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Digital Handbook of Pedagogical Guidelines

ANNUAL PLAN OF STUDY LEVEL: A1 - GRADE 1 GENERAL DESCRIPTION

This program consists of 180 pedagogical hours organized according to eight didactic units that comprise thirty-six weeks. The program is aligned to the Common European Framework of Reference for Languages (CEFR). Students in Grade 1 of secondary school are expected to achieve level A1, as detailed below:

GENERAL LINGUISTIC COMPETENCE: A1 Global Scale • Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. • Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. • Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. Illustrative Descriptors • Can follow speech that is very slow and carefully articulated, with long pauses for him/her to assimilate meaning. • Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required. • Can interact in a simple way but communication is totally dependent on repetition at a slower rate of speech, rephrasing and repair. Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics. • Can make an introduction and use basic greeting and leave-taking expressions. • Can understand questions and instructions addressed carefully and slowly to him/her and follow short, simple directions. • Can ask people for things, and give people things. • Can write simple isolated phrases and sentences. • Can write simple phrases and sentences about themselves and imaginary people, where they live and what they do.

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Digital Handbook of Pedagogical Guidelines

ORGANIZATION OF THE UNITS: A1 (GRADE 1) Competencies / Capacities

Interacts strategically with different interlocutors

Reflects and evaluates the form, content and context of the oral text

Infers and interprets information from the written text

Reflects and evaluates the form, content and context of the written text.

Organizes and develops ideas in a coherent and cohesive way

Uses conventions of written language in a relevant way

X

X

X

X

X

X

X

X

X

X

X

X

X

UNIT 2 About Me

15 sessions

X

X

X

X

X

X

X

X

X

X

X

X

X

UNIT 3 Let’s Go Shopping!

15 sessions

X

X

X

X

X

X

X

X

X

X

X

X

X

UNIT 4 My Day

12 sessions

X

X

X

X

X

X

X

X

X

X

X

X

X

UNIT 5 At the Doctor 15 sessions

X

X

X

X

X

X

X

X

X

X

X

X

X

Reflects and evaluates the form, content and context of the written text

Uses nonverbal and paraverbal resources strategically

12 sessions

Adapts a text to the communicative situation

Adapts, organizes and develops ideas in a coherent and cohesive way

UNIT 1 Essential English

NUMBER AND TITLE OF THE UNIT

Obtains information from the written text

DURATION (in hours and sessions)

Infers and interprets information from oral texts.

Writes different types of Reads various types of texts texts in English as a written in English foreign language as a foreign language

Obtains information from oral texts

Communicates orally in English as a foreign language

UNIT 6 Shopping for Clothes

12 sessions

X

X

X

X

X

X

X

X

X

X

X

X

X

UNIT 7 A Place to Live

15 sessions

X

X

X

X

X

X

X

X

X

X

X

X

X

UNIT 8 Going Out

12 sessions

X

X

X

X

X

X

X

X

X

X

X

X

X

08

08

08

08

08

08

08

08

08

08

08

08

NUMBER OF TIMES THAT CAPACITY IS DEVELOPED

108 08 sessions (180 hours)

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Digital Handbook of Pedagogical Guidelines

Detailed Course Overview: A1 (GRADE 1) Unit Overview

Duration/Sessions Knowledge

Unit 1 Essential English

4 weeks

Alphabet

12 sessions

Numbers 0-20

This introductory unit aims to develop learners’ phonemic awareness and decoding skills in English. Learners are introduced to basic sound symbol associations of the English alphabet, in order to help their spelling and pronunciation. They are also introduced to and practice everyday greetings and the numbers 1-20. Unit 2 About Me

20 teaching hours

Greetings

A quiz about numbers 0-20 A dialogue about exchanging phone numbers and e-mail addresses An ID card

5 weeks

Numbers 21-100

A quiz about numbers

15 sessions

Countries

A dialogue exchanging personal information

25 teaching hours In this unit learners become more accurate in using the language of the introductory unit (alphabet, numbers, greetings) and learn to introduce themselves and ask and answer personal questions. They watch a video clip about a student registering for college classes, listen to and take part in a short dialogue in which two people are introducing themselves, read a short ad about a college, and read and complete an application form. They are introduced to and practice numbers 21-100 and the names of various countries.

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Evidence of Learning Outcomes A quiz about the Alphabet

Verb be Giving and asking personal information Filling out a form

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A dialogue registering for classes An application form Sentences telling about yourself

Digital Handbook of Pedagogical Guidelines

Unit Overview

Duration/Sessions Knowledge

Unit 3 Let’s Go Shopping!

5 weeks

Food and drinks

15 sessions

The family

This unit focuses on the language needed for supermarket shopping and talking about food and drink. Learners watch a video clip set in a supermarket, listen and take part in a dialogue between a customer and a cashier, read an ad for a supermarket, and read and write a shopping list. They are also presented with and practice words for food and drink, prepositions, and the family. Unit 4 My Day

25 teaching hours

Prices/Means of payment Prepositions of place Asking for directions Paying for a purchase

Evidence of Learning Outcomes A quiz about food and drinks A shopping list A dialogue asking for directions in a supermarket A dialogue about making a purchase in a store A poster about your family

4 weeks

Occupations

12 sessions

The time

This unit focuses on the 20 teaching hours language we use to talk about daily routines and occupations. Learners will watch a video clip about a day in the life of a married couple. They will listen to and participate in a dialogue between two people who are discussing their daily routine. They will read a story about the background of the married couple from the video and read and write a short postcard. They will be presented with and practice vocabulary to talk about occupations, routines, and telling the time.

A postcard about your routine

Routines

Telling about your school timetable

Count and non-count nouns

A dialogue about daily routines

Talking about daily routines

Sentences telling about your family

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Digital Handbook of Pedagogical Guidelines

Unit Overview

Duration/Sessions Knowledge

Unit 5 At the Doctor

5 weeks

The body

15 sessions

At the doctor

This unit focuses on the language we use to talk about physical complaints and to make appointments with the doctor. Learners will watch a video clip about a man who visits the doctor. They will listen to and participate in a dialogue between a woman and a medical receptionist. They will read a set of instructions to accompany some pills and will read and write an email message in which the writer explains that they are sick. They will be presented with and practice vocabulary to talk about parts of the body, at the doctor, and days of the week. Unit 6 Shopping for Clothes

25 teaching hours

Days of the week Present Simple: Wh questions Talking about illness Making appointments

An e-mail telling a friend you are sick A dialogue making an appointment to see the doctor A dialogue talking about not feeling well Sentences telling about your week

4 weeks

Clothes

12 sessions

Colors

This unit focuses on shopping 20 teaching hours for clothes. Learners will watch a video clip about a young woman who is shopping for clothes with her boyfriend. They will listen to and participate in a dialogue between a customer and a sales assistant in a clothes store. They will read an ad for a clothing sale and read and write a thank you letter. They will be presented with and practice vocabulary for clothes, colors and months of the year.

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Evidence of Learning Outcomes A quiz about telling the time

Months There is/There are Discussing clothing Buying clothing

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A quiz about colors and clothes An informal thank you letter A dialogue about buying clothes A dialogue about clothing preferences

Digital Handbook of Pedagogical Guidelines

Unit Overview

Duration/Sessions Knowledge

Unit 7 A Place to Live

5 weeks

Furniture

15 sessions

Rooms of the house

Evidence of Learning Outcomes A dialogue between roommates

25 teaching hours This unit focuses on moving house. Learners will watch a video clip about a young man who is looking for a new roommate. They will listen to and participate in a dialogue between a real estate agent and a client. They will read some housing ads and read and write a short e-mail requesting information about renting an apartment. They will be presented with, and practice, vocabulary for adjectives, rooms of the house, and furniture.

Present Simple: Whquestions

A dialogue between a customer and a real estate agent

Asking for and giving information about an apartment

An e-mail asking for information about an apartment

Describing where you live

An ad for an apartment

Unit 8 Going Out

4 weeks

Hobbies

12 sessions

Occupations

A dialogue about making plans for the weekend

Places

A dialogue

Let’s for suggestions

An e-mail replying to plans to go out

This unit focuses on leisure 20 teaching hours activities. Learners will watch a video clip about a young man who wants to go out with his friends. They will listen to and participate in a dialogue between two friends who are deciding to go out. They will read a movie theater program and read and write a personal e-mail. They will be presented with, and practice vocabulary, for hobbies and places of work.

Past Simple: be (was)

Sentences telling about your house

Making plans to go out Talking about hobbies and interests

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Digital Handbook of Pedagogical Guidelines

A1 Grade 1: Course Map of Computer Lessons Didactic Unit Unit 1 Unit 1: Essential English

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3

4

5

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Weeks Week 1 Week 2

Lesson Letters: A-L Letters: M-Z Vowels Week 3 Consonants 12 sessions Greetings Week 4 Numbers: 0-10 Numbers: 11-20 Week 5 We're Neighbors! Unit 2: About Me Week 6 I'm Tom Smith Week 7 Register Today! Week 8 Steve's Application form 15 sessions Numbers: 21-29 Week 9 Numbers: 30-100 Countries Week 10 Where's the Milk? Unit 3: Let’s Go Shopping! Week 11 Cash or Credit? Week 12 Come to City Market! Week 13 Lisa's Note 15 sessions Food and Drink Week 14 Prepositions The Family Unit 4: Week 15ek 15 Have a Nice Day! My Day Week 16 What Do You Do? Meet John and Lisa! Week 17 Karen's Postcard 12 sessions Occupations Week 18 The Time Routines Week 19 How Are You Feeling? Unit 5: At the Doctor Week 20 I'd Like to Make an Appointment Week 21 Easy Pain Week 22 Sam's Email 15 sessions The Body Week 23 At the Doctor Days of the Week

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Digital Handbook of Pedagogical Guidelines

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Unit 6: Shopping for Clothes

Week 24

12 sessions

Week 26 Week 27

Unit 7: A Place to Live

Week 28 Week 29 Week 30

15 sessions

Week 25

Week 31 Week 32 8

Unit 8: Going Out 12 sessions

Week 33 Week 34 Week 35 Week 36

You Look Great! How Much Are These Pants? Sale at Crazy Clothes! Ana's Letter Colors Clothes Months So You Want a Roommate? I'd Like to Rent an Apartment Thomson Real Estate Kate's Email Rooms of the House Furniture Adjectives Have Fun! What Do You Want to Do Tonight? Movie City Tom's Email Hobbies Places

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Digital Handbook of Pedagogical Guidelines

MATERIALS AND RESOURCES FOR THE TEACHER: • Digital Handbook of Pedagogical Guidelines • English Discoveries User Manual • Workbook • English Discoveries software • Laptop • Board • Common European Framework of Reference for Languages • MINEDU Guidelines for the implementation of the teaching of the English Language in Public Education Institutions of Regular Basic Education FOR THE STUDENT: • English Discoveries software • Workbook • Laptop • Headphones and microphones • Mouse

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Digital Handbook of Pedagogical Guidelines

A1: GRADE 1 CROSS-CURRICULAR LEARNING

The Didactic Unit I “Essential English” focuses on inclusivity and attention to diversity. This unit develops the competency of "build your own identity”, because students, when talking about themselves, demonstrate self-knowledge and share information about their personality and identity with others. Likewise, the activities proposed in this unit allow them to interact with other people, initiate conversations and establish relationships with fellow students in different contexts. The Didactic Unit II “About Me” focuses on inclusivity and attention to diversity. This unit also develops the “build your own identity" competency as students provide personal information themselves. The student recognizes that he/she belongs and participates actively in a community through routine interaction with others. The Didactic Unit III “Let’s Go Shopping!” focuses on orientation for the common good. The purpose of this unit is to develop communicative competence in everyday situations such as shopping. Through various role-play dynamics, spaces are provided for exchange of information. This is linked to the competency "live and participate democratically in the search for good common good", given that interpersonal relationships are part of the socialization process. The competencies of “solve problems of quantity” and “responsibly manage economic resources” are also developed in the unit. The Didactic Unit IV “My Day” focuses on inclusivity and attention to diversity. The unit develops the “build your own identity" competency as students provide personal information about the routines they perform. The student recognizes that he/she belongs and participates actively in a community through routine interaction with others. The Didactic Unit V “At the Doctor” focuses on orientation for the common good. This unit develops the competency “lead a healthy life” since is focuses on healthy habits and getting medical treatment. In learning to make appointments and talk about he/she feels, the student recognizes that he/she belongs and participates actively in a community through routine interaction with others. The Didactic Unit VI “Shopping for Clothes” focuses on orientation for the common good. This unit focuses on communicative competence in everyday situations such as shopping for clothes. The unit develops the competencies of “solve problems of quantity” and “responsibly manage economic resources” by providing students with exposure to and practice of various transactional dialogues and interactions. The Didactic Unit VII “A Place to Live” focuses on the environment. This unis helps develop the competency of “responsibly manage space and environment” since it focuses on different kinds of accommodation. Students also further develop the competency “build your own identity” since they provide personal information about their homes. The Didactic Unit VIII “Going Out” focuses on human rights. This unit develops the competency "live and participate democratically in the search for good common good" since it encourages students to share experiences, lifestyles and preferences. By presenting situations where decisions are made according to interests, needs, preferences and lifestyles, students are encouraged to establish relationships with others, exercise the right to freedom, express opinions and learn how to accept the ideas of others.

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