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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ORGANIZATION OF THE UNITS: A1 (GRADE 1)

Competencies / Capacities
Reads various Writes different types of
Communicates orally in English as a types of texts texts in English as a
foreign language written in English foreign language
as a foreign
language

Reflects and evaluates the form, content and

Reflects and evaluates the form, content and

Reflects and evaluates the form, content and

Organizes and develops ideas in a coherent

Adapts a text to the communicative situation
Uses nonverbal and paraverbal resources

Uses conventions of written language in a

Adapts, organizes and develops ideas in a

Infers and interprets information from the

Obtains information from the written text
Interacts strategically with different
Obtains information from oral texts
NUMBER DURATION Infers and interprets information
AND TITLE (in hours

coherent and cohesive way

context of the written text.

context of the written text

context of the oral text
OF THE and

and cohesive way

UNIT sessions)
from oral texts.

interlocutors

relevant way
strategically

written text
UNIT 1
Essential 12 sessions X X X X X X X X X X X X X
English

UNIT 2
About Me 15 sessions X X X X X X X X X X X X X

UNIT 3
Let’s Go 15 sessions X X X X X X X X X X X X X
Shopping!

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

UNIT 6
Shopping for 12 sessions X X X X X X X X X X X X X
Clothes

UNIT 7
A Place to 15 sessions X X X X X X X X X X X X X
Live
UNIT 8
Going Out 12 sessions X X X X X X X X X X X X X

NUMBER OF
TIMES THAT
108
CAPACITY 08 08 08 08 08 08 08 08 08 08 08 08 08
sessions
IS
(180 hours)
DEVELOPED

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Digital Handbook of Pedagogical Guidelines

Detailed Course Overview: A1 (GRADE 1)

Unit Overview Duration/Sessions Knowledge Evidence of Learning

Outcomes
Unit 1 4 weeks Alphabet A quiz about the
Essential English Alphabet
12 sessions Numbers 0-20
A quiz about numbers
This introductory unit aims to 20 teaching hours Greetings 0-20
develop learners’ phonemic
awareness and decoding A dialogue about
skills in English. Learners are exchanging phone
introduced to basic sound numbers and e-mail
symbol associations of the addresses
English alphabet, in order An ID card
to help their spelling and
pronunciation. They are also
introduced to and practice
everyday greetings and the
numbers 1-20.
Unit 2 5 weeks Numbers 21-100 A quiz about numbers
About Me
15 sessions Countries A dialogue exchanging
personal information
In this unit learners become 25 teaching hours Verb be
more accurate in using the A dialogue registering
Giving and asking for classes
language of the introductory personal information
unit (alphabet, numbers, An application form
greetings) and learn to Filling out a form
introduce themselves and Sentences telling about
ask and answer personal yourself
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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 Digital Handbook of Pedagogical Guidelines

Unit Overview Duration/Sessions Knowledge Evidence of Learning

Outcomes
Unit 3 5 weeks Food and drinks A quiz about food and
Let’s Go Shopping! drinks
15 sessions The family
A shopping list
This unit focuses on the 25 teaching hours Prices/Means of
language needed for payment A dialogue asking
supermarket shopping and for directions in a
Prepositions of place supermarket
talking about food and drink.
Learners watch a video clip Asking for directions A dialogue about
set in a supermarket, listen making a purchase in a
Paying for a purchase
and take part in a dialogue store
between a customer and
a cashier, read an ad for a A poster about your
supermarket, and read and family
write a shopping list. They
are also presented with and
practice words for food and
drink, prepositions, and the
family.
Unit 4 4 weeks Occupations A postcard about your
My Day routine
12 sessions The time
This unit focuses on the Telling about your
20 teaching hours Routines school timetable
language we use to talk about
daily routines and occupations. Count and non-count A dialogue about daily
Learners will watch a video nouns routines
clip about a day in the life of
Talking about daily Sentences telling about
a married couple. They will
routines your family
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.

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Digital Handbook of Pedagogical Guidelines

Unit Overview Duration/Sessions Knowledge Evidence of Learning

Outcomes
Unit 5 5 weeks The body A quiz about telling the
At the Doctor time
15 sessions At the doctor
This unit focuses on the An e-mail telling a
25 teaching hours Days of the week friend you are sick
language we use to talk about
physical complaints and to Present Simple: Wh A dialogue making an
make appointments with the questions appointment to see the
doctor. Learners will watch a doctor
Talking about illness
video clip about a man who
visits the doctor. They will Making appointments A dialogue talking
listen to and participate in a about not feeling well
dialogue between a woman
Sentences telling about
and a medical receptionist.
your week
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 4 weeks Clothes A quiz about colors and
Shopping for Clothes clothes
12 sessions Colors
This unit focuses on shopping 20 teaching hours An informal thank you
Months letter
for clothes. Learners will
watch a video clip about There is/There are A dialogue about
a young woman who is buying clothes
Discussing clothing
shopping for clothes with her
boyfriend. They will listen to Buying clothing A dialogue about
and participate in a dialogue clothing preferences
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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Unit Overview
Unit 7
A Place to Live
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.
Unit 8
Going Out
This unit focuses on leisure
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.
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Digital Handbook of Pedagogical Guidelines
Duration/Sessions Knowledge Evidence of Learning
Outcomes
5 weeks Furniture A dialogue between
roommates
15 sessions Rooms of the house
A dialogue between
25 teaching hours Present Simple: Wh- a customer and a real
questions estate agent
Asking for and giving
An e-mail asking for
information about an information about an
apartment
apartment
Describing where you An ad for an apartment
live
Sentences telling about
your house
4 weeks Hobbies A dialogue about
making plans for the
12 sessions Occupations weekend
20 teaching hours Places
A dialogue
Let’s for suggestions An e-mail replying to
plans to go out
Past Simple: be (was)
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 Weeks Lesson
1 Unit 1: Week 1 Letters: A-L
Essential English Week 2 Letters: M-Z
Vowels
12 sessions
Week 3 Consonants
Greetings
Week 4 Numbers: 0-10
Numbers: 11-20
2 Unit 2: Week 5 We're Neighbors!
About Me Week 6 I'm Tom Smith
Week 7 Register Today!
15 sessions
Week 8 Steve's Application form
Numbers: 21-29
Week 9 Numbers: 30-100
Countries
3 Unit 3: Week 10 Where's the Milk?
Let’s Go Shopping! Week 11 Cash or Credit?
Week 12 Come to City Market!
15 sessions
Week 13 Lisa's Note
Food and Drink
Week 14 Prepositions
The Family
4 Unit 4: Week 15ek 15 Have a Nice Day!
My Day Week 16 What Do You Do?
Meet John and Lisa!
12 sessions
Week 17 Karen's Postcard
Occupations
Week 18 The Time
Routines
5 Unit 5: Week 19 How Are You Feeling?
At the Doctor Week 20 I'd Like to Make an Appointment
Week 21 Easy Pain
15 sessions
Week 22 Sam's Email
The Body
Week 23 At the Doctor
Days of the Week

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6 Unit 6: Week 24 You Look Great!

Shopping for How Much Are These Pants?
Clothes Week 25 Sale at Crazy Clothes!
Ana's Letter
12 sessions Week 26 Colors
Week 27 Clothes
Months
7 Unit 7: Week 28 So You Want a Roommate?
A Place to Live Week 29 I'd Like to Rent an Apartment
Week 30 Thomson Real Estate
15 sessions
Kate's Email
Week 31 Rooms of the House
Week 32 Furniture
Adjectives
8 Unit 8: Week 33 Have Fun!
Going Out What Do You Want to Do Tonight?
Week 34 Movie City
12 sessions Tom's Email
Week 35 Hobbies
Week 36 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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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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