Distribution of contents 1ST GRADE Unit: Intro & Unit 1.

Personal Identification From August 22nd to October 14th , 2011 (24 Sessions)

Lesson 1: Introduction Function 1.1 Introduction to the class, and introduction of the students, familiarizing students not only with basic classroom language, but also with the patterns of interaction, ONGOING ACTIVITIES AND CLASS ROUTINES, and introduce the different processes through which students will be assessed. Lesson 4: Introduction Function 1.2 Text with someone given instructions in the classroom and asking for some dates for ss to notice that the imperative form is used to give instructions.

Lesson 2: Introduction Function 1.1 Text with greeting people and responding to greetings for ss to notice the non-equivalence of sound and letter in English and use such language features appropriately.

Lesson 3: Introduction Function 1.2 Text with someone given instructions in the classroom for ss to notice that the imperative form is used to give instructions.

Lesson 7: Unit 1 Function 1.1 and 1.2 Text (conversation), introducing oneself for Ss to notice the use of the apostrophe to indicate contraction (I am, Im). Lesson 10: Unit 1 Function 1.1 and 1.2 A picture introducing a third person. Ss notice the use of she/ her, he/his. Assesment: on the use of I am, Im, She, Shes, He, hes, his, her. Lesson 13: Unit 1 Function 1.1 and 1.2 Text of a famous person for Ss to notice the implication of physical proximity or distance when using demonstrative pronouns (thisthat)

Lesson 5: Introduction Function 1.3 Text with someone asking for repetition, interruption and for finding information. It would be a good idea to have students to explore and get to know their textbook and other reference materials, while practicing following instructions or finding information. Lesson 8: Unit 1 Function 1.1 and 1.2 Text introducing oneself and including a third person for Ss to notice the use of pronouns (he, she) Lesson 11: Unit 1 Function 1.1 and 1.2 Text with someone asking or giving information about last name, nationality, occupation, telephone number, age, address,e-mail address for Ss to notice the difference in stress in some numbers. Lesson 14: Unit 1 Function 1.1 and 1.2 Text with someone asking or giving information about last name, nationality, occupation, for Ss to notice the relation between indefinite articles (a, an) and nouns beginning with consonant and vowel sounds.

Lesson 6: Introduction Integration: Some time can be devoted to explaining the function of portfolios and to designing one. As a first product, students could write a reflection (in Spanish) about how they feel in their English class so far and include it in their portfolio. Lesson 9: Unit 1 Function 1.1 and 1.2 Text with someone introducing other people for Ss to notice pronouns he,she and the use of apostrophe to indicate contraction (He is Martn, Hes Martin, She is Ana, Shes Ana). Lesson 12: Unit 1 Function 1.1 and 1.2 Text of a famous person for Ss to notice the implication of physical proximity or distance when using demonstrative pronouns (thisthat). Lesson 15: Unit 1 Function 1.1 and 1.2 Text introducing someone for Ss to notice that some linking devices indicate addition (and, ,).

Lesson 16: Unit 1 Function 1.1. and 1.2 Text production: Produce an identification card and have a partner complete it, for Ss to notice the punctuation and capitalization. Lesson 19: Unit 1 Function 1.1 and 1.2 Text production where Ss invent a new identity.

Lesson 17 Write a letter/ e-mail as a form of personal introduction. Evaluation of the text produced, focus in using the linking device, , using punctuation and capitalization. Lesson 20: Unit 1 Function 1.1 and 1.2 Editing of text. Evaluation focus: Self evaluation. Assesment on the use of a, an, this, that, linking devices.

Lesson 18: Unit 1 Work in the computer room, complete forms on-line by asking students to obtain a new e-mail account.

Lesson 21: Unit 1 Function 1.1 and 1.2 Sharing text. Evaluation focus: Deciding what to include in the portfolio.

Evaluation for Oral Skills: Students can be evaluated while working in groups, where they exchange personal details.

Distribution of contents 1st GRADE Unit 2. Actions in Progress From October 17th to December 16th, 2011 (24 sessions)

Lesson 1: Unit 2 Function 2.1 Text with clothes, possessive adjectives (my, your, his, her, etc) and demonstrative pronouns (this, that), for ss to notice the new vocabulary. Lesson 4: Unit 2 Function 2.1 Text describing a family picture including names, age, occupation, address, telephone number, e-mail, nationality for Ss to notice singular (this, that) and plural (these-those) forms of demonstrative pronouns. Lesson 7: Unit 2 Function 2. 2 Function Text describing somebody wearing clothes for Ss to notice that some nouns do not have a singular form (e.g. jeans, shorts, eyeglasses, pants, slacks,etc) Lesson 10: Unit 1 Function 2.2 Text to identify another person for Ss to notice that there are differences in word order in statements and questions(He is wearing a uniform ---(Is he wearing a uniform). Lesson 13: Unit 2 Function 2.2 Text describing a friends picture for Ss to notice the use of the apostrophe followed by s to indicate possession (e.g. It is Juans sweater.

Lesson 2: Unit 2 Function 2.1 Text with clothes, possessive adjectives (my, your, his, her, etc) and demonstrative pronouns (this, that), for ss to notice the new vocabulary. Lesson 5: Unit 2 Function 2.1 Text describing a family picture for Ss to notice singular (this, that) and plural (these-those) forms of demonstrative pronouns.

Lesson 8: Unit 2 Function 2.2 Text with a conversation on the phone where someone ask about what is somebody doing for Ss to notice that the present continuous structure indicates actions that are in progress at the moment of speaking. Lesson 11: Unit 1 Function 2.2 Text describing a friends picture for Ss to notice changes in spelling at the end of the verbs in the present participle (e.g. dance dancing, shop __ shopping, go __going) to form the present continuous. Lesson 14: Unit 2 Function 2.2 Text describing a picture for Ss to notice that some prepositions indicate location (e.g. in, in front of, next to, between, behind, etc.)

Lesson 16: Unit 2 Integration: Ss bring a postcard describe it orally or in writing. Describing what are people doing/wearing. Lesson 19: Unit 2 Text production Ss bring photos of their family or friend in order to make a description (what are people doing/wearing). Teacher or peers make adequate corrections. Lesson 22: Unit 2 General review

Lesson 17: Unit 2 Integration: Ss exchange emails/letters, with their pictures attached, with students from the same class, the teacher or e-pals can make writing more memorable and meaningful. Lesson 20: Unit 2 Text production Ss produce a final version of their family or friend description.

Lesson 3: Unit 2 Function 2.1 Text describing a family with name, age, occupation, address for Ss notice the implication of physical proximity or distance when using demonstrative pronouns (this- that, thesethose). Lesson 6: Unit 2 Function 2.1 Text describing Ss items of clothing possession for Ss to notice possessive adjectives (my your, his, her, their, our), Evaluation focus in the use of new vocabulary, demonstrative pronouns and possessive adjectives. Lesson 9: Unit 2 Function 2. 2 Text with a conversation on the phone where someone ask about what is somebody doing for Ss to notice that the present continuous structure indicates actions that are in progress at the moment of speaking. Lesson 12: Unit 1 Function 2.2 Text describing a family picture for Ss to notice changes in spelling at the end of the verbs in the present participle (e.g. dancedancing, shop __ shopping, go __going) to form the present continuous. Lesson 15: Unit 2 Function2.2 Text with a letter for Ss to notice that some linking devices indicate addition (,, and ). Evaluation focus: Peer assessment on the use of the present continuous, possessive adjectives, prepositions, demonstrative pronouns, and linking devices. Lesson 18: Unit 2 Integration: Make a description of her/his family. Describing what are they doing/wearing. Lesson 21: Unit 2 Sharing their family or friend description and put together in a bulletin back of the classroom. Evaluation focus: Deciding what to include in their portfolios. Lesson 24: Unit 2 Feedback on exams

Lesson 23: Unit 2 Formal evaluation

Evaluation: For both oral or written production should focus on students understanding and
appropriate use of tense. Subject verb agreement is an important feature at this stage, especially in writing. Some accuracy in the spelling of verbs + ing is also desirable. Written productions can be individually corrected first, and then put together in a bulletin board at the back of the classroom. Later, students work can be collected and filed in their portfolios.

Distribution of Contents 1ST GRADE Unit 3. Hobbies, Leisure and Sport From January 3ST to February 17th, 2012 (21 Sessions)
LESSON 1 Function 3.1 Text expressing preferences likes and dislikes for ss to notice and identify cognates, and to introduce some new vocabulary about hobbies, leisure or sports. LESSON 2 Function 3.1 Text with a conversation about likes and dislikes for ss to notice that verbs to express likes/dislikes are followed by a direct object nouns, gerunds or infinitives. (e.g. He hates basketball, I like swimming, We like to dance). LESSON 3 Function 3.1 Text with an invitation for ss to notice the use of do as an auxiliary verb in questions (e.g. Do you like football?) and in negative statements (e.g. She doesnt like going to the cinema)

LESSON 4 Function 3.1 Text with an invitation for ss to notice the use of do as an auxiliary verb in questions (e.g. Do you like football?) and in negative statements (e.g. She doesnt like going to the cinema). Evaluation focus: Peer assessment on the use of do in questions and in negative statements. LESSON 7 Function 3.2 Text with an invitation by phone for ss to notice how to make/ accept/refuse to invitations to events.

LESSON 5 Function 3.1 Short literary text for ss express preferences for them, and to notice that an s placed at the end of a noun indicates its plural form (e.g. stamps) and placed at the end of a verb indicates third person singular ( e.g. Paula loves horror films).

LESSON 6 Function 3.1 Text describing preferences for ss agree or disagree with the author and for analysis of the text itself (organization of sentences or paragraphs, use of linking devices, etc.)

LESSON 8 Function 3.2 Function : Text with entertainment guides making invitation using: Would Lets versus Shall we..? for ss to be aware of the use of fixed expressions and how these may vary in terms of formality. LESSON 11 Function 3.2 Text with a conversation about favorite sports or hobbies for ss to notice that some linking device indicate addition( ,, and) contrast (but) or alternative (or). LESSON 14 Integration Groups share the information they brought and organize it.

LESSON 9 Function 3.2 Text with a timetable making invitation using:Would.. Lets...versus Shall we..? for ss to be aware of the use of fixed expressions and how these may vary in terms of formality. LESSON 12 Function3.2 Text expressing some personal preferences and to invite and respond to invitations for ss to notice appropriate intonation when expressing preferences and when inviting. LESSON 15 Integration Text production: Entertainment guides Advertisements Timetables or Invitations

LESSON 10 Function 3.2 Text with a letter/email making an invitation for ss can infer : age, sex and feelings of the person who writes the letter/e-mail. LESSON 13 Integration Project: Teacher present general ideas to ss to produce: entertainment guides, advertisements, timetables, invitations about true events in their hometown. Get ideas about the written production they would like to produce. Homework: Ss have to bring in information. LESSON 16 Integration Editing of text. (make corrections) Evaluation focus: Self evaluation. Assessment: on the use of verbs to express likes and dislikes, the use of do as an auxiliary verb in questions and in negative

LESSON 17 Integration Sharing texts. Put together in a bulletin board at the back of the classroom. Evaluation focus: Deciding what to include in their portfolio.

LESSON 18 Integration Ss write a series of can-do statements based on the functions revisited in this unit (e.g. I can talk about my preferences, likes and dislikes. I can invite people to go to the cinema, etc.).These can be then used as a true/false exercise for

statements, and linking devices.

ss to self-evaluate. This exercise may kept in ss portfolio. LESSON 20 Formal evaluation of unit 3: exam. LESSON 21 Feedback on exams.

LESSON 19 General review on the use of functions revisited in this unit.

Distribution of Contents 1ST GRADE th From February 20 to March 30th 2012

LESSON 1 Function 4.1 Text with entertainment guides and timetables for the presentation of time for ss to notice the spelling of numbers. LESSON 2 Function 4.1 Text with someone asking the time for ss to notice conventions for writing the date, capitalization of days of the week and months of the year.

Unit 4: Daily Life (18 Sessions)

LESSON 3 Function 4.1 Text with calendars, timetables for ss to notice that some prepositions indicate time and collocate differently (at + clock times, in + parts of the day, on + days of the week. Evaluation: Asking and telling the time, focus on the

LESSON 4 Function 4.2 Text describing everyday activities about famous person (actors, actresses, singers, etc.) ss are interested in for ss to notice that the present simple has an irregular form for the third person singular. LESSON 7 Function 4.2 Text (academic articles) describing everyday activities about the animal ss are interested in for ss to notice that frequency adverbs are placed before main verbs.

LESSON 5 Function 4.2 Text production Ss exchange letters/e-mails sharing information about their everyday activities. Evaluation Focus: T assesses ss ability to give information about everyday activities. LESSON 8 Function 4.2 Text describing everyday activities (academic articles) about animals ss are interested in for ss to notice that the pronoun it may refer to animals/ objects.

LESSON 10 Function 4.2 Text of someone with a letter/e-mail for ss to notice some typical collocations related to everyday activities (e.g. take a shower,have lunch, do (my) homework). LESSON 13 Integration Teacher may divide the class into teams of four to six students in which each member has to present a small monologue describing a common day in his/her life. Evaluation focus: saying times appropriately, using s at the end of verbs in third person singular, using linkers, speaking fluently. LESSON 16 General Review

LESSON 11 Function 4.2 Text (magazine/newspaper articles) with a description of everyday activities for ss to notice that some linking devices indicate sequence (later, then, after that). LESSON 14 Integration Written production about every day activities of his/her pets or favorite animal. Evaluation focus: Using s at the end of verbs in third person singular, using linkers. Although the T should monitor teams, evaluation should come from ss themselves. Written production could be included in ss portfolio. LESSON 17 Formal evaluation of unit 4: exam

pronunciation of the numbers when telling the time. LESSON 6 Function 4.2 Text describing everyday activities about famous person ss are interested in for ss to notice changes in spelling at the end of the verbs in third person singular (e.g. study__studies, brush__ brushes, make__makes, etc.) LESSON 9 Function 4.2 Text with a conversation describing everyday activities for ss to notice the use of do as a main verb or as an auxiliary verb in questions (e.g. What time do you do your homework? And in negative statements (e.g. They dont wake up early on Sundays) LESSON 12 Function4.2 Integration: What about your life? From resource pack for teachers.

LESSON 15 Integration Sharing texts. Put together in a bulletin board at the back of the classroom. Evaluation focus: Deciding what to include in their portfolios.

LESSON 18 Feedback on exams.

IDEAS FOR EVALUATION: Students can be evaluated while reporting information about their partners everyday activities. You can pay particular attention to the use of the irregular form for the third person singular.

Distribution of Contents 1ST GRADE Unit 5: Daily Life From April 16th to June 15th , 2012 (21 Sessions)
Lesson 1: Function 5.1 Text describing a town for ss to notice and identify cognates, and to introduce some new vocabulary. Lesson 4: Function 5.1 Text with someone asking Lesson 2: Function 5.1 Text describing a town for ss to notice and identify a / an / the. Lesson 3: Function 5.1 Text with someone asking about services in a town for students to notice and identify questions and fixed expressions for replies. Lesson 6: Function 5.1 Text describing a town for ss

Lesson 5: Function 5.1 Text production (map) for ss

about services in a town for students to notice and identify questions and fixed expressions for replies. Lesson 7: Function 5.2 Text (advertisement with map) offering product/service and giving the location of a place for students to identify prepositions of place and location, and to introduce some new vocabulary. Lesson 10: Function 5.2 Text with someone asking the way to get to a place for students to notice and identify questions and fixed expressions for replies. Lesson 13: Integration Where is it? From resource pack for teachers.

to talk about their own town / city.

to notice and identify some prepositions.

Lesson 8: Function 5.2 Text (spoken/written advertisement) giving directions to get to a place for students to identify some forms used for giving directions. Lesson 11: Function 5.2 Text with someone asking the way to get to a place for students to notice and identify questions and fixed expressions for replies. Lesson 14: Integration Project: Present general idea to ss (to produce a travel brochure or advertisement about a town, country or city). Form groups. Get ideas about the places they would like to research about. Homework: ss have to bring in information. Lesson 17: Integration Editing of text. Lesson 20: Exam

Lesson 9: Function 5.2 Text production (spoken/written advertisement) giving directions to get to a place.

Lesson 12: Function 5.2 Text production (conversation) for ss to ask the way and give directions regarding places in their own town / city. Lesson 15: Integration Groups share the information they brought and organise it.

Lesson 16: Integration Text production: travel brochure or advertisement Lesson 19: General review

Lesson 18: Integration Sharing texts. Lesson 21: Feedback on exams