I. People, food and dishes
Main competences for Learning Unit 1
Describe people's looks and physical appearance Give instructions to prepare dishes Order food and give opinions on dishes
Learning Unit Objective: Describe people's looks and physical appearance
(A2.2.1)
Development of the Learning Unit Contents Learning
activities/examples
Describe looks and physical appearance State characteristics relating to age and looks (e.g., pretty, young, short, tall, elderly, good looking, curly brown hair, straight blonde hair, etc.) - Ask and answer questions about age, height, hair, and looks (e.g., How old is he? / How tall is she? / Does he wear glasses? / What does she look like? She looks gorgeous! She's tall and she has brown hair, etc.) Ask and answer questions about appearance (e.g.. What does your husband look like? He's tall with gray hair. / What does your teacher look like? She's short and she wears glasse, etc.) Contrast appearance (e.g.. Are your children short? No, they're very tall
/ When I first met him, he had brown hair, but now it's all gray! etc.) Contrast past and current appearance (e.g.. My grandfather had brown hair but now it's gray! / When I was six, I wore blue glasses, but now I
GRAMMAR FOCUS: Identify someone in a group using modifiers with
participles and prepositions
Exchange information about people's appearance. Describe
people in a photo (e.g., my sisters are tall. They have brown hair, but Elena's is curly and Sofia's straight. They're in their twenties. They're pretty and very funny. In the photo, Elena's the one wearing jeans and a scarf. Sofía is standing next to me, etc.)
Ask and answer questions to clarify doubts (e.g., Is that your mom? Yes,
it is. Wow, she looks so young! / And who are these people? They're my
neighbors. / Is this your uncle and aunt? The ones near the door? Yes, that's right. / Is the one in jeans your friend? No, I don't know her / Which one's your new friend? My new friend's that one. Her name's Sandra/Which one is Karla? She's the woman standing next to the table, in jeans / Who are the Vargas? They are my new neighbors?,etc.) Ask and answer questions to express interest e.g.. Is this one your brother? Yes, it is / How old is he? He's 25/What color is his hair? It was blonde when he was a boy, but now it's light brown / Is he medium height or tall? He's very tall; he's 1.98m, etc.)
- State lack of knowledge (e.g.. Have you met the new teacher? Yes, I talked to him on the phone. / What does he look like? I don't know. I've never seen him, etc.)
Unidad de aprendizaje II. Countries, art and transpor Main competences for Learning Unit 2 Describe and compare countries
Exchange personal experiences of art and your reactions to it Share information about transport and its impact on the environment.
Learning Unit Objective: Describe and compare countries (A2.2.4) Development of the Learning Unit Contents Learning
activities/examples
Share information about other countries State geographical features
(eg, beach, mountain, island, hill, volcano, waterfall, etc.)
Give general information about features and landmarks (e.g. The Sahara
desert is famous / The Tower of Pisa is a well-known landmark in Italy /
The Grand Canyon is in Arizona, USA. The Colorado River runs below it.
More than 5 million tourists visit it every year.etc.)
Ask and answer questions about geographical features in a country (e.g
Are there many mountains in Mexico? How many voicanoes are there in
Ecuador? Etc)
Ask and answer questions about other countries teg, What's the capital of
Turkey? Ankara is the capital of Turkey/What languages do they speak in
Paraguay? There are two official languages Spanish and Guarani / How
cold is it here in winter?/How hot it is in the summer? How tall is this
mountain? / How big is Russia? Russia has an area of 17 098 242 km²/
PRONUNCIATION FOCUS Understand intonation in questions of choice
GRAMMAR FOCUS: Compare two countries or features using the
comparative
Describe and compare countries Make comparisons (eg, the
biggest ocean in the world is the Atlantic/The River Nile is the longest
river in the world, etc.)
-Offer information about cultural aspects te g., Vodka is the most famous drink in Russia / The most popular Japanese food in the world is sushi/ Lao-Tse was maybe the most famous Chinese writer, etc.) Give opinions about cultural aspects (eg. I think Colombian people are the friendliest in the world in my opinion, Mexico has the most beautiful beaches in the world/Pele was the best football player in the world. I think Macchu Pichu was the most interesting place we saw in Peru, etc.) Describe countries in detail (eg. Uruguay is not the most famous country in South America, but I think it's very special. The official name of Uruguay is Oriental Republic of Uruguay. The capital is Montevideo, Uruguay is bigger than Paraguay, but smaller than Argentino. Spanish is the official language. It has about 3.5 million people.. Uruguay is very well known for
its football players. Two of the most famous Uruguayans are the writer
Mario Benedetti and President José Mujica, etc.)
GRAMMAR FOCUS Compare three or more things using the superlative
Evidence of learning
Evidence Notes with information about countries
-Comparative chart
Development of the Learning Unit activities/examples Share information about artState examples of artists (eg, writer
Contents Learning
author, composer, singer, painter, dancer, etc.) Give information about artists and works of art (e.g., Shakespeare is one of England's most famous writers, one of his most popular plays is Romeo and Juliet/Garcia Lorca is Spain's most important poet. He also wrote plays. One of his best-known works is The House of Bernarda Alba, etc.) -Ask and answer questions about specific pieces of of art (eg. Who painted
La Guernica? Pablo Picasso painted it. When did he paint it? in 1937/
What's La Guernica about? It's a political statement against war / It's an amazing painting etc.) Share personal reactions to art List reactions (e.g. scared, bored, interested excited, etc.) and opinions (e.g. scary, boring, interesting exciting, amazing, emotional, beautiful, sad, incredible, intense, funny, etc.)
Share reactions to art (eg, Bicycle Thieves is a movie. It's both beautiful
and sad. When I watched it, I cried, but it's funny sometimes, too/Pedro Páramo is anintense novel, with ascary ending/Gabriel Garcia Marquez was one of the most famous writers in Latin America. I read this books when I was a teenager and I loved them etc.) Ask and answer questions about fixes, dislikes and opinions (eg. What do you think about superhero movies? I don't like blockbusters, like Superman herm thatnand in much money Rut Hurt Inhreakshin/neun
Main competences for Learning Unit completing class activities Write activities for a daily work plan
1 Give instructions on
Exchange information on different job roles in a school
-Learning Unit Objective: Give instructions on completing class activities Development of the Learning Unit Contents Learning activities/examples
Give information about schedules State words and expressions of
time teg, hours, minutes, quarter to eleven ten o'clock, nine in the
morning, early, late, before noon, half past six, at night, in the morning in
the afternoon, in the evening, tomorrow, yesterday, today, on Friday, etc.)
-Name subjects (eg, English, Spanish, Science, etc.) and activities (eg.
study, summarize, prepare, read, etc.) -Write activities (eg, thove to study Math from 9.00 to 11:00/1 have Spanish before the break, etc.)
GRAMMAR FOCUS: Use have to to state obligation.
Ask and answer questions about schedules Ask and answer
questions about everyday activities (eg. What time is Science? It's at
noon/We start Psychology at 8:30, but what time does it finish? At
10:30/What do you do Mondays? I have a full day, I start at 7:00 and
finish at 6:00/How should we prepare for the English test? We should
meet everyday day to study after class, etc.)
-Ask and answer questions about activities that started in the past and
continue in the present (e.g. Have you finished all the homework? Almost,
Unidad de aprendizaje
III. Class activities, work roles.
plans and job Main competences for Learning Unit 1 Give instructions on completing class activities
Write activities for a daily work plan
Exchange information on different job roles in a school
-Learning Unit Objective: Give instructions on completing class activities (A2.2.7) Development of the Learning Unit Contents Learning activities/examples Give information about schedules State words and expressions of time (eg, hours, minutes, quarter to eleven, ten o'clock, nine in the morning, early, late, before noon, half past six, at night, in the morning, in the afternoon, in the evening, tomorrow, yesterday, today, on Friday, etc.)
-Name subjects (eg. English, Spanish Science, etc.) and activities (eg. study, summorize, prepare, read, etc.)
-Write activities (eg. I have to study Math from 9:00 to 11:00/I have Spanish before the break, etc) GRAMMAR FOCUS: Use have to to state obligation Ask and answer questions about schedules Ask and answer questions about everyday activities (eg. What time is Sclence? It's at noon/We start Psychology at 8:30, but what time does it finish? At
10:30/What do you do Mondays? I have a full day. I start at 7:00 and
GRAMMAR FOCUS Place nouns and pronouns with two-part verbs Explain the purpose of instructions Listen to expressions used for giving advice (eg. Be sure to, make sure. It's important to Remember to
Don't forget to, etc.)
-Discuss useful advice (e.g. It's good to change roles to practice with other people/To get practice with other people, it's good to change roles / Before you start reading, ask some questions/Remember to have fun/ Don't forget to take notes/use your notebook to write notes-for writing notes etc.) -Write instructions for activities (eg. First read all the text/Then read only the part that you have doubts about / Choose the topic of the
presentation/Take notes of the main points/Use your notebook to write notes-for writing notes/Check it several times to be sure there are no
mistakes etc.)
-Ask and answer questions about class activities (e.g. How do you use the dictionary? First I find the word and then I read the definition/What does she need to do to prepare an oral presentation? She must choose a topic. She should choose the most important information and write a plan for the presentation, etc.)
Ask and answer questions to clarify doubts (eg. When writing an essay. should we hand it in after the first draft? No, we need to check it several
times first to make sure there are no mistakes. What should we check? Learning Unit Objective: Exchange information on different job roles in a school (A2.2.9)
Development of the Learning Unit Contents Learning
activities/examples
- Ask and answer questions about job roles in a school Give information about job roles in a school (eg.. The principal organizes school schedules/Teachers teach students/The librarian classifies books, etc.) Ask and answer questions about different job roles in a school (eg. What job roles does a school require? The ones I know are principal, teacher and. librarian/ Do you have a doctor at school? No, but we do have a nurse/ Can there be two principals at a school? I do not think so, but if there is a morning and afternoon shift they may have two, etc.) -Describe different job roles in a school Talk about skills and abilities (eg. Teachers should be able to teach different skills/A librarian can recommend books to students of different ages/A librarian is able to organize books in different ways/ A principal is able to organize teacher
and student activities, etc.) Explain abilities required for jobs teg. I'd make a good principal because m very organized and have good people skills/She wouldn't want to be a principal because she doesn't enjoy administrative work. I think she would be better in the classroom/He could be a librarian because he loves