Montevideo

Junior 2
(On the pulse 2)
Syllabus 2021

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 Course Description

Junior 2 is a topic-based course for children and teenagers who have at least one year of
previous knowledge of English. It is designed to promote confidence in understanding and
using English at a young age. It should create interest and enjoyment in learning a foreign
language. Lessons are held at least twice a week for 1 hour and 30 minutes per class.

Course aims

• To promote English language learning by using topic-based activities which are central to
the immediate interests and surroundings of students.

• To engage students in learning to use English to do things that are purposeful, relevant
and pleasurable to them such as the use of project work, singing songs, playing games,
reading stories and poems, interacting with others and finding out about the world they
live in.

• To make learning meaningful and memorable.

• By the end of the junior stage (J1, J2 & J3) students should become basic users of the
English language*, which encompasses:
- Input: dealing with simple, straightforward input.
- Spoken production: taking part in basic factual conversations, expressing opinion (using
straightforward expressions e.g. ‘I don´t agree’) and asking simple questions on familiar,
predictable matters.
- Written production: completing basic forms, writing simple requests and leaving
straightforward messages on notes and letters (e.g. a thank you note).

*A1 according to CEFR. See www.coe.int/lang-CEFR

Level description

Junior 2 level students:

- Can use the set of basic skills acquired in Junior 1; they will consolidate these skills and be
introduced to new strategies and abilities
- Can write simple personal letters or write a series of simple phrases/sentences about fami-
liar topics
- Can agree and disagree with others and can make and respond to suggestions
- Can understand simple directions and extract essential information about short,
recorded passages

Suggested Course Materials

• On the Pulse 2 2nd edition – Student‘s book and workbook (Macmillan)

• Readers: MyOn – plataforma virtual con acceso a biblioteca completa
• Reader: The Adventures of Tom Sawyer (Macmillan) – ISBN 978-1- 4050-7608-1
• Use of library and computer lab should be encouraged.

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 Course Assessment

Oral assesment criteria: Marking scales:

Reception 5 marks 18 - 20 Excellent

Range (grammar and vocabulary) 5 marks 16 - 17 Very good
Pronunciation 5 marks 14 - 15 Good
Global Achievement 5 marks 12 - 13 Pass
0 - 11 Fail
Total Marks 20 marks

0 Shows no command of the area being assessed

Shows some command of the area being assessed but needs a lot
1
of improvement.
2 Shows some command of the area being assessed but needs improvement.

3 Satisfactory – Good

4 Very Good

5 Excellent

• Writing
Writing is one of the skills our learners need to develop for both its communicative value
and the fact that it helps students put what they have learnt into practice. This is why
teachers must look at the skills section of the syllabus and pay special attention to the
different pieces of writing our learners should do. It is essential that teachers focus not only
on the product, but also on the process. This is why one composition per unit is not enough.
We strongly suggest students practise writing on a weekly basis. This does not mean that
they will be writing fully assessed compositions every week, but it actually means that
there will be writing every week. The writing tasks should be filed in the students’ portfolios
(both the first draft and the final copy).

• Homework, classwork and portfolio

These are a fundamental part of the course. Opportunities for all students to participate in
class should be created. It is recommended that students are given homework on a regular
basis to foster the learning process. Also, each student should have their portfolio where
they would keep samples of their classwork. This is a tool for continuous assessment and
should therefore reflect the student´s progress throughout the course. It could be assessed
by giving detailed feedback on student´s progress. Teachers should insist on having the
students adding work of their own interest, be it pieces of writing, project work and
selected information. The aim is that the students should feel that the portfolio is very much
their own creative collection of relevant information which will add a plus to their learning
process and they will thus value it further. Portfolios may include the following:
- Writing

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 - Library (book reports and activities done using books from the library).

- Projects: there should be one for every unit; there are suggested projects in the syllabus
but you can, of course, plan your own
- Extra activities (songs, poems, videos, stories more ...)

- Tests (tests done during the year)

• Certificates: all the students will be awarded a certificate on completion of the final exam
for the course. The corresponding global achievement scale is as follows:

One IH (logo) 0 - 25% Unsatisfactory

Two IH (logo) 26 - 50% In need of improvement
Three IH (logo) 51 - 70% Satisfactory
Four IH (logo) 71 - 85% Very good
Five IH (logo) 86 - 100% Excellent

• Report cards: Teachers will have to write three report cards on students’ performance,
each of them after testing periods. They will include the results of the written and oral tests
together with comments on students’ performance.
• Promotion: Promotion will depend on formal and informal assessment (tests, classroom
work, homework, portfolio and attendance record.)

• Attendance Policy: In order to fulfil attendance requirements, students should attend at

least 80% of the lessons throughout the year.

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 Calendar - 2021

ASSESSMENT
HOLIDAYS
PARENTS MEETING
SPECIAL EVENTS (KIDS TO CH3)

March 8th – 9th Start of classes

March 29th – April 3rd Easter
May 1st National Holiday
May 17th National Holiday
May 12th – 13th May Oral Assessment
May 19th – 20st May Written Assessment
May 24th / May 28th First parents’ meeting
May/June Theatre Play
May 31st – June 11th Book Day-Open Class
June 19th National Holiday
June 28th– July 2nd Winter Holidays
July 18th National Holiday
August 7th Cambridge Mock Exams: FCE, CAE, CPE
August 14th Cambridge Mock Exams: KET, PET
August 12th – 13th August Oral Assessment
August 18th – 19th August Written Assessment
August 25th National Holiday
August 26th / August 31th 2nd parents’ meeting / International Exams meeting
September 20st – Sept. 25th Spring Holidays
October 11th National Holiday
November 2nd National Holiday
October 25th - Nov. 12th Open Classes – Kids to CH3
December 1st – 2nd Final Oral Assessment
December 6th – 7th Final Written Assessment
December 13th – 14th 3rd Parents Meeting

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 Junior 2 – Writing List

MARCH Write a personal profile describing yourself, the people you live with, your home
and your neighbourhood.
Imagine you’re at a summer camp and you meet your new roommate. Write a
dialogue to get to know him/her.
Imagine you’re on holiday and you have a travel blog. Write a description of your
holiday saying where you are, who you are with and what you’re doing today.
(see p13)

APRIL Write a description of your favourite TV show or programme. Explain why you
like it so much. (see model p. 18)
Write a biography about someone you know that you admire.
Write the biography of a famous person you really like. First do some research
about him / her.

MAY Write a letter to a friend from another country describing your town or city. What
can you do there? What are your favourite things?
Write a letter to your teacher describing your personality and the personality of
your family members.
Use picture prompts to write a description of what there was in the capital city of
your country 50 years ago and what there is now.

JUNE Write a story with a clear beginning in which you introduce the characters and
setting, plot and ending. It could begin with.... “I learned to..... x years ago......”
“One day, I was at home when....”, etc.
Write a letter to a friend describing what you did on a past holiday.
Write a paragraph describing what you did last week.

JULY Based on a YLE Movers find the difference speaking task, write a paragraph
imagining that one photograph describes what is happening right now and the
other one describes what was happening yesterday at 2:00 PM. Write a
description – use there is / there are.... There was / there were.
Write a story which begins with “I was walking to school when...” or “I was
sleeping when....”
Write a description of a past anecdote, accident or problem and how you solved
it. Use p. 47 as a model.

AUGUST Write a description of a car, house or flat and compare it with another car, house
or flat. Say which car you would prefer.
Write a description of your favourite technological item; say why you think this is
the best technological item on Earth.
Write a description of the favourite item or object you own, say how you got it
and why you like it so much. (see p. 61).

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 SEPTEMBER Write a message to a friend saying what your plans for next weekend are. Write a
paragraph describing what job you want to do in the future and saying why.
Write a description of a person you admire and say why you admire him / her so
much.

OCTOBER Write a message in response to a friend who has a problem, giving him / her
advice on what he/she should do.
Imagine you’re on holiday, write an e-mail to a friend telling him/her about a
medical problem you’ve had on holiday and how you’ve solved it (see p. 85).
Write a letter to a future pen-friend mentioning your name, where you’re from,
what you do in your free time, details about your family and something about
what you did on your last holidays.

NOVEMBER What will life be like in 50 years’ time? Will there be computer? Will there be
course books and normal schools? Write your reply and give reasons to justify
your answer.
Write a report based on a class survey (see p. 95).

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 SHOT TERM OBJECTIVES - FIRST ASSESSMENT - MAY

By the end of this term the learners will have been introduced to the content below:

Topic Can do Language Lexis Skills Further practice

statments

Welcome I can introduce Wh- questions Present Family: mother (n), mum Learners can read and Writing project: Join
Back myself and greet simple all forms. (n), father (n), sister (n), listen for gist and Cambridge Pen friends
This unit is not others. brother (n), grandma (n), understand some http://www.cambridgeenglish.or-
g/news/view/penfriends/
based on the There’s / There’re... gran / granny (n), friend details e.g. numbers,
to familiarise learners with
course book I can describe my -Can I borrow a pen (n), big (adj) & small (adj) colours, simple
the genre of e-mail
although daily routine. please? -Yes, here you Daily routines: to get up, feelings and
writing (greetings,
teachers can are. to brush my teeth, to go sequences.
salutation, audience
use materials I can describe my to school, etc.
awareness, etc.) and get
from the family and city. What’s the meaning of...?
them to put all their
Starter unit. -Can you speak louder, Classroom nouns: pen,
English knowledge into
It is ideal for I can describe please? -Can I go to the pencil, notebook, desk,
practice by exchanging
establishing pictures. toilet, please? rubber, folder, board,
e-mails about their lives
routines and teacher, window &
with learners from other
diagnostic I can describe my classmate.
countries. If you can’t join
assessment classroom and use
this programme, you can
whilst learners classroom
do it with a different
are still in the language
group, or even another IH
process of appropriately.
affiliate.
obtaining the
books during
Classroom vocabulary
the first three
games:
weeks of the http://learnenglishkids.british-
term. council.org/en/word- games/la-
bel-the-picture/classroom

http://learnenglishkids.british-
council.org/en/word-
games/paint-it/classroom

Ryan’s daily routine game:

https://learnenglishkids.british-
council.org/en/word- games/-
make-the-sentences/ryans-typi-
cal-day

Unit 1 I can talk about Present simple vs Personality adjectives Learners can read and Project:
people’s routines Present continuous Sociable, friendly, sporty, listen for gist and some A New Hybrid Sport
What do you and what they are (affirmative, negative, lazy, shy, unfriendly detail In small groups, learners
like? doing at the time Yes/No questions, short do research about their
(March/April) of speaking answers) Free time activities Learners can write a favourite sports and come
Possessive adjectives play computer games/vo- personal profile up with an idea for a
I can describe Possessive ‘s lleyball, (student’s book page hybrid sport that combi-
preferences Verb patterns Love, hate, go for a run/a burger/, to a 16) nes the different group
regarding free time (don’t) like, don’t mind, theme park/the gym, members’ favourites.
activities and enjoy + gerund (ing) shopping Learners can give They come up with a
connect those watch a film/the sports reasons to support complete description of
preferences with channel on TV surf the their ideas by using their hybrid sport,
different internet simple linking words: including name, activities
personality traits chat online so & because it combines, where it can
hang out with your friends be practised, what
I can talk about Skills and abilities equipment it requires, its
skills and abilities Ride a BMX bike, play the rules and their reasons for
drums, sing, climb walls, recommending it They
speak English, dance, prepare a presentation
cook, drive a car, draw, and share their idea with
paint, understand the class (student’s book
Portuguese, act, jump pages 18-19)

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 SHOT TERM OBJECTIVES - FIRST ASSESSMENT - MAY

By the end of this term the learners will have been introduced to the content below:

Topic Can do Language Lexis Skills Further practice

statments

Unit 2 I can ask and Past simple: regular and Music Learners can read texts on Project: A Film
Music and TV answer questions irregular verbs Kinds of music: pop, a range of familiar topics review
(April/May) about past events techno, classical, latin, to understand gist and Learners gather
and actions Affirmative and negative rock, rap Instruments: simple details (e.g. TV information about a
Past simple: verb to be piano, bass, guitar, programmes reviews) film they liked very
I can talk about keyboards, drums, violin much (e.g. title, length,
music, music Affirmative and negative Musicians: singer, choir, Learners can listen to texts type, actors, director,
styles and band, orchestra, compo- and understand a range of date when it was
musicians ser, conductor details e.g. date, time, type released, characters,
of TV programme plot, etc.)
I can talk about TV programmes Then they write their
different TV Reality show chat show, Learners can write a reviews, including
programmes sitcom, the news, sports biography of a singer or their general opinion
programme, comedy, musician they admire on the film and on
I can write a short series, documentary, film, (student’s book page 28) specific aspects like
biography of a drama, music program- the story, the music
famous singer or me, game show and the special effects;
musician they may also include
Adjectives to describe TV a description of their
programmes favourite scene, with a
boring, scary, fantastic, brief account of what
terrible, funny happened it They
present their reviews
to the class
(student’s book pages
30-31)

END OF FIRST TERM: MAY ASSESSMENT

SHORT TERM OBJECTIVES: SECOND ASSESSMENT – AUGUST

By the end of this term the learners will have been introduced to the content below:

Topic Can do Language Lexis Skills Further practice

statments

Unit 3 I can talk about Past simple: verb to be Types of books
Amazing reading and books Questions adventure story, autobio-
people Past simple: regular and graphy, biography, comic
(June/July) I can describe past irregular verbs novel, cookery book,
events in people’s Questions detective novel, fairy tale,
lives historical novel, poetry
book, romantic novel,
I can tell a past science fiction novel,
anecdote or story. thriller, travel guide
I can write a Adjectives to describe
review of an books exciting, interes-
interesting place I ting, funny, fun, long,
have visited boring, useful
Verbs to talk about
people’s lives in the past
was born, chose,
founded, spent, thought,
opened, produced,
created, earned, saw,
died, killed, wished,
wrote, sold, bought,
became, gave, began
Learners can guess
meaning of key words
from context when
listening and reading.
Learners can read a
narrative identifying gist
and details.
Learners are well trained to
do true / false exercises.
Learners can write a review
of an interesting place
they have visited (student’s
book page 40)
Project:
A Timeline
Students do research
about a person they
admire, identifying
key events in their
lives in order to
come up with a
timeline of the
person’s life (so far)
They may use digital
tools to create their
timelines and they
come up with four or
five questions about
it
They show the class
their timeline and
ask their questions to
check understanding
(student’s book
pages 42-43)

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 SHORT TERM OBJECTIVES: SECOND ASSESSMENT – AUGUST

By the end of this term the learners will have been introduced to the content below:

Topic Can do Language Lexis Skills Further practice

statments

Unit 4 I can compare Adjectives: comparative Geographical features Learners can read Project: A Geocache
Life on Earth and contrast and superlative forms mountain, waterfall, canyon, and listen to Students create their
(July/August) different places desert, river, valley, rainforest, understand gist and geocache, choose two
and Quantifiers: forest, sea, lake, beach, island, specific details about objects to place inside it
geographical a/an, some, any, not cave, reef, ocean travel- and and write a paragraph
features much/many, a lot of conservation- related describing the contents of
How much/many...? Adjectives to describe texts their geocache
I can express geographical features They then choose an
preference for a high, impressive, amazing, Learners can write a amazing place to hide it;
conservation- dry, large, salty, unusual, travel guide article they make notes about this
related activity interesting, huge, colourful describing a country place, get two or three
or a natural wonder pictures and write a
I can talk about Environmental issues: of their choice paragraph describing it,
environmental People are cutting down (student’s book including what there is
issues trees, disturbing animals, page 54) there and why it is a special
hunting animals, leaving place
I can write a rubbish on beaches, building
travel guide new houses and roads They prepare a presentation
article on their geocache and
Animals are dying, losing their share it with the class
habitat (student’s book pages
Ice platforms are melting 56-57)

END OF SECOND TERM: AUGUST ASSESSMENT

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 SHORT TERM OBJECTIVES: FINAL ASSESSMENT – NOVEMBER / DECEMBER

By the end of this term the learners will have been introduced to the content below:

Topic Can do Language Lexis Skills Further practice

statments

Unit 5 I can talk about Going to: Affirmative, Celebrations: Learners can talk Project: A ‘Culture
Special days festivals negative and question eat special food, visit relatives, about festivals and Discovery’ school trip
(September/ forms watch street parades, send celebrations and In pairs or small groups,
October) I can talk about cards, give presents, have a they can make plans learners choose a
plans and Object pronouns party, go to church, decorate about them destination, make notes
intentions Present continuous for the house, sing songs, watch about the place and the
arrangements: fireworks, wear a costume, Learners can write an things they can do there
I can make Affirmative, negative and have fun informal birthday They then write a 5-day
arrangements question forms invitation (student’s itinerary They prepare a
Adverbs of manner: book page 66) presentation including a
I can write an quickly, loudly, nicely, map indicating the location
invitation for a regularly, dangerously, badly of the place and some
celebration healthily, easily, happily pictures
hard They share their
presentation with the class
(student’s book pages
68-69)

Unit 6 I can talk about Should: Affirmative, Physical and mental health: Learners can talk Project: An infographic
Take care health and negative and Yes/No exercise regularly, try a new about health and In pairs or small groups,
(October/Nov health issues questions sport, eat a healthy diet health-related issues learners choose a topic for
ember) discuss your worries, get into their infographic (it can be
I can ask for and Infinitive of purpose arguments, take time for Learners can write related to health or to
give advice yourself, get stressed about an informal email having a pet)
exams, ask for help, worry asking for and giving
I can express about your appearance, advice about a They then research the
purpose bully other people problem (student’s topicand make notes of
Health problems: book page 78) useful information They
stomach ache, cold, cough, design their inforgraphic
toothache, spots, headache, They share it with the class
earache, backache, mosqui- (student’s book pages
to bites, blisters, feel sick, 80-81)
sunburn

END OF YEAR ASSESSMENT: NOVEMBER / DECEMBER

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