INGLES/ 8 Giovanni lealcolegioebenezer.edu.co/fileaway_files/guias2017/2p/8/INGLES 8 2P... · about...

INGLES/ 8°

Giovanni leal

DEL

Comprendo, valoro, escribo, expreso, y utilizo el vocabulario para describir una persona, lugar u objeto.

COMPETENCIA

octavoGRADO

InglesASIGNATURA

2 mesesDURACION

April – June 2017FECHA

CúcutaLUGAR

ConcienciaciónCAPACIDADLógicoNIVEL

Ingles | Grado 08 | guía 2

DEL

PROJECT TITLE E – COMMERCEOBJETIVO DEL PROYECTO Desarrollar la capacidad de concienciacion al recordar mi orígen y mi proceso evolutivo, poninedo como referencia el simple past dentro del context grammatical.

RESULTADOS DEL PROYECTOCrear una biografia en donde el estudiante aplique todas las referencias gramaticales basandose en el contexto en el que creció, logrando exponer su identidad como proceso de evolución y demostrándose a

sí mismo y a la sociedad quien es.

COMPETENCIAS A DESARROLLAR

ACTIVIDADES Y TAREASHITOS O EVENTOS

Intelectuales Psicomotrices Volitivas Afectivas Espirituales

IN LISTENNINGInfiero información específica a partir de un texto oral. Identifico la información clave en conversaciones breves tomadas de la vida real, si están acompañadas por imágenes.

Watch the video “there was and there were”.

Listen the fairy tale “Cinderella” and follow the reading.

Listen to the song “here I’m to worship”

And follow the lyrics.

Make value judgements about the use of past simple and past continuous in your anecdotes and past events

of your life.

Comparto mi conocimiento ya adquirido con mis

compañeros y amigos. Soy responsable con mis

deberes y obligaciones.Profundizo mi relación con Dios, con migo mismo, con

mis compañeros y mi entorno.

First draft: show the graphics you created in order to make the story.

Second draft: include the scripts in each panel concerning to grammar

developed in class.

IN READINGIdentifico iniciación, nudo y desenlace en

una narración.

Read the text about Margaret Thatcher with your teacher and classmates in order to socialize

the information.

Listen the page stories http://www.readingesl.ca/gram

mar/past.htm

Listen to the song “Paradise” about the group Coldplay


IN WRITINGEdito mis escritos en clase, teniendo en

cuenta reglas de ortografía, adecuación del vocabulario y estructuras gramaticales.

Make a glossary and identify the verbs that you see in the reading.

Choose 20 verbs and make affirmative sentences to negative

and interrogative form

Write the elements of a story in your notebooks through a

Concept Map.

Listen to the song “Paradise” about the group Coldplay


IN MONOLOGUESNarro historias cortas enlazando mis ideas

de manera apropiada.

Explain with your own ideas what you understood about the video

“there was and there were”. The group presents the steps to make a biography using people

you admire as a reference.

Give your point of view about the song.

Give your point of view about the song.IN CONVERSATION

Participo en una conversación cuando mi interlocutor me da el tiempo para pensar

mis respuestas.

Make a contrast between the things you can see thoroughly in

the two images.

Publicación


http://www.readingesl.ca/grammar/past.htm

E – COMMERCE

ACTIVIDADES Y

TAREAS

MESES (2)

SEMANAS (8)

1 2 3 4 5 6 7 8

Intellectual activity 1




Volitive activity 1

Volitive activity 2

Psychomotor activity 1

Psychomotor activity 2

Spiritual activity 1

Affective activity 1

Retroalimentación y

Publicación

DEL


In listening: Comprendo información básica sobre temas relacionados con las actividades y las historias de la revolución cibernética..In reading: Puedo extraer información general y específica de un texto corto y escrito en un lenguaje sencillo.In writing: Escribo un texto corto relativo a mí, a la historia del lápiz, cantidades de dinero que me son familiares.

Utilizo vocabulario adecuado para darle coherencia a mis escritos.In monologues: Narro o describo de forma sencilla hechos y actividades que me son fácilesIn conversation: Respondo con frases cortas a preguntas sencillas sobre temas que me son familiares.

Escribo textos cortos que narran historias y describen objetos y cantidades de manera sencilla

Desarrollar la capacidad de concienciacion al recorder nuestros origenes y mi proceso evolutivoponinedo como referencia el simple past dentro del context grammatical.


DE

Es hábil para aplicar los temas vistos en la

elaboración de una presentación sobre sobre

como crear una cartilla digital sobre la revolución

cibernética. .

Tiene clara la gramática las estructuras de la oraciones

afirmativas y negativas

psicomotor

Toma decisiones equilibradas al analizar los saberes que

necesita desde el vocabulario visto en el

periodo y la forma correcta de usar la gramática para hacer oraciones sencillas

.

Propone formas sencillas y prácticas para usar de forma creativa la elaboración de la presentación de acuerdo a la

estructura y elementos vistos en el periodo

Propone ideas nuevas en sus escritos, teniendo en cuenta la estructura y los elementos

de la gramáticaSe adapta adecuadamente a trabajar en grupo en clase.

Actúa con respeto y tolerancia durante las

actividades a desarrollar.

.

Identifica en un texto la gramática propuesta para el periodo.Partes de la oración y tiene claro el vocabulario sobre el tema del periodo.Processes of cell division in living beings

intelectual

Identifica en un texto la gramática propuesta para

el periodo, laspartes de la oración y tiene claro el vocabulario sobre

el tema del periodo.Processes of cell division in

living beings


• You should memorize the structures and all vocabulary in the foreign language. Debes memorizar todas las estructuras gramaticales y el vocabulario en la lengua extranjera.

• Review all lessons and the expressions. Repasa todas las lecciones y expresiones• Answer the Initial evaluation. Responde a la evaluación inicial.• Pay attention to the classes and ask if you don´t understand. Pon atención a clase y pregunta sí no entiendes algo.

.

For the written works take into

account the order, the

application of the grammar its

structure, the vocabulary must

be clear, there should be no

translations in Spanish,

handle the application of

images.

You should read the guide completely.

Answer the initial evaluation.

Id very important you attitude in class

Make a sentences in order affirmative,

question and answer in the negative

and affirmative form.

Take into account the vocabulary and

grammar seen during the period.

QUESTION

Must submit the written works

in an orderly manner, taking

into account the ICONTEC

standards.

You must use images to

accompany the text.

It must be brief and concrete in its arguments.


Volitive Activity

Afective Activity

Espiritual

Intelectual

PsicomotrizSearch all the vocabulary about past tense expressions and paste an image next toeach expression in a powerpoint.

Do you remember the simple past? Write the concept, the structures andexamples about this topic.

Look for a passage in the bible that kinds of elements about a biblical person anddo an oral support in a video .

Look for a world leader who you think is compassionate and help the communitypaste pictures about him/her and write what did you choose him/her and what doyou think about hos/her life in 10 characteristics. (Power point)

Make a little story about the story of a person you admire and take 5characteristics of him/hers and make a comparative chart to your way of being.


PROYECTO ENFOCADO AL PROPIO RECONOCIMIENTO E Identidad usando el pasado para armar su estructura de vida.


Did

you k

now

th

at?

what?

The Nobel Peace Prize is awarded annually by theNorwegian Nobel Committee “to the person whohas done the best work or greatest contributions tofraternity among nations, the suppression orreduction of armies as well as the participation andpromotion of Congresses of peace and humanrights in the immediately preceding year.”

who?

Mahatma Gandhi never won the award, despitehaving been a candidate on five differentoccasions. After his assassination in 1948, thecommittee considered posthumously awardinghim; Nevertheless, finally determined to retain thelaurel of that year with the explanation that "therewas no living candidate who was suitable."



Intellectual Training

MAIN CONCEPTS ABOUT TOPIC (KEY WORDS).

Simple past There were When Paint Music

Past continuous Regular verbs While Books pick up lines

There was Irregular verbs To be (was were) Expression Art

Note: Look for the meaning of key words.

above. Write them in your notebooks.


Asignatura | Grado 00 | guía 1

FORMATION OF SUPERLATIVE ADJECTIVES

As with comparative adjectives, there are two ways to form

a superlative adjective:

short adjectives: add "-est"

long adjectives: use "most"

We also usually add 'the' at the beginning.

We can use superlative adjectives when talking about three or more things (not two things).In the example below, "biggest" is the superlative form of the adjective "big":

The superlative is used to say what thing, person, or idea has the most of a particular quality within a group or of its kind.

Superlative adjectives normally come before any other adjectives.

A B C

A is the

biggest.




INTELLECTUAL ACTIVITY #1

Download and copy the link in your notebook the list and practice pronunciation. This work helps you to make the following points of this intellectual activity


3. Complete with a superlative adjective and all the

necessary words.

1. London is .................................... (large) city in England.

2. Cheetahs are .............................. (fast) animals in the world.

3. Whales are .................................. (big) animals.

4. San Francisco is ........... ............. (beautiful) city in the

United States.

5. Summer is ....................................(good) season of the year.

4. Write the superlative form.

1. good .......... 6. pretty ..........

2. far .......... 7. small ..........

3. expensive .......... 8. nice ..........

4. old .......... 9. comfortable..........

5. young .......... 10. bad ..........


1. SIMPLE PAST

DEFINITION: It expresses an action that started and finished at a specific time in the past. You can see the chapter below.



Complete action: Use the Simple Past to express the idea that an action started and finished at a specific time in the past. Sometimes, the speaker may not actually mention the specific time, but they do have one specific time in mind.

A series of completed actions: We use the Simple Past to list a series of completed actions in the past. These actions happen 1st, 2nd, 3rd, 4th, and so on.

Examples:

1.I finished work, walked to the beach, and found a nice place to swim.

2.He arrived from the airport at 8:00, checked into the hotel at 9:00, and met the

others at 10:00.

3.Did you add flour, pour in the milk, and then add the eggs?


Duration in past: The Simple Past can be used with a duration which starts and stops in the past. A duration is a longer action often indicated by expressions such as: for two years, for five minutes, all day, all year, etc.

Habits in past: The Simple Past can also be used to describe a habit which stopped in the past. It can have the same meaning as "used to." To make it clear that we are talking about a habit, we often add expressions such as: always, often, usually, never, when I was a child, when I was younger, etc.


The examples below show the placement for grammar adverbs such as: always, only, never, ever, still, just, etc.

ADVERB PLACEMENT

Examples:

1. You just called Debbie.

2.Did you just call Debbie?

Active and passive

Examples:

1. Tom repaired the car. Active.

2. The car was repaired by Tom. Passive.


INTELLECTUAL ACTIVITY N°2

A-Choose which verb tense (simple past or past continuous) fits better.

4. Robin Hood was a character who ________ from the rich and gave to the poor.a) stole b) was stealing5. Hey, did you talk to her? Yes, I ________ to hera) was talking b) talked6. I ________ home very late last night.a) came b) was coming7. How long ________ the flu?a) did you have b) were you having

1. I ________ - I didn't hear you come in.a) was sleeping b) slept

2. I ________ to see her twice, but she wasn't home.a) was coming b) came3. What ________? I was watching TV.a) did you do b) were you doing

8. ________ a good time in Brazil? Yes, I had a blast!a) Were you having b) Did you have9. We ________ breakfast when she walked into the room.a) had b) were having10. Last month I decided to buy a new car, and today I finally ________ it.a) bought b) was buying


C. Read the story and answer the following questions

Last Friday, Mrs. Anderson planned to have a delicious dinner. She bought aT-bone steak and some cream and apples for an apple pie. When shecame home from the shops she put her shopping on the table. While shewas setting the table, her two pets sat underneath it and watched her. Thenshe went to the kitchen to make the pastry for the pie. She was a littleforgetful so she didn’t realize the steak, cream and apples were still on thetable. While she was making the pastry, the dog jumped on a chair andlooked longingly at the steak. At last it took the steak in its mouth andjumped off the chair, just as Mrs. Anderson was coming back into the diningroom. Mrs. Anderson screamed, but the dog ran into the garden. She ranafter the dog. While she was chasing the dog, the cat jumped on the tableand started drinking the cream. Mrs. Anderson didn’t manage to catch thedog, and she came back into the dining room. When she saw the cat, sheshrieked, and the cat got such a fright that it jumped a meter into the air,and leapt out the window. Mrs. Anderson threw her broom at the cat, butshe missed, and broke the window. At the same time she overbalancedand put her hand in the cream, spilling it all over the tablecloth. Poor Mrs.Anderson - she had no dinner, only a dirty tablecloth and a broken window.


1. What did Mrs. Anderson plan?

2. Why did she buy cream and apples?

3. When did her pets watch her?

4. Where did she leave the steak?

5. When did the dog jump on the chair?

6. How did the dog look at the steak?

7. When did the dog jump off the chair?

8. Where did the dog go?

9. What was she doing when the cat jumped on the table?

10. What did Mrs. Anderson do when she saw the cat?


1. THERE WAS /

THERE WERE

• To say where something is:

There used to be a playground at the end of the

street.

There are fairies at the bottom of the garden.

I wonder if there will be anyone at home.

• With an indefinite pronoun or expressions of

quantity and the to-infinitive:

There is nothing to do in the village.

There was plenty to read in the apartment.

There was nothing to watch on television.

There is a lot of work to do.

If we want to show the subject of the to-

infinitive we use for:

There is nothing for the children to do in the village.

There was plenty for us to read in the apartment.

There was nothing for them to watch on television.

There is a lot of work for you to do.

THERE

We use there as a dummy subject with part of the verb be

followed by a noun phrase. (see Clauses, sentences and

phrases):

• To introduce a new topic:

There is a meeting this evening. It will start at seven.

There has been an accident. I hope no one is hurt.

• With numbers or quantities:

There was a lot of rain last night.

There must have been more than five hundred in the

audience.


• With an indefinite pronoun or expressions of quantity and an -ing verb:There is someone waiting to see you.There were a lot of people shouting and waving.We use a singular verb if the noun phrase is singular:There is a meeting this evening. It will start at seven.There was a lot of rain last night.There is someone waiting to see you.We use a plural verb if the noun phrase is plural:There are more than twenty people waiting to see you.There were some biscuits in the cupboard.There were a lot of people shouting and waving.

We use it to talk about:

• Times and dates:

It’s nearly one o’clock.

It’s my birthday.

• Weather:

It’s raining.

It’s a lovely day.

It was getting cold.

• To give an opinion about a place:

It’s very cold in here.

It will be nice when we get home.

It’s very comfortable in my new apartment.

• To give an opinion followed by to-infinitive:

It’s nice to meet you.

It will be great to go on holiday.

It was interesting to meet your brother at last.

• To give an opinion followed by an -ing verb:

It’s great living in Spain.

It’s awful driving in this heavy traffic.

It can be hard work looking after young children.


Using "it" to talk about people

We use it to talk about ourselves:

• On the telephone:

Hello. It’s George.

• When people cannot see us:

[Mary knocks on door] It’s me. It’s Mary.

We use it to talk about other people:

• When we point them out for the first time:

Look. It’s Sir Paul McCartney.

Who’s that? I think it’s John’s brother.

• When we cannot see them and we ask them for

their name:

[telephone rings, we pick it up] Hello. Who is it?

[someone knocks on door. We say:] Who is it?


Intellectual activity n°3

A. Watch the video Look the video and make the link proposed in the bottom of the video practice what they learned in

grammar and write and your notebook exercises.

http://learnenglishteens.britishcouncil.org/grammar-vocabulary/grammar-videos/there-there-are-and-it

B. Download link and perform exercises under the part of the link write them in your notebook and

summarize the explanation of the topic.http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-63198.php

C. Match.1 Was John at school today? _______ a. Yes, I was.2 Was your sister at the cinema _______ b. Yes, it was. It was €1,000!3 Was Shrek on television last night? _______ c. No, they weren’t.4 Were the children in the playground? _______ d. No, it wasn't.5 Was your laptop expensive? _______ e. Yes, she was.6 Were you at the bank this morning? _______ f. No, he wasn’t.


http://learnenglishteens.britishcouncil.org/grammar-vocabulary/grammar-videos/there-there-are-and-it

http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-63198.php

D. Write was or were .

1. Your friend________ was here a minute ago.2. The children at the party________ very shy.3. You________ sleepy in class yesterday. Why?4. There________ a good program on television last night!5. That puzzle ________ difficult.6 .There_________ some actors at the theatre on Wednesday.7. This morning, James________ in the toy shop with his dad.8. My sister and I_________-- at the train station yesterday morning.


What is the past continuous verb tense?

The past continuous verb tense, which is also know as the past progressive tense. The past

continuous verb tense is one of four tenses that are used in the past.

The past continuous verb tense is used in the following situations:

- The action happened at a specific time.

- We were studying English yesterday at 10:00 AM.

- I was sleeping yesterday at 11:00 PM.

- The girls were playing till 4:00 PM yesterday afternoon.

There was an interruption while performing an action

- I was eating dinner, when the phone rang.

- The dogs were sleeping, when someone came to the door.- We were sitting in class, when the fire bell rang.- My sister was watching television, when I came home.-

Two actions that were happening at the same time

- I was eating dinner, while John was doing the dishes.- We were listening to music, while we were doing our homework.- My dog was barking, while I was talking on the phone.


WHEN, WHILE, or AS

Also see past continuous tense

We use when, while and as to talk about situations or actions that occur simultaneously.

1. They can be used to introduce a longer action or situation, which was / is going on when another

situation occurred / occurs.

• As I was sleeping, the door bell rang.

• While you were studying, your friend called you.

Note: The main clause and as / while clauses can be in reversed order.

• The doorbell rang as I was sleeping.

• Your friend called you while you were studying.

Continuous tense is preferred for the longer action or situation (was eating / are walking) however

note that we can use “as and while” with a simple tense with a state verb. (sit, grow, be).

• As I was at home, the postman came.


2. We prefer while to talk about two simultaneous

actions that go / went on together.

• While I was a taking shower, my mother was

cleaning the attic.

• My mother was cleaning the attic while I was taking

a shower.

Note: we can also use simple tenses for the same

meaning.

• While I took a shower, my mother cleaned the attic.

3. We prefer as to talk about two things that change

together in time.

• As you eat more, you will gain more weight.

• As you study more, you will get better grades.

4. We use when to talk about phases of life. • When you were a kid, you used to be so shy. (not

while or as)

5. We prefer (just) as to talk about two consecutive

events or actions that occurred simultaneously.• As he opened the drawer, he took out an old photo.• Just as my father came in, the phone rang.

6. We use reductions with when and while.• Don’t forget to take a map with you when going

camping.• Tell me when ready.• While a student, I used to live with me family.

WHEN, WHILE, or AS


I n t e l l e c t u a l a c t i v i t y N ° 4

A. Join the sentences by using while and when.

1) I hurt my knee. I was playing football.

———————————————------------------– . (when)

———————————————--------------------. (while)

2) They were talking about the exam results. The manager came in

________________________________________________________(when)

________________________________________________________(while)

3) Gaye lost her wallet. She was walking in a crowded street.

________________________________________________________(when)

________________________________________________________(while)

4) Somebody stole my i-pod. I was speaking to a friend on the phone.

________________________________________________________(when)

________________________________________________________(while)

5) We were getting ready for the picnic. It started to rain.

________________________________________________.(when)

________________________________________________.(while)


PROJECT TERM

Project TERM

In this project you have to understand the grammarabout the term is taught. After all I will invite you todiscover your own skills which until today you didn’tknow.First step: make an script in Spanish and translate itinto Spanish to develop your life.Second step: upload the characteristics in a powerpoint followed by pictures.Third step: Answer the questions A) what did you likeabout your childhood? B) what do you like about yourpresent? C) what will you do in a future? Your goals?


• How can you do this work?

• First of all they should look for the bibliography of the art thatthey would like to practice until they become a talent andthrough the times that significant things has brought this sportor art (work in the notebook).

• After that, make a conceptual map in the form of teaching theclassroom that is your art and how it began and in our time isknown (remember to use keywords to set the map) present it inpower point.


1. For presentation you should have ready in this project.2. The presentation.3. You must be prepared to present in class activity.4. Note the pronunciation.5. The corporal expression for presentation.6. Conduct a dress rehearsal in class.

Activity:Do a presentation in english about a relative of you love.Take in account paste pictures and describe the qualities of this person.


PRESENTATION OF PROJECT

For the presentation of project you should consider;

Preparation of their exposure or staging.

You should dress according to the expression that you chose.

You must prepare the stage and music according to the

activity A lot of creativity.

Well rehearsed the slides about you.

Grading Guidelines.

Management grammatical view during the term.

Pronunciation.

Space management.

physical and verbal Expression.

Good luck!


Reading comprehension.1. Read the text attentively.2. Remove the unknown vocabulary3. Understand what it claims to do a personal assessment of

what you understood the text that teaching is.4. meet your fellow.5. Answer the questions.

Raven and the First People.

Raven was bored. He was walking along the beach in Haida Gwaii, looking for some new way to amusehimself. As he walked along the beach, the blue ocean in front of him and the green forest behind himdidn’t seem interesting. Raven wanted to play, but there was no one to play with.

Then he heard a strange sound, unlike any sound he knew. He looked up and down the beach. Where wasit coming from? As he walked he noticed a large white clamshell lying in the sand. Inside the clamshellwere tiny creatures, unlike any he had seen before.

Raven bent down to get a closer look. The creatures seemed afraid of him, so he began to coax them in agentle voice, “Come out. Come out. Don’t be afraid. I won’t hurt you.”


Answer the following questions:

A few of the creatures came out of the clamshell. They were verydifferent from Raven. They had no feathers, no wings, and no beaks. Likehim, they walked on two legs, but they had arms, faces with mouths, andblack hair. They spoke to each other in a language that Raven didn’tunderstand. These tiny creatures were the first humans.

Raven enjoyed watching these humans play and explore the world. Aftera while, when he was beginning to feel bored again, he noticed thatthese humans were only men. There were no women. Raven had an idea.He wondered if he could find some women. He searched for a long time.Then he saw some *chitons. He opened one of the chitons and foundsome lovely, tiny women. He brought the women to the men. Where wasthe sound coming from?

Raven enjoyed watching the behaviour of the men and women. He sawthem begin to pair off and have children. The human families moved toother parts of the island. Since that day, many generations of humanshave grown and flourished, and Raven has never been bored.

Where was Raven walking?through the forest

Why did Raven want to play?

Where was the sound coming from?

What did Raven see in the clamshell?

How did Raven get the creatures to come out of the clamshell?

What idea did Raven have?

Raven find the female creatures?


For this achievement rate shall be taken into account throughout the term, respect, collaboration, goodmanners, collaboration, good judgment, positive feedback, and appropriate attitude to their peers andteacher.


For this achievement rate shall be taken into account during the period:

1. Excellent behavior inside and outside the classroom.2. Agenda with all the devotional period.3. Each must have its corresponding drawing or image.4. Respect for himself and his companions.5. Punctuality.6. Collaboration in activities within the school.


autoevaluaciónsustentada

Teniendo en cuenta los siguientes criterios deevaluación de: (S) Siempre, (F) frecuentemente,(CN) Casi nunca y (N) Nunca, marca con una Xla columna que corresponde a tu criterio, segúnlo aprendido:

ASPECTO DESCRIPCIÓN S F C N

Intelectual

Poseo capacidad lingüística al identificar

correctamente palabras y expresiones sencillas

en un contexto determinado en la lengua inglesa.

Psicomotor

Soy hábil desarrollando la capacidad lingüística,

ubicando correctamente palabras y expresiones

sencillas de la lengua inglesa en un contexto

indicado.

VolitivoSustento mi actividad volitiva al elaborar todas las

actividades propuestas en su momento y a su

hora haciendo aportes a mi propio desarrollo

Afectivo

Soy colaborador al elaborar todas las actividades

propuestas y ayudar a mis compañeros que

tengan dificultades en los temas que yo

conceptualizo.

Espiritual

Sustento mi actividad espiritual al mantener

buenas relaciones interpersonales con mis

compañeros de clase, con mis superiores así

como con todo mi entorno en el colegio


Padre/Madre/Acudientes, favor diligenciar el siguiente cuadro para conocer su opinión respecto a los aspectos mostrados por suhijo/a durante el desarrollo del tema, en el periodo. Su opinión es muy importante para nosotros, pues nos ayuda a fortalecer elproceso de formación de los estudiantes.

Aspectos internos Aspectos externosFORTALEZAS OPORTUNIDADES

DEBILIDADES AMENAZAS

FAMILIA


http://www.blueblocnotes.com/grammar/past-tenses/there-was-there-were

http://www.englishexercises.org/makeagame/viewgame.asp?id=734

http://www.metalurgia.uda.cl/apuntes/ingles/guias/regular_verbs12.pdf

http://www.stlcc.edu/Student_Resources/Academic_Resources/Writing_Resources/Grammar_Ha

ndouts/verb_list_irregular.pdf

http://www.englishtenses.com/test/when_or_while_test

http://www.learn-english-have-fun.com/past-continuous.html

https://www.youtube.com/watch?v=1NZp5KhnOB8

.


http://www.blueblocnotes.com/grammar/past-tenses/there-was-there-were

http://www.englishexercises.org/makeagame/viewgame.asp?id=734

http://www.metalurgia.uda.cl/apuntes/ingles/guias/regular_verbs12.pdf

http://www.stlcc.edu/Student_Resources/Academic_Resources/Writing_Resources/Grammar_Handouts/verb_list_irregular.pdf

http://www.learn-english-have-fun.com/past-continuous.html

https://www.youtube.com/watch?v=1NZp5KhnOB8

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