Tercer Ciclo Ingles

INGLES
SÉPTIMO GRADO
UNIDAD 1: NICE TO MEET YOU
CONCEPTS PROCEDURES ATTITUDES ACHIEVEMENT INDICATORS ACUERDOS
PRIORIZACIÓN CURRICULAR
Contents: Listening ■ Showing acceptance and tolerance 1.1 Differentiates the sounds of
■ Introductions ■ Identifying vowel and consonant of errors in spelling and identifying consonant and vowel
■ Simple greetings sounds when spelling. numbers. sounds at the discourse level.
■ Courtesy expressions ■ Recognizing numbers from 0 to 90. ■ Showing interest to fi nd out peers’ 1.2 Clearly spells his/her name both
■ The alphabet ■ Identifying expressions used to ask names and phone numbers. orally and in writing.
■ Numbers from 0 to 90 someone’s name or name spelling. ■ Interacting politely and with 1.3 Differentiates accurately the –
■ Telephone numbers ■ Differentiating the –teen from –ty respect when introducing oneself and teen and –ty endings in numbers
■ Expressions to check and confi rm endings in numbers from 13 to 19 others. from 13 to 19 and from 30 to 90.
information and from 30 to 90. ■ Showing respect while 1.4 Correctly names and pronounces
Grammar in context: ■ Discriminating greetings from conversing. numbers from 0 to 90.
courtesy expressions. ■ Recognizing the importance 1.5 Correctly expresses numbers
■ Verb to be: affi rmative statements of stress and intonation in the when counting to 50, giving
- I am Pablo Cortés. Speaking exchange of information or ideas. addresses, and telephone numbers.
- She is my classmate. ■ Introducing oneself. 1.6 Respectfully exchanges
■ Asking for and giving personal greetings and courtesy expressions
information. in a dialogue.
■ Clarifying information given when
spelling names and last names, and
giving information.
■ Spelling names and last names. 1.7 Asks questions to confi rm
Possessive adjectives: my your, his, ■ Exchanging telephone numbers. spelling and numbers.
her. ■ Greeting people. 1.8 Shows politeness and respect
- What’s your telephone number? ■ Saying courtesy expressions. when addressing others.
- My telephone number is 22483371. ■ Striking up simple conversations 1.9 Scans a text for information
■ Subject pronouns: I, you, he, she by greeting, giving personal related with numbers and names.
- I am a student. information, and using courtesy 1.10 Identifi es greetings and
- He is my friend expressions. courtesy expressions in a simple
text.
Vocabulary: Reading 1.11 Writes the numbers from 0 to 90
■ First/middle/last names ■ Recognizing letters of the accurately.
alphabet. 1.12 Writes dialogues using
Useful expressions: ■ Recognizing telephone numbers. greetings and courtesy expressions
■ How do you spell…? How do you ■ Identifying greetings and courtesy correctly.
say…? Could you spell Could you expressions.
spell your…? How are you? How
are you doing? Good, fi ne, O.K., Writing
not bad. Courtesy expressions: ■ Copying telephone numbers.
please, thank you, sorry, pardon ■ Spelling and writing names and
me.Hi, hello, good morning, good last names
afternoon, bye, good-bye, see you ■ Writing dialogues using greetings,
later. giving personal information and
courtesy expressions.
UNIDAD 2: THE CLASSROOM
Contents: Listening ■ Following the class behavior code. 2.1 Accurately identifi es personal
■ Classroom objects ■ Identifying vocabulary related to ■ Thanking someone to show classroom objects and belongings.
■ Personal items classroom objects. gratitude. 2.2 Clearly recognizes expressions
■ Colors ■ Recognizing expressions of ■ Showing respect for others’ of thanks in audio sources.
■ Possessions thanks. belongings. 2.3 Responds physically to
■ Expressions of thanks ■ Responding to classroom ■ Cooperating with peers in the classroom commands.
■ Common commands in the commands. classroom. 2.4 Accurately discriminates the
Classroom ■ Identifying and associating ■ Showing politeness when giving phonetic difference between this /ðıs/
prepositions of place with spatial commands. and these /ðiz/
Grammar in context: location. 2.5 Names classroom objects with
■ To be: wh-questions, yes-no ■ Discriminating the phonetic correct pronunciation.
questions, negative statements, difference between this /ðıs/ 2.6 Describes classmates’ classroom
and short answers and these /ðiz/ belongings.
■ Identifying the plural form of
Where is the eraser? classroom objects. 2.7 Locates classroom objects using
- Whose book is this? the prepositions in/on/at/under.
- Is your shirt expensive? Speaking 2.8 Thanks peers with appropriate
- Yes, it is. No, it’s not. ■ Naming classroom objects. expressions.
- My book isn’t here. ■ Describing classroom objects 2.9 Uses possessive adjectives
■ Indefi nite articles: a/an (color and location). accurately to talk about classroom
- I have a red dress. ■ Saying thank you. belongings.
- This is an orange notebook. ■ Strengthening the use of 2.10 Expresses commands
■ Prepositions of place: in/on/at/ possessive adjectives to express appropriate to intended purpose and
under possessions. situation.
- Put your books on the desk. ■ Using commands to give 2.11 Pronounces this /dıs/ and these
- Is your pen under the table? instructions. /ðiz/ correctly.
■ Demonstratives: this/these/that/ ■ Pronouncing the right phoneme of 2.12 Successfully scans a text for
those this and these. classroom vocabulary.
- What is this? ■ Pronouncing the right phonemes 2.13 Reads and identifi es
- What are these? for plural endings. expressions of courtesy and thanks.
- Those are markers. 2.14 Spells the names of classroom
■ Plurals Reading objects accurately.
- I have three books. ■ Scanning for classroom 2.15 Writes the correct form of the
- Those are big boxes. vocabulary. plural of nouns.
■ Identifying expressions of courtesy 2.16 Writes 3 to 4-sentence
Vocabulary: and thanks in different sources. descriptions of color and location of
■ Board, eraser, book, notebook, classroom objects.
pencil, pen, teacher, student, Writing
desk, chair, table, liquid paper, ■ Spelling vocabulary related
pencil sharpener, backpack, to classroom objects and
pencil case, box, etc. commands.
■ Writing the plural of nouns.
Useful expressions: ■ Writing descriptions of classroom
■ Go to the board. Close/open objects.
your books/the door, the
windows. Work in groups/pairs.
Make a circle. Sit down, stand
up, erase the board, turn on/off
the computer/lights. Thank you.
Thanks. Thanks a lot. Thank you
very much. You’re welcome.
UNIDAD 3: MY FAMILY IS FROM EL SALVADOR

Contents: Listening ■ Showing respect toward peers’ 3.1 Correctly identifi es family ties,
■ Expressions for self-identifi cation ■ Listening and listing family ties. descriptions. people’s nationalities, language and
■ Family members ■ Listening and identifying people’s ■ Demonstrating empathy before age from audio sources.
■ Moods, emotions and physical nationality, language and age. others’ concerns. 3.2 Matches words from audio input
description ■ Listening and matching words ■ Showing interest in identifying with pictures of occupations
■ Countries, nationalities and with pictures of occupations. and pronouncing the phonemes appropriately.
languages ■ Recognizing adjectives for mood of the genitive case. 3.3 Accurately circles descriptive
■ Jobs and occupations and physical description. ■ Being tolerant to others’ reactions adjectives for mood
■ Numbers from 91 to 200 ■ Listening and discriminating the to someone’s physical description. and physical description of family
■ Age phonemes / s/, /z/, and /ez/ ■ Preventing the use of pejorative members in a given text.
of the genitive case. language to describe family 3.4 Clearly discriminates and
Grammar in context: ■ Showing interest in the members. reproduces the phonemes / s/, /z/,
■ To be: yes-no questions, information exchanged by peers. and /ez/ of the genitive case.
affi rmative/negative statements, 3.5 Identifi es himself/herself with
wh-questions (what/where/how) Speaking appropriate vocabulary.
- Are you from San Salvador? ■ Identifying oneself. 3.6 Uses the correct word to identify
- She’s from Spain. ■ Telling the number of family family members.
- My parents are not Salvadoran. members in his/her family. 3.7 Tells family member’s nationality,
- Where are you from? ■ Naming different family ties. language and age without errors.
■ Introduction to the past of be: ■ Exchanging information about 3.8 Exchanges information about
affi rmative statements family members. oneself and others using accurate
- I was born in Peru. ■ Telling someone’s age, language vocabulary and pronunciation.
- My friends were here yesterday. and nationality. 3.9 Describes someone’s mood with
■ Questions with do/does ■ Describing physical traits of family respect.
- Do you live in Sonsonate? members. 3.10 Accurately pronounces the
- What does your father do? ■ Describing people’s mood. phonemes /s/, /z/, and /ez/ of the
■ Subject pronouns: all forms ■ Pronouncing the phonemes /s/, genitive case.
- He is my best friend. /z/, and /ez/ of the genitive case. 3.11 Correctly incorporates the
- They are my grandparents. ■ Incorporating the auxiliary do/ auxiliary do/does in negative and
■ Genitive case: ´s does in negative and interrogative interrogative statements.
- My aunt’s nationality is Honduran. statements. 3.12 Scans basic vocabulary of
- What’s your friend’s age? family ties from a short
Reading written paragraph without mistakes.
Vocabulary: ■ Scanning vocabulary of family ties. 3.13 Reads a list of most common
■ Mother, father, sister, brother, ■ Reading list of adjectives adjectives describing people’s mood
cousins, aunt, uncle, grandfather, describing people’s mood. with correct pronunciation.
grandmother, teacher, student, ■ Reading and recognizing 3.14 Reads his/her classmate’s
secretary, accountant, doctor, descriptions of physical descriptions of physical appearance
nurse, lawyer, police offi cer, appearance. at a sentence level.
carpenter, plumber, fi re fi ghter, 3.15 Draws a family tree and writes a
security guard, homemaker, Writing textual transcription of the ties
Salvadoran, Canadian, Mexican, ■ Drawing a family tree. without mistakes.
Guatemalan, Honduran, Nicaraguan, ■ Listing family members. 3.16 Writes a list of the 7 most
Costa Rican, North American , ■ Writing about physical traits. important family members.
happy, sad, angry, quiet, shy, ■ Writing an e-mail describing 3.17 Writes a short paragraph about
outgoing, polite, impolite, tall, short, oneself and others. physical description of family
thin, chubby, good looking, ugly. members with no or few grammatical
mistakes.
Useful Expressions: 3.18 Avoids using pejorative
■ What’s your nationality? How old language to describe someone’s
are you? I’m ….years old. What physical appearance in oral and
are you like? What’s he/she written texts.
like? Tell me about…How many
people are there in your family?
UNIDAD 4: GOODS
Contents: Listening ■ Participating in oral exchanges 4.1 Clearly discriminates numbers
■ Numbers from 200 to 1000 ■ Discriminating numbers from 200 actively. from 200 to 1000 from diverse
■ Clothing and accessories to 1000 in different sources. ■ Showing appreciation for his/her recorded material.
■ Furniture ■ Identifying prices. classmates’ remarks. 4.2 Accurately writes down the prices
■ Food and drinks ■ Listening and listing clothing items ■ Complimenting his/her of different clothing items and
■ Seasons and weather and accessories. classmates’ preferences for accessories from oral sources.
■ Money denominations ■ Discriminating among colors. clothing and accessories. 4.3 Identifi es different clothing items
■ Prices up to $500.00 ■ Recognizing names of furniture in ■ Becoming aware of consumers’ and accessories by correctly pointing
Grammar in context: oral discourse. rights and the role of Customer at them.
■ Questions with How much…? ■ Associating oral input about food Service. 4.4 Discriminates colors of the most
- How much is that shirt? and drinks to pictures. ■ Developing awareness of the commonly used clothing items,
- How much are these oranges? value of money. accessories, furniture, food and
Speaking drinks.
■ Talking about clothing and 4.5 Identifi es and circles food
accessories. mentioned in a recording..
■ Subject pronouns (it/they) ■ Describing the relationship 4.6 Actively gets involved in
- It’s twelve dollars. between clothes worn and weather. conversations about clothes,
- They are expensive. ■ Identifying the color of objects. accessories, furniture, food and
■ Demonstratives: this/these/that/ ■ Naming pieces of furniture. drinks.
those ■ Exchanging information about 4.7 Politely compliments his/her
- This is a blue dress. favorite food/drink/fruit/ vegetable. classmates for their taste in clothes.
- Those are my favorite shoes. ■ Saying the color of food items. 4.8 Appropriately lists the most
■ Plurals ■ Talking about grocery shopping. commonly used clothing items and
- I like those blouses. ■ Asking for and telling prices. accessories depending on the
- How much are these watches? weather.
Reading 4.9 Names pieces of furniture with
Vocabulary: ■ Scanning words related to correct pronunciation.
■ Pants, blouse, jeans, socks, clothing. 4.10 Actively exchanges information
shoes, shirt, T-shirt, shorts, skirt, ■ Reading ads for furniture. about his/her favorite food/drink/fruit/
belt, watch, glasses, table, chair, ■ Reading a shopping list. vegetable.
bed, sofa, desk, lamp, bread, ■ Reading about food in different 4.11 Talks with peers about food
beans, cheese, milk, coffee, sources. usually bought at the supermarket
soda, juice, water, cereal, fruits, while showing interest to their
chicken, meat, salad. Writing remarks.
Red, green, yellow, orange, ■ Writing the price of goods. 4.12 Tells prices from pictures of
purple, pink, gray, black, white, ■ Listing clothing items and furniture. clothes and accessories with their
brown, blue, dime, penny, nickel, ■ Writing a shopping list. corresponding price tags.
quarter, summer, spring, fall, ■ Writing descriptions of goods. 4.13 Scans words related to clothing
winter, sunny, hot, cloudy, etc. from a short text.
4.14 Reads and identifi es color and
Useful Expressions: price of items in furniture ads.
■ May I help you? How can I 4.15 Reads his/her classmates’
help you? That’s expensive/ shopping list.
cheap!Can I see that/those…? 4.16 Writes the price of goods
Anything else? Is that all? Do mentioned by classmates.
you have change for a twenty? 4.17 Lists clothing items and furniture
Here’s your change. That’ll be all, with accurate spelling.
thanks. 4.18 Writes a shopping list with
correct usage of
singular and plural forms.
4.19 Writes descriptions of some
goods displayed in given pictures.
UNIDAD 5: HOLIDAYS
Contents: Listening ■ Showing respect before peers’ 5.1 Identifi es the correct day of the
■ Dates (month/day/year) ■ Listening and circling days of the accounts on ways they celebrate week from a list of dates in a
■ Ordinal numbers: 1st to 31st week in different sources. holidays. conversation and diverse oral input
■ Holidays ■ Identifying months in different ■ Being interested in classmates’ about people’s age.
■ Birthdays sources. participation. 5.2 Identifi es and writes the months
■ Associating dates to holidays. ■ Being polite when asking and mentioned in diverse listening input.
Grammar in context: ■ Identifying action verbs answering questions. 5.3 Identifi es and associates action
■ Prepositions of time: in, on associated with holidays. ■ Tolerating classmates’ language verbs from audio material with the
- Independence Day is in September. ■ Picking out specifi c information skills weaknesses. corresponding holiday.
- What do you do on Mother’s Day? about age and holidays. ■ Cooperating with other students 5.4 Successfully picks out specifi c
■ To be: wh-questions ■ Distinguishing the intonation of in group activities information from conversations of
- When is your birthday? yes-no and wh- questions. peers, teacher and audio related to
- What is the main holiday in San ■ Differentiating the phonemes age and holidays.
Salvador? /s/, /z/, and /ez/ of the third 5.5 Clearly distinguishes and applies
person singular. the rising and falling intonation of
■ Do/Does: wh- Questions questions.
- What do you do on your Speaking 5.6 Differentiates and correctly
birthday? ■ Saying days of the week and reproduces the phonemes /s/, /z/,
- When do you celebrate Labor months of the year. and /ez/ of the third person singular
Day? ■ Telling dates. in affi rmative sentences in the
■ The present tense: action verbs ■ Pronouncing ordinal numbers. present tense.
in all forms ■ Saying ordinal numbers in 5.7 Accurately pronounces the days
- We eat lots of food for sequence. of the week and months of the year.
Christmas. ■ Asking and telling people’s age,
- She doesn’t work on New Year’s date and place of birth. 5.8 Tells the dates of birthdays,
Eve. ■ Asking and telling names of holidays and important events with
streets with ordinal numbers. adequate word order and correct use
Vocabulary: ■ Asking and answering wh- and of the prepositions in and on.
■ Monday, Tuesday, Wednesday, yes-no questions in the present 5.9 Gives the right pronunciation to
Thursday, Friday, Saturday, tense. the ending of the ordinal numbers.
Sunday. January, February, ■ Describing common activities for 5.10 Says the ordinal numbers in the
March, April, May, June, July, holidays. correct sequence up to 31st.
August, September, October, 5.11 Asks and tells people’s age,
November, December. Reading date and place of birth with correct
Holy Week, Mother’s Day, ■ Reading and matching pronunciation and gramatical
Independence Day, Teacher’s descriptions with holidays. accuracy.
Day, Christmas, New Year’s Eve, ■ Reading and recognizing dates. 5.12 Asks and tells names of streets
All Souls’ Day, Day of the Cross, ■ Reading and paraphrasing with the correct use of ordinal
Labor Day. Go, like, have, classmates’ written paragraphs. numbers.
dance, eat, drink. 5.13 Asks and answers wh- and yes-
Writing no questions in the present tense
Useful Expressions: ■ Writing the spelling of ordinal with grammatical accuracy.
■ What’s your favorite holiday? numbers. 5.14 Respectfully describes his/her
How do you celebrate…? ■ Writing days of the week and town’s and family’s common
What’s special about that day? months of the year. activities for holidays.
My birthday is coming. My ■ Writing sentences from prompts. 5.15 Successfully matches written
birthday is on…What does your ■ Writing descriptive paragraphs. descriptions with the holiday
family do on…? described.
5.16 Reads and recognizes dates of
holidays and events in calendars,
magazine and newspaper articles.
5.17 Reads and paraphrases
classmates’ written paragraphs on
holidays and celebrations.
5.18 Correctly writes the spelling of
ordinal numbers next to its graphic
symbol.
5.19 Writes the days of the week and
months of the year with accurate
spelling.
5.20 Writes grammatically correct
sentences in the present tense from
prompts provided by the teacher.
5.21 Writes 5 to 6 -line paragraphs
describing most common actions
done by family members during
holidays.
UNIDAD 6: A PERFECT DAY
Contents: Listening ■ Appreciating his/her classmates’ 6.1 Clearly recognizes different forms
■ Telling the time ■ Recognizing the time in English. comments and opinions. to tell the time of the day in diverse
■ Daily activities ■ Associating time expressions to ■ Showing enthusiasm while oral input.
■ Hobbies/entertainment different moments of the day. narrating accounts. 6.2 Identifi es an associates time
Grammar in context: ■ Recognizing the use of ■ Listening attentively to classmates expressions from audio sources to
■ Prepositions of time: in, on, at prepositions of time. and teacher. different moments of the day.
- I do my homework in the ■ Identifying verbs to describe daily ■ Asking and answering questions 6.3 Attentively listens and identifi es
afternoon. activities. politely. actions in the past from teacher’s
- We eat dinner at six o’clock. ■ Recognizing vocabulary related ■ Helping shier students feel and classmates’ stories.
- She plays tennis on Saturdays. to hobbies and leisure time confi dent while speaking. 6.4 Clearly differentiates and
■ Frequency adverbs activities. ■ Being aware that mistakes are reproduces the phonemes /t/, /d/,
- I usually eat lunch at school. ■ Associating adverbs to the part of the learning process. and /ed/ of the regular past tense.
- He never wakes up after eight. frequency of habitual activities. ■ Being thorough at incorporating 6.5 Uses appropriate expressions to
- We hardly ever watch TV at ■ Distinguishing the use of “did” to new language. studied in class to tell the hours, half hours, quarters
night. express the past. classroom use. and minutes.
■ Differentiating the phonemes /t/, ■ Using his/her imagination and 6.6 Appropriately asks and answers
/d/, and /ed/ of the regular past creativity to perform specifi ctasks. questions dealing with daily routines
tense. and habits.
■ Introduction to simple past: 6.7 Accurately tells the frequency of
questions with what and where Speaking some habitual activities in El
and affi rmative statements ■ Asking and telling the time. Salvador.
- What did you do yesterday? ■ Sharing information about daily 6.8 Confi dently exchanges
- Where did you go on Saturday? routines and habits. information about their daily schedule
- I went to the park last weekend. ■ Telling the frequency of some for personal activities at home, work
■ Expressions of time habitual activities. and school.
- I exercise in the morning. ■ Exchanging information about 6.9 Eagerly asks and answers
- My parents went to the movies hobbies and recreational activities. questions about hobbies and
last night. ■ Discussing the elements of a recreational activities.
- Yesterday I had an exam. perfect day. 6.10 Uses his/her imagination vividly
Vocabulary: ■ Narrating an exciting experience to engage in classroom discussions
■ In the morning/ afternoon/ in the past. related to the description of a perfect
evening, at night/ noon/ ■ Expressing likes and dislikes. day.
midnight, o’ clock, a quarter after ■ Pronouncing the phonemes /t/, 6.11 Narrates an exciting experience
…, a quarter to …., yesterday, /d/, and /ed/ of the regular past in the past, using the correct form of
last night, last weekend, usually, tense. the most common regular and
often, never, always, hardly ever, ■ Incorporating “did” to questions irregular verbs and the right
rarely, wake up, get up, take, and negative statements. intonation to communicate meaning.
eat, have, brush, get, dress, go, ■ Using the right intonation to 6.12 Correctly pronounces the
play, study, watch, live. communicate meaning. phonemes /t/, /d/, and /ed/ of the
regular past tense.
Useful Expressions: Reading 6.13 Incorporates the auxiliary “did”
■ What time is it? It’s….What ■ Reading vocabulary classifi ed by in negative and interrogative
time do you wake up? I wake categories. statements of the past tense.
up at…What are your hobbies? ■ Matching words with defi nitions. 6.14 Successfully reads vocabulary
What do you do every day? ■ Guessing vocabulary from context. classifi ed by categories, related to
How often do you…? How was ■ Reading classmates’ descriptions. daily activities, hobbies and the
your weekend? ■ Getting the main idea of a text. entertainment business.
■ Scanning texts for specific 6.15 Appropriately matches words
information with defi nitions from authentic
written sources.
Writing 6.16 Guesses vocabulary from
■ Writing sentences about likes and context from a Reading on leisure
dislikes. time activities.
■ Completing timetables. 6.17 Reads and paraphrases
■ Completing controlled written drills. classmates’ descriptions showing
■ Listing hobbies and recreational respect and enthusiasm.
activities. 6.18 Skims a text about hobbies and
■ Writing short descriptions of daily leisure time activities.
routines. 6.19 Successfully scans specifi c
■ Writing a paragraph describing information from a given text.
a perfect day. 6.20 Writes sentences about likes
and dislikes using verbs in the affi
rmative and negative form
6.21 Correctly completes timetables
in information gap activities.
6.22 Fills in the blanks of controlled
written drills with the past tense of
verbs.
6.23 Lists her/his favorite hobbies
and recreational activities by
categories and with correct spelling.
6.24 Writes an 8 to 10-line
description of daily routines
incorporating frequency adverbs and
affi rmative, negative and
interrogative sentences
in the present tense.
6.25 Writes a 6 to 8-line paragraph
describing a perfect day he/she had,
with unity, correct spelling and the
accurate use of the past tense
INGLES
OCTAVO GRADO
UNIDAD 1: GETTING TO KNOW MY CLASSMATES
Contents: Listening ■ Demonstrating interest in listening 1.1 Recognizes formal and informal
■ Formal and informal introductions, ■ Recognizing formal and informal to personal information. introductions, greetings and leave
greetings and leave-takings introductions, greetings and leave ■ Showing respect for others when takings.
■ Nicknames takings. exchanging personal information. 1.2 Clearly identifi es deletions and
■ Vocabulary and expressions to ■ Identifying deletions and clusters ■ Cooperating with peers in clusters
exchange personal information in language used to exchange teamwork. in language when exchanging
■ Likes and dislikes personal information. ■ Developing a positive attitude personal information.
Grammar in context: ■ Recognizing the phonemes /s/, toward sharing personal 1.3 Recognizes the phonemes /s/,
■ Review of verb to be and the /z/, and /ez/ of the third person preferences with peers. /z/, and /ez/ of the third person
simple present singular form of action verbs. ■ Participating in dialogues with singular form in audio and written
- Ana is a good student. confi dence. sources.
- Luis plays baseball. Speaking ■ Completing academic tasks with 1.4 Expresses formal and informal
- Do you like sports? ■ Greeting and introducing people creativity. greetings with correct pronunciation
formally and informally. ■ Showing acceptance and and intonation.
■ Review of possessive adjectives ■ Using titles and nicknames when tolerance of errors as part of the 1.5 Introduces himself/herself and
(my, your, his, her, our, their) addressing others. learning process. others correctly.
- My last name is López. ■ Asking for personal information. 1.6 Addresses his/her teachers and
- Our teacher is Mr. Ruiz. ■ Asking for and expressing likes partners adequately, formally and
■ Review of subject pronouns (I, and dislikes about music, sports, informally.
you, he, she, it, we, you, they) 1.7 Asks and answers short
- I like soccer. It is fun. and movies. questions related to personal
- They are my friends. Reading information.
Vocabulary: ■ Scanning for personal information. 1.8 Correctly asks and answers short
■ Titles: Mr., Miss, Mrs. Ms. ■ Identifying key words related to questions to fi nd out personal likes
■ Leisure time activities: listen to personal preferences and physical and dislikes.
music, net surfi ng, watch TV, activities. 1.9 Expresses likes and dislikes with
go bike riding, play sports, read ■ Identifying main ideas related to confi dence and clarity.
magazines, play video games, go recreational activities. 1.10 Finds specifi c information in
out with friends, visit relatives, go written texts.
shopping, go to the park, go to Writing 1.11 Identifi es main ideas in short
the movies, go dancing, etc. ■ Filling out personal information written texts.
■ Basketball, soccer, softball, cards. 1.12 Fills out information cards using
volleyball, chess, magazines, ■ Writing a personal ad. the required personal information
e-mail, chat room, movies: science ■ Writing e-mails to greet. with clarity and accuracy.
fi ction, adventure, drama, thrillers, ■ Writing original sentences and 1.13 Writes a personal ad with the
soap operas, television series, dialogues related to personal required information and creativity.
documentaries, etc. information, likes, and dislikes. 1.14 Writes original e-mails to greet
Useful expressions: ■ Writing about sports and other with appropriate vocabulary and
■ Could you spell your…? Excuse personal preferences. grammar.
me, are you….? This is Maria. 1.15 Labels illustrations related to
Maria, this is Pedro. Nice personal likes and dislikes with the
meeting you! Sorry, but I have to correct vocabulary.
go. Nice talking to you. Talk to 1.16 Writes original dialogues about
you later. Take care! personal information and preferences
■ What do you do in your spare with correct spelling and syntax.
time? What does she/he do in
her/his spare time? Do you like
pop music? I watch TV. I listen
to music. I play soccer. I like
listening to classical music.
UNIDAD 2: MY SCHOOL
Contents: Listening ■ Showing respect to the school 2.1 Identifi es places, objects, and
■ Identifi cation of facilities, ■ Identifying vocabulary related to personnel. courses at school in audio sources.
personnel, objects and equipment objects, personnel, courses, and ■ Developing tolerance toward 2.2 Identifi es information about
at school places in the school. personal and physical comparisons when listening to
■ Comparison of objects, courses ■ Picking out key information on the differences. recorded material.
and facilities characteristics of school objects, ■ Showing interest in constant 2.3 Correctly reproduces the sound
■ Description of school activities personnel, courses and facilities. practice to polish pronunciation. for /ð/ in the and than.
Grammar in context: ■ Recognizing the phoneme /ð/ ■ Showing respect toward other 2.4 Correctly names and pronounces
■ Review of the verb to be in the defi nite article “the” and in people’s possessions. vocabulary related to school facilities,
- This is the library. “than”. ■ Completing academic tasks with personnel, and courses.
- They are secretaries. creativity. 2.5 Orally compares things, people,
■ Comparative of adjectives: Speaking ■ Cooperating actively in team and places with respect and
- This room is nicer than the other ■ Identifying and naming the work grammatical accuracy.
one. different areas, personnel, 2.6 Confi dently expresses
courses, and activities in the preferences on school activities.
- The cafeteria is bigger than the school. 2.7 Identifi es vocabulary related to
main offi ce. . ■ Comparing the areas, personnel, school facilities, personnel, courses
- The laboratory is more modern courses, and activities in the and activities in texts.
than the cafeteria. school. 2.8 Identifi es differences between
■ Superlative of adjectives: ■ Expressing the superlatives of school objects, places, and courses
- Our school is the biggest in the the different areas, courses, and with precision in written material.
country. activities in the school. 2.9 Scans an article for specifi c
- This is the most important vocabulary related to comparisons of
assignment. Reading school objects, places, and
■ Possessive pronouns: mine, yours, ■ Recognizing vocabulary related activities.
his, hers, ours, theirs to school. 2.10 Labels the different school
- This book is hers. ■ Identifying differences between areas and personnel using the
- They are friends of ours. objects and places in different correct vocabulary.
■ Review of indefi nite articles: a/an sources. 2.11 Writes original sentences using
- We have a printer in our ■ Scanning for specifi c language comparatives and superlatives.
classroom. related to the different levels of 2.12 Draws and labels posters with
- Math is an interesting class. comparison. creativity.
■ Defi nite article the
- The microscope in the lab is old. Writing
Vocabulary: ■ Labeling the school areas.
■ School facilities: classroom, ■ Illustrating and labeling the school
laboratory, library, cafeteria, personnel.
principal’s offi ce, offi ce, gym, yard, ■ Writing comparisons.
play ground, BKB court, soccer ■ Making posters related to courses
fi eld, computer room, teachers’ or subjects
room, bathroom.
■ School personnel: principal,
teacher, secretary, janitor,
psychologist, P.E. teacher.
■ Equipment: projector, microscope,
computer, keyboard, CPU,
printer, fax machine, photocopier,
scanner, bookshelves.
■ Courses: Mathematics, Science,
Social Studies, English, Spanish
Language and Literature, Physical
Education, Technology.
■ School activities: Science Fair,
Achievement Fair, Literature
contest, competitions, song
festival, gastronomic festival,
civics week.
Useful expressions:
■ What do you have in your
classroom? There is/There are….
What classes do you have?
What is the easiest/ hardest
class? Who’s the principal at your
school? What’s your teacher’s
name? Who´s your best friend?
UNIDAD 3: MY HOME
Contents: Listening ■ Reinforcing the values of 3.1 Identifi es places and furniture in
■ House and furniture ■ Identifying vocabulary related tolerance, respect, and support the house, physical features and
■ Physical appearance of relatives to places, furniture, physical in the family. personality types in audio sources.
■ Personality of relatives appearance, personality and ■ Showing respect toward 3.2 Answers oral questions related to
■ Meaning of home values in the family. the differences in physical physical appearance and personality
Grammar in context: ■ Picking out key words about appearance and personality of relatives with accuracy.
■ Adjectives for describing places and furniture in the house, among peers. 3.3 Successfully recognizes people
appearance and personality physical appearance, personality ■ Cooperating to keep a clean from oral physical and personality
- My mom is short and slim. and values in the family. and healthy environment at descriptions.
- Your sister is pretty. ■ Recognizing people through home. 3.4 Lists the different spaces and
■ Be + adjective physical and personality ■ Being conscious about the furniture in the house.
- I’m outgoing. descriptions. importance of having good 3.5 Classifi es and locates the
- Paul is quiet. relationships at home. furniture in the different rooms.
Speaking ■ Creating expectation for further 3.6 Describes the physical
■ Simple present wh- questions ■ Listing the different areas and learning improvement. appearance as well as personality of
- What does your brother look like? furniture in the house. ■ Practicing cooperation when the family members with complete
- Where do you do your homework? ■ Asking and telling about people’s working in teams. and correct sentences.
■ Review of prepositions of place: in, appearance. 3.7 Asks and answers questions
at, on ■ Asking about people’s personality about family members’ appearance
- I do my homework in my bedroom. Describing people’s personality. and personality.
- The family room is on the second ■ Describe people’s physical 3.8 Confi dently gives short
fl oor. appearance. speeches about favorite chores at
Vocabulary: ■ Expressing the meaning of home. home
■ Places in the house:living room, ■ Talking about favorite chores at 3.9 Identifi es vocabulary for spaces
kitchen, dining room, bedroom, home. in the house and furniture in written
bathroom, garden, yard, garage, material.
stairs, fi rst fl oor, second fl oor, Reading 3.10 Properly identifi es main ideas
home ■ Recognizing vocabulary related to about family topics in texts.
safety, protection, comfort, support, places in the house. 3.11 Successfully scans a text for
etc. ■ Identifying main ideas in texts specifi c information on people’s
■ Furniture: sofa, armchairs, coffee about features and personality.
table, lamp, mirror, telephone, home and family. 3.12 Draws and labels the different
television set, clock, refrigerator, ■ Scanning for specifi c language spaces at home with creativity.
stove, microwave oven, sink, table, related to physical appearance and 3.13 Describes the family members
chairs, china cabinet, curtains, bed, personality with the correct vocabulary and
closet, wardrobe, fan, bookcase. grammatical structures.
■ Physical appearance: tall, short, Writing 3.14 Writes synonyms and antonyms
thin, heavy, slim, good-looking, ■ Illustrating and labeling the spaces for vocabulary related to home and
pretty, handsome, beautiful, ugly, at home. family with accuracy.
young, middle- aged, blond/ ■ Writing descriptions of people. 3.15 Writes a 75-word description
gray/ brown/ black hair, curly/ ■ Investigating and copying the about the use of the most important
wavy/straight hair, blue/green/ meaning of words related to values pieces of furniture at home.
brown eyes, brunette, clear, dark in the family.
skin. ■ Writing synonyms and antonyms
■ Personality: outgoing, shy, for vocabulary related to home
easygoing, talkative, stubborn, and family.
quiet, friendly, serious. ■ Describing the uses of furniture
Useful expressions: and appliances.
■ This is my family. Who is she?
Which one is your sister? That’s/
She’s my sister, mother. That’s/
He’s my father, brother.Where’s
your mother? My mother is in the
garden. What does home mean?
UNIDAD 4: LET’S GO SHOPPING

Contents: Listening Stress the importance of dressing 4.1 Successfully recognizes
■ Clothing and personal care items ■ Identifying vocabulary related appropriately at school and out vocabulary and key words related to
■ Home appliances to clothing, personal care items, of school. clothing, personal care items, home
■ Review of colors home appliances, groceries and ■ Interacting with respect when appliances and groceries from
■ Prices up to $1000.00 produce in different sources. asking and answering about recorded material.
■ Groceries and produce ■ Picking out key words on colors, prices. 4.2 Recognizes prices up to
Grammar in context: clothing, personal care items, ■ Promoting the development of $1000.00 from peers and teacher’s
■ Present continuous home appliances and groceries local commerce and industry. oral input and recorded material.
- What is she wearing? from different sources. ■ Becoming aware of the relation 4.3 Clearly discriminates and
- I’m wearing a red blouse and ■ Recognizing prices of clothing quality-price when choosing reproduces the phoneme /0/ in
blue jeans. and personal care items, home items. numbers three, thirteen, thirty and
■ How much versus how many appliances and groceries. ■ Showing interest in purchasing thousand.
- How much rice do you need? ■ Discriminating the sound / 0 / in healthy and environment-friendly 4.4 Describes what his/her partners
- How many oranges do you want? numbers. foods and items. are wearing with correct word order.
■ Quantifi ers 4.5 Correctly asks and answers
- There is some milk in the Speaking questions about colors of items.
refrigerator. ■ Asking about and describing the 4.6 Asks for and gives prices up to
- I need a lot of apples for the clothes and colors people are one thousand with correct
cake. wearing. pronunciation and grammatical
■ Count and mass nouns ■ Asking about and telling the color accuracy
- I need a little salt for the salad. of items. 4.7 Clearly names samples and
- Would you like some carrots? ■ Asking for and giving prices. illustrations of groceries and foods.
■ Any / some ■ Listing groceries and produce. 4.8 Accurately uses some/any when
- We don’t have any juice. ■ Naming home appliances in a describing recipes or favorite foods.
- There are some cookies left. house. 4.9 Uses quantifi ers correctly when
Vocabulary: ■ Asking and answering about the listing count and mass nouns.
■ Trousers, jacket, suit, raincoat, existence of different groceries or 4.10 Scans newspaper and
sandals, sneakers, boots, tie, hat, foods. magazine articles for vocabulary
cap, TV, stereo, DVD, camcorder, ■ Talking about favorite foods. related to clothing and personal care
cell phone, microwave oven, items.
refrigerator, stove, a can of, a box Reading 4.11 Successfully recognizes prices
of, a bottle of, a head of, a crate ■ Recognizing vocabulary for on paper and online catalogs.
of, a bowl of, a loaf of, a slice of, clothing, personal care items, 4.12 Creatively illustrates and labels
a little, a few, a lot of, a bag of, a home appliances and groceries. clothing and personal care items.
pound of, tuna, rice, orange juice, ■ Scanning for prices up to one 4.13 Correctly fi lls out
lettuce, grapes, soup, bread, thousand in different sources. questionnaires about prices of
ham, salt, sugar, pineapples, ■ Extracting main ideas on clothing, personal care items, home
watermelon, cream, oil, ground shopping from different texts. appliances and groceries.
beef. 4.14 Writes sentence-level
Useful Expressions: Writing descriptions about people’s
■ How can I help you? I need/ ■ Illustrating and labeling clothing clothes with adequate syntax and
want/would like…., please. Are items, home appliances and correct spelling.
there any…? Is there any….? groceries. 4.15 Writes simple recipes with
Do you have any….? What else ■ Filling out questionnaires on correct spelling and appropriate
do we need? Let’s go shopping. prices. usage of quantifi ers.
That’s all ■ Writing sentence-level
descriptions about people’s clothes.
■ Writing simple recipes.
UNIDAD 5: PARTY TIME
Contents: Listening ■ Showing courtesy when making 5.1 Uses pre-listening strategies
■ Invitations ■ Using pre-listening strategies. and accepting invitations. (prediction, building background
■ Requests ■ Recognizing vocabulary related ■ Cooperating actively in planning knowledge) before listening
■ Expressions of agreement and to invitations and requests in celebrations among peers. activities.
disagreement different sources. ■ Promoting positive attitudes 5.2 Recognizes vocabulary related to
Grammar in context: ■ Picking out key words related to toward traditional local festivities. invitations and requests in audio
■ Future with BE+GOING TO future plans, adverbs of time and ■ Showing interest in making plans sources and from peers’ oral input.
- I’m going to have a birthday expressions of agreement and for the future. 5.3 Picks out key words related to
party. disagreement. ■ Being polite when making future plans, adverbs of time and
- We’re going to celebrate ■ Recognizing the sounds /gonna/ requests. expressions of agreement
Teacher’s Day. for “going to” and /wanna/ for ■ Developing awareness toward and disagreement from recorded
■ Adverbs of time “want to” in speaking. the role of learning strategies material and authentic oral input.
- I’m going to arrive early at the party. in the acquisition of a foreign 5.4 Clearly recognizes and
- Do you want to join us for lunch Speaking language. reproduces the sounds /gonna/ for
tomorrow? ■ Asking and telling about future “going to” and /wanna/ for “want to”.
■ Review of prepositions of time and plans. 5.5 Correctly asks and answers
place ■ Making invitations to different questions about future plans.
- The celebration will be in the activities or events. 5.6 Makes invitations to different
afternoon. ■ Accepting or declining invitations. events with grammatical accuracy.
- Can you put the sodas on the ■ Making requests. 5.7 Politely accepts or declines
table? ■ Discussing likes and dislikes invitations from partners.
■ Object pronouns about social activities. 5.8 Courteously makes requests to
- Could you bring us some water? ■ Showing agreement or peers.
- Say hi to him for me. disagreement. 5.9 Accurately expresses agreement
■ Rejoinders with too and either ■ Making further questions about or disagreement.
- I love cake. I do, too. activities or events. 5.10 Correctly asks further questions
- I don’t drink coffee. He doesn’t about activities and events.
either. Reading 5.11 Uses pre-reading strategies
Vocabulary: ■ Using pre-reading strategies. (prediction, building background
■ Late, early, on time, them, him, ■ Recognizing vocabulary for future knowledge, forming a purpose),
her, me. plans, invitations and requests in before reading texts on future plans,
texts. invitations and requests.
Useful expressions: ■ Scanning texts for specifi c 5.12 Successfully recognizes
■ What are you going to do this information on future plans. vocabulary for future plans,
weekend? What are you going to invitations and requests in texts.
do on...? Let’s have a party! Would Writing 5.13 Scans paragraphs written by
you like to come with us? I’d love to ■ Writing sentences describing peers’ for specific information about
come along. I’d love to, but I can’t. future plans. future plans.
I’m sorry, I can’t. Do you want ■ Filling out questionnaires about 5.14 Writes original sentences
some…? future plans. describing future plans with
■ Writing conversations accepting grammatical accuracy.
or declining invitations. 5.15 Correctly fi lls out
■ Writing invitation cards. questionnaires about future plans
and invitations.
5.16 Writes original conversations
about invitations and requests with
correct spelling and syntax.
5.17 Writes original invitation cards
using the appropriate vocabulary and
expressions.
UNIDAD 6: HEALTHY HABITS

Contents: Listening ■ Emphasizing the importance of 6.1 Successfully identifi es
■ Food pyramid ■ Identifying vocabulary related nutrition and healthy habits to vocabulary related to healthy food,
■ Eating habits to healthy food, eating habits, improve the quality of life. good eating habits, exercising, and
■ Exercising and sports exercising and sports in different ■ Encouraging the no consumption the practice of sports in oral input
Grammar in context: sources. of drugs for good mental and from teacher and peers.
■ Imperatives ■ Extracting specifi c information on physical health. 6.2 Extracts specifi c information on
- Drink lots of water. foods, eating habits, exercising, ■ Promoting a positive attitude foods, eating habits, exercising and
- Don’t eat too much after seven. and sports from different sources. toward the practice of sports and sports from live and recorded audio
■ Review of Simple present tense in ■ Recognizing the phonemes /s/, fi tness activities. sources.
all forms /z/ and /iz/ for third person ■ Working on academic tasks with 6.3 Clearly recognizes and
- She does aerobics. singular verb endings. creativity. reproduces the phonemes
- We eat fruit for dessert. ■ Recognizing the phonemes /t/, ■ Recognize in a positive manner /s/, /z/ and /iz/ for third person
- I don’t exercise after lunch. /d/, and /id/ of the regular the authority of parents and singular verb endings.
- What do you eat for breakfast? past tense. teachers. 6.4 Clearly recognizes and
■ Review of Simple past tense in all reproduces the phonemes /t/, /d/,
forms Speaking and /id/ of the regular past tense.
- I went swimming before lunch. ■ Describing eating habits. 6.5 Describes personal eating and
- What did you eat yesterday? ■ Talking about exercise and sports exercising habits with appropriate
- He brushed his teeth after dinner. to be healthy. vocabulary and correct use of the
■ Before and after ■ Quantifying food and other items present tense.
- I take a shower before breakfast. with too many/too much. 6.6 Correctly quantifi es food and
- We did our homework after the ■ Giving advice on healthy habits. other items by using too many and
game. ■ Describing past events. too much.
■ Quantifi ers: too much and too ■ Telling a sequence of events. 6.7 Politely gives advice by using affi
many rmative and negative imperatives.
- Don’t eat too much candy. Reading 6.8 Describes past events with the
- There are too many people here. ■ Using pre-reading strategies. correct use of the past tense.
■ Recognizing vocabulary related 6.9 Orally expresses sequences of
Vocabulary: to food, sports and fi tness events in present and past with an
■ Grains, vegetables, fruits, meats, activities in texts. adequate use of connectors.
fats and oils, dairy products, ■ Identifying sequence of present 6.10 Uses pre-reading strategies
jogging, yoga, karate, aerobics, and past events in texts. (predicting, using contextual clues)
weights, soccer, tennis, swimming, ■ Skimming texts. before reading paper and online
basketball, baseball. articles on healthy habits.
Commands: brush your teeth, Writing 6.11 Successfully recognizes
brush your hair, don’t stay up too ■ Classifying foods by categories. vocabulary related to
late, don’t watch too much TV, ■ Drawing and labeling different food, sports and fi tness activities in
drink juice, eat some vegetables, kinds of food. different written texts.
exercise every day, sleep eight ■ Labeling different sports and 6.12 Correctly identifi es sequences
hours, take a shower. activities. of present and past events in
■ Writing short paragraphs about different written texts.
Useful Expressions: eating habits. 6.13 Effectively skims a text on
■ What sports do you practice? I ■ Create ads about healthy habits. healthy habits.
play tennis.When do you do your 6.14 Classifi es foods in the different
homework? I do my homework categories with correct spelling.
before playing./ I do my 6.15 Draws and labels kinds of food
homework after lunch. in the food pyramid with creativity.
6.16 Correctly labels different sports
and fi tness activities.
6.17 Writes a 6 to 8-line paragraph
about healthy eating habits with
coherence and correct syntax.
6.18 Creates an ad promoting
healthy habits with the appropriate
language, neatness and creativity.
INGLES
NOVENO GRADO
UNIDAD 1: MAKING FRIENDS IN THE NEIGHBORHOOD
Contents: Listening ■ Keeping confi dentiality on others’ 1.1 Confi dentially selects information
■ Professional and academic ■ Selecting key information on professional and academic on people’s professional and
background of relatives and people’s professional and records. academic background.
neighbors academic background. ■ Promoting sound activities for the 1.2 Effectively identifi es plans for the
■ Plans for the weekend ■ Recognizing plans for the weekend among neighbors. weekend from audio sources.
■ Expressions to make formal and weekend from different sources. ■ Valuing the role of socialization 1.3 Recognizes acceptance or
informal invitations ■ Recognizing acceptance or among neighbors. refusal of invitations.
■ Expressions to accept/refuse refusal of invitations. ■ Expressing acceptance or refusal 1.4 Politely gives and elicits
formal and informal invitations properly when being invited. information on people’s professional
Grammar in context: Speaking ■ Appreciating the importance of and academic background.
■ Will/be going to in all forms ■ Giving and eliciting information intonation in communication of 1.5 Expresses plans for the weekend
- I’ll go to the museum. on professional and academic meaning. stressing on the relevance of
- He’s going to do the dishes. background. socialization among peers and
■ Yes-no questions. ■ Expressing plans for the weekend neighbors and the practice of sound
- Are you going to see a movie? ■ Inviting someone, formally or activities.
■ Information questions, short and informally, to join you. 1.6 Cordially invites someone
long answers ■ Accepting or refusing an formally or informally to share sound
- Where are you going to have a invitation. activities for the weekend.
picnic? 1.7 Respectfully accepts or refuses
- We’re going to have a picnic at Reading invitations using
the lake. ■ Identifying information on proper grammar, vocabulary and
■ Possessive pronouns people’s professional and suprasegmental features.
- A friend of mine is coming. academic background. 1.8 Identifi es information on people’s
- This basket is ours. ■ Recognizing plans for the professional and academic
Vocabulary: weekend. background in job application forms,
■ Buddy, cool, guys, a friend of ■ Inferring ideas of acceptance and records and résumés.
mine/ours, picnic, barbecue, refusal. 1.9 Recognizes plans for the
soccer game, basketball game, weekend in a simple text.
house chores (do the dishes, cook, Writing 1.10 Infers ideas of acceptance and
mop and sweep, water the plants/ ■ Filling out professional and refusal of invitations.
garden), go to church. academic records. 1.11 Fills out professional and
Useful expressions: ■ Writing a résumé. academic records.
■ I’d like you to meet…. Just call ■ Stating plans for the weekend. 1.12 Writes a simple résumé clearly
me…. What’s up? Do you want to ■ Writing invitations (notes, cards, and neatly.
join us? Would you like to go with fl yers). 1.13 Writes about plans for the
us? Do you want to come along? weekend using proper
I’d love to, but… I’m sorry, but… grammar and assertive language.
I’d be glad to. Where did you 1.14 Elaborates invitations (notes,
study….? Where did you work….? cards, fl yers.) with appropriate word
Where are you studying? Where choice and gramatical accuracy.
are you working? 1.15 Properly expresses acceptance
or refusal of invitations in writing.|
UNIDAD 2: THE NEIGHBORHOOD

Contents: Listening ■ Acting in a helpful manner when 2.1 Locates places in the
■ Locations in the neighborhood ■ Locating places in the giving directions to others. neighborhood and in a building plan.
■ Directions in the neighborhood neighborhood and in a building. ■ Being patient and understanding 2.2 Follows oral directions in the
■ Locations in a building ■ Following oral directions. with people who request detailed neighborhood and in a building.
Grammar in context: directions. 2.3 Politely asks for directions to get
■ Prepositions of place Speaking ■ Showing friendliness and to places in the neighborhood and in
- The store is across from the bank. ■ Asking for directions in the hospitality to people who request a building.
- The doctor’s offi ce is on the neighborhood and in a building. directions. 2.4 Gives directions in the
second fl oor. ■ Giving directions in the ■ Show respect and support to neighborhood and in a building
■ Review of ordinal numbers neighborhood and in a building. people who are lost searching showing respect, support and
- The offi ce is the second door on for locations in the neighborhood friendliness.
the right. Reading and in a building. 2.5 Successfully reads neighborhood
- She lives on Third Avenue. ■ Reading a map of the ■ Showing creativity when maps and building plans.
■ Possessive of names neighborhood. performing academic tasks. 2.6 Successfully follows written
- That is Lidia’s house. ■ Reading a building plan. directions to get to places in the
- Carlos’s sister lives around the ■ Following written information neighborhood and in a building.
corner. (street signs, labels) in the 2.7 Writes directions to get to places
neighborhood and in a building. in the neighborhood and in a building
■ Imperatives with vocabulary and grammatical
- Walk two blocks and turn left. Writing accuracy.
■ Adverbs of location ■ Writing directions to get 2.8 Writes street signs and labels
- The bathroom is over there. to or locate places in the with correct spelling.
- The post offi ce is near here. neighborhood and in a building. 2.9 Draws original maps or plans
■ Writing street signs or labels. with creativity.
Vocabulary: ■ Drawing neighborhood maps or
■ Across from, next to, on the building plans.
corner of, in front of, at the corner
of, behind, fi rst fl oor, second
fl oor, Luis’s, Adriana’s, turn right,
turn left, go/walk/drive straight
ahead, near, far, here, there.
■ Post offi ce, supermarket,
basketball court, soccer, gym,
clinic, drugstore.
Useful expressions:
■ Excuse me, where is the library?
It’s….Where can I fi nd a store?
How do I get to the post offi ce?
It’s not far from here. You can’t
miss it.
UNIDAD 3: MY HOMETOWN
Contents: Listening Caring for the promotion of 3.1 Identifi es main ideas and key
■ Tourist attractions ■ Identifying main and key hometown’s tourist attractions information on hometown’s tourist
■ Festivities information on hometown’s tourist among fellow citizens and attractions and festivities from radio
■ Local/regional food attractions and festivities. foreigners. or TV commercials.
■ Hometown history ■ Listing types of local/ regional ■ Keeping and diffusing the 3.2 Lists types of local/regional food
Grammar in context: foods and their characteristics. historical and cultural value of and their characteristics when
■ Simple present in all forms ■ Recognizing on a timeline basis hometown’s festivities, customs listening to a text read by the
- Do you eat tamales on weekends? a hometown’s historical events by and traditions. teacher.
- El Salvador has beautiful beaches. areas: religion, economy, industry, ■ Promoting the consumption of 3.3 Recognizes hometown’s major
■ Past of be in all forms technology, education, customs tasty and healthy local/regional historical events when listening to a
- My grandfather was the mayor of and traditions. foods. recapitulation made by the teacher.
the town. ■ Proudly diffusing hometown’s 3.4 Talks about good childhood
- They weren’t born here. Speaking history as a cultural treasure that memories in his/her hometown with
■ Simple past: regular and irregular ■ Talking about childhood strengthens identity. confi dence.
verbs in all forms memories. ■ Developing a sense of belonging 3.5 Asks for and gives information on
- Did you eat at that restaurant? ■ Asking for and giving information and awareness to preserve hometown’s tourist attractions to
- They founded the city in 1800. on hometown’s tourist attractions. cultural identity. classmates, fellow citizens and
■ Used to ■ Providing basic information on foreigners.
- My hometown used to be quiet. hometown’s main festivities. 3.6 Provides basic information on
- People used to make handcrafts. ■ Describing types of local/regional hometown’s main festivities to
foods. classmates, fellow citizens and
Vocabulary: ■ Describing major historical events foreigners.
■ Restaurant, names of lakes, and phases of a hometown’s 3.7 Describes the types of
hills, mountains, rivers, historical history. local/regional foods to classmates,
sites, archeological sites, crops, fellow citizens and foreigners.
handcrafts, food, town festivities, Reading 3.8 Expresses, in a simple way but
quesadillas, pupusas, corn ■ Scanning names of places and with coherence, major historical
tamales, etc. hometown’s tourist attractions from events and phases of hometown’s
texts. history.
Useful expressions: ■ Recognizing concepts and 3.9 Scans names and places of
■ What are your town’s main defi nitions related to hometown’s hometown’s tourist attractions from
tourist attractions? You can visit… festivities in texts. brochures, booklets or newspaper
People like to celebrate… People ■ Identifying names and ads.
used to go/eat/make…What characteristics of local/regional 3.10 Recognizes concepts and defi
are quesadillas exactly? When foods. nitions related to hometown’s
do people eat….?Who was the ■ Singling out major historical events festivities from brochures, booklets or
founder of…? and phases of a hometown’s history newspaper ads.
in a text. 3.11 Identifi es names and
characteristics of local/ regional
Writing foods from a magazine, internet
■ Writing of texts including general articles or stories written by the
and specifi c information on a teacher.
town’s tourist attractions, festivities 3.12 Singles out major hometown’s
and local/regional foods. historical events and phases from a
■ Writing about a town’s historical magazine, internet articles or stories
events in chronological order and written by the teacher.
by areas: religion, economy, 3.13 Writes short paragraphs,
industry, technology, education, brochures and fl yers containing
customs and traditions. general and specifi c information on
hometown’s tourist attractions,
festivities and local/regional foods.
3.14 Does research to write a two-
page report on hometown’s history.
UNIDAD 4: IT’S ON SALE!

Contents: Listening ■ Fostering the practice of shopping 4.1 Identifi es names of food from
■ Food ■ Identifying names of foods. for the healthiest food and quality recordings and other oral input.
■ Shopping ■ Discriminating numbers from goods. 4.2 Discriminates numbers from
■ Numbers from 1000 to 1000 up to 1,000,000. ■ Promoting the habit of spending 1000 up to 1,000,000 from
1,000,000 ■ Recognizing prices of foods and just the necessary on food and recordings and other oral input.
■ Prices up to $1,000,000.00 objects. goods. 4.3 Recognizes prices of food and
Grammar in context: ■ Getting the notions of agreement ■ Cleverly choosing the best other objects from radio or TV
■ Rejoinders and disagreement. places to go shopping for food, commercials.
- She’s not going shopping. Me ■ Picking out details and main appliances and other objects. 4.4 Gets the notions of agreement
neither. ideas from shopping transactions. ■ Reasonably agreeing and and disagreement from radio or TV
- This radio is expensive and so is disagreeing with others on the commercials.
that one. Speaking food to buy for daily consumption. 4.5 Successfully picks out details and
■ Connectors ■ Saying names and types of food. ■ Being critical and analytical on main ideas on shopping transactions
- This is expensive, but it’s good ■ Comparing prices and quality the kind and quality of food and from oral input.
quality. of food, appliances and other items bought for personal use. 4.6 Correctly says names, and types
- I’m coming to the party and so is objects. of food.
he. ■ Expressing superlative degrees 4.7 Compares prices and quality of
on prices and quality of food, food, appliances and other objects
■ Comparative degree of appliances and other objects. with grammatical accuracy.
adjectives: equality, inferiority, ■ Agreeing and disagreeing on 4.8 Correctly expresses superlative
superiority opinions and facts. degrees on prices and quality of
- This TV is as expensive as that ■ Shopping for food and personal food, appliances and other objects.
computer. care items. 4.9 Correctly and politely agrees and
- Candy is less healthy than fruits. disagrees on likes and opinions
■ Superlative of adjectives: Reading about food, appliances and other
inferiority and superiority ■ Pre-reading a text. objects.
- This is the most expensive, but it’s ■ Scanning names and prices of 4.10 Confi dently shops for food and
the most colorful one. food personal care items at supermarket
- Sugars are the least essential and objects from texts. or stores.
items in your diet. ■ Extracting the notions of 4.11 Uses pre-reading strategies
Vocabulary: agreement before Reading articles on food and
■ Neither, either, so, too, and, but, and disagreement from different shopping.
as expensive as, less expensive sources. 4.12 Scans names and prices of food
than, more expensive than, ■ Skimming a text for main ideas. and objects from a written text.
the least expensive, the most 4.13 Extracts, the notions of
expensive, the worst, the best Writing agreement and disagreement from
■ Poultry, dairy products, meats, ■ Listing food and objects by kind written conversations and texts on
vegetables, cereals, pasta, and category. shopping.
beverages, pastries, living room ■ Making numbers to pay for a 4.14 Skims main ideas from articles
set, dining room set, plasma TV, shopping transaction. on food and shopping.
home theater, iPod, mp3 player, ■ Writing down shopping lists. 4.15 Lists, by kinds and categories,
palm, laptop, car, bicycle, ■ Stating likes and dislikes on food, food and objects with correct
motorcycle. appliances and other objects. spelling.
■ Comparing prices and quality of 4.16 Makes numbers to pay for a
Useful expressions: food, appliances and other objects. shopping transaction.
■ Do you want to go shopping? ■ Writing paragraphs on 4.17 Writes down shopping lists with
Look at that! It’s on sale! It’s purchasing goods. correct use of vocabulary.
a bargain! Can I see that/ 4.18 States, at a sentence level, likes
those…? What do you think? and dislikes on food, appliances and
It looks nice, but….How about other objects.
this/these…? Maybe next time. 4.19 Compares, at a sentence level,
prices and quality of food, appliances
and other objects.
4.20 Writes paragraph-level reports
on purchasing goods with correct
syntax.
UNIDAD 5: ENTERTAINMENT
Contents: Listening ■ Consciously valuing the practice 5.1 Successfully identifi es names of
■ Leisure time activities (music, ■ Identifying names of leisure time of sound leisure time activities leisure time activities in audio and
movies, books, games, sports) activities in different sources. to preserve physical and mental oral input.
Grammar in context: ■ Screening out key information health. 5.2 Screens out key information on
■ Present perfect related to leisure time activities ■ Participating diligently in the leisure time activities from audio and
- Have you ever read Harry Potter? from different sources. organization of valuable leisure oral sources.
- I’ve seen that movie three times. ■ Picking out details related to time activities among classmates 5.3 Picks out details related to leisure
■ Modal auxiliaries: may, might, leisure time activities from oral and friends. time activities from teacher’s and
can, could input. ■ Consciously planning and peers’ oral input.
- Could I borrow this book? ■ Getting the notions of time, distributing time availability 5.4 Successfully gets the notions of
- We might go to the theater. possibility and frequency from between studies and leisure time time, possibility and frequency from
oral input related to leisure time activities. audio and oral input related to leisure
activities. ■ Appreciating the infl uence of time activities.
■ Review of frequency adverbs physical activities during leisure 5.5 Correctly and courteously asks
- I always listen to music in my Speaking time on physical appearance. for and gives information about
bedroom. ■ Asking for and giving information ■ Developing interest and fondness personal leisure time activities.
- We never watch TV during on personal leisure time activities. for leisure time activities that 5.6 Describes personal and others’
meals. ■ Describing personal and others’ motivate growth of general leisure time activities with acquired
Vocabulary: leisure time activities. culture. vocabulary and expressions.
■ Dancing, rap, electronic music, ■ Expressing degrees of possibility. 5.7 Expresses degrees of
rock and roll, classical music, ■ Manifesting degrees of frequency. possibilities related to leisure
new wave, singers, actors, ■ Expressing preferences. time activities with grammatical
writers, chess, movies, video accuracy.
games, soccer, novels, short Reading 5.8 Manifests degrees of frequency
stories, plays, poetry. ■ Using pre-reading strategies. about leisure time activities with
Useful Expressions: ■ Scanning vocabulary related to grammatical accuracy.
■ What do you do in your free leisure time activities from texts. 5.9 Respectfully expresses
time? What’s your favorite ■ Skimming main ideas about leisure preferences on leisure time
sport/book/ music? What are time activities from texts. activities.
your plans for the weekend? I’m ■ Recognizing in readings the 5.10 Uses pre-reading strategies
staying home. I have things to notions before Reading books, magazines
do. We’re going out. What’s of time, possibility and frequency. and booklets about leisure time
that book/movie about? That’s activities.
interesting. That sounds funny/ Writing 5.11 Scans vocabulary related to
boring/ interesting. ■ Listing down leisure time activities leisure time activities from
by categories. newspapers and magazine articles.
■ Writing sentences expressing 5.12 Skims main ideas related to
possibility about leisure time leisure time activities from paper and
activities. online articles.
■ Writing sentences expressing 5.13 Successfully recognizes the
frequency of leisure time activities. notions of time, possibility and
■ Writing short descriptive frequency in authentic written texts.
paragraphs. 5.14 Lists down leisure time activities
■ Writing personal reports about by categories.
leisure time activities. 5.15 Writes sentences expressing
■ Writing dialogues about leisure possibility related to leisure time
time activities. activities with correct grammar and
syntax.
5.16 Writes sentences expressing
frequency of leisure time activities
with correct grammar and syntax.
5.17 Writes 6 to 7- line paragraphs
describing leisure time activities with
coherence and correct syntax.
5.18 Writes original dialogues related
to leisure time activities using the
learned vocabulary and grammar.
UNIDAD 6: YOU SHOULD VISIT THE DOCTOR

Contents: Listening ■ Showing interest to know the 6.1 Clearly identifi es the different
■ Parts of the body ■ Identify the different parts of the human body. parts of the body from diverse oral
■ Health problems body. ■ Openly and respectfully talking input.
■ Medications ■ Recognizing health problems from about emotional and physical 6.2 Successfully recognizes health
■ Feelings different sources. states. problems from audio and oral input.
■ Suggestions ■ Listening for symptoms related to ■ Being aware of the importance 6.3 Successfully listens to audio
Grammar in context: health problems. of consulting a professional for sources and identifi es symptoms
■ Adjectives ■ Associating recommendations to medical prescription. related to health problems.
- I have a sore throat. health problems. ■ Being empathic and 6.4 Associates recommendations
- My eyes are itchy. ■ Relating medications with health supportive with classmates with health problems from audio and
problems. and acquaintances who are oral input with no mistakes.
■ Feel + adjective ■ Getting the notions of good and undergoing health problems. 6.5 Correctly relates medications
- I feel sick. bad emotional and physical states ■ Consciously knowing the value with health problems from audio and
- He feels fantastic. from different sources. of a prompt and proper medical oral input.
■ Have + noun treatment. 6.6 Clearly gets the notions of good
- She has a stomachache. Speaking and bad emotional and physical
- Do you have the fl u? ■ Saying the parts of the body. states from authentic oral sources.
■ Modal auxiliaries: should/ ■ Talking about health problems. 6.7 Correctly says the parts of the
shouldn’t ■ Describing emotional and physical body that have been taught.
- You should visit the doctor. states. 6.8 Correctly and coherently asks
- She shouldn’t move her leg. ■ Giving recommendations and and talks about health problems.
■ Imperatives instructions. 6.9 Accurately describes emotional
- Don’t drink anything cold. and physical states.
- Take some aspirin. Reading 6.10 Accurately and respectfully
Vocabulary: ■ Scanning specifi c information on gives suggestions and instructions to
■ hand, head, heel, knee, leg, health problems from readings. solve health problems.
mouth, neck, nose, shoulder, ■ Matching words with defi nitions. 6.11 Carefully scans specific
stomach, throat, thumb, backache, ■ Skimming main ideas on health information on health problems from
cough, earache, fever, the fl u, problems from readings. authentic readings.
headache, sore eyes/throat, ■ Reading medical prescriptions. 6.12 Correctly matches words with
antacid, aspirin, (cold) pills, cough ■ Getting the notions of good and defi nitions on health problems.
drops, cough syrup, eye drops, bad emotional and physical states 6.13 Quickly skims main ideas on
better, fantastic, fi ne, great, awful, from readings. health problems from paper and
exhausted, homesick,miserable, online readings.
sick, sore, terrible, symptoms: Writing 6.14 Successfully reads simple
dizzy, nauseous,congested, ■ Writing the different parts of the prescriptions.
bloated, itchy, etc. body. 6.15 Clearly gets the notions of good
Useful Expressions: ■ Filling out prescriptions. and bad emotional and physical
■ What’s wrong? What’s the ■ Describing health problems. states from diverse readings.
matter? How do you feel? I don’t ■ Writing reports on solutions to 6.16 Correctly writes the names of
feel well. I feel… health problems. different parts of the body that have
What should I do? What do been taught.
you recommend? Take care of 6.17 Fills out prescriptions
yourself. accurately.
6.18 Describes health problems at
sentence and paragraph levels with
grammatical accuracy.
6.19 Coherently and cohesively
elaborates reports, at paragraph
levels, on how to properly deal with
health problems.

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INGLES

UNIDAD 3: MY FAMILY IS FROM EL SALVADOR

UNIDAD 4: LET’S GO SHOPPING

UNIDAD 6: HEALTHY HABITS

UNIDAD 2: THE NEIGHBORHOOD

UNIDAD 4: IT’S ON SALE!

UNIDAD 6: YOU SHOULD VISIT THE DOCTOR

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