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II. NATURE OF ENGLISH AS A FOREIGN LANGUAGE...............…………..................5







VII. EVALUATION CRITERIA OF THE ENGLISH SUBJECT .............................….....…12

VIII. GENERAL GUIDELINES FOR TEACHERS ……............................................……..12

IX. ASSESSMENT ……………………………………………………………….…………14


EDUCATION………………………………………………………………………….…. 17

XI. APPENDICES………………………………………………………………………..… 57

XII. BIBLIOGRAPHY.......................................…................................................................. 60

As part of the Educational Reform the Ministry of Education has implemented a pilot program with the
objective of giving better quality education and an integral education to children in the National
Educational System. This program includes English as a Foreign Language (EFL) as a subject in the First
and Second Cycles (grades 1st to 6th ) of Basic Education
The philosophy of the National Curriculum is based on three main approaches: Humanist, Constructivist
and Socially Committed. For this reason, this English syllabus has been designed taking into account the
main approaches mentioned above and the curricular aspects stated in the Curricular Foundations of the
National Education.
The English Program addresses the need for a curricular document, which guides teachers in the planning
and organization of the teaching-learning process (TLP), considering the reality of El Salvador and the
needs of our students. To achieve this, this program presents specific objectives, contents, methodological
suggestions, evaluation criteria, and cross-curricular topics in every lesson in each cycle.

On the other hand, each lesson/content of this English Program (1) guides the integration of English with
other topics, (2) promotes a communicative approach and (3) is based, not on any specific method , but on
the eclectic approach.

The National Constitution of the Republic of El Salvador expresses educational goals:

“To achieve the total development of individuals in their spiritual, moral and social dimensions;
To contribute to the building of a more prosperous, just and humane and democratic society;
To instill respect for human rights and compliance with the corresponding obligations;
To fight against any spirit of intolerance and hate;
To be conscious of the reality of El Salvador;
To promote the unity of the salvadorean people”.

This English program, like any other study program, must achieve the goals stated in The Constitution,
supported by the General Law of Education, the Curricular Foundations of the National Education, the
Basic Curriculum Domains (“Dominios Curriculares Bàsicos”) and the Educational Standards of Basic
Education. All the programs should be fully integrated to achieve and guarantee these goals and the aims
of the TLP.
With the inclusion of EFL as a subject from the 1st . to 6th . Grades of Basic Education, the Ministry of
Education contributes to reach the goals previously stated.


The learning of the English language has become essential for students to respond to the challenges and
demands of globalization in a changing context and to actively participate in society. The student
population of the different educational levels in El Salvador will be living in and contributing to building a
more diverse society and a community of independent nations. Nowadays to achieve success in their
personal, social and professional goals, people must communicate appropriately, skillfully and effectively,
not always in their own native language or languages, but more often in English.

The importance of the study of English in the curriculum is due to a requirement of communication in that
language in different economic and social-cultural contexts at an international level. The studying of
English in this program, implies adopting an approach based on communication and focused on
communicative competence. In other words to produce, convey and understand oral and written

The development of the four macro skills (listening, speaking, reading and writing) is seen as a process of
integration. In real life these skills do not happen in isolation. Everything is related to ( contextualized in )
a family, local , national or international setting.

The knowledge of a foreign language and the ability to communicate in it considerably helps create a
better understanding and command of one’s native language (L1 ). Being in contact with another culture
through a language broadens one’s understanding and respect for other ways of thinking and behaving.

The learning of another language should begin early in life as part of a social interchange, since it is
favoured by the natural eagerness, thirst for knowledge, interest and curiosity of children. Remember,
curiosity is the motor that drives people to discovery. Additionally, they acquire a positive attitude toward
other countries and people. Learning English can be promoted through participating in cooperative
games, widely used in other childhood education. Boys and girls are active beings who are constantly
looking for mental and physical stimuli, and they progressively organize the information acquired.


The English Curriculum is focused on the communicative approach which is based on the integration of a
variety of innovative teaching techniques, all of which emphasize the development of comprehension and
production of oral expression. It sees the knowledge of the language as an approach to culture and
develops the four macro-skills: listening-comprehension, oral expression, reading and writing.
• To develop integrally the macro- skills( listening, speaking, reading, and writing).
• To obtain basic English skills to pursue other studies and to be efficient in other different
• To establish the relationship between language and culture.


In the First Cycle of Basic Education, the progression in the teaching learning process (TLP) of a foreign
language during the first contact of the students with it; it is not linear, but global or spiral. This implies
an exclusion of specific details not considered essential at this level for methodological reasons. This TLP
involves progressively completing and enriching the new system of communication.

In the Second Cycle of Basic Education, the TLP of English is oriented to developing the basic skills of
English, such as the comprehension and production of simple oral and written linguistic expressions
related to food, television, computers, transportation and communication within family, school and
community contexts.

Teaching foreign languages in the educational systems in developing countries is a must, which needs
prompt attention, especially those languages that are vehicles to communicate business, science and
technology from developed countries. Such is the case of the English language, which for the Western
world, is the language of information, technology and communication within the globalization process of
the world economy.


English in the National Educational System is based on a group of curricular documents, programs and
pedagogical guides, which contain a variety of methods and techniques for teaching and, along with the
teacher’s creativity, become the basic tools for the teacher’s performance in the classrooms. In order to
improve the quality of education for boys and girls in the TLP, it is important for schools to consider the

planning and applicability of the English subject when preparing the Curricular School Project (Proyecto
Curricular de Centro -PCC).

Real or fictional characters, which can be found in books, videos and pictures, etc., can be used in
classroom activities. That way students will discover details of lifestyles, including different foods, sports,
habits, songs, traditions, and religious and non-religious holidays, all of which will enrich the students’
educational background and personal development.


The proposed methodology in this program is eclectic (integral), which combines activities and techniques
from other communicative approaches and methods for foreign language teaching, such as:
Total Physical Response (TPR), Natural Approach, Direct Method, Silent Way, Communicative
Approach, and Cooperative Learning. The combination of methods selected by teachers should match the
needs of the class: the rhythm, style of learning, age of students, teaching style, experience, and didactic
resources available.

These integrated communicative methods for the teaching of languages lead beginning students to an
intermediate level in a real and meaningful context. This English Program enhances motivation,
participation and self-confidence through different communicative activities in which students become
fully active participants. It stresses the importance of providing learners with opportunities to use their
English for communicative purposes and not only for the development of linguistic skills. Students work
with authentic material in small groups, practicing meaningful and functional activities.
A brief description of each approach is presented below:


In this language teaching approach skills for communication are considered more important than
linguistics. Also this approach is not teacher- centered, the role of the teacher is less dominant than in
other methods. Contrary to other approaches, students are viewed as being responsible for their own
learning- the teacher is not going to spoon-feed information to the student. The student is expected to be
fully involved in the TLP.

In this approach students practice the language using communicative activities, such as games, role -
playing and problem solving tasks. Another characteristic of the communicative approach is the use of

authentic materials. Finally the activities in which they interact are performed in pairs, small and large
Mistakes (things the student already knows and can correct by him/herself ) are tolerated and are viewed
as a natural result of learning a new language. Even though students might have limited linguistic
knowledge of the target language, they can basically communicate.


This approach, like the others, emphasizes communication as the primary function of the language.
Language is viewed as a vehicle for communicating messages and meanings; the authors of the method
(Krashen y Terrel, 1981) pointed out that acquisition takes place when people understand the meaning in
the other language (L2 ). Students acquire the target language the same way they have learned or acquired
their native language(L1 ). Real material is used, and the students progress from a silent period of time in
which they receive a lot of information, which must be easy to assimilate, up to the moment when the
students begin talking. This happens only when the students feel comfortable and ready and, therefore,
willing to start using the target language.


Teachers provide a pleasant learning experience, encouraging students to respond physically when they
hear and understand a request or command. Listening-comprehension is basic in the early stages, and
students take speaking roles when they are ready to talk; teachers do not correct any student mistakes in
oral communication (Winits, 1981). Commands are used in planning the class in the first level of
instruction. Teachers who use this method believe in the importance of enjoying experiences when
students are learning a foreign language. In fact, this method was developed to reduce student stress when
learning other languages. The teacher plays an active and direct role in Total Physical Response. “The
instructor is the director of a stage play in which the students are the actors” (Asher 1977:43). It is the
teacher who decides what to teach, who models and presents the new materials, and who selects
supporting materials for classroom use. The most important technique is the use of verbal commands to
guide behavior.


Students must be able to use the language to express their own ideas, perceptions and feelings. In order to
do this, they need to be independent of the teacher and to develop their own criteria for correctness.
Students become independent when they trust themselves. Therefore students are provided only the

language that they need for promoting their learning in order to apply what they already know. Students
start learning another language using colored basic building blocks, called rods. The sounds of English are
presented in a chart using colors to represent sounds (Caleb Gatteno, 1996). Most of the time, the teacher
is silent, neither praising nor criticizing the behavior of the students because it could interfere in the
development of the students’ criteria for correctness.

The techniques and materials used in this approach are as follows: the colored rods, the color-sound chart,
the word-graphic chart, the silence of the teacher, the assessment of the students and the gestures of their
self- correction. The students can occasionally use their native language, but only to clarify doubts.


A cooperative learning approach is based on techniques that promote group work, in which all members
work together pursuing the same objective. The TLP is student-centered, and the teacher acts as an
assistant or facilitator.


For the acquisition of a foreign language we need a precise methodology and a clear vision of the
environment ( limits and advantages ) where the student learning is being developed. Some quotations
from professional specialists in foreign and second language acquisition follow:

- “Acquisition requires meaningful interactions in the target language-natural communication-in which

speakers are concerned not with the form of their utterances but with the messages they are conveying and
understanding.”(Stephen Krashen)
- “Language acquisition refers to the process of natural assimilation, involving intuition and subconscious
learning, which is the product of real interactions between people where the learner is an active
participant. It is similar to the way children learn their native tongue, a process that produces functional
skill in the spoken language without theoretical knowledge; develops familiarity with the phonetic
characteristics of the language as well as its structure and vocabulary; is responsible for oral
understanding, the capability for creative communication and for the identification of cultural values.
Teaching and learning are viewed as activities that happen in a personal psychological plane. The
acquisition approach praises the communicative act and develops self-confidence in the learner”.
(Ricardo Schütz, August,-2002)



There are different learning styles by which students process and absorb information. The different styles
are related to individual differences or characteristics of the students in processing and retaining new
information and skills. Teachers should consider this variety of styles and take into account the different
kinds of learners. Reid (1995) categorizes styles of young learners as follows:
• An auditory learner learns more effectively through the ear (hearing).
• A visual learner learns more effectively through the eyes (seeing).
• A tactile learner learns more effectively through hands-on experience (touching).
• A kinesthetic learner learns more effectively through concrete body experience (Whole -body
movement; doing).


Since different students have different ways of learning, teachers should use a variety of ways to
provide the information. Considering the rich variety of strategies available, it seems obvious that there is
not necessarily a single and unique way for students to learn a foreign language.


These can be defined as the actions or behaviors students use to try to improve their learning.
O´Mally and Chamot (1990, p. 196) classify learning strategies into three main types which are:
• Metacognitive strategies: planning, monitoring and evaluating learning.
• Cognitive strategies: making mental or physical images, grouping, and taking notes.
• Social-affective strategies: interacting with others, cooperating and asking questions.
Their model of language learning strategies includes six general types (see table below).
Types of Learning Strategies
Strategy Type Examples
Memory -related Using imagery, movement, rhyming to enhance memory.

Cognitive Any information-processing strategy, such as practicing,

reasoning, monitoring, and evaluation.
Compensatory Using gestures, mime, guessing to get meaning across.
Metacognitive Planning, organizing, monitoring, and evaluation.
Affective Anxiety-reducing strategies such as encouraging
oneself/rewarding oneself.
Social Asking questions, cooperating with peers.

“The theory of multiple intelligences(MI) was introduced by Howard Gardener in his book Frames of
Mind: the Theory of Multiple Intelligences (1983).
Rejecting the view that there is only one form of intelligence (IQ), Gardener proposes a “multi-faceted”
picture of intelligence. Some learners are gifted in music -they have a high musical intelligence; some
people are gifted mathematically- they have a high mathematical intelligence, etc. This viewpoint has
been instrumental in expanding our awareness as well as our understanding of learners’ individual
differences. Initially, Gardener’s model began with seven intelligences; in 1995 he added an eighth
The eight intelligences are:
1. Bodily-Kinesthetic: the ability to use the body to express ideas, feelings, and to solve problems.
2. Linguistic: the ability to use oral and written language effectively.
3. Logical-Mathematical: the ability to use numbers effectively, to reason, and to ask questions in a
logical manner.
4. Intrapersonal: the ability to understand yourself, your feelings, motivation, strengths and
5. Interpersonal: the ability to understand another person’s feelings, motivation and intentions.
6. Spatial: the ability to graphically represent visual or spatial ideas.
7. Musical: the ability to sense rhythm, pitch and melody.
8. Naturalistic: the ability to recognize and classify plants, and animals.
MI theory has had a real impact on the teaching/learning situation. Teachers design and use various
activities to meet their learners’ multiple intelligences.” The next activities are proposed by Kagan/97.
Intelligence Activities
Bodily-Kinesthetic Creative dramatics, role-playing, hands-on activities, action songs, Simon says,
classroom chores such as tidying, cleaning board, collecting copybooks.
Linguistic Reading/ writing activities, such as book sharing, dialogue writing, newspaper writing.
Logical-mathematical Problem-solving activities, computer instruction, graphic organizers, number sequences
and games.
Intrapersonal Writing in a personal journal/diary, discuss thinking strategies and metacognitive
techniques, independent projects, discuss feelings about topics,express likes and dislikes.
Interpersonal Group work, plays, discussions, debates, cooperative learning, interview each other, plan
an event.
Spatial Maps, charts, diagrams, puzzles, use colors.
Musical Sing along, clap to the rhythm, tape-record story books, use music in the classroom as
Naturalistic Field trips, visits to museums, collecting leaves, flowers, rocks and classifying them.

It is clear that MI theory as Reiff ,1996 points out “enables us to discuss positive strengths in all children
and to plan appropriate learning strategies for a more effective classroom environment.”
This theory also helps educators appreciate individual learners with their unique characteristics and to
provide them with appropriate opportunities for learning.
(Zeinab El Naggar, March 2002.)


Cross-curricular topics in the teaching of English from 1st to 6th grades of Basic Education, as in all
subjects of the National Education System, strengthen knowledge, skills and previous attitudes and the
development of critical thinking, creativity and student competence.

The development of cross-curricular topics in the TLP of English as a subject must start with the planning
of the class, understanding that integrating English with other topics is not limited only to linguistic -
semantic relationship of terms, concepts and/or information, but to strengthen and develop general
knowledge, skills, values and learning.

These cross-curricular topics have been developed concentrically and systematically, according to the
students´ level of learning. The topics and sub-topics presented in this English Syllabus are based on the
cross-curricular topics proposed by the Ministry of Education from 1st to 6th grades. The teacher should
keep in mind that the cross-curricular topics are an essential part of the courses/subjects, and the teacher
should apply the topics in the development of the contents. For instance, when we talk in the cross-
curricular topics about having good health habits, we are fostering health education and values and when
we talk about the importance of respecting flora and fauna, we are fostering environmental education and
values. The English Program from 1st to 6th grades includes the following cross-curricular topics:

• Environmental Education.
• Values and Human Rights Education.
• Health Education.
• Equity- of- Gender Education.
• Consumer Education
• Integral and Preventive Education
• Education in Population


a. To understand cultural aspects of our country, region and other countries through studying
texts written in English.
b. To communicate simple ideas, concepts and thoughts related to students’ daily life
activities orally and in writing.
c. To strengthen learning of vocabulary and its application in different life situations.
d. To apply simple vocabulary related to science, technology and computer science.
e. To practice values in daily life interaction using the English language.
f. To practice cross-curricular topics in the classroom, school and community.


The evaluation criteria are based on the role that evaluation plays in the school systems. In this perspective
importance is given to the processes of integral formation of the students in their cognitive, social-
affective and psychomotor areas. These processes are the foundation of the formative evaluation. It is
also important to mention summative evaluation, so we can verify students’ progress in their learning

It is important to consider the evaluation techniques, which are both quantitative and qualitative in the
TLP. The progress of students’ achievement is measured by applying different evaluation instruments
(planned in advance and based on the subject objectives) designed with the proper characteristics of each
type of evaluation: checklists, appraising scales, anecdotal records and oral tests.



A certified English teacher should be responsible for the English class. The participation of the facilitator
in the learning activity should be as minimal as possible .
Student participation should occupy most of the forty- minute class. The Curriculum of the National
Educational System calls for two forty-minute classes per week.


The setting of the furniture in the classroom should be flexible in order to allow the students to interact
freely without wasting time, as they work individually, in pairs or in small groups.


The TLP will be enhanced by having the following audio-visual equipment available to the English
classroom: TV set, VHS, overhead projector, audio and video tape recorders, board, textbooks for
teachers and students (dictionaries, reference books, readings and workbooks, magazines, newspapers,
comics , posters, and flash cards.)


“Constructiv ism is a philosophy that refers to the idea that learners construct knowledge for themselves-
each learner individually (and socially) constructs meaning- as he or she learns In other words, students
construct their own knowledge based on the existing schemata and beliefs.” (Hein,1991).


• “Learning is a search for meaning. Therefore, learning must start with the issues around which
students are actively trying to construct meaning.
• Meaning requires understanding wholes as well as parts. And parts must be understood in the
context of wholes. Therefore, the learning process focuses on primary concepts, not isolated facts.
• In order to teach well, we must understand the mental models that students use to perceive the
world and the assumptions they make to support those models.
• The purpose of learning is for an individual to construct his or her own meaning, not just
memorize the right answers.” ( www.


“A teacher must guide and support the development of learning activities and be aware that learning a
foreign language should be developed under the constructivist approach. In this educational approach,
students are the builders of their own learning supported pedagogically and emotionally by teachers who
link the previous students´ experiences with other disciplines.”
(The English Teaching Forum, Edited: Thomas Kral,1989-1993)

“ A constructivist teacher is one that encourages and accepts student autonomy and initiative…uses raw
data and primary sources along with manipulatives, interactive, and physical materials…uses cognitive
terminology such as classify, analyze, predict, and create, when creating tasks…allows students responses
to drive lessons, shift instructional strategies, and alter content…inquires about students` understandings
of concepts before sharing their own understandings of those concepts…encourages students to engage in
dialogue, both with the teacher and with one another…encourages student inquiry by asking thoughtful,
open-ended questions and encouraging students to ask questions of each other…seeks elaborations of
students` initial responses.” (

The teacher should model the first exercises and then monitor the ones performed by the students. He/She
should be as expressive as possible and make the TLP as enjoyable as possible for the students. He/She
interacts with the whole class and with individual students, as well.
Teachers should take into consideration in their teaching-learning process; the different learning styles,
the multiple intelligences and special educational needs of the students.


Students are expected to interact with classmates more than with the teacher. They must constantly be
listening, observing and performing the teacher’s methodological suggestions. They should be active
performers of their own learning, following the constructivist philosophy which is founded on the premise
that, by reflecting on their experiences, they construct their own understanding of the world they live in.


When correcting errors or mistakes be sure always to give positive feedback. (Negative feedback is
discouraging and frightening.). Correcting EVERY error immediately is neither possible nor helpful.

Some authors think it is better to wait until the end of the exercise or the class and deal with errors. Other
authors say that “if we wait until the end, the poor error-makers do not remember that they were the ones
who made those errors, and our correction is completely wasted- everyone in the room thinks we are
talking to and about ‘the other guy-not me’. And further, every error we choose to ignore at this level
becomes fossilized and will be grossly more difficult for us to unteach and for the students to unlearn
when we are teaching them at a later level. We know very well that there are too many teachers who are
not caring, whose egos require that they humiliate the poor error-maker. Perhaps the how-to-teach books

are telling all teachers to wait to the end of the exercise or of the class in order to reduce malicious
feedback from humiliating teachers.”

“On the other hand, if the correction of errors is done with love and care, maybe the timing is not so
critical. Often a student speaks a sentence to practice one particular point ( maybe a specific tense, a
grammar point, vocabulary, etc.). Let’s not distract everybody’s attention from that point, but concentrate
on that point. Please do not feed the answer into the students’ mouths with a spoon, but give them a couple
of extra seconds, give them a hint or two, encourage them to dig out the answer from their own brains, and
then praise success on that point. If we can let them dig it out and solve the problem for themselves, they
reinforce the point in their own minds, and they have it forever! Then we might mention other errors in a
constructive , loving and caring manner but, no more feedback than the student can handle at that
particular time without becoming frustrated and discouraged! If the performance in progress is really
embarrassingly error-ridden ( be alert- before the poor students completely humiliate and discourage
themselves), we can get the spotlight off the poor embarrassed students and switch attention back to the
whole class and have everybody practice this point together. We can be pretty sure, if one student is
having so much trouble with this point, other classmates are having some trouble, too”.
(Walter M. Boyles, Jan. 2004)

Be tolerant about errors. See them as a natural part of the TLP of a foreign language. In the beginning
stages, conveying ideas is more important than accuracy. The main emphasis is on communication and
getting the message across, not on using error-free language. Students need to realize that making errors is
not the end of the world.
The communicative tests should be based on interaction, unpredictable situations and the contextualization
of activities, related to real life and, more important, previously practiced. Such tests must be reliable,
valid, practical and diverse.

The more the students are involved in the evaluation process, the more responsibility they assume for their
own learning. Therefore the teacher should include student self-assessment and peer evaluation in the

To help teachers in evaluating students (from the 1st to 6th grades of Basic Education), this program
provides concepts that correspond to the numeric grading in the following chart:
Levels of competence Concept Grades
Intermediate Excellent (Exc.) (9-10)
Pre-intermediate Very Good (VG) (7-8)
Beginner Good (G) (5-6)


The measurement of the student’s ability indicates a performance at or above 90%. This suggests an
outstanding performance demonstrated in the achievement of learning in most of the contents of the
competences , even though the student has problems with 10% of the competences.


This grade indicates a performance between 70% and 80%. This suggests a very good performance
because it shows the achievement of a large part of the learning of contents and of the competences, even
though the student has problems with 30% or 20% of the competences.

This grade indicates a performance between 50% and 60%. This suggests the student achieved the basic
learning of the competences , even though the student has problems with 50% or 40% of the competences.





Students will Ø INTRODUCTORY UNIT. 1. Warm – up. Make a circle with the class. Bring a plastic ball to 1. Performing short 1. Equity of Gender
be able to: • Vocabulary class. Introduce yourself: Hello, I’m ______/My name’s ______. I Simple Education.
-Greetings and Leave-takings: Hello! Good am your teacher. Then throw the ball to one of the students in the conversations.
• Introduce morning!, Good afternoon!, Good-bye, Hi!, Good circle and have him/her introduce himself/ herself: Hi, My name’s VALUES:
themselves. night, Good evening, How are you?, Fine, Bye. Hi, Herbert. I am a student. And so on. 2. Finding out about - Courtesy.
• Introduce personal
Wendy. What’s new? Fine, thank you and you?, see - Promoting
other you. Hello, Mr. Aparicio. How do you do?, Not too 2. Introduce a boy and a girl. information.
classmates. friendship.
bad, see you later. Teacher: Javier this is Melissa. - Importance of
• Greet and
-Praise and encouragement. Melissa this is Javier. 3. Introducing oneself having good
say good- Javier: It’s nice to meet you, Melissa. and other
Good, very good, good job!, well done!, that’s right, relationships among
bye to their Melissa: (It’s) Nice to meet you, too. people.
try again, excellent! people.
-Classroom Expressions: Go on with more couples.
Go to the classroom, be quiet, please, open the door, 4. Saying the alphabet
and other
work in pairs, stand up, look at page (8), make a 3. Greet several students and then have them do it themselves. orally.
people in
group, stand up, raise your hand, all together, sit Teacher: Hello, Alejandro. How are you?
communities. down, don’t make any noise, open your book, close Alejandro: I’m fine. And you, Mr. Aparicio? 5. Spelling names/ last
• Give and your book, take out your notebook, write in your Teacher: I’m ok. Thanks. names.
notebook, come/go to the board, I don’t understand, just a
respond to
minute, please. May/ can I come in? May/can I go out?, 4. Write the alphabet on the board in order (A-Z) repeat the 6. Showing
May/can I go to the bathroom?, Take a piece of chalk, take pronunciation of the letters several times, then play a game. Divide comprehension of
• Spell their
a pencil/pen, come back to your seat, come in, open the the board into 2 parts: oral stimuli through
names and window, please listen, pay attention please, read, don’t
last names open your book, erase the board, only one. The Alphabet physical,
accurately -The Alphabet: A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, A X H P C B T I Z D oral or written
• Ask for and Q, R, S, T, U, V, W, X, Y, Z. K B L G K J P Y response.
give -Cardinal Numbers: 1-20. D W E Y J C A E
telephone -Other expressions : - What’s your name? N I M F L S N W 7. Writing and saying
numbers. I’m…. O S R Q F M G Q H numbers
• Ask where My name is…. T U V Z R U V X O from 1-20.
people live. - How are you? Have a pair of students come up to the front. Dictate any letter and
• Count from I’m fine. have them circle the letter as quickly as possible. The first one to circle
1-20. - Nice to meet you.
the letter gets a point.
- Nice to meet you, too.
- See you later.
- See you tomorrow



- How are you doing? Extension
- Where do you live? Have students work in pairs to practice spelling names.
- What’s your phone Student (1) : What’s your name?
number? Student (2) : Celina Urroz.
- How do you spell your Student (1) : How do you spell your last name?
name/ last name? Student (2) : U – r – r – o – z
-Functions Student (1) : Where do you live?
-Introducing oneself to others. Student (2) : I live in San Salvador.
-Introducing other people. Student (1) : What’s your telephone number?
-Greeting and saying good – bye to people. Student (2) : My telephone number at home is _____ ________,
-Giving and responding to instructions.(classroom and my cellular phone is ______ __________.
commands) Student (1) : Thank you.
-Exchanging basic personal information: asking Student (2) : You’re welcome.
names and phone numbers.
5. As wrap up, write several classroom expressions and commands on
Grammar in context: the board and explain the meaning of them by performing them in
-What’s your name? front of the class. Then have one student come up to the front and
-I am. give two or three oral commands to him/her. For instance:
-My name’s.. Teacher: Marco, stand up, please. Come to the board. Erase
-How are you? three words only.
-Where do you live?
-What’s your phone number? Notes:- As with any program you will find that there are things you
-My phone number at home is _____ want to leave out and things you want to put in, any
__________, and my cellular phone is ______ adaptation of the material to suit the needs and interests of
___________. your class will make the program more functional.
-Open the book on page number (____). -The use of videos, songs and games is highly recommended.
-How do you spell your name/last name? -Make a short prayer in English asking for guidance, wisdom
and protection of God.


Students will be LESSON 1: ROOMS OF THE HOUSE. 1. Warm up: Make two circles with the class, give a ball to each 1. Describing and naming 1. Health Education
able to: one then practice the numbers from 1 to 20(orally). One student rooms in a house.
• Vocabulary:
starts throwing the ball to another one and so on. 2. Performing simple short 2. Equity of Gender
- Living room, dining room, bedroom, kitchen,
• Identify and conversations. Education
bathroom, garage, yard/ patio, garden, hall.
name the 2. Display a poster or draw a house on the board depicting the 3. Identifying and naming
- There is, (Is there…?)
rooms in a different rooms in it. colors. Value:
- There are, (Are there…?) - Ask the students the following question: What is this? And have 4. Labeling the rooms of a - Practice good
- How many
them answer: It´s a house. (Repeat, several times) house. family
- Where’s?, What can…?
• Describe - Now say and point to the different rooms in the house. For 5. Describing one’s house relationships at
- Numbers: 1-20 (review)
someone’s example: This is a living room. That is a dining room, etc. in oral and written form. home.
- Colors: : red, brown, white, orange, blue, and
house. Have a student come up to the front and have him/her ask 6. Asking for the colors of
another student the next question: different rooms in a
- Adjectives: Small, large, big, beautiful
• Practice the Student A: What’s this, Juan? house.
- Verbs: eat, wash, sleep, sit down, take a Student B: That´s a garden, etc. 7. Reading short
new shower, study, play, talk, can, read, and run.
vocabulary. - Give the students some pictures of houses and encourage descriptions of
-Preposition: in
them to work in pairs asking and answering questions like the someone´s house.
-Demonstrative Adjectives: This, that. example above. 8. Writing and saying
• Talk about -Possessive Adjectives: my, your, her, his.
common numbers.(1-20)
-Family members: father (Dad), mother (Mom),
activities family 3. Have the students draw and color their houses, then ask them
sister, brother, grandfather, grandmother, baby.
members do in to label the rooms. After this activity ask them to put the
the rooms of drawings on the walls for everyone to walk around and try to
• Functions: guess whose house that is. Then encourage a student to say
the house. - Identifying the rooms in a house. the colors of the rooms in his/her house.
- Describing a house. 4. Write on the board:
• Identify and - Talking about someone’s house.
say colors. What activities can you do in the living room?
- Drawing a house. Say what you´ve written on the board. Then, have them answer:
- Talking about the different colors of the rooms We can watch T.V / read a book/ talk to friends, etc.
• Count from in a house.
1-20. Make groups of 3 and tell them that they will practice
- Talking about the location of family members in using the rooms in a house. For example:
• Identify the the house. Student A: What can you do in the Kitchen, Bryan?
location of
family Student B: I can cook in the Kitchen
§ Grammar in Context: Student A: And you, Javier?
members in the - How many bathrooms are there in your
house. Student C: I can wash the dishes, etc.

- There is one bathroom in my house.
- There are 4 bedrooms in my house. 5. As a wrap up, ask a student the following expression:
- This living room is beautiful / blue, etc.
- That is a big yard. How many ___________ are there…? For example:
- I eat in the dining room.
- We play in the patio. Teacher: How many gardens are there in your house, Morena?
- Where´s Rosa´s mother? Student (1): There are 3 gardens in my house.
- She´s in the garden. Keep on asking other students:
- My father reads the newspaper in the living
room. Teacher: How many garages are there in your house, José?
- My sister studies in her bedroom. Student (2): There’s only (just) one, teacher, etc.
- This is the bedroom. My Mommy is in the
bedroom. Notes:
- That is the kitchen. My Daddy is in the A) Feel free to vary the order of the activities according to your
kitchen. students´ needs and your own creativity.
- Where´s your sister? My sister is in the living B) The use of videos, games and songs related to the topics is
room. highly recommended.
- Is your brother in the bathroom? Yes, he is / C) As with any program, you will find that there are things you
No, he isn´t. /No, he´s in the dining room. want to leave out and things you want to put in – any adaptation
- Is your bedroom blue? Yes, it is. / No, it isn´t of the material to suit the needs and interests of your class will
/ No, it´s green. make the program more functional.
- Where do you study /read /play?
- What color is your bedroom/ kitchen? My
bedroom is green.
- What can you do in the yard? Or What
activities can you do in the yard?


Students will be LESSON 2: FURNITURE AND HOUSEHOLD 1. Warm up- Divide the students into teams of 5 or 8, each with a 1. Identifying and naming
able to: APPLIANCES. “runner”. The runner comes to the teacher’s desk and reads the furniture in the house. 1. Equity of Gender
category on the card. For example: 2. Describing the location Education
• Review colors, § Vocabulary: - 5 colors you see in the classroom. of household items in
the parts of the - Living room: sofa, chair, T.V., lamp, clock, - 7 animals oral and written form. Values:
house and stereo (radio), coffee table, bookcase, fan and - 4 objects in the classroom 3. Making a poster from - Respect.
numbers. telephone. - 3 rooms in a house (living room….) magazine /newspaper - Cooperation.
- Dining room: table, chairs, cabinet, pictures. The runner returns to the group to tell them what category is. cut-outs showing - Solidarity.
• Identify furniture - Kitchen: Stove, cabinet, refrigerator, sink, The group must then brainstorm the list, and the first group to different household
of the house and microwave, toaster, blender, coffee- maker/ pot, finish shout “STOP” (Or make a noise like a donkey or cat- use items with their
say the fork, knife, spoon, dish, glass, cup. your imagination!) and the other teams must put their pens corresponding names.
corresponding - Bedroom: bed, pillow, sheet, night table, lamp, down. 4. Performing short
words. closet, dresser. (gavetero) 2. Show the students a sketch of a house. conversations
- Bathroom: toilet, mirror, shower curtain, toilet a) Ask them to identify the rooms and have them repeat the words describing the location
• Label furniture paper, towel, sink, soap, shampoo, toothpaste, after you. of different items in the
and household toothbrush. b) Introduce the new vocabulary related to furniture and house.
appliances in - Yard/patio, garden, garage. household appliances. 5. Identifying the colors
English. - Numbers: (1-40) c) Divide the class into groups of 5. Ask them to draw a big sketch of different objects in
- Colors: yellow, grey /gray, pink, blue, black, of a house, and then have them paste (glue) pictures cut- outs the house.
• Develop their purple, red, brown, white, green. in each room of the house. 6. Drawing pictures
listening skills by - Adjectives: small, big, large, clean, dirty, d) Have them stick (put) the drawings on the walls in the following directions,
listening to short beautiful. classroom. using prepositions of
descriptions of - Verbs: have, has, do, does (aux.), see, like, e) Using the Total Physical Response Method (TPR) have place. For example:
furniture in the sleeping, playing, reading, running, jumping, students stand up, look at, point at and touch the different Draw a box under the
house. talking, studying, walking, eating, sitting, taking household items, and rooms of the house. Keep this moving table. Draw a blue
• Describe the a shower. quickly. clock on the wall.
location of - Prepositions: in, on, under, next to, behind. 3. Now organize students into groups of three, have them practice 7. Encouraging the
different objects - Demonstrative adjectives: These, those. the following questions: students to express
(furniture, - Household chores: wash (do) the dishes, A: Where’s the sofa, Ernesto? their opinions, likes
appliances) in wash/do the laundry (clothes), sweep and mop B: It’s in the living room. Where are the chairs, Alejandro? and dislikes.
the house. the floor, clean the window, cook, clean the C: They’re in the dining room. 8. Checking the correct
bathroom, dust the furniture, bath the dog, feed Where’s the bed, Blanquita? spelling of the words.
the dog, water the plants. A: It’s in the bedroom. Where are…? And so on…

• Practice the § Functions: 9. Writing and saying
new vocabulary. - Identifying and naming furniture and household 4. Choose two of the most advanced students in the class and numbers from 1-40.
appliances. ask them to describe their house (one at a time). After the rest of
• Develop their - Asking for and answering about the location of the class has heard the description, they have to draw the house
speaking skills different objects in the house. on their notebooks. Have them compare their drawings with
by talking about - Identifying the number, the color and the other classmates.
the location of location of objects in the house.
different objects - Labeling / writing the names of items in a 5. Talk about household chores:
in the house. house.
- Identifying and describing objects around the Teacher: Ricardo, do you help with the chores in your
• Develop their house. house?
writing skills by - Naming rooms in a house. Student: Yes, teacher I sweep and mop the floor.
labelling (writing) - Describing people’s activities around the Then students should continue following the example above.
the names of the house.
different items of - Expressing preferences about household 6. As a culminating activity, bring to class some flashcards
a house. chores. (pictures), showing people performing different activities:
sleeping, reading, eating, studying, playing, drinking, etc. Put the
§ Grammar in context: pictures in a bag (box) then encourage a student to draw (get) a
- What’s in the bedroom? picture out of the bag, take a look at it and then act out the
- What color is the closet? action shown in the picture for the rest of the class. The student
- What are these? They’re /Those are forks. who guesses correctly first, continues acting out the next
- Where’s the spoon? It´s on the table. activity. They must answer with the present progressive
- Where are the shoes? They’re under the bed. (continuous)
- What is in the garage? (Kitchen/ bedroom)
- How many windows are there in your house?
There are seven windows in my house. Notes:
- Where’s your mirror Yelba? It’s on the brown A) Feel free to change the order of the activities above.
table. B) The use of videos, games and songs related to the topics
- Those black lamps are beautiful/ big. is highly recommended.
- Is there a dish on the table? Yes, there is. /
No, there isn’t.
- Do you have a lamp in your bedroom?
(closet/ chair / mirror)
- Do you like to wash (do) the dishes, Herbert?
Yes, I do . / No, I don’t.
- Does Margarita like to clean the refrigerator?
Yes, she does. / No, she doesn’t.
- What is Javy doing in the yard? He’s playing.
- What are José and Lupita doing in the
kitchen? They are cooking.


Students will be LESSON 1: MEALS. 1. Warm up- Using the “webbing” technique write the 1. Making sure 1. Health
able to: words: Fruits, vegetables, drinks, colors and food everyone Education
• Express likes § Vocabulary: on the board. Divide the class into 6 groups and pronounces the
and dislikes - Breakfast, Lunch and Dinner assign a category to each group, then ask students words and Values:
for different - Foods: fish, eggs, cheese, cereal, to line up and write as many words they can think expressions - Respect.
foods. chicken, beans, rice, meat (steak), of around their category. Groups get a point for properly. - Cooperation.
bread, pizza, hamburger, hot dog, each word. Have students play the game within a 2. Producing simple - Solidarity.
• Talk about pasta, spaghetti, salad, sandwich, time limit (3-5) minutes. short dialogues in - Friendship.
meals of the French fries, cookie, popcorn, potatoes chicken written form.
day. pancakes, sour cream, butter. 3. Asking for and
- Drinks: milk, coffee, lemonade, tea, VEGETABLES giving information
• Identify water, soda, orange juice, milkshake, about daily
different types hot chocolate. activities.
of foods and - Fruits: bananas, apples, oranges, 4. Expressing
say the grapes, mangos, pineapple, bananas opinions.
corresponding watermelon, melon, pear, 5. Following
names. strawberries, “zapote”, coconut, DRINKS commands.
“jocotes”. 6. Performing short
• Identify and - Vegetables: carrots, tomatoes, conversations
name fruits potatoes, onions, cabbage, lettuce, green related to the topics
and cauliflower, corn, cucumbers, radish. studied in class.
vegetables. - Numbers: From 1 to 60. milk 7. Checking the
- Colors: (Review) 2. Bring some “real” fruits and some of the other foods correct spelling of
• Count from - The time: What time is it? It’s 4 mentioned in this lesson. Blindfold the students, the words.
1-60. o’clock. ask them to touch and say the word then have 8. Telling the time in
- Do you…? them taste different foods (fruits).They have to say simple
• Tell the - Indefinite articles: a, an to the class if they like or don’t like what they conversations.
o’clock time. - How many? taste.(Note: wash the fruits and vegetables before 9. Writing and saying
- What do you like…? eating them) numbers from 1-60.
- What time do you…? 3. Have students practice good hygienic habits. For
• Exchange
- What’s your favorite…? example:
about daily - Verbs: wake up, get up, get dressed, Teacher: Marco, stand up, please. Walk to my desk.
do, take a shower, eat, go, watch TV, Take a mango and wash it. Now give the mango to

routines in sleep, have, play, love, listen to, wash, Cecy. Go back to your desk and sit down. Now Cecy,
written and give, stand up, walk, sit down. stand up, please. What do you have to do before eating
oral form. § Functions: that mango?
- Expressing likes and dislikes for Cecy: I have to wash my hands with soap.
different foods. Teacher: Ok. Wash your hands and eat your mango.
- Asking for and answering about Cecy: Thank you, Mr. Aparicio.
favorite foods.
- Identifying fruits and vegetables. 4. Have students work in pairs. Tell them to ask each
- Labeling / writing the names of drinks. other about what they like to eat. For example:
- Talking about favorite fruits and A: Erick, What do you like to eat for breakfast?
vegetables. (lunch, dinner)
- Asking for and telling the time. B: I like to eat eggs and beans. And you Leslie?
- Exchanging information about daily A: I like cereal and milk.
routines in written and oral form.
5. Ask students to write / copy the following chart on
§ Grammar in context: their notebooks:
- For breakfast, I eat fruit. (eggs/ Names of Fruits Vegetables Drinks
bread/ beans) students
- For lunch, I have/eat steak.(fish/ 1.María
chicken) 2. Francisco
- For dinner, I have beans and sour 3.
cream.(eggs) Have them stand up and move around the classroom,
- Do you like apples, Celina? Yes, I asking at least 10 classmates. For example:
do./ Yes, I like apples./ Yes, I love Student 1: What’s your favorite fruit, María?
apples. María: Mangos.
- Does she like eggs? Yes, she does. Then student 1 writes the word mango under the
/ No, she doesn’t. category: “Fruit”. Keep on going until they have
- What color are the apples? completed the chart. Encourage a student to come up
- what do you want to drink? I want to to the front and say something his /her classmates like.
drink lemonade. Ex. Student: María likes/ loves mangos and so
- What would you like to eat? I would on….
like to eat French fries.
- What time do you have lunch? At 12 6. As a culminating activity, bring a clock to class.
o´clock. Teach students exact times on the clock.
- What time do you do your homework? What time do you have/eat breakfast? I eat
- How many tomatoes do you need/ want? breakfast at 6:00 o’clock.
I need / want four tomatoes, please.
- Give me an orange, please. Variation:
Teacher: Juan, What’s your favorite fruit? -What time do you go to bed? (wake up, watch TV)
(vegetables, drink, food) - I go to bed at 8:00 o’clock.
Student: Bananas, teacher.


Student will be LESSON 2: SPORTS AND 1. Warm – up. Bingo: write numbers 1 – 50 on a piece 1. Producing simple 1. Equity of Gender
able to : RECREATION. of paper. Ask students (sts.) to draw a grid with short dialogues. Education.
• Identify nine squares. Get sts to put a number in each 2. Checking the 2. Health Education
different § Vocabulary: square, any from 1 – 50. Read numbers in any correct (Exercise as a
sports/ - Outdoor activities: fly a kite, play order and cross each number off as you read them. pronunciation of the way of staying
recreation soccer, run, climb a tree, jump, swim, Tell sts to cross their numbers off as you call them new vocabulary. healthy)
and say the ride a bike, ride a horse, skate out. When student (Sts) have a line of numbers 3. Checking the
corresponding boarding, roller blade, play basketball, crossed out, they can shout Bingo! The line can be correct spelling of Values:
words. play baseball/ softball, fishing, play horizontal, vertical or diagonal. the words - Respect.
volleyball, hiking. presented in the - Solidarity.
• Identify and - Traditional games: jacks, spinning 2. Introduce the new vocabulary write the names of lesson. - Appreciation
name the top (trompo) hop scotch (peregrina), sports on slips of paper and put them into a box / 4. Checking written and
traditional jump rope (salta cuerda), marbles bag. Have sts make a circle, give the bag with the exercises based on preservation of
games of El (chibola), yo-yo, hide and seek papers to one student. Play some merengue / dialogues. our traditional
Salvador. (escondelero), thieves and policemen cumbia music, so everyone can dance at the same 5. Making oral games.
(ladrones y policias). time they are passing the bag. Stop the music and descriptions and - Good
• Express likes have the student with the bag to mime the action producing questions relationships
and dislikes - Structures: Can, can’t (sports) for everyone to guess. and answers among people.
concerning - Present continuous/progressive related to sports. - Tolerance.
sports and (review) 3. Have them brainstorm some rules players must 6. Self correction and
traditional - Do, does follow / obey when practising team sports. peer correcting.
games. - Let’s play Example: 7. Naming and
- Going to - Respect your opponent. describing popular
• Express - Days of the week: Sunday, Monday, - Be patient with your team’s partner. sports.
physical Tuesday, Wednesday, Thursday, - Do not use obscene / rude language, etc. 8. Naming traditional
ability. Friday and Saturday. games.
- Possessive Adjectives: His, your, 4. Ask the students to work in pairs and to ask and 9. Naming the days of
• Describe their, her, our. answer the following questions: the week.
ongoing - Numbers: 1 – 80 Student A : What’s your favorite sport? 10. Writing and saying
activities Student B : My favorite sport is basketball. numbers from
(occurring at § Functions: Variation: 1 – 80.
the moment). - Talking about different sports and Jorge: Do you like volleyball, Ana?
recreation. Ana : Yes, I do. I like volleyball very much.

- Talking about favorite games/sports. Jorge: Do you like riding horses?
§ Talk about - Identifying traditional games. Ana: No, I don’t.
future - Expressing likes and dislikes about
activities sports. 5. Have students work in groups of three. Have them
related to - Describing ongoing activities. find the words: spinning top, yo – yo, marbles, bey-
sports. (activities, occurring at the moment of blade, jacks, soccer, baseball, fishing and
speaking) swimming in the word maze below:
§ Identify and - Expressing physical ability.
name the - Talking about future events. Example: jump
days of the - Identifying the days of the week. b o m t s I n f i s h I n g
week. a t v e p l p o l t a l t m
§ Grammar in context : s s s w i m m i n g o l l a
§ Count from - Do you like to play basketball? k r o p n q t m t u c d o r
1-80. - What do you like to do in your free e x n i n r s t e u p x r b
time, Jenny? t t d t i o u r n m t s o l
- What does Enrique like to do in his b l e a n m a b d o x o t e
free time? a e s q g t l a i j a c k s
- Do you play soccer? (tennis, l m t i t i x s n u l c i l
volleyball) l p n y o y o e t m v e n n
- Do you ride horses?/ Does she ride
r q y o p n v b v p x r d o
o n i n h v o a v b e f g m
- What is your favorite sport?
v m q x w y m l t s r t v d
- What is Julio doing? He’s playing
with his spinning top. x i a b e y b l a d e x z q
- What are Adriana and Herbert doing? 6. As a wrap up, bring some pictures (photos)
They’re skate – boarding. showing different people practising sports / games.
- Let’s play yo – yo (hide and seek) Have students work in pairs asking questions like
- What are you going to do on these:
Saturday, Graciela? I’m going to ride Student A : What is the girl doing?
a horse. Student B : He is flying a kite (playing soccer)
- Can Sarita ride a bike . Yes, she can / Variation:
No, she can’t. Student A : Can she swim?
- Can Sonia play with her “bey-blade”? Student B : Yes, she can / No, she can’t.
Yes, she can / No, she can’t. Notes:
A) Feel free to vary the order of the activities above
according to your students´ needs and your own
B) The use of videos, games and songs is highly


Students will LESSON 1: SEASONS AND 1. Warm – up. Students stand. Get students to do 1. Asking for and 1. Environmental
be able to: WEATHER. various physical actions by using can you…? giving information Education.
• Identify the Example: touch the ceiling / your toes, balance on about the weather.
seasons of § Vocabulary one leg for 40 seconds, pat your head and stroke 2. Talking about the Values:
the year. - Seasons: Spring (flowers bloom), your stomach at the same time, etc. seasons of the year.
summer (it’s hot), autumn (leaves 3. Describing weather - Respect for
• Express fall), winter ( it rains). 2. Teach the months of the year using strips of paper. conditions. nature.
weather - Weather words: warm, hot, cool, Give the strips out to twelve children and ask them to 4. Identifying and - Preservation of
conditions. cold, windy, sunny, rainy, cloudy, dark, get into the correct order and then say the months naming the months the
clear, foggy. aloud. Stick the months up around the room and ask of the year. environment.
• Identify and - Months of the year: January, each child to go and stand next to the month of their 5. Producing simple
say the February, March, April, May, June, birthday. short dialogues and
months of July, August, September, October, presenting them to
the year. November and December. 3. Introduce the four seasons using pictures from the class.
- Numbers: (Review) 1 – 80 magazines cut – outs. Children think about the 6. Producing oral and
• Talk about - Days of the week : (Review) Sunday season in which they most like to go on holiday and written statements.
future – Saturday about where they would like to go. Discuss together 7. Checking spelling
events - Structures: as a class. of number and
related to - How’s the weather? Variation: Make a season clock. Divide a paper plate words.
weather - What’s the weather like today? into four sections. Draw scenes for the seasons. Cut
conditions. - Going to out a section from another plate. Draw a symbol for
- Was, were…..? each season on the plate. Fasten the plates together.
• Ask and - To be. Follow the activities suggested in section 3 above.
answer - Verbs: go, visit, stay, rain, change.
questions 4. Split the class into pairs and model a possible
about events § Functions: exchange at the front with two children.For instance:
related to - Asking for and giving information A: Where are you going to go on vacation?
weather about the weather. B: I’m going to go to the beach.
conditions in - Identifying the seasons. A: When…..?
the past. - Describing weather conditions. 5. Using the national weather forecast section on the
- Identifying the months of the year and news paper. Have students take turns asking about
days of the week. weather conditions in El Salvador. (See the example
- Expressing weather conditions. below)

• Write the
correct § Grammar in context: A: How’s the weather going to be on Friday?
spelling of - I am cold / I am hot / Are you cold? B: It’s going to be warm and cloudy.
numbers Yes, I am. No, I’m not. Variation:
from 1-80 - What’s the weather like today? / A: What was the weather like on Tuesday?
How’s the weather? B: It was sunny and hot.
- It’s cloudy and warm. (sunny and
hot, rainy and cold) 6. As a culminating activity, tell students to go
- What month is it? It’s April. outside the classroom. Have them make groups of 5
- What’s the season? It’s Summer. and ask them to count the trees in the school yard.
- It’s very cold today. It’s hot and Have them label each tree with the common name
Sunny. It’s raining outside. (in Spanish) Variation: Have groups go outside to
- Which month is in the winter? water the plants and clean the gardens.
It’s June.
- What’s the season? Notes:
- Is it hot in “La Unión”? Yes, it is very A) As with any program, you will find that there are
hot. things you want to leave out and things you want to
- Is it hot in the “Montecristo” park? No, put in- any adaptation of the material to suit the
it isn’t. It’s very cold. needs and interests of your class will make the
- Is it going to rain this weekend? Yes, program more functional.
it is. No, it isn’t. B) The use of videos, songs and games is highly
- How is the weather going to be this recommended.
weekend? It’s going to be hot and
- What was the weather like in
“Chalatenango” last weekend? (San
Vicente, Ahuachapán, Usulután, etc.)
- What’s your favorite season?


Students will be LESSON 2: OUR PETS. 1. Warm up: Make cards with pictures of the animals 1. Asking for and 1. Environmental
able to: on them. Show the pictures to the children while they giving information Education.
Vocabulary: practice imitating the noise that each animal makes / about pets.
• Identify and Dog, cat, turtle (tortoise), parrot, fish, Hand out the cards at random without the students 2. Giving simple oral Values:
name frog, mouse, rabbit, duck, canary, snake, seeing their classmates´ cards. Each child has to descriptions of pets. - Respect to
different chick, spider. make the noise of their animal while walking around 3. Identifying and animals.
animals. Adjectives: beautiful, ugly, noisy, big, the classroom, until they find another animal that is naming pets. - Love pets.
little small, black, white, brown, green, the same. 4. Role – playing - Take good
• Talk about orange. simple care of pets.
their pets. Household items: (review) table, chair, 2. Ask students how many animals they remember. conversations about - Cooperation
TV, clock, lamp, box, picture, bed. Write their answers on the board. Ask students pets. among
• Talk about Members of the family: (review) father, which animals they like. For instance: 5. Describing the children.
possession mother, brother, sister, son, daughter. A) Do you like spiders, Morena? location of pets in a
. Possessive Adjectives: my, your, his, B) No, I don’t. I hate spiders. house.
her, its, our, their. 6. Drawing pictures of
• Express Verbs: like, love, have, has, is, feed, 3. Bring in toy animals, place them at the front of the pets and writing
likes and take care, hate. room. Hold up the rabbit. Model the word for children their names.
dislikes Prepositions of Place: In, on, at, next and ask them to repeat after you. After students 7. Expressing likes
about pets. to, and under. have practised the new vocabulary a few times, play and dislikes about
Structures: a “show me game” give commands such as: show pets.
• Express Do you have a pet, (too)? me the (dog). Encourage a student to come to the 8. Listening and
simple oral What color is your cat? front and point to the animal you mentioned. Ask: making questions
descriptions Where is his / her dog? What is it? Model responses if necessary and have about stories
of their The bird is under the table. students repeat in chorus: It is a dog. Hold up the related to pets.
pets. My brother has a white mouse. dog and ask: Is it a frog? Model shaking your head 9. Collaborating to
Is that your ….? (dog, cat, chick) “no”, and ask students to repeat: No, it isn’t. Repeat produce a class
What is it? Is it a mouse? Yes, it is. No, it the procedure for the other animal vocabulary. poster of favorite pets.
• Write Each student
simple isn’t.
contributes with a
descriptions Functions: 4. Have students practice their listening skills by drawing or photo with
of their Identifying animals. focusing on the new structures and vocabulary. Tell a short sentence
pets. Describing pets. students that they will hear a girl talking about her about their pet.
Identifying the location of animals in the family’s pets. Have students listen to you and check (Display the finished
house. the correct box according to which pet the 4 people projects in class)
have. Read the story twice in a normal tone of voice.

• Express Listening to descriptions of pets. Story: My name is Morena. My family and I love pets. We
the location Writing simple descriptions of pets. have 3 pets. A dog, a rabbit and a cat. I have a dog. It´s not
brown. It´s black. His name is “Barbuchin”. My brother has a
of pets in
rabbit. His rabbit is very small. My mother and father have a
the house Grammar in context:
big cat. Her name is “Michigan”, she´s white and beautiful.
Do you have a pet in your house ? Yes, Write on the board:
I do / No, I don’t. (Draw a black puppy) (Draw a brown puppy)
Does your sister have a pet? Yes, she I) Me a. b.
does / Yes, she has a tortoise. (turtle)
No, she doesn’t / No, she doesn’t (Draw a little rabbit) (Draw a big rabbit)
have a tortoise. II) My brother a. b.
Where’s the cat? It’s under the bed.
What color is your rabbit? It’s brown. (Draw a big, white cat) (Draw a little, black cat)
The clock is in the box. III) My mother and a. b.
The mouse is on the table. father
My brother has a green parrot. 5. As a wrap up, have them role – play a conversation.
My mother has a beautiful canary. Situation: Two friends, a boy and a girl are talking about
The chair is next to the lamp. their pets during the school recess (break) .
Isaias: Hi, Sonia. How are you, today?
Sonia: I am fine. How about you, Isaias?
Isaias: I’m ok. Sonia, do you have a pet at home?
Sonia: Yes, I do. I have a parrot. And you?
Isaias: I have a white mouse, his name is “chelito”.
What’s the name of your parrot?
Sonia: Her name is “Panchita”. She’s very noisy.
(The bell rings ….)
Isaias: Bye, Sonia
Sonia: Good bye.
Variation. Situation: A girl is visiting her friend at home.
Suddenly, she sees a tortoise (turtle) under the table.
Girl (1): Is that your pet?
Girl (2): Yes, this is my pet tortoise. His name is “Rayo
Veloz”. Do you have a pet?
Girl (1): Yes, I have a canary. I love her. Does your
brother have a pet, too?
Girl (2): Yes, he does. He has a snake. It’s in that box next
to you.
Girl (1): I don’t like snakes. Bye.


Students will LESSON 1: MY SCHOOL AND I . 1. Warm – up. Play the game: “Who’s missing?”. 1. Describing and Values:
be able to: § Vocabulary: Introduce yourself to the class: Good morning! My naming school
• Introduce - Pencil, eraser, book, notebook, ruler, name’s (Mr. Aparicio) Invite 6 students to come up and items. - Respect.
themselves. desk, pencil sharpener, clock, tell the class their names. Then stand behind each one 2. Labelling the - Friendship.
blackboard (white board), student, and ask the class their names. What’s his/her name? schools locations. - Solidarity.
• Identify and teacher, table, playground, crayon, His/her name is _____. Tell the class to close their 3. Writing classroom - Responsibility.
name pen, glue, marker, bookcase, scissors, eyes. Ask one of the students in the front to leave the rules. - Honesty.
classroom book bag, chalk, chair, window, door, classroom. Have the class open their eyes. Ask : 4. Drawing and
objects. paper, map, classroom, gym, desk. Who’s missing?. Repeat with other students. identifying school
- School locations: principal’s office, items.
• Identify and teachers´ room, English classroom, 2. Use different classroom objects such as a pencil, an 5. Performing
name school library, auditorium, playground, eraser, book, a crayon, etc. place these in a bag/box, simple short
locations. cafeteria. so the children can not see them. Students sit in a conversations.
- Classroom Language: open the circle. Then ask a student to take out an item and ask 6. Checking the
• Identify window, close the door, write your the question: What’s this? Then everyone answers: correct spelling
school name, open your book, close your It’s/ That’s a ruler. and
supplies and notebook, stand up, erase the board. pronunciation of
say the - Days of the week: Sunday, Monday, 3. Encourage students to suggest rules for the classroom. the words.
corresponding Tuesday, Wednesday, Thursday, Write what they say on the board. Have the class 7. Completion of
words. Friday and Saturday. decide together. What their classroom rules should be. charts by asking
- School Subjects: English, Distribute strips of construction paper. Have students other
• Describe Mathematics, Science, Language, copy the class rules on the strips. Have them stick the classmates
school Physical Education, Social Studies. strips on the walls of the classroom. about class
schedules. - Numbers …(Review) Example: - Don’t eat in class. schedule.
( 1 – 80) - Don’t chew gum in class. 8. Naming the
• Give and - Prepositions: in, on. - Be honest, days of the
follow - Expressions: Hello!, Hi! - Watch your Language. week.
- My name is…. - Be responsible. 9. Writing and
- What’s your name ….? - Respect teachers and classmates. saying numbers
in the - (It’s) Nice to meet you.
classroom. from
- Nice to meet you, too. 4. Ask students to draw the following chart on their 1 - 80
- How can I say….in English?
- Structures: notebooks:
- What’s this? It’s an eraser.

• Name the That’s an eraser.
days of the - Where are the children? MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
- They’re in the English class. English Math
- What day is today? Today is Friday.
Where’s Martha? She’s in the cafeteria.
• Use When do you…?
prepositions Ask the class about their schedule: What do we have on
of time § Functions Mondays? We have (English) on Mondays. Have
adequately. - Introducing ourselves to other people. students write the subjects in the chart. After this activity
- Talking about school locations. have them work in pairs.
• Say the - Identifying and naming classroom objects. A : What do you have on Tuesdays?
- Asking about school/ subjects schedules B : I have Mathematics on Tuesdays.
numbers from
- Giving and following commands in the
1-80 in an classroom.
oral form. 5. As a wrap up, play pictionary with the class. One
student comes up to the board and draws some
§ Grammar in context.
- Hello, what’s your name? classroom articles. The rest of the class must guess
- I’m Monica. what the student at the front is drawing. Students have
- It’s nice to meet you./ It´s a pleasure. just a minute to guess.
- It’s nice to meet you, too.
- Where’s the notebook? It’s on the table. Note:
- What’s this? It’s (That’s) a pencil.
- Where’s the teacher? She’s in the library. A) As with any program you will find that there are things
- When do you have your English class? you want to leave out and things you want to put in –
- On Mondays and Wednesdays. any adaptation of the material to suit the needs and
- What do you have on Tuesday? interests of your class will make the program more
- I have Physical Education on Tuesdays. functional.


Students will be LESSON 2: BIRTHDAY 1. Warm up: Write the words ( lyrics) of the happy 1. Asking for and
able to: CELEBRATIONS. birthday song on big slips of paper. Ask students if giving information Values:
• Identify and they know the rhythm. Have volunteers come up about birthdays.
name items § Vocabulary: and stick the slips of paper on the board. Make 2. Asking / answering - Strengthen
found at a - Balloon, cake, camera, candle, candy, corrections before singing the song: questions to friendship.
birthday party. card, ice cream, present (gift), birthday Happy birthday to you! demonstrate - Solidarity and
party, hats (gorritos), soda. Happy birthday to you! reading love among
• Identify days - Months of the year: (Review) Happy birthday, dear Beto! (Sonia, Neto). comprehension and classmates.
and months. January, February, March, April, May, Happy birthday to you! understanding
June, July, August, September, (Repeat the song using different names) about dates of
• Ask for and October, November, December. birthdays.
give - Days of the week: (Review) Sunday, 2. Teach (Review) the days of the week using seven 3. Responding to an
information Monday, Tuesday, Wednesday, slips of paper. Ask volunteers to come to the front. initiate basic oral
about their Thursday, Friday, Saturday. They hold up one slip each and put the days in the communication
ages. - Frequency Adverbs: always, right order. Have them repeat the words after you, using appropriate
sometimes and never. then ask each student at the front to say the days at vocabulary.
- Prepositions of time: in, on. the same time they step forward. 4. Writing the correct
• Talk about st
birthdays. - Ordinal Numbers: First (1 ), Second spelling of ordinal
nd rd th th 3. Tell students that they are going to ask each other about
(2 ), Third (3 ), fourth (4 ), fifth (5 ), their ages. Demonstrate first by giving students an numbers.
th th
• Write sixth (6 ), seventh (7 )… Thirty – first example. 5. Making plans for a
sentences (31 ). a) Teacher: How old are you, Julio? surprise birthday
with the dates - Cardinal numbers: (Review) 1 – 100 Julio: I’m eight. And you Mr. Aparicio? party as a class.
of - Possessive Adjectives: (Review) Teacher: I’m thirty - eight (38) 6. Producing short
her, his, my. b) Teacher: How old are you, Rosa? dialogues and
- Possessive : ´s Rosa: I’m nine years old. presenting them to
birthdays. Now have students draw the following chart:
- Expressions: the class.
Fifth (5th) Grade “A” / “B”
• Express the - Happy birthday! 7. Filling in charts with
- How old are you? I’m ( ) years old. NAMES AGE appropriate
date of their th 1. Blanca 10 (ten)
birthday in When is your birthday? It’s on the 30 information.
of December. 2. Ovidio 9 (nine) 8. Checking written
oral form. th 3.
What’s the date today? It’s the 24 of exercises based on
September. 4. readings and
What day is today? It’s Friday. 5. dialogues.

• Write and say Ask students to walk around the classroom asking
numbers from § Functions: each other about their ages. Tell them that they must
1 - 100 - Identifying and naming items related complete the chart with at least ten (10) classmates.
with birthday parties.
• Practice the - Identifying days of the week. 4. Tell students to prepare a poster for the months of
lyrics (words) - Naming the months of the year. the year. Tell them to find a picture or photo of
of the happy - Talking about birthdays. themselves and stick it on the poster in the box of
birthday song - Saying dates of birthdays. the month they were born in. Ask them to write their
in English. - Talking about children’s age. date of birth under the photo/picture. Tell students to
- Planning a surprise birthday party for recite the months in order, a few times. After this
• Use someone in the class. activity have them write about their classmates´
frequency birthdays using the poster.
adverbs in § Grammar in context: Example:
sentences. - How old are you? I’m (7) years old 1) Juan´s birthday is on December 24
(I’m seven..) (twenty – fourth)
- When´s your birthday Wendy? My 2) Maria´s birthday is on January 3 (third)
birthday is on December 31 . My
birthday is on the 31 of December. 5. Now, as a culminating activity, have them work in
- What’s the date today? It’s the 23 pairs to talk/ask about other classmates´ birthdays.
of September. (It’s sept. 23 ) For instance:
- What day is today? It’s Monday. a) Celina: When’s Francisca´s birthday, Marisol?
- My birthday is on July 15 . (fifteenth) Marisol: It´s in June.
- This is his / her Celina: What date?
camera/cake/present. Marisol: On June 4 (fourth)
- Paty´s birthday is on June 22 . b) Alfredo : When´s Javier´s birthday ?
( in June) Karla: It´s on Nov. 12 (twelfth)
- What do you do on your birthday? Variation:
- I always have a party. A: What do you do on your birthday?
- I never do anything special. B: I always have a party and eat cake. / I never go to the
beach in my birthday.
- I sometimes go to a restaurant.
If possible, plan a surprise party for someone’s birthday in the
class. Decorate the room for that day.
A) As with any program you will find that there are things
you want to leave out and things you want to put in. Any
adaptation of the material to suit the needs and interests
of your class will make the program more functional.
B) The use of videos, songs and games is highly


Students will LESSON 1: MEANS OF 1. Warm up. Review vocabulary related to previous 1. Role – playing 1- Environmental
be able to: TRANSPORTATION. unit (Lesson 2 “Birthday Celebrations”). Play situations related Education.
• Identify hangman with the class. Decide on a word that to public
common § Vocabulary they learned in the last unit (Birthday items). transportation. Values:
means of - Car, bus, taxi, train, motorcycle, air For instance: 2. Identifying and
transportation plane, oxen cart, mini–bus, bicycle, __ __ __ __ (cake) interpreting traffic - Respect.
in the truck, pick up, boat, ferry. signs and - Tolerance.
community/ - Traffic Signs and Symbols: Turn right, __ __ __ __ __ __ __ __ (ice cream) symbols. - Obey traffic signs
city. turn left, Don’t turn right, Don’t turn left, 3. Drawing and and symbols.
go straight, stop sign, Do not enter sign, labelling traffic - Importance of
• Identify and speed limit, traffic light, school crossing signs. knowing the
interpret sign, bus stop. 4. Describing traffic meaning of traffic
traffic signs/ - Structures: How do you get to…? 2. Introduce the new vocabulary. Use posters or signs. signs or signals to
symbols. Is there a bus stop…? flashcards point to the picture of a train and say: 5. Exchanging prevent accidents.
How much is bus fare…? This is a train/ car/ bus/ truck. After you have information about
• Ask and What does that sign mean? introduced all the words, call on volunteers to find public
respond to Which bus goes to….? the pictures as you call them out: Find the plane transportation.
requests Which bus do I take? and hold it up. Have them repeat the word several 6. Writing simple
about public Where can I catch …? times. safety rules and
transportation. - Verbs: drive, take, work, is, ride, walk, describing traffic
cross the street travel, get, catch, can, 3. Take children to the playground where they can run signs.
• Draw and Do and Does (Aux.), go, mean. relay races. Divide the class into teams. Each team 7. Using the new
describe - Prepositions: across the street, from__ can pick a vehicle that they will pretend to “drive / vocabulary
traffic signs to __, next to, on the corner of. ride” in the race (motorcycle, car, airplane, etc.). properly.
and - Subject Pronouns: I, you, they, he, she. Encourage students to mime riding or driving the 8. Showing
Symbols. - Numbers: (Review) 1 - 100 vehicle as they race. When the race begins, each comprehension of
member of the team runs, in turn, from the starting oral stimuli
• Express § Functions: line to a line marked at the other side of the through physical,
simple - Identifying modes/ means of playground. They touch that line and run back to oral or written
safety transportation. the starting line and tag the next runner. response.
commands/ - Identifying traffic signs and symbols.
rules. - Expressing simple safety commands / 4. Photocopy or draw traffic signs and symbols for
rules. your students. Have them color them and teach

- Asking about bus fares. them the meaning of each sign. Then ask students
• Write and - Drawing and describing traffic signs. the following questions:
say numbers - Talking about public transportation. Teacher: (Point to a sign) a) what does that sign
from mean?
1 - 100 § Grammar in context: Class: It means (one way/ don’t walk/, speed limit)
- How do you get to school?
- I take the bus / I walk to school. Teacher: b) What does the yellow light mean?
- Is there a bus stop near here? Class: It means caution (slow down)
- Yes, there is one across the street.
- How much is the bus fare from San 5. Have them ask each other questions about
Salvador to San Miguel (Sta. Ana, San transportation. For instance:
Vicente, Usulutàn, Sonsonate, etc.) a)
- What does that sign mean? Student (1) : How do you get to school, Patty ?
- It means one way. Student (2) : I walk to school.
- What does the red light mean? b)
- It means stop. Student (1) : Which bus goe s to Ahuachapán,
- What does the yellow light mean? Carlos?
- It means caution (slow down) Student (2) : The number ( ) bus.
- What does the green light mean? c)
- It means go. (continue) Student (1) : How much is the bus to _______?
- Which bus goes to “Ahuachapán”? Student (2) : It’s 0.25 (twenty – five cents.)
- The number (202) bus.
- Which bus do I take to ____? Optional Activity (field trip): As a culminating
- Where can I catch the bus? activity.
- Do not (Don’t) drive too fast. It would be advisable to take the class to the National
- Obey traffic signs/symbols. Park of Traffic Education in San Salvador, so they can
- Obey traffic laws. apply what they have studied in class.
- Always wear your seat belt.
A) Remember that children need lots of practice and
review, so don’t hesitate to repeat the activities as
many times as you wish.
B) The use of games, songs and videos is highly
C) Feel free to vary the order of the activities above,
according you students´ needs and your own


Students will be LESSON 2: PLACES IN OUR 1. Warm up. Play Bingo using the prior unit on “Means of 1. Role – playing a 1. Education in
able to: COMMUNITY. transportation”. Ask students to draw a 2x3 grid in their conversation Population.
notebooks and write the names of 6 different means of
• Identify and between a tourist 2. Environmental
transportation from a total of 12. you call out the names
name places § Vocabulary: and a police Education.
at random and the first student to get all his/her words
in town/city. - Places: church, park, bookstore, called out wins. Encourage the winner to say BINGO! officer, asking for
drugstore, hospital, library, movie and giving
• Write simple theatre, post office, restaurant, police 2. Bring in a pos ter/map from old magazines cut-outs. directions to
descriptions department, town/city hall (alcaldía), Point to buildings and locations in the poster. Say: This places.
of places in bank, gas station, bakery, zoo, school, is a (hospital) continue in the same way with other 2. Drawing and
their clinic, fire station, museum, hotel. words. After you have presented all the words, call on labelling simple
communities. - Giving Location: next to, between, volunteers to find the locations in the pictures Teacher: maps of the most
behind, opposite (across from), on 2
nd find the bank in the picture. Point to it if you have important places
flash cards, line them up on the chalkboard tray. Have
• Exchange Ave., on the corner of, near.
volunteers choose and say one or two words.
in the community.
information - Giving Directions: Go straight, go/walk 3. Describing places
about location for two blocks, Turn right/left, turn left 3. Now tell all the children to write down one of the places in the community.
of places. /right at the traffic light. on a piece of paper in large letters so that they’re easily 4. Exchanging
- Structures: visible. Ask four students who have different places, to information of
• Ask for and - Where’s the school? It’s next to the park. stand at the front of the class, holding up their slips of oral stimuli
give simple - Where are you going? I’m going to the paper. Say: The post office is next to the bank, and help through physical
library. the two students holding those words to stand in the oral or written
directions in a right place. Do the same for other places and all the
neighborhood - I’m looking for the police department? response.
prepositions. Then ask 2 more students to come up and
. - Where can I find a bank around here? 5. Exchanging
join the other four. Now move students into positions.
- How do I get to the zoo? For instance: information about
• To count from - The post office is behind the hospital. (hospital) next to (park) and ask the rest of the class: location of
1 – 120 - There is a fire station across from the where’s the hospital? And so on….. places.
gas station. Extension: Have them make groups of 6 each. They take
• To write the - Is there a …..near here? turns to say sentences like this: The restaurant is behind the
- Cardinal Numbers 1 – 120 hotel. The children with those places have to move and
correct stand in the right place.
spelling of - Traffic signs: (Review)
- Ordinal Numbers: (Review) 1 - 31
st st 4. Tell the students that they are going to talk about places
ordinal in their own community.
numbers. Teacher: Where’s the bakery, Vanessa?
(1 - 31 )
st § Functions:
- Identifying and naming places in the Vanessa: It’s on “Los Conacastes” Street, across

community. from the Police Department.
- Describing places.
- Talking about location of places. 5. Role-play a conversation asking for and giving
- Giving and following simple directions. simple directions between a tourist and a Police
§ Grammar in context: Tourist: Excuse me. Is there a museum near here?
- Where’s the park? It’s across from the Police Officer: Yes, there is one on “ Las Acacias”
church. Avenue. Go straight for one block. Turn right at
- I’m looking for the town hall? the traffic light. It´s on your left, next to the movie
- Where can I find a drugstore around theatre. (theater)
- How do I get to the zoo from here? Movie Theater
- The bakery is next to the restaurant.
- There is a hospital behind the museum.
- Is there a….near here?
- Where are you going? School Church
- I’m going to the zoo / park / clinic. Museum

Traffic light “Las Acacias”


Book Store Post Office

Gas Station Fire Park
6. As a wrap up, encourage students to give some
ideas on how to protect and improve our
communities (Environment and local
development) For instance:
Student (1) : Where are you going, Alejandro?
Student (2): I’m going to the park for a reforestation and
cleaning-up campaigns. Do you want to go with me?
Student (1) : Sure. Let me ask my parents.


Students will be LESSON 1: PROFESSIONS AND 1. Warm up. Perform these actions while saying 1. Asking for and 1.Education in
able to: OCCUPATIONS. the commands : listen, read, write, look, stand giving information Population.
• Identify up, sit down, open/close your books, have about occupations/
occupations § Vocabulary students do the actions with you. Give professions. 2.Equity of
in the - Bus driver, taxi driver, truck driver, commands and students do the actions 2. Describing Gender
community. soldier, farmer, carpenter, mechanic, individually and in general. people’s jobs. Education.
secretary, nurse, shoemaker, baker, 3. Writing short
• Talk about police officer, mailman, teacher, doctor, 2. Introduce the new vocabulary point to the people simple Values:
professions/ student, firefighter, singer, chef, soccer in the picture as you name them and tell what conversations
occupations. player, pilot, journalist, waiter, waitress, they do: about jobs. -Responsibility.
engineer, dentist, painter, musician, This is a (pilot). A pilot flies a plane. Continue in 4. Identifying -Honesty.
• Describe lawyer. the same way for the other words. professions/ -Hard-working.
occupations - Places of work: farm, workshop, auto- occupations in the -Cooperation.
in written and repair shop (garage), office, hospital, 3. Using a chart/ pictures of professions and community. -Punctuality.
oral form. shoe factory, bakery, police station, post occupations, ask students the following 5. Reading dialogues -Patience.
office, school, fire station, hotel, questions: about occupations/
• Express their restaurant, TV station, airport. Teacher : Is this a (dentist)? professions.
preferences - Indefinite Articles: a, an. Students : Yes it is. / No, it isn’t. It’s a baker and 6. Exchanging
about - Structures: so on. information about
professions or - Going to be - Are you a...? Have them work in pairs using the pictures. family members’
occupations. - Want to be - Is he a…? occupations/
- Where’s…? 4. Write a list of professions/occupations on the professions and
• Write simple
- What’s…? board. Ask students to copy the list on their places of work
- Numbers: (Review) 1 – 120 notebook. Then have them interview each other:
- Verbs: Work, study, eat, earn, to be, Student (1): What do you want to be in the future,
professions or
do/does (aux), fly, teach. Carlos?
- Plurals: s, es, ies. Carlos: I want to be a pilot.
• Talk about - Family Members:(Review) father, Variation:
places of mother, brother, sister. Student (1): Do you want to be a lawyer?
work. Student (2): Yes, I do./ Yes, I want to be a lawyer.
§ Functions
- Describing occupations and 5. Have students stand up and ask questions about

professions. professions/occupations of family members.
• Write short - Making simple conversations about Student (1): What does your father do?
dialogues occupations/professions. Student (2): He is a mechanic. And so on.
about places - Identifying occupations. Student (1): Where does he work?
of work. - Expressing desires about professions / Student (2): He works in a garage.
occupations. 6. Play a game. Work in groups. One student acts
• Apply the - Talking about places of work out/ pantomimes an occupation, the other
plural of - Writing short simple dialogues about students have to guess.
nouns occupations. Follow the example:
properly. Student 1: Are you a waiter, José?
§ Grammar in context: José: No, I’m not.
• To count - What do you do? Student 2: Are you a doctor?
numbers from - What do you want to be? José: No, I’m not.
100 - 120 - Do you want to be..? Student 3: Are you an engineer?
- I’m going to be. José: Yes I am.
- I want to be.
- Where does a teacher work? 7. Carry out a class survey. Ask students the same
- Are you a doctor? Yes, I am. / No, I’m question in item 4 (what do you want to be in the
not. No, I’m not. I’m a teacher. future?) then record (write) the number of
- Is this a mechanic? Yes, it is. /No, it students who want to be each profession. Then
isn’t. help them make a bar graph to illustrate the class
- Is he/she a nurse? Yes, she is. / No, she survey. Ask them to calculate the number of
isn’t./ No, she’s a student. students for each profession.
- What does a teacher do? A teacher 6
works in a school. Teachers work in 5
schools. 4
- A secretary works in an office. 3
Secretaries work in offices. 2
- What’s that? It’s an orange. 1
- What is he/she? He/she is a doctor
Teacher Pilot Police officer Nurse
- 2 teachers (policeman)
- 3 pilots
- 1 police officer
- 5 nurses

Then, as a wrap up you can ask them about some

of the responsibilities each profession demands.
(hard work, punctuality, responsibility, cooperation,
patience, etc.)


Students will be LESSON 2: TRAVELING. 1. Warm up. Review of professions/occupations. 1. Responding to 1. Education in
able to: Write 8 words from previous lesson on the board. questions orally Population
• Identify § Vocabulary: Check that students understand the words and and in writing, to
countries and - Countries: El Salvador, Guatemala, let them look at them for one minute. Erase the demonstrate
nationalities. Honduras, Costa Rica, Nicaragua, words. In pairs students try to remember the comprehension of Values:
Panama, México, The United States, words and write them down. Find out who has information related - Solidarity.
• Talk about Canada, Colombia, Chile, Ecuador, Brazil, remembered the most correctly spelled words. with countries and - Tolerance.
nationalities Argentina, Perú, Venezuela, Bolivia, 2. Say hello to the whole class and then to nationalities. - Respect among
of famous Spain, France, England, Germany, China, individual students, and encourage them to say 2. Identifying and countries.
people Japan. hello back. When most students can do this, using new
around the - Nationalities: Salvadorean/ Salvadoran, introduce yourself: I’m Herbert or I’m Mr. vocabulary
world. Guatemalan, Honduran, Costa Rican, Aparicio. Use the way of speaking to people that appropriate to the
Nicaraguan, Panamanian, Mexican, is appropriate for your situation. Again have them lesson.
• Ask where (North) American, Canadian, Colombian, respond with their own names. Ask them to 3. Spelling words
people are Chilean, Equatorian, Brazilian, practice the following dialogue in pairs: properly.
from. Argentinian/ Argentine, Peruvian, A : Hello. I’m Herbert. 4. Writing short
Venezuelan, Bolivian, Spaniard (Spanish), B : Hello. I’m Mayra. simple
• Introduce French, English (British), German, A : (It’s) Nice to meet you. conversations
themselves Chinese, Japanese. B : Nice to meet you, too. about countries.
and other - Occupations: (Review) 5. Reading dialogues
people. - The Alphabet: A-B-C-D-E -F-G-H-I-J-K-L- 3. Bring in a map of the world and introduce the about countries
M-N-O-P -Q-R-S-T-U-V-W-X-Y -Z. new vocabulary related to countries. Say the and nationalities.
• Spell the - Structures: - Where are you from? country and point to it at the same time. Have 6. Writing short
name of - Are you from…? students repeat it after you. Go on with the next simple paragraphs
countries - Are you + nationality? activity: Ask students to pretend to be a famous about countries
accurately. - Going to person from another country. Mark that country and nationalities
- Will using a map. Ask several students: Where are where people are
• Write and - I am…. you from? Prompt if necessary, until most from.
read short -This is…. students answer with the name of their own
simple country. Help them to pronounce their countries
paragraphs § Functions: in English. Students practice the question and
about their - Asking where people are from. answer with the students close to them.

- Asking about nationality.
own country - Talking about where people are from. 4. Have a student ask you: where are you from?
and nationality. - Talking about countries. Spell out a country, and encourage students to
- Introducing themselves and other people. work out what it is and shout it out. Repeat this
- Writing short simple paragraphs. procedure with different countries. Ask a student:
• Pronounce - Reading dialogues. Where are you from? When they answer back,
the letters of ask: How do you spell that? Elicit the correct
the alphabet § Grammar in context: spelling. Model and practice the question, then
accurately. - Where are you from? /Where is he/she ask students to do the dialogue below:
from? Lupita : Where are you from?
- Are you from….? Jorge : I am from El Salvador.
- Are you Japanese ? Yes, I am / No, I’m Lupita : How do you spell that?
not. No, I’m Chinese . Jorge : E-L S-A-L-V -A-D-O-R
- Are you going to Mexico? Yes, I am. /
No, I’m not. Yes, I am going to Mexico. 5. Have students introduce themselves:
- Guadalupe is from Guatemala. She is Carmen : Roger, this is Laura.
Guatemalan. Roger : Hi, Laura. Where are you from?
- How do you spell that? Laura : I’m from Nicaragua. I’m Nicaraguan.
- Is Jorge González brazilian? Roger : It’s nice to meet you.
No, he isn’t. He’s Salvadorean. Laura : It’s nice to meet you, too.

6. Now ask the class about famous people around

the world.
For instance:
a)Teacher : Is Diego Maradona Colombian?
Class: No, He’s Argentinian. He’s from

b)Teacher: Is Lucerito Mexican?

Class: Yes, she is Mexican. She’s from

7. As a culminating activity, have students write

short simple paragraphs about themselves.
Hello. I’m Carlos Castellanos. I’m an engineer.
I’m Salvadorean. I’m from El Salvador.


Students will be LESSON 1: HOLIDAYS AND 1. Warm up. Tell the class that they are going to learn 1. Identifying and Values:
able to: CELEBRATIONS. about some holidays and celebrations. Have them describing
- Respect for the
• Describe brainstorm celebrations/festivities they know of in holidays and
social, cultural
holidays and § Vocabulary Spanish, either from their own country or from celebrations.
st customs and
celebrations - New year’s day (January 1 ), others. (use the “Webbing” technique) 2. Making a poster
th traditions of our
in our Valentine’s Day (February 14 ), Easter SEMANA SANTA from magazine /
country. (In March or April), Labour Day (May (Easter) newspaper cut-
st rd - Love,
1 ), The Cross Day (May 3 ), Mother’s outs showing
th cooperation,
• Express Day (May 10 ), Father’s Day (June different holidays
and friendship.
th nd
likes and 17 ), Teacher’s Day (June 22 ), DÍA DE LA MADRE NAVIDAD with their
th HOLIDAYS - Appreciation
dislikes Independence Day (September 15 ), (Mother’s Day) (Christmas) corresponding
st and
about Children’s Day (October 1 ), Columbus names.
th preservation of
holidays. Day (October 12 ), All Souls Day 3. Performing short
nd traditions/
(November 2 ), Christmas Eve 2. Use a big calendar, preferably one with pictures simple
th holidays.
• Talk about (December 24 ), New Year’s Day
depicting the different holidays of our country. Ask conversations
holidays and (December 31 ). students to work in pairs to answer the following about holidays.
celebrations. - Related Vocabulary: tradition, legend, questions: 4. Completion of
food, dance, parade, clothing, songs, - How many holidays/celebrations do we have in our charts by asking
• Explain in stories, gifts, music, customs, country? other classmates
simple Christmas tree, enjoy, resolutions, - What is your favorite holiday/celebration? Why? about dates of
words some spend, Christmas card, mean, favorite, - How do we celebrate Mother’s Day? holidays.
special celebrate, fireworks, march. - What do you do for Christmas? 5. Asking for and
st st
traditions of - Ordinal numbers: (Review) 1 – 31 - Do you get any Christmas cards? How many do you send? giving information
their - Months of the year: Jan. – Dec. - Do you enjoy New Year’s Day? about holidays.
communities - Cardinal Numbers: (Review) 1 – 140 - When is Teacher’s Day in El Salvador? 6. Role – playing in a
. - Structures: When is mother’s Day? - What do we celebrate on October 1st ? holiday situation.
• Tell the Can you tell me…? When they finish answering the questions, each couple must 7. Finding out about
exact dates Do you remember? share the answers with the whole class. holidays in the
of holidays What do you do that day? United States.
and How do we celebrate…? 3. Role-play a holiday situation. (Valentine’s Day) 8. Writing and saying
celebrations What do people do on that Decorate the room according to the celebration. Ask numbers from
in our holiday? students to make hearts, send cards, share 1-140
country. Do you like to celebrate…? chocolates/candy, and be friendly with classmates.

• Write and Do you enjoy ….time? Play some music to create a nicer atmosphere.
say numbers How many……? 4. Have students draw the following charts:
from 1-140 A) B)
- Describing holidays and celebrations 1.Independence (Sept.15th) 1.May 1st (Labor
- Expressing likes and dislikes Day Day)
- Talking about Holidays and 2.Father´s Day 2.June 17 th
celebrations. 3.Mother´s Day 3. May 10th
- Making New year’s Resolutions. 4.Valentine´s Day 4.etc.
- Writing Christmas cards. 5. etc. 5.
Then ask them to stand up and go around the class asking and
§ Grammar in context: answering questions related to dates of holidays in our country.
- When’s (Valentine’s Day)? It’s in Ask them to fill in the charts with the information required.
February. v In chart (A) they will complete it with dates.
- What holidays are in June? v In chart (B) they will complete it with holidays.
- How do you celebrate Christmas? For instance:
- What do you do that day? Chart(A)
- Do you like to celebrate….? Raúl: When’s Independence Day, Sonia?
- Can you tell me how do you th
Sonia: It´s on September 15 .
celebrate…? Raúl: Thank you
- What do you do for….? Sonia: You’re welcome.
- Do you enjoy (Christmas) time? Chart(B)
- Do you remember a special tradition in st
Sonia: What do we celebrate on May 1 , Raúl?
your family/community? Raúl: I don’t remember, sorry.
Beto: ( It’s) Labor Day.
Sonia: Thank you.

5. As a wrap up, ask students to describe a

celebration.Tell children to write their favorite holiday
on a slip of paper. Put all the slips in a bag/box.
Have a student come up to draw out a paper. The
teacher then model the first description. Then
students must guess the holiday.
For example:
Teacher: I decorate the tree. I eat turkey/chicken
with my family. I receive presents.
What is it?
Class: Christmas!
Extension: for further practice ask students to find out about
holidays/celebrations in the United States.

Students will be LESSON 2: MY VACATION. 1. Warm – up. Review unit on countries and 1. Asking for and 1. Environmental
able to: nationalities. Play “Hit the balloon”. Make groups of giving information Education.
• Talk about § Vocabulary 6 students each, give each team a balloon. Have about past events
past events. - Places: Mountains, beach, park, river, students hit the balloons to each other without letting (activities) Value:
hometown, fair, zoo, movies. them touch the floor. Before each hit have students 2. Writing short - Take good care
• Express likes - Verbs: Was/were, went, did (aux.), name a country. The winning team is the one that paragraphs in of the
and dislikes. didn’t (aux.), visited, met, bought, sat, keeps the balloon in the air the longest. simple past tense. environment.
read, danced, ate, drank, swam, had, 3. Reading short
• Write drove, took, climbed, fished, played. 2. Encourage students to name and talk about places paragraphs in
statements in - Adjectives: big, hot, safe, sunny, to go on vacation. Show pictures of places and simple past tense.
the past form. good, friendly, clean, cold, nice, activities and ask small groups to stand in front of 4. Performing simple
beautiful, delicious. the picture of the place they like to go for vacation. short
• Read - Weather: (Review) hot, sunny, cold, Extension: Write a list of irregular verbs on the board, in conversations.
statements in rainy, windy. the first column write verbs in the present and in the 5. Completion of
the past - Subject Pronouns: I, you, we, they, second column verbs in the past form. Have students charts by asking
simple tense he, she, it. match the verbs in the first column with their past form in other classmates
of be and - Structures: - Where did you go? the second. Explain that these verbs are irregular and about activities in
some other - I went to the (beach) their past form must be learned by heart. (memory) the past.
common - I didn’t go to the (lake) - go - had After they have matched the two forms of the 6. Matching verbs in
verbs. - How was the weather? - meet - sat verb they have to make a sentence. the present with
- Did you (swim)? - buy - drank Ex. their appropriate
• Ask for and - The weather was hot. - sit -bought Freddy: I went to the park last weekend. past form.
answer - Months of the year:(review)Jan.– Dec. - read - took Then the teacher asks another student:
questions - eat - drove - Did Freddy go to the park last
about the § Functions - drink - swam weekend?
weather. - Talking about past events. -swim - ate Student: Yes, he did./Yes, he went to the
- Expressing likes and dislikes. - have - read park last weekend.
- Writing sentences using the past
- drive - met Extension:
simple. - Freddy: I went to the beach on vacation.
- take - went
- Reading sentences in the past simple.
- Talking about the weather.

§ Grammar in context 3. Have the students write the following chart on their
- Where did they go? They went to the notebooks.
mountains. They didn’t go to the CLASSMATES
beach. ACTIVITIES Margari Celina Ernesto Graciel Anita
- How was the weather? It was cold. ta a
Where did you go To the To the To To the
- Did you play soccer? Yes, I did/ No, I
on Vacation? beach park Guatem Mounta
didn’t/ Yes, I played soccer. ala ins
- The people weren’t friendly. What did you do Swam Played Visited Climbe
- What did you do? there? Antigua d
- The food was delicious. When did you go In In July In Last
- The beach wasn’t clean. there? August Decem Weeke
- Where did you stay? I was in ber nd
Guatemala. How was the Hot Hot Cold Windy

Ask them to stand up and interview their classmates

about activities they did on vacation. Now have them
report in written and oral form to the class.
For instance:
Student(1): Margarita went to the beach on vacation.
She swam in the ocean. She went to the beach in
August. The weather was hot.

4. As a culminating activity, divide the class into 6

groups. Assign each group a different place: beach,
park, mountains, fair, zoo, farm/ lake. Have students
draw pictures/cut-outs from magazines of plants and
animals they would find in that place. Then ask them
to pretend they visited the place and have them
write a short paragraph about the place.

Ex. We went to the lake on vacation. We had a

good time. We ate chicken for lunch. We drank
sodas, too. We swam in the lake and played
soccer. Betty read a book and Javier climbed a
tree. We saw some beautiful flowers and birds in
the trees. We cleaned the place. We picked up all
the garbage. We had a very nice vacation.


Students will be LESSON 1: MY HEALTH. 1. Warm-up. Have students make a circle and stand in 1. Role-playing a 1. Health
able to: the middle of it. Tell the class that they are going to health problem Education.
• Identify and § Vocabulary learn the parts of the body in a song. Start like this: situation.
name parts of - Temperature, fever, the flu, HEAD, SHOULDER, KNEES and TOES…. Every 2. Using the new Value:
the body. stomachache, headache, earache, time you say each word, touch it with your hands vocabulary - Being aware of
toothache, backache, sore throat, and ask the students to follow you. Put any rhythm properly. the importance
• Describe cough medicine, doctor, emergency, you wish to the song. 3. Performing short of reading
physical sick, sickness, cut, sprain, pain, conversations. medicine
condition in vomiting, tablets, pills, medicine, 2. Have students make 5 groups of 5 students each. 4. Identifying and labels
basic terms. nurse, aspirin, hospital, clinic, health The teacher, prepares slips of paper labelled with naming parts of carefully.
center, tablespoon, dosage, before, parts of the body in advance. Then the teacher the body.
• Describe after, every (3) hours, patient, warning. demonstrate the activity by putting/sticking a label 5. Interpreting
common - Parts of the Body: head, face, eyes, (arm) on a student´s arm. Each group should choose medicine labels.
physical nose, chin, mouth, tongue, teeth, lips, one student to be the “model”. Give a set of labels to 6. Asking for and
symptoms, eyebrow, eyelash, ears, hair, neck, each group. Do not let them start until you say go. giving information
illnesses or shoulder, chest, arm, hand, finger, Groups must label their model as fast as they can. about health.
injuries. wrist, elbow, waist, leg, knee, ankle, When the first team finishes, you may stop the 7. Asking for
foot, toes. game. Models come to the front. Check with the suggestions.
• Read and - Verbs: check, get, have, fall down, see, class that the labels are in the proper place.
follow simple need, happen, feel, take, drink, cut, Variation: Play “Simon Says” with parts of the body.
directions on burn, bleed, give, call, swallow, break, Demonstrate the game first. Use the verb “touch” only.
medicine sprain, cough, hurt. Say: Simon Says: Touch your ears and tell the
labels. - Adjectives: awful, bad, sick, dizzy, students that they must only do the action if it is
great, good, tired, broken, deep, better, preceded by the phrase: “Simon Says”. Students who
• Request much better. are caught out can not go on with the game until the
simple - Structures: - What’s the matter? next round.
medical - What’s the problem?
advice. - What happened to you? 3. Bring in pictures/flashcards showing people with
- How are you feeling? different health problems: backache, headache,
- How does he feel? fever, the flu, sore throat…and number each picture,
- What does he need? then put them on the blackboard and write the
- How are you today? following questions on one side of the board:
- You should see a a) What’s the problem/matter in picture 3? He has a
• Show concern fever.

for someone’s doctor. b) How does he feel? He feels awful.(terrible, very
health. - Are you all right? bad)
c) What does he need? He needs to see a doctor.
§ Functions: Have them work in pairs to answer the questions.
- Identifying and naming parts of the
body. 4. Role-play a situation. Pretend someone had an
- Describing physical condition in general accident and broke an arm or any other problem.
terms. For instance:
- Reporting state of health. Augusto: What happened to you?
- Describing illness or injury. Ciro: I had an accident and broke my arm.
- Expressing needs. Augusto: I’m really sorry.
- Reading and following simple directions Ciro: Thank you.
on medicine bottles. Have couples present their conversations in front of the
- Requesting simple medical advice. class. Have the injured person mime his/her problem.

§ Grammar in context: 5. Bring several simple medicine labels to class and

- teach students to read/interpret the directions on
- What’s the matter? I have an them.
- How do you feel? My (neck) hurts.
- How are you feeling? I feel
awful/terrible. BEFORE LUNCH
- How does she feel? She feels great. 1 TABLESPOON.
(better) PHONE Warning:
- What’s the problem/matter? I have a 330-4350
TAKE 2 Keep out of the
sore throat. TABLETS reach of
- What’s the matter with him? He has EVERY 4 HRS. children.
a headache.
- What does she need? She needs .
some aspirin.
- Do you have a fever? Yes, I do / No, I 6. As a wrap up, tell students you feel sick (bad). Ask
don’t. them to suggest some simple remedies.
- How are you? I feel tired. Teacher: I have a (headache). What should I do?
- You should see a doctor. Class: You should drink some aspirin.
Variation: What do you do when you have a


Students will be LESSON 2: CLOTHES WE WEAR. 1. Warm-up. Act out some of the health problems they 1. Asking and
able to: learned in the previous lesson. Have them guess the answering 1. Consumer´s
• Identify and § Vocabulary: problems and ask them to give you a simple remedy. questions in oral Education.
name clothes - Shirt, pants, sweater, skirt, shorts, shoes, cap, Ex. You have a cold. You should drink a and written form.
they wear. socks, trousers, dress, jacket, sunglasses, lemonade. 2. Showing Values:
gloves, boots, coat, raincoat, sandals, hat, T- comprehension of - Courtesy.
• Identify and shirt, jeans, belt, tank top, blouse, sneaker, 2. Teach clothes vocabulary using the clothes children oral stimuli - Politeness.
name colors. pajamas, underwear. are wearing and visuals. Point to the items/pictures through physical, - Kindness.
- Colors: (Review) red, green, blue, yellow, and say the words. Ask students to point to the oral or written
• Ask and black, white, brown. items/pictures (point to your pants/socks, cap, etc.) response.
answer about - Possessive Adjectives: her, his, your, my. 3. Role-playing in a
prices. - Numbers: (Review) : 1 – 160 3. Compare two items of clothing which are different store situation.
- Present continuous : (Review) colors. 4. Identifying and
• Identify - Plural form: “s”, “es”. Say: My pants are grey, but Roxana´s are pink. Point naming clothing
singular and - Demonstrative Adjectives: That, Those, This, to other things/ clothes that are grey/pink. items.
plural clothing These. Extension: Ask a volunteer to come up to the front, 5. Drawing and
items. - Adjectives: large, small, big, medium. then ask the whole class about the color of his/her labelling clothing
- Structures: clothes. items.
• Use singular - What color is/are…? a) Teacher: What color is Teresita´s blouse? 6. Asking for and
demonstrative - Can I help you?/ May I Class: It’s white. giving prices.
adjectives. help you? b) Teacher: What color are her shoes?
- What size….? Class: They’re black.
• Use plural - Can I try it on?/Can I try Now ask students to close their eyes for a moment.
demonstrative them on? Ask one student about his/her classmates’ clothes:
- It’s too small/big. What color is Sandra´s sweater? It’s blue and white
- How much is that?
What color are her socks? They’re brown.
- How much are those?
• Role-play in a
- Here you are.
clothing store
- Certainly. 4. Play Bingo. Prepare bingo grids with nine spaces for
- I´ll (I will) take it. each student. Use paper clips or small pieces of
paper for markers. Give each child a grid tell
• To count from
students that everybody’s bingo grid should be
different, and to draw their pictures in any space on

§ Functions: the paper. Give directions: Draw a (shirt). Continue
- Identifying and naming clothes. with directions for: Socks, pants, cap. Call out a
- Identifying colors. word. Students place markers on the pictures. Three
- Asking for and giving prices. in a row wins. The winner must say a sentence for
- Identifying singular and plural clothing each word in the winning row: This is a (dress).
items. These are (pants), or have them stay away from the
- Playing bingo with clothing items. grid to practice: That’s a dress./ Those are pants.
- Practising the present continuous with
clothing items. 5. Role-play a store situation. Ask students to draw a
- Role-playing in a store situation. picture of a piece of clothing/bring real clothing items
to class. Students must hang the pictures or the real
§ Gramar in context: clothing items on a clothes line made of string. Allow
- What color is Ruben´s shirt? time for students to prepare their conversations.
- It’s yellow. Encourage them to use size, color, and price to talk
- What size do you wear? about clothes.
- Medium For instance.
- Can I try it/them on? Salesperson: Can I help you? / May I help you?
- It’s too small/ large/big. Customer: Yes, please. Do you have (blue shirts)?
- They’re too small/big. Salesperson: Yes. What size?
- How much are those shoes? Customer: Small, please.
- I´ll (I will) take it/them. Salesperson: Here you are.
- Can I help you? /May I help you? Customer: Can I try it on?
- This dress is red. Salesperson: Certainly.
- That dress is yellow. Customer: Thanks.
- These dresses are red. Salesperson: Is it ok?
- Those dresses are yellow. Customer: Yes, it’s fine, thanks. How much is it?
- That’s his shirt. Salesperson: It’s $ 9.50. (nine dollars and fifty
- This is my shirt. cents)
- Those are his shirts. Customer: I´ll take it.
- These are my shirts.
6. As a wrap up, play another game. Have students
go to the playground. Ask them to make a circle,
then tell them that you are a mail carrier and have
some mail for the ones who are wearing (white
socks), those wearing white socks must move to
another place as quickly as possible; those wearing
different color socks must stay in the same place.


Students will be LESSON 1: GOING SHOPPING. 1. Warm-up. Begin by reviewing clothing items from 1. Role-playing in a 1. Consumer’s
able to: previous unit. (lesson II). Play pictionary with the department store Education.
• Identify and § Vocabulary: class. Divide the class into 4 groups. Have each situation.
name the - Clothing ads., 10% off, on sale, group choose someone to draw on the board. Tell 2. Setting up a Values:
different women’s department, men’s them that the rest of students in the group must supermarket
departments department, children’s department, guess the word. Allow 2 minutes per group. Show a situation. - Be a smart
in a infants´ department, dressing room, picture of a clothing item/whisper the word to the 3. Demonstrating how shopper.
department clothing ads, regular price, sale price, “drawer” and have him/her start drawing as some to discount 10%, - Compare prices
store. clothing labels. you give the word to him/her. Groups get a point for 20% or 50% off and check
- Sizes: S (small), M (Medium), L (Large), each guessed word. from regular price. sales before
• Talk about XL (Extra-large). 4. Completion of buying
size and price - Stores: Shoe store, pharmacy, bakery, 2. Bring to class clothing ads in color or pictures from charts with anything.
of items. hardware store, department store, catalogues/magazines. Prepare a display on the bulletin information related - Don’t be a
supermarket, toy store, clothing store, board. Ask students to bring pictures to add to the display to shops and compulsive
write several color words on the board.
• Identify and jewelry store, grocery store, meat store. products. buyer.
- Fruits: bananas, apples, oranges, Extension: Bring clothing ads to class that show that the 5. Asking for and - Courtesy.
name places clothing is 10%, 20%, and 50% off. Demonstrate this
where they watermelon, pineapple, grapes. giving change. - Politeness, and
concept by working a simple math problem at the board .
can buy - Vegetables: cucumber, carrot, For example: a pair of shoes that normally costs $30.ºº is 6. Identifying different – kindness.
things they tomatoes, onions, potatoes, garlic. 10% off. First, demonstrate that 10% of $30.ºº is $3.ºº, (30 locations in a - Take good care
need. - Food: chicken, fish, rice, beans, ÷ 10 = 3) then, subtract $3.ºº from $30.ºº ($30.ºº - $3.ºº = department store. of our clothes.
cheese, meat, eggs. $27.ºº) the pair of shoes now costs $27.ºº 7. Identifying and
• Talk about - Money: (Review) one dollar, 5 dollars, naming color of
fruits, 10 dollars, 20 dollars, 50 dollars, 100 3. Have students draw the following chart: clothing.
vegetables, dollars. A penny (one cent), a nickel Where can Department Store Supermarket Pharmacy Hardware 8. Reading and writing
- (5 cents), a dime (10 cents), a quarter you buy Store. short dialogues.
and food in these items?
general. (25 cents) 9. Interpreting
1 aspirin
- Colours: (Review) green , blue, black, directions on
yellow, orange. 2 coffee clothing labels.
• Ask for and 3 T-shirt
give change. - Numbers: (1- 160)
- Expressions: 4 Cement
- How much is the ….? Where’s the Now have them work with a partner to decide where
women’s department? What color is...? they can buy the items in the chart. Ask them to put a
- What size do you wear? /what size are check mark for the stores where they can buy each
you? item.

• Read and - What is the regular price? 4. Now set up a shopping situation in the classroom
follow simple - What’s the sale price? that represents a large department store (situation:
directions on - How much is a pound of…? someone is looking for a pair of shorts at a
clothing - How many apples do you need? department store)
labels. - Do you have change for a dollar? Salesclerk: May I help you?
Where can I…? Customer: Yes, I’m looking for a pair of shorts.
• Subtract/ - Here you are… Salesclerk: Ok. Let’s go to the children’s department. What size
discount (10%, - Excuse me? Anything else? do you wear?/what size are you?
20% or 50%) - It’s five dollars and ten cents ($5.10) Customer: Size six, Are these blue shorts on sale?
from normal Salesclerk: Yes, they are.
price. § Functions: Customer: How much are they?
- Identifying and naming locations in a Salesclerk: Ten dollars ($10ºº)
• To count from department store. 5. Now set up a supermarket situation in the
1-160 - Talking about size and price. classroom. Bring pictures or brochures from a local
- Identifying and naming stores/places to supermarket. Pass out the pictures/brochures and
buy things we need. discuss the food shown and the prices.
- Talking about fruits, vegetables and Clerk : May I help you?
food in general. Customer : Yes, I´d like two pounds of chicken.
- Asking for and giving change. Clerk : Anything else?
- Reading and interpreting simple directions
Customer : Yes, a pound of potatoes, please.
on clothing labels.
Clerk . : Ok. That’s $14.50
§ Grammar in context: Customer : Excuse me, isn’t there a mistake?
- Where’s the children’s department? Clerk : I’m sorry. The correct total is $12.25
- What size does she wear? Customer : That’s ok. Thanks a lot.
- What’s the regular price? 6. Bring play money to class. Hold up each bill and
- What’s the sale price? coin as you tell the class how much it is worth.
- How much is a pound of tomatoes? Hand out the money to some students and have
- How much are tomatoes? them write a dialogue asking for change. Then have
- How many oranges do you need? them practice it in groups of 3.
- How much are they? A : Excuse me. Do you have change for a dollar?
- I need a blouse. B : No, I don’t. Sorry.
- Where can I get/buy a shampoo A : What about you?
- around here? C : Let me see. Yes, I do. Here you are.
- You can get/buy a shampoo at the 7. As a culminating activity, bring several items of
- Excuse me. Do you have change for a clothing to class. Be sure the clothing has labels
dollar? that explain how to care for the items. Read and
- Yes, I do. Here you are. /No, I don’t, sorry. interpret the labels for the students.
a) b)
Machine Wash Machine wash
warm water cool water
Do not bleach


Students will be LESSON 2: MY DAILY ROUTINE. 1. Warm – up. Review the previous lesson (shopping). Ask the 1. Producing simple Values:
able to: whole class the following question: Where can I get / buy (a pair short conversations. - Punctuality.
• Talk about their § Vocabulary: of shoes?) then they will answer: you can buy a pair of shoes at 2. Asking about other - Responsibility.
own and other - Verbs: Wake up, get up, take a shower, brush the shoe store. people’s daily - Respect to other
people’s daily your teeth, get dressed, wash your face, put on, activities. people.
routines. makeup, pray, make the bed, brush your hair, 2. Arrange twelve chairs in a circle at the front of the class and 3. Writing paragraphs - Tolerance.
cook, eat breakfast, lunch, dinner; sweep, dust, label them 1 – 12. Then draw a clock on the board. Have two about other people’s
• Use expressions watch T.V., Listen to the radio, comb your hair, children of different heights and write the name of the taller daily activities.
of time properly. go to bed, sleep, do homework, play, read, visit, student on the minute hand of the clock on the board, and the 4. Reading paragraphs
talk to, ride a bike, walk, arrive at school, clean name of the shorter student on the hour hand. Have the taller about other people’s
• Write about the bedroom, study, start school, leave, finish, student (“minute hand”) to sit on the chair marked 12, and the daily routines.
family members’ go home, do/does, don’t/doesn’t (Aux.) shorter student (“hour hand”) to stand behind the chair marked 5. Counting from
daily routines. - Telling the time: 1. Ask: what’s the time? And say: It’s one o’clock. Move the 1 – 200.
- What time is it? shorter student to chair 2 and repeat the process for: It’s two 6. Asking for and telling
• Tell the time in - It’s nine o’clock. o’clock. Present all the hours like this, encouraging students to the time.
different - It’s twenty to two. say the times with you. Extension: Repeat this with two new 7. Writing the correct
manners. - It’s five after one. students, this time allowing the “hour hand” to move around spelling of numbers.
- Days of the week (review): Sunday, Monday, freely, while other students say the time. 8. Making sure everyone
• Count from 1 to Tuesday, Wednesday, Thursday, Friday, pronounces the words/
200. Saturday. 3. Bring in a teaching clock or make one using a paper clip and expressions properly.
- Frequency Adverbs: always, sometimes, circle of cardboard/ paper plate. Have students paste numbers 9. Using prepositions of
never, every week/month, every day, every from 1 – 12 on the paper plate and have children cut out the time: on, and at
year. clock hands. Show them how to punch holes in the clock hands properly.
- Numbers (review): 1 – 200 and make a hole in the center of their plates. Now teach the
- Prepositions of time: in, on, and at. other times: what time is it? It’s 7:30. (seven-thirty) / 8:45/
- Present Simple: Third person singular. 10:15/ 1:20/ 3:40.
- Expressions: in the morning, in the afternoon, Extension: When students are quite confident with these ways
in the evening, at night. of telling the time, get them to ask each other, using the clocks
they made/teaching clock you brought to class.
§ Functions:
- Talking about daily activities (routines). 4. Ask a few students: What time do you get up?, etc. Make
- Using expressions of time. sure they answer using different forms of telling the time (A
quarter after, a quarter to / before, etc.). In pairs students ask

- Expressing the present simple in written and each other: What time do you…?(have breakfast/take a
oral form. shower/go to bed/ do your homework, etc.). Have them write
- Telling the time. down their partner’s answers on the notebook. Then have pairs
- Counting from 1 – 200 go to the front to present their partner’s daily routines:
- Writing statements using prepositions of time. For instance:
Carlos Says: Omar wakes up at 5:30 a.m. He gets up at 5:45
§ Grammar in context: a.m. He always prays to God at 6:00 a.m. He takes a shower at
6:10. He has/eats breakfast at 6:30 a.m. He goes to school at
- What does he do on Saturday? 7:00 a.m.
- He has bread, cheese, and milk for breakfast.
- He plays soccer with his friends. 5. Write a paragraph about your wife’s /son’s daily routines on the
- She takes a shower every day. board.
- I watch T.V. every afternoon. A DAY IN THE LIFE OF MY WIFE.
- I always wash my hands. Margarita is a Salvadorean woman. She is an English teacher, too.
- What time is it? It’s five after three. She works in a school in the mornings and in the afternoons from
- What do you do in the morning? Monday to Friday. In the evening she watches television, listens to
- When does she have lunch? Christian music, reads the Bible or sometimes other books. On
- Fernando gets up at six-thirty. Saturdays, she always goes shopping in the morning or in the
- My friends play basketball on Fridays. afternoon, and in the evening, she goes to the movies with me. On
- I don’t work/study on Saturday. Sunday morning, she goes to church with me and the kids. In the
- I go to school from Monday to Friday. afternoon, she visits her mother and sister. In the evening, she
- Ovidio, what time do you get up? I get up at sometimes corrects her students´ homework. She goes to bed at
seven o´clock. 9:00 p.m. and gets up at 5:30 a.m. She doesn’t like Monday
- She gets dressed at 7:30. mornings.

As a culminating activity, ask students to read the paragraph and

tell them to complete the chart with Margarita’s daily activities.

Monday to Watch TV.
Friday Listen to
music, read
the Bible.

Sunday Go to church
with her family

Extension: You may have students make questions about

Margarita’s daily routine.
For instance:
Student (1): What does Margarita do on Saturday mornings?
Student (2): She always goes shopping on Saturday
mornings, etc.

A) The use of videos, games and songs is highly recommended.
B) Feel free to vary the order of the activities mentioned above,
according to your students´ needs and your own creativity.



Name of School_______________________________________________________________________________________
Name of Teacher:________________________________________________________Grade _______ Section_______

No. Name of Student Formative Evaluation Observations

Listening Skill Speaking Reading Writing
Skill skill Skill

1 2 3 1 2 3 1 2 3 1 2 3

Achievement Indicators:

1. Responds insecurely and with mistakes.

2. Responds insecurely but correctly.
3. Responds correctly and confidently.


Name of School________________________________________________________________________________________
Name of Teacher_____________________________________________Grade__________________Section__________________

No. Name of Student Summative Evaluation Results

Oral Exam Written Exam Out-of-class Final Test Average


Excellent (E) 9-10

Very Good (VG) 7- 8
Good (G) 5- 6
Fair (F) 3- 4
Needs improvement (NI) 1- 2

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