SUMMARY GUIDE

 sUMMARY

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KEY CONTENT TO BE REVIEWD

Key content for unit 1 (Prep for Life 1)
 Functi on:
1) Speak, read, and write using the simple present.
2) Understand the of the present simple in the listening and reading texts.
3) Use the verb to be in the different communicative context.
4) Introduce oneself and other in spoken and written conversation.

 Language and Vocabulary:

1) Present simple of be, British, Brazilian, German, Peruvian, Mexican, Japanese,

Danish, Haitian, American, Israeli, Pakistani, Swiss, Thai, addresses, telephone
numbers, dates, alphabet, what, where, when, how, which, who, why.
2) I, you, he, she, it, we, they , My, your, his, her, its, our, their, Tall, Thin, short,
blond, dark, brown, husband, mother, wife, brother, niece, son, uncle, aunt,
father, daughter, sister, nephew, adjective order.
3) There is/are, definite and indefinite articles, geographical features.
Make sure students are able to:
 Exchange information. (what is your name?) (where are you from)
 Fill in forms.
 Understand instructions and warnings.
 Describe people.
 Describe relationships.
 Compare families.
 Describe a location
 Describe citizenship
 Describe an ethnic group.

 Suggested acti viti es:

 Have students to tell the class their names, age, country, and nationality.
 Have students in pairs practice Questions words.
 Describe a person from the classroom and have student guess who the person is.
 Have students draw their family tree.
 Have students describe a family member.
 Be creative
 Give a dictation.
Key content for unit 2 (Prep for Life 1)
 Functi on:
 Use adverbs of frequency to say how oft en an acti vity is done.
 Write short simple texts about daily routi nes.
 Use informati on technology to research a topic.
 Report informati on about cultural and ethnic diversity within your
country.

 Language and Vocabulary:

1) Present simple, (Do/Does), watching TV, hanging out with friends, listening to
music, shopping, reading, practicing a sport, going to the movies, Usually, often,
never, sometimes, always.
2) Present simple 3rd person singular (want/wants), Before, after, for, at, in, cook,
chef, cleaner, doctor, lawyer, receptionist, pharmacist, teacher, accountant,
bank clerk, daily routines, bike, car, train, boat, bus, truck, subway, plain, tram,
bicycle, ferry.
3) Wh and yes/no questions, Judo, weight lifting, jumping, rowing, fencing.

 Make sure students are able to:

 Describe free-time activities.
 Talk about habits and routines.
 Describe daily routines.
 Describe a person’s routines.
 Describe ways of getting around.
 Exchange information about daily routines.
 Exchange information about jobs.

 Suggested acti viti es:

 Ask the class questions so they can use adverbs of frequency.
 Explain the Present simple and have them to practice it in pair.
 Have them to write about their daily routine.
 Ask the class about the sport they like.
 Present some famous sportsmen and sportswomen and ask what sport they
practice.
 Ask questions about their free time activities.
 Have the class in pairs ask each other about their parents’ occupations.
 Be creative.
 Give a dictation.
Key content for unit 3 (Prep for Life 1)
 Functi on:
 Use the present progressive to describe acti viti es that are
happening at the moment of speaking.
 Describe ongoing events through dialogues and writt en texts.
 Use the present progressive to make future arrangements.
 Understand and write about social issues in songs.

 Language and Vocabulary:

1) The environment, present progressive, Yes/No questions, Wh questions.

2) Musical genres. (Tango, opera, salsa, jazz, punk)
3) Present progressive Vs present simple, trumpet, flute, saxophone, guitar, violin,
double bass, air pollution, freshwater crisis, climate change, species extinction,
energy inefficiency.

 Make sure students are able to:

 Describe actions in progress. (Johnny is washing the car.)
 Exchange information about actions in progress. (what is Carlos doing? He is
studying.
 Exchange information about an event.
 Talk about future arrangements.
 Make future arrangements.
 Describe ongoing situation.
 Describe habitual and ongoing activities.
 Discuss son lyrics.
 Describe scenes.

 Suggested acti viti es:

 Explain the class the present progressive and have them give some
examples.
 Have the class write some sentences using the present progressive
but indicati ng the future.
 Show some videos about people doing diff erent acti viti es and then
ask the class about what they were doing specifi cally.
 Present the class diff erent arti st and ask what genre they sing.
 Present a video showing the instruments used in the diff erent
genres.
 Be creati ve.
 Give a dictati on.
Key content for unit 4 (Prep for Life 1)
 Functi on:
 Use countable and uncountable nouns and quanti fi ers.
 Talk about what there is and what you need to buy.
 Buy food items at a store.
 Write a recipe.

 Language and Vocabulary:

1) Tofu, rice, beer, soda, vegetable, cookies, apple, tomato, sandwich, chicken,
fish, beef, sugar, cake, milk, cheese, eggs, tacos, few, a little, much, many, some,
bottle, bag, packet, tub, imperatives, sequence adverbs,(first, next, finally)
measurements. (a half, a teaspoon, a tablespoon, a third)

 Make sure students are able to:

 Describe what there is.
 Discuss quantity.
 Express facts and describe routines.
 Talk about food.
 Go shopping.
 Describe a celebration.
 Give instructions.

 Suggested acti viti es:

 Ask the class what they like to eat the most.
 Make a list of food on the board and ask which ones are countable and
noncountable.
 Have them individually write a recipe about their favorite meal.
 Ask questions such as: what do your parents normally buy when they do
the grocery?
 Be creative
 Give a dictation.