Unit Purpose
The purpose of this unit is to provide students with some basic classroom language that will enable them to communicate in English at all times during their foreign language lessons.
Establishing and maintaining social contacts
Carrying out certain transactions
I.1. Greeting people and responding to greetings
Sample productions: Hi; Hello; Good morning/evening/… (Mrs. González/Miss Navarro/…);
How are you?; How do you do?; I’m fine/OK (, thank you/thanks. And you?).
I.2. Communicating in the classroom
Sample productions: Instructions: Open/Close the door/your notebook/…; Open your book at page 3/27/…, Raise your hand; Stand up; Go to your seat/the front/… (, please); Come in (, please); Sit down (, please); Listen to the conversation/your classmate/…; Circle/Underline the
correct answer/the cognates/…; Match the columns/the words with the phrases/ …; Work in pairs/teams/…; Read/Complete the dialogue/the sentences/… Roll call: Present/Here; Absent Permission: May I come in/go to the bathroom/…? Dates: What day is it today? (Today/It is) Monday/Thursday/… (August 30th/September 3rd/…); What’s the date? (Today/It is) August 30th/September 3rd/…
I.3. Maintaining communication in or out of the classroom.
Sample productions: Repetition: Sorry?; Pardon?; Repeat, please; Can you say that again (,please)? Interruption: Excuse me… Finding information: What’s the meaning of “afternoon”/“underline”/…? How do you say “cuaderno”/“baño”/… in English?; How do you spell “Wednesday”/“evening”/…?
Students can recognise and understand quotidian texts (calendars, instructions and conversations) in order to use them purposefully (indicate the date, greet and respond to greetings, follow instructions,
participate in class).
– Can use knowledge of the world and clues (location, illustration, layout) to decode the meaning of
unfamiliar words.
Can identify the overall message and some details (key words) in order to follow instructions.
Can recognise cognates with particular reference to months of the year.
Students can recognise and understand academic texts (dictionary entries) in order to use them effectively.
Can recognise the contents of dictionary entries (word, type of word, phonetic transcription, definition(s)/ translation(s), example(s) of use) and understand their function.
Students can use language creatively and appropriately by choosing lexis, phrases and grammatical resources in order to produce short, relevant oral texts regarding socialisation in the classroom
(conversation).
Can follow a structured model of spoken language to greet people and respond to greetings, to ask permission to do something and to say the date.
Can use knowledge of the world to anticipate type of information required, expected ways of interaction and possible language needed when greeting people and responding to greetings, and
when asking permission to do something.
Can produce some fixed expressions with appropriate intonation when greeting people and responding to greetings, when asking permission to do something, when saying the date, and when
asking about the meaning of a word.
Can pronounce intelligibly individual sounds (letters of the alphabet) when asking for and giving the spelling of certain words.
Can seek help from the teacher or printed material (dictionary/textbook) to check the spelling of new or unfamiliar vocabulary related to months of the year and days of the week.
Can use punctuation, capitalisation and common abbreviations appropriately when writing the Date.
Unit 1. Personal Identification
Unit Purpose
The purpose of this unit is to enable students to introduce themselves and others, and to exchange personal details.
Social Practice Establishing and maintaining social contacts
1.1. Introducing oneself and other people.
Sample productions: I’m Daniel; He/This is Tony; She/That is Paula; My/Her name is Johanna; He’s an accountant/a taxi driver/…; She’s a doctor/an athlete/…; He/She’s 20/13… (years old); I’m from Mexico/ England/…; He/She is Canadian/Chinese/…
Social Practice Giving and obtaining factual information of a personal and non-personal kind.
1.2. Asking for and giving personal details
Sample productions: What’s your/his name?; (My/His name is) Ana/Samuel; What’s your last name?; (My last name/It is) García; How old are you?; (I’m) 12/14/… (years old); Where are they from?; (They’re from) Brazil/The United States/…; They’re Brazilian/American/…; What’s your telephone number/e-mail address/ …?; (My telephone number/It is) 11128904; (My e-mail address is) secondary_kid@redescolar.org.mx; What’s your occupation?; What do you do?; I’m a student/an engineer/…
Performance Evidence
Students can recognise and understand quotidian texts (forms, letters/e-mails, personal introductions and conversations) in order to use them purposefully (follow instructions to complete the forms,
extract personal details from introductions, provide personal details).
Can use knowledge of the world about specific situations and clues (layout) to make predictions.
Unit 2: Actions in Progress
Social Practice
Unit Purpose
The purpose of this unit is to enable students to give and obtain information about possessions and to describe actions that are in progress at the moment of speaking.
Giving and obtaining factual information of a personal and non-personal kind.
2.1. Asking and answering questions about personal possessions.
Sample productions: It/This is Ana’s/her skirt/sweater/…; These/Those are Mario’s/his jeans/ glasses/…; Is that my/your jacket/scarf/…?; Yes, it is; No, it isn’t; Are these/those your gloves/ tennis shoes/…?; Yes, they are; No, they aren’t.
2.2. Describing what people are wearing and/or doing at the moment of speaking.
Sample productions: They’re sitting/standing next to/in front of/… Mary; He/She is wearing
boots/jeans/…; Are they playing/eating/…?; Yes, they are; No, they aren’t; Is he/she wearing blue jeans/a black jacket/…?; Yes, he/she is; No, he/she isn’t; What are you doing?; We’re watching TV/studying/…; What is he/she wearing?; (He/She is wearing) red shorts/a white T-shirt/…
Performance Evidence
• Students can recognise and understand quotidian texts (postcards, descriptions of photographs, letters/e-mails and conversations) in order to use them purposefully (determine people’s possessions, identify a person, determine what someone is doing/wearing).
– Can use knowledge of the world and clues (illustrations) to make predictions about the texts.
– Can identify some details (possession, items of clothing, actions) in order to determine people’s possessions, locate a person, relate characters to actions, complete/expand a gapped text and/or respond to a conversation.
– Can infer age, sex, feelings and location of others.
• Students can use language creatively and appropriately by choosing lexis, phrases and grammatical resources in order to produce short, relevant texts (postcard, photograph description, letter/e-mail, conversation) regarding possessions and actions in progress.
Unit 3: Hobbies, Leisure and Sport
Social Practice
Unit Purpose
The purpose of this unit is to enable students to express their personal interests around the topic of hobbies, leisure and sport, and to make/respond to invitations to events/places related to the topic.
Establishing and maintaining social contacts
3.1. Expressing preferences, likes and dislikes
Sample productions: I love/like… pop music/reading/…; He/She hates/doesn’t like comics/
swimming/…; Do you like action films/playing basketball/…?; Yes, I do; No, I don’t; Does he/she like love stories/collecting stamps/…?; Yes, he/she does; No, he/she doesn’t.
3.2. Inviting and responding to invitations
Sample productions: Would you like to dance/go to a party/…?; Why don’t we go to the amusement park/the movies/ …?; Let’s play soccer/go for an ice-cream/…; Shall we listen to music/go for a walk/…?; (Yes,) I’d love to; That sounds great; That’s a good idea; No, thank you/thanks. I’d prefer to watch TV/to stay at home/…
Performance Evidence
• Students can recognise and understand quotidian texts (invitations, entertainment guides,
advertisements, notices, timetables, letters/e-mails and conversations) in order to use them
purposefully (respond to invitations, support and compare opinions, suggest a course of action).
– Can use knowledge of the world and clues (illustrations, headlines, format) to make predictions about the texts.
– Can identify the overall message and some details (preferences, invitations) in order to complete/ expand a gapped text and/or respond to a conversation.
– Can infer age, sex and feelings of others.
– Can relate personal preferences described in a text to own experience.
• Students can recognise and understand short literary texts (rhymes, riddles and/or fragments of stories) in order to comment on the feelings generated by them.
Unit 4: Daily Life
Social Practice
Unit Purpose
The purpose of this unit is to enable students to describe actions that happen daily or periodically in their lives or in the lives of people and animals they are interested in.
Giving and obtaining factual information of a personaland non-personal kind.
4.1. Asking and telling the time.
Sample productions: What time is it?; What’s the time?; It’s (a) quarter to three/half past eleven/…; It’s nine thirty/o’clock/…
4.2. Asking for and giving information about everyday activities.
Sample productions: I (usually/never/…) get up/have lunch/… at five; We (always/sometimes/…) study/exercise/… in the afternoon; Does he/she play soccer/swim/… (on Saturday)?; Yes, he/she does; No, he/she doesn’t; What time do you start school/take a shower/…?; (I start school/take a shower/…) At seven thirty; How often does he/she go to the movies/go out for lunch/…?; Twice/ Three times a week/month/…; What do they (usually) do at the weekend/on Friday/…?; They (sometimes) visit their grandmother/rent videos/…; The panda eats bamboo. It’s from China.
Performance Evidence
• Students can recognise and understand quotidian texts (calendars, diaries, timetables, letters/e-mails, magazine/newspaper articles and conversations) in order to use them purposefully (learn about
everyday activities).
– Can use knowledge of the world and clues (illustrations, headlines, graphs) to make predictions about the texts.
– Can identify the overall message and some details (time expressions, characters, activities) in order to establish the chronological order of activities, relate characters to activities, complete/expand a
gapped text and/or respond to a conversation.
– Can infer age, sex and feelings of others.
– Can relate everyday activities described in a text to own experience.
Unit 5: Places and Buildings
Unit PurposeThe purpose of this unit is to enable students to describe the place where they or other people live,
and to ask the way/give directions.
Giving and obtaining factual information of a personal and non-personal kind
5.1. Giving simple information about places
Sample productions: There’s a hotel/a restaurant next to the bank/on Reforma Avenue/…; You can have a sandwich in the café/buy a plane ticket at the travel agency/…
Performance Evidence
• Students can recognise and understand quotidian texts (public signs, notices, advertisements, maps, travel brochures, letters/e-mails and conversations) in order to use them purposefully (locate places, give directions and details about places and buildings).
– Can use knowledge of the world and clues (illustrations, titles, captions, maps, signs) to make predictions about texts.
Social Practice :Carrying out certain transactions
5.2. Asking the way and giving directions
Sample productions: (Excuse me,) Where’s the library/the cinema/…?; It’s on the corner (of
Morelos and Zapata)/on Roosevelt Street/…; Where can I find a post office/buy a stamp/…?; How can I get to the park/the library/…?; Go along this street/Atlanta Road/…; Turn right/left into Hidalgo Avenue; Go past the church/the mall/…; Is there a telephone/an Italian restaurant/… around here/near your house/…?; (Yes,) There’s one/It’s opposite the pharmacy/next to the subway station/…; No, there isn’t. (But there’s one/a Japanese restaurant/… on Lincoln street/in the town centre/…).
