entertain or to teach something
- To help children not be afraid of some things
- To promote understanding
- To make people think or to help people remember

Advantages:
- Can be done from the first day and make the children participate
- Children can tell the story outside the classroom and enjoy authentic stories
- Contain language in a clear context
- Children assimilate words and phrases and involves the four skills
- Can be done over and over again and enjoyable for both teacher and children
- Gives the children the possibility to think IN the target language

NUTS AND BOLTS OF A GOOD STORY: (apartados para una Buena historia)
- Short better tan long and adapted to the age group
 - Easily learned and very visual - Is repeatable and teachable

Criteria to choose a story:

- Is the language level suitable? Is the content suitable for your learners?
- Is the story interesting and relevant? Is the story entertaining? Is the book attractive?
- Is there any opportunity for prediction? Do the illustrations support the language?
- Does the story offer opportunities for follow-up activities? And for activities across the curriculum?
- Does the story introduce new language? Do you like it?

THE “TELL WELL” OF THE STORYTELLING SYSTEM:

Getting started
Select a story, talk about the cover (title, author, illustrator) and visualize the scenes: Who are the characters? What do they
look like? How do they talk, move, stand? Now, you have to imagine the action with:
- your imagination
- Mime (children respond to physical movement), you can add sound effects to the mime
- Encourage children to experiment with different sounds
- Add words to the story, character voices and faces
- Eye contact (that hooks the audience into the story) and 5 senses (include colours, scents, textures, tastes in the story)

Dialogic Reading:
- Child storyteller. Adult listener. - Child and adult sharing a book.
- Child and adult having a conversation. - Child learns that conversation involves” having turns”.
- Dialogic reading builds vocabulary and narrative skills. - It helps children relate a story to their life experiences.
- Dialogic reading gets a child involved as an active participant or even a storyteller.
- Children who have been read to dialogically are substantially ahead of children who have been read to traditionally.

The goal of dialogic interaction is:

- to engage children in a conversation
- to give them opportunities to learn new concepts and words.
- to help them practice using their words, and form longer phrases and sentences.
- to learn that conversations involve “taking turns”.

The peer sequence:

The fundamental reading technique in dialogic reading is the PEER sequence. Interaction between the adult and the child.
- Prompts the child to say something about the book.
- Evaluates the child's response.
- Expands the child's response by rephrasing and adding information to it.
- Repeats the prompt to make sure the child has learned from the expansion.

Why is asking questions important?

- It is an important way to help children practice their language. - It expands their thinking beyond the present reality
- It helps them think about ways to put concepts into words.
- children are able to expand many key language and literacy skills.

CROWD:
C – Completion questions: provide children with information about the structure of language that is critical to later reading.
Usually in books with rhymes or repetitive phrases
R – Recall questions: help children in understanding story plot and in describing sequences of events.
O – Open-ended questions: help children increase their expressive fluency and attend to detail. Require more thought to answer
and encourage children to use their imaginations. They do not have right or wrong answers and send the message, "I want to
know what you think. “
W –“ Wh” questions: usually begin with what, when, where, why and how?
D – Distancing questions: Distancing prompts ask children to relate the pictures or words in the book they are reading to
experiences outside the book. Form a bridge between books and the real world. Help with verbal fluency, conversational abilities
and narrative skills.
EARLY LITERACY:
1. Learn names of letters
2. Recognize letters and numbers by their shapes.
3. Write letters and numbers.
4. Association of letters of the alphabet with the sounds of the words used when we speak.

Early Literacy is everything children know about reading and writing before they can actually read and write. Experts know that:
- The development of language and literacy skills begins at birth.
 - Children develop much of their capacity for learning in the first three years of life, when their brains grow to 90 percent
of their eventual adult weight.

6 LITERACY SKILLS:
Vocabulary:
- Knowing the names of things is an important skill for children when they are learning to read.
- Most children enter school knowing between 3,000 and 5,000 words. (native).
- Develop vocabulary through reading books and naming things in their world
Print motivation:
- Interest in and enjoyment of books - Enjoys being read to, plays with books pretends to write, etc.
- Keep books accessible - Let children see that you enjoy reading
- We should encourage making sharing a book special
Print awareness: is a child's earliest introduction to literacy, Children with Print Awareness understand that:
The lines on a page represent spoken languages Print is organized in a particular way. Words consist of letters
Written language is related to oral language. Like spoken language, printed language carries messages.
Print has different functions depending on the context on which it appears
Narrative skills: are being able to understand and tell stories, to describe things.
We can strengthen a child narrative skill by asking him/her to talk about the book, instead of just listening to you read the story.
Usually, we tell, and they listen
Letter Knowledge:
- Letter Knowledge includes learning that letters have names and are different from each other, and that specific sounds
go with specific letters.

Phonetic awareness: is the ability to hear and manipulate the smaller sounds in words.
What do children like in books?
- Books with simple rhymes - Books with familiar items - Books with familiar routines
- Lift the flap books - Books with very few words - Books about kids that are like them
- Books about going to school and about making friends - Books with playful or rhyming language
- Alphabet books, counting books and vocabulary books -
Books about the real world: trucks, dinosaours, insects…
Learning involves many tasks. A child must be able to:
 Hear and be able to recognize the sounds that are spoken and determine the differences between the sounds.
 Recognize the different sizes, shapes, position and form of the 26 letters. (Letter recognition)
 Have a sense of directionality and hold the book with the cover first and the opening pages to the right.
(Print Awareness)
 Directionality is also needed to read from left to right and from top to bottom. (Print awareness)
 Remember the sequence of the sounds and the syllables in the correct order.
 Learn that letters and combinations of letters are all associated with different sounds in speech.

 upper- and lower-case letters (Capital and small), Learn that B and b are the same, but P and b no
 cursive writing.
 the 2 letters that make certain sounds 'th' for instance.

The Stages of the Reading Process:

Stage 1:Making Early Connections – Describing Pictures
• Able to describe pictures in books and to make connections between pictures
• Sense of story is limited but is able to follow verbal directions
• Oral vocabulary and attention span are appropriate for grade level or age
• Responds appropriately to questions

Stage 2: Forming a Story by Connecting Pictures

• Able to describe an oral story based on pictures on several pages in a book.
• Only able to use childlike or “storyteller,” language to tell the story, rather than book language (with phrases like once upon a time)
Stage 3: Transitional Picture Reading
- Able to understand how the pictures connect to the story
- Beginning to mix storyteller language with book language

Stage 4: Advanced Picture Reading

- Able to describe an oral story based on pictures on several pages in a book
- Able to tell a story using book language.
Stage 5: Early Print Reading
- Able to tell a story using pictures.
- Understands that print moves from left to right and from top to bottom.
- Can use book language to make up part of the story, and is able to read a few words

Stage 6: Moderate Strategic Reading

- Uses context clues to guess at unknown words and the guesses make sense.
- Recognizes beginning sounds in words and is able to use them to guess at unknown words.
- Tries sounding out words.
- Recognizes word parts, such as root words and affixes.
- Use context clues and word parts to decode unknown words.
- Self-correct when making mistakes and be able to retell the story.
- Show an understanding of vowel sounds.

MARCO COMÚN DE REFERENCIA o COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES (CEFR)
El Marco Común Europeo de Referencia para las Lenguas (2001) (MCER) es un documento elaborado por el Consejo de
Europa como parte esencial de su política lingüística, y sirve de referencia para profesionales y organizaciones implicadas en la
enseñanza de idiomas que dan una base común para hacer programas de lenguas, orientaciones curriculares, exámenes
El marco tiene como prioridad el aprendizaje de las lenguas como vehículo de comunicación y pretende vencer las barreras de
los distintos sistemas educativos europeos. Es un documento que describe lo que tienen que aprender los estudiantes con el fin
de utilizar una lengua para comunicarse. Proporciona los medios para que se cumplan las necesidades del alumnado.
Los niveles comunes de referencia nos sirven para establecer y definir el nivel según lo que una persona puede hacer o decir,
incluso en los niveles más bajos y en cualquiera de las lenguas que conozca. Las competencias a desarrollar en cada nivel están
descritas en cada uno de los mismos,
Usuario básico:
- A1: Capacidad para comprender y utilizar expresiones diarias y frases sencillas
- A2: Puede llegar a entender frases y expresiones vinculadas a experiencias que son relevantes para ellos

Usuario independiente:
- B1: Capacidad para desenvolverse en la mayoría de situaciones.
- B2: Capacidad de entender textos complejos y temas abstractos

Usuario competente:
- C1: Capacidad para entender textos extensos y un mayor nivel de exigencia, expresándose de forma fluida..
- C2: Habilidad para comprender de manera sencilla todo lo que se lee y se oye

Porfolio europeo de las lenguas (PEL): Es un documento personal: el aprendiz de lenguas puede registrar sus experiencias de
aprendizaje. Está dividido en tres partes: el Pasaporte de Lengua, la Biografía Lingüística y el Dossier. Tiene dos funciones:
- informativa o de registro de información;
- pedagógica para ayudar a mejorar los procesos de aprendizaje de lenguas (potencia la reflexión, la auto-evaluación y la
autonomía del alumno).

Objetivos comunes MCER y PEL:

- Facilitar la movilidad
- Desarrollar un enfoque común en la enseñanza de lenguas
- Promover el plurilingüismo

¿Qué es el bilingüismo?
THE POLITICAL OR INSTITUTIONAL RECOGNITION OF TWO LANGUAGES. The frequent use (as by a community) of two
languages or the ability to speak two languages. A bilingual person is someone who:
- Can produce meaningful sentences in L2. (Haugen, 1969)
- Can use two languages alternatively; but the point to which a person actually becomes bilingual is arbitrary or
impossible to determine (Mackey, 1962)
- Can engage in communication in more than one language (Fishman, 1966)
- Has a native-like control of two languages (Bloomfield, 1933)

El bilingüismo depende de:

- EDAD EXPOSICIÓN L1 – L2 - FACTORES SOCIALES

Bilingüismo ideal: Fenómeno característico del individuo que tiene competencia parecida en su primera lengua o lengua materna
y otra lengua (Unesco).
Bilingüismo real: los individuos pueden tener diferentes niveles de competencia en las dos lenguas.
CURRÍCULO
3 year olds:
- The body: head, face,hair,arm,hand,leg,foot.
- Colours: red, yellow, green, blue.
 - Numbers from 1 to 3: Ordinal number 1st
- Basic concepts: big-small, in-out, open-close, up-down, the same-different, in front of-behind, many-few, tall-short,
- Shapes: Circle, square, triangle.
- Lines: vertical, horizontal,curved, slanted.
- Memorize: poems, chants, songs, rhymes…
- Vocabulary extension. Animals, means of transport, food, Halloween,Christmas, seasons, carnival.
- Association of images which are the same.
- Quantifiers: more than /less than.
- Series/classification of elements according to a criteria: colour, size, shape.
- Simple puzzles. - Say hello, bye, thank you, sorry. - Respect the classroom rules.

4-year-old:
- The body: head, face,hair, eye, nose, mouth, ear, shoulders, arm,hand, finger, leg,foot, toe. We take care of our body.
- Colours: red, yellow,green,blue , orange, brown, black,white.
- Numbers up to 5, first and last. Association number and quantity.
- Basic concepts:big-small-medium, tall-short, long-short, near-far, fat-slim, soft-hard, full-empty.
- Shapes: square, circle, triangle, rectangle, oval.
- Lines: vertical, horizontal, slanted, curved,cross, spiral,loop.
- Vocabulary extension. Family, the school, animals, plants, items of clothing, the country, the city, rooms in a house.
- Quantifiers: more than /less than, as many as, more than, the same as.
- Series: alterning elements according to a criteria: colour, size, shape.
- Say hello, bye, thank you, sorry.
- Feelings and emotions: angry face, happy face, sad face, surprise, fear, doubt.
- Vowel recognition and writing recognition. Recognition of the spelling of numbers 1 to 5.
- Vowel and consonant phonemic and visual awareness.
- Art and crafts techniques: cut, punch, tear, glue, colour, fold. Interpretation of images
- Series following a model alternating two elements .
- Recognition of own name
- Basic time notions: day-night, morning-afternoon.
- Puzzles, memory and attention activities …
- Pay attention and answer simple questions about stories read or seen. Respect the classroom rules.

5-year-old:
- The body: head, face, hair, eye, nose, mouth, ear, chin, shoulders, arm, hand, finger, leg, foot, toe
- The senses. We take care of our body.
- Colours: Difference between primary and secondary colours. Dark/light.
- Numbers up to 10, first and last, quantities up to 10. First, second, third up to tenth. Association number and quantity.
Solving very simple problems, adding and subtracting
- Basic concepts: big-small-medium, tall-short, long-short, near-far fat-slim, soft-hard, full-empty, first last, left-right,
between, the same-different.
- Shapes: square, circle, triangle, rectangle (oblong), oval, diamond.
- Open and close lines. Geometric shapes: sphere and cube.
- Lines: vertical, horizontal, slanted, curved, spiral, loop, broken, cross.
- Recognition of letters by shape. Spelling numbers 1 to 10
- Reading the vowels. Phonemic and visual awareness of letters.

GRAMMAR THEORY
Verbes tenses:
Present simple: enunciados universales y comunes. Entre ellos se entiende por ejemplo hechos, los cuales no se pueden
cambiar o influir y sucesos naturales y para describir acciones de retorno y hábitos
Ej: I play tennis / She always forgets her purse.
Signal words: Always, every, never, now, normally, often, seldom, sometimes, usually.
Past simple: procesos y acciones únicos o repetidos, los cuales tuvieron lugar en el pasado y están acabado
Ej: It snowed yesterday / I watched television last night
Future simple: eventos futuros sobre los cuales nose puede influir directamente y también para expresar decisiones
espontaneas que se hacen mientras se habla
Ej: It will snow tomorrow. / I will watch television tonight
Signal words: in a year, next ..., tomorrow, I think, probably, perhaps, think, believe
Present continuous: Se utiliza para acciones que están en curso en el momento de hablar y con planificaciones
fijas y citas en el futuro
Subject + To Be + Verb + ING. EXAMPLE: He is studying now
 Signal words: at the moment, just, just now, Listen!, Look!, now, right now
Past continuous: Muy típico es el uso para describir una acción, la cual estaba pasando en o sobre un tiempo específico en el
pasado y cuando un proceso estaba teniendo lugar y otro comienza mientras tanto. El primero puede continuar o terminar en
este momento.
Subject + To Be + Verb + ING. EXAMPLE: It was raining
Signal words: while, when, as long as
Future continuous: las acciones en curso en o alrededor de un punto de tiempoespecífico en el futuro y también se puede
usar para acciones habituales, es decir, los eventos que esperamos que ocurran en el futuro. Suelen ir acompañados de
palabras como usually or as usual
Subject + Will + To Be + Verb + ING. EXAMPLE: he will be sleeping when we arrive
Present perfect: indica procesos o sobre todo estados, los cuales han comenzado en el pasado y duran hasta ahora
Subject + have / has + Vb Past Participle. EXAMPLE: Lately, I’ve been very busy

Signal words: ‘since, for, lately’ etc.

Past perfect: se utiliza para referirnos a cosas que habían tenido lugar en el pasado antes de que ocurriera alguna otra.
Subject + had + Vb Past Participle. EXAMPLE: We had eaten pizza

Future perfect: para acciones que tienen lugar en el futuro, pero que serán completadas en un momento concreto
Subject + will + have / has + Vb Past Participle. EX: Mike will have finished his studies by the end of the year
Present perfect continuous: se quiere destacar una acción, la cual comenzó en el pasado y todavía continúa. También se
emplea para un proceso que ha tenido lugar o todavía está ocurriendo y este tiene una repercusión sobre el presente
Subject + have / has + been + Vb ING EX: She has been telling jokes all day
Past perfect continuous: se usa para una acción que se estaba realizando u ocurriendo en el pasado antes de otra acción ya
pasada
Subject + had + been + Vb ING. EXAMPLE: She had been waiting for us
Future perfect continuous: las acciones o procesos que se completarán en un momento específico en el futuro. el foco está
en el proceso mismo y su duración:
Subject + will + have / has + been + Vb ING EX: I will have been talking to Mrs Anderson

Conditionals
Zero conditional: es adecuada para las cosas que ocurren cada vez que se cumple la condición asociada, es decir, en las
mismas situaciones. Por lo tanto, tales cosas son hechos
‘if’ (when/whenever) + infinity Ex: If you start the engine, you hear that strange sound
First conditional: circunstancias que pueden surgir debido a una condición que probablemente se cumpla
‘if’ + present simple, + will + Present Simple EX: If you wait for me a little more, I’ll buy you a drink.
Second conditional: para circunstancias que podrían ocurrir debido a una condición (la cual es más probable que no se cumpla
o que sea imposible de cumplir)
‘if’ + past simple , would + infinity Ex: If I were you, I would do it

Third conditional: circunstancias que podrían haber ocurrido debido a una condición (en el pasado), pero que ya no pueden
ocurrir (en el presente)
‘if’ + Past Perfect Simple o Continuous, would + past perfect simple
EX: If I had had the opportunity, I would have left.

Passive
Adjetivo : detrás del verbo o delante del sustantivo
Adverbios: después del verbo y antes del participio pasado, adjetivos o adverbios.

Indirect questions:
Starts with an introductory clause. This is a main clause. It can be a sentence or a question, like tell me, i need to know or do
you know?. You can use an indirect question any time you use a regular question.
1. Where is the restroom? (use: Do you know WHERE THE RESTROOM IS?”)
2. Where did Janet go? (use: “Can you tell me WHERE JANET WENT?”)
We only use DO, DOES, and DID in Questions and negatives. When you are writing the dependent clause in an Indirect
Question, do NOT use Do, Does, or Did.
Regular question: Where did the teacher go? Indirect question: Do you know WHERE did the teacher go?
Gerunds: A gerund is a noun made from a verb by adding "-ing." The gerund form of the verb "read" is "reading." You can use a
gerund as the subject, the complement, or the object of a sentence. Examples:
- Reading helps you learn English. SUBJECT OF SENTENCE
- Her favorite hobby is reading. COMPLEMENT OF SENTENCE

Infinitives are the "to" form of the verb. The infinitive form of "learn" is "to learn." You can also use an infinitive as the subject, the
complement, or the object of a sentence. Examples:
- To learn is important. SUBJECT OF SENTENCE
- The most important thing is to learn. COMPLEMENT OF SENTENCE