Unit 1

English A1 DIDACTIC GUIDE

Course: English A1 Breakthrough Total Time : 140 Hours Lesson 1

How Long Why Is It Going How Is It

What Am I What I Am
Is It Going How Is It Going To Be Done ? To Be Done For Going To Be
Going To Do? Going To Use ?
To Take? ? Assessed?
Technique/A
Didactic
Activity Time Didactic Strategies Competence ssessment
Recourses
Instruments
A1. Identification 1 Hour The facilitator introduces himself/herself and welcomes the Audiovisual  Rubric
of alphabet and protagonists; he/she develops an integrative dynamic to To understand the equipment  Checklist
numbers have the protagonists to introduce themselves. The alphabet and Digital  Observation
facilitator makes an oral diagnostic activity to explore numbers presentation, Guide
previous knowledge from the protagonists. (Overall Listening Student’s books,
comprehension) Permanent markers, (formative
Listening: Notebook assessment)
- The facilitator uses The Brainstorming Technique to ask
questions about the alphabet and numbers, presents some Suggested
pictures to have the protagonists generate ideas about the videos/audios
https://es.liveworkshe
content of the upcoming audio and present the vocabulary
ets.com/worksheets/e
and grammar. n/English_as_a_Seco
nd_Language_(ESL)/
- The facilitator provides instructions about the Listening Personal_information
Comprehension Technique, the protagonists listen to the /Listening_spelling_a
lphabet_cv17722bl
alphabet and numbers and relate the content with the
pictures. https://agendaweb.or
g/grammar/alphabet-
- The facilitator provides feedback, clarifies doubts and exercises.html
makes conclusions from the activity.
https://learnenglishtee
ns.britishcouncil.org/
Reading: skills/listening/beginn
- The protagonists, following the instructions provided, era1listening/understa
work on a Guided Reading Technique to identify familiar nding-numbers
words.
Suggested
- The protagonists get in pairs and work on a worksheet worksheet:
related to the alphabet and numbers.
To understand the Suggested reading
- The protagonists read the text aloud and answer the alphabet and https://www.teach-
suggested exercises from the worksheet. numbers this.com/general-
(Overall Reading activitiesworksheet
s/numbers
- The facilitator provides feedback, clarifies doubts and Comprehension)
makes conclusions from the activity.
A2. Production of 1 Hour Speaking: To produce oral Audiovisual  Rubric
alphabet and - The facilitator uses a dynamic to reinforce the alphabet statements using the equipment  Checklist
numbers and numbers with a protagonist. (Modeling) alphabet and Digital  Observation
numbers. presentation, Guide
- Using the Interview Technique, the protagonists ask (Overall Spoken Student’s books,
questions from a worksheet related to alphabet and Production) Permanent markers, (formative
numbers, they write the answers and in plenary they share Notebook assessment)
the information.
Suggested
- The facilitator provides feedback related to pronunciation worksheet:
and grammar to the protagonists about their progress.
Suggested
Writing: worksheet for
- The protagonists instructed by the facilitator organize in To produce written writing
work teams, from a worksheet provided the protagonists https://www.teach-
text using the
this.com/general-
write short sentences using the alphabet and numbers. In alphabet and activities-
plenary they share their sentences. numbers worksheets/numbers
(Overall Written
- The facilitator provides feedback and clarifies the Production)
protagonist's doubts.
A3. Identification 2 Hours Listening: Audiovisual  Rubric
of verb to be and - The facilitator using the Listening Comprehension To understand the equipment  Checklist
personal pronouns Technique presents a video about “the verb to be and verb to be and Digital  Observation
personal pronouns” and presents the vocabulary and personal pronouns presentation, Guide
grammar bank. (Overall Listening Student’s books,
comprehension) Permanent markers, (formative
- The protagonists listen, take notes of known words from Notebook assessment)
the video and respond to comprehension questions from a Suggested
worksheet. videos/audios
https://es.liveworkshe
ets.com/worksheets/e
- The facilitator provides feedback, clarifies doubts and n/English_as_a_Seco
makes conclusions from the activity. nd_Language_(ESL)/
Personal_pronouns/S
ubject_pronouns-
Listening_rb1017946
ix
Reading: Suggested
- The protagonists, following the instructions provided, To understand the worksheet for
work on a Reading Comprehension Technique identify the verb to be and listening:
phrases related to the verb to be and personal pronouns. personal pronouns
(Overall Reading Suggested
- Using the worksheet, the protagonists work on the Comprehension) worksheet for
exercises and ask questions about verb to be and personal reading:
pronouns to exchange ideas. https://en.islcollective
.com/english-esl-
worksheets/grammar/
- The facilitator provides feedback and clarifies doubts. personalpronouns/per
sonalpronouns/11341
A4. Production of 1 Hour Speaking: To produce oral Audiovisual  Rubric
verb to be and - The facilitator performs a dynamic with a protagonist to statements using equipment  Checklist
personal pronouns review the verb to be and personal pronouns. the verb to be and Digital  Observation
personal pronouns presentation, Guide
- Using the Interview Technique, the protagonists ask (Overall Spoken Student’s books,
questions using the verb to be and personal pronouns to Production) Permanent markers, (formative
others and write their answers in a worksheet, and in a Notebook assessment)
plenary, they share their information. Suggested
worksheet for
- The facilitator provides feedback to the protagonists about speaking
their progress. https://www.teach-
this.com/images/res
ources/are-you.pdf
Writing:
- Using a Grouping Technique, the protagonists get in team To produce written
Suggested
works and analyze sentence structure where the verb to be text using the verb worksheet for
and personal pronouns are used. to be and personal writing
pronouns https://es.liveworks
- The protagonists work on a worksheet and write short (Overall Written heets.com/workshe
sentences using the verb to be and personal pronouns. Production) ets/en/English_as_a
_Second_Language
- The facilitator provides feedback related to punctuation _(ESL)/Personal_P
and grammar to the protagonists. ronouns/Personal_P
ronouns_fa146250c
s
Lesson 2

How Long Why Is It Going How Is It

What Am I What I Am
Is It Going How Is It Going To Be Done ? To Be Done For Going To Be
Going To Do? Going To Use ?
To Take? ? Assessed?
Technique/A
Didactic
Activity Time Didactic Strategies Competence ssessment
Recourses
Instruments
A1. Identification 1 Hour Listening: Audiovisual  Rubric
of prepositions of - The facilitator uses The Brainstorming Technique to ask To understand equipment  Checklist
time questions about prepositions of time, presents some prepositions of time Digital  Observation
pictures to have the protagonists generate ideas about the (Overall Listening presentation, Guide
content of the upcoming audio and present the comprehension) Student’s books,
vocabulary and grammar from the lesson. Permanent markers, (formative
Notebook assessment)
- The facilitator provides instructions about the Listening
Comprehension Technique, the protagonists listen to Suggested video
prepositions of time and relate the content with the https://www.youtub
pictures. e.com/watch?v=b5
D8pAbVPoM
- The facilitator provides feedback, clarifies doubts and Suggested
makes conclusions from the activity. worksheet for
listening
Reading:
- The protagonists, following the instructions provided, To understand
work on a Guided Reading Technique to identify familiar prepositions of time Suggested
words. (Overall Reading worksheet for
Comprehension) reading
- The protagonists get in pairs and work on a worksheet
related to prepositions of time.

- The protagonists read the text aloud and answer the

suggested exercises from the worksheet.

- The facilitator provides feedback, clarifies doubts and

makes conclusions from the activity.
A2. Production of 1 Hour Speaking: To produce oral Audiovisual  Rubric
prepositions of - The facilitator uses a dynamic to reinforce prepositions statements using equipment  Checklist
time of time with a protagonist. (Modeling) prepositions of time Digital  Observation
(Overall Spoken presentation, Guide
Production) Student’s books,
- Using the Interview Technique, the protagonists ask Permanent markers, (formative
questions from a worksheet related to prepositions of Notebook assessment)
time, they write the answers and in plenary they share the
information. Suggested
worksheet for
- The facilitator provides feedback related to speaking
pronunciation and grammar to the protagonists about
their progress.

Writing:
- The protagonists instructed by the facilitator organize in To produce written Suggested
work teams, from a worksheet provided the protagonists text using worksheet for
write short sentences using prepositions of time. prepositions of time writing
(Overall Written
- The facilitator provides feedback and clarifies the Production)
protagonist's doubts.
A3. Identification 1 Hour Listening: Audiovisual  Rubric
of days of the - The facilitator using the Listening Comprehension To understand days equipment  Checklist
week, months of Technique presents a video about “Days of the week, of the week, Digital  Observation
year and the time months of year and the time” and presents the months of year and presentation, Guide
vocabulary and grammar from the lesson. the time Student’s books,
(Overall Listening Permanent markers, (formative
- The protagonists listen, take notes of known words from comprehension) Notebook assessment)
the video and respond to comprehension questions from Suggested
a worksheet. worksheet for
listening
- The facilitator provides feedback, clarifies doubts and Suggested videos
https://www.youtube.
makes conclusions from the activity.
com/watch?v=E45bN
xP1iXA
Reading:
- The protagonists, following the instructions provided, To understand days https://www.youtube.
work on a Reading Comprehension Technique identify of the week, com/watch?v=00Ah8
the phrases related to days of the week, months of year months of year and eF9buo
and the time. the time https://www.youtube.
(Overall Reading com/watch?v=dPu2m
- Using the worksheet, the protagonists work on the Comprehension) wvIGUg
exercises and ask questions about days of the week,
months of year and the time to exchange ideas. https://www.youtube.
com/watch?v=ypxLl3
XjC2s Suggested
- The facilitator provides feedback and clarifies doubts. worksheet for
reading
A4. Production of 1 Hour Speaking: To produce oral Audiovisual  Rubric
days of the week, - The facilitator performs a dynamic with a protagonist to statements using equipment  Checklist
months of year and review the days of the week, months of year and the time. days of the week, Digital  Observation
the time months of year and presentation, Guide
- Using the Interview Technique, the protagonists ask the time Student’s books,
questions using days of the week, months of year and the (Overall Spoken Permanent markers, (formative
time to others and write their answers in a worksheet, and Production) Notebook assessment)
in a plenary, they share their information.
Suggested
- The facilitator provides feedback to the protagonists worksheet for
about their progress. speaking

Writing:
- Using a Grouping Technique, the protagonists get in Suggested
team works and analyze sentence structure where the worksheet for
writing
days of the week, months of year and the time. To produce written
text using days of
- The protagonists work on a worksheet and write short the week, months
sentences using the days of the week, months of year and of year and the
the time. time
(Overall Written
- The facilitator provides feedback related to punctuation Production)
and grammar to the protagonists.
Lesson 3

How Long Why Is It Going How Is It

What Am I What I Am
Is It Going How Is It Going To Be Done ? To Be Done For Going To Be
Going To Do? Going To Use ?
To Take? ? Assessed?
Technique/A
Didactic
Activity Time Didactic Strategies Competence ssessment
Recourses
Instruments
A1. Identification 2 Hours Listening: Audiovisual  Rubric
of negative and - The facilitator uses The Brainstorming Technique to ask To understand the equipment  Checklist
interrogative questions about negative and interrogative sentences negative and Digital  Observation
sentences with verb with verb be, presents some pictures to have the interrogative presentation, Guide
be protagonists generate ideas about the content of the sentences with verb Student’s books,
upcoming audio and present the vocabulary and be Permanent markers, (formative
grammar from the lesson. (Overall Listening Notebook assessment)
comprehension)
- The facilitator provides instructions about the Listening Suggested audios
Comprehension Technique, the protagonists listen to and videos
negative and interrogative sentences with verb be and
https://www.youtube.
relate the content with the pictures. com/watch?v=X9Qlu
YxyV00
- The facilitator provides feedback, clarifies doubts and
makes conclusions from the activity. https://www.youtube.
com/watch?v=rOQ7x
JSC6CM
Reading:
- The protagonists, following the instructions provided,
Suggested
work on a Guided Reading Technique to identify familiar To understand
worksheet for
words. negative and
reading:
interrogative https://en.islcollective
- The protagonists get in pairs and work on a worksheet sentences with verb .com/englisheslworks
related to negative and interrogative sentences with verb be heets/grammar/be-
be. (Overall Reading auxiliaryverb/reading
Comprehension) comprehensionnation
alities-verb-be/99698
- The protagonists read the text aloud and answer the
suggested exercises from the worksheet.

- The facilitator provides feedback, clarifies doubts and

makes conclusions from the activity.
A2. Production of 1 Hour Speaking: To produce oral Audiovisual  Rubric
negative and - The facilitator uses a dynamic to reinforce negative and statements using equipment  Checklist
interrogative interrogative sentences with verb be with a protagonist. negative and Digital  Observation
sentences with verb (Modeling) interrogative presentation, Guide
be sentences with verb Student’s books,
- Using the Interview Technique, the protagonists ask be Permanent markers, (formative
questions from a worksheet related to negative and (Overall Spoken Notebook assessment)
interrogative sentences with verb be, they write the Production)
answers and in plenary they share the information. Suggested
worksheet for
- The facilitator provides feedback related to speaking:
https://en.islcollective
pronunciation and grammar to the protagonists about .com/englisheslworks
their progress. heets/grammar/beaux
iliaryverb/verbbespea
Writing: kingboardgame/1092
- The protagonists instructed by the facilitator organize in 44
work teams, from a worksheet provided the protagonists To produce written Suggested
write negative and interrogative sentences with verb be. text using negative worksheet for
and interrogative writing:
https://www.english-
- The facilitator provides feedback and clarifies the sentences with verb room.com/grammar/p
protagonist's doubts. be resentsimpletense_ne
(Overall Written gative_2.htm
Production)
https://www.englisch
hilfen.de/en/exercises
/questions/short_ans
wers_be.htm
A3. Identification 1 Hour Listening: Audiovisual  Rubric
of Countries, - The facilitator using the Listening Comprehension To understand equipment  Checklist
Language and Technique presents a video about “Countries, Countries, Digital  Observation
Nationalities Language and Nationalities” and presents the Language and presentation, Guide
vocabulary and grammar from the lesson. Nationalities Student’s books,
(Overall Listening Permanent markers, (formative
- The protagonists listen, take notes of known words from comprehension) Notebook assessment)
the video and respond to comprehension questions from Suggested audios
a worksheet. and videos
https://www.123liste
ning.com/freeaudio/c
- The facilitator provides feedback, clarifies doubts and ountries1-2.mp3
makes conclusions from the activity.
https://www.real-
english.com/reo/5/uni
t5.htm
Reading: To understand https://es.liveworkshe
- The protagonists, following the instructions provided, Countries, ets.com/worksheets/e
n/English_as_a_Seco
work on a Reading Comprehension Technique identify Language and nd_Language_(ESL)/
the phrases related to Countries, Language and Nationalities Countries_and_nation
Nationalities. (Overall Reading alities/listening_count
Comprehension) ries_nationalities_xp1
- Using the worksheet, the protagonists work on the 7723jq
exercises and ask questions about Countries, Language
and Nationalities to exchange ideas. Suggested
worksheet for
reading:
- The facilitator provides feedback and clarifies doubts.
https://en.islcollective
.com/english-esl-
worksheets/grammar/
present-simple-
tense/countries-and-
nationalities/23920
A4. Production of 2 Hour Speaking: To produce oral Audiovisual  Rubric
Countries, - The facilitator performs a dynamic with a protagonist to statements using equipment  Checklist
Language and review Countries, Language and Nationalities. Countries, Digital  Observation
Nationalities Language and presentation, Guide
- Using the Interview Technique, the protagonists ask Nationalities Student’s books,
questions using Countries, Language and Nationalities to (Overall Spoken Permanent markers, (formative
others and write their answers in a worksheet, and in a Production) Notebook assessment)
plenary, they share their information. Suggested
worksheet for
- The facilitator provides feedback to the protagonists speaking
about their progress. https://www.teach-
this.com/images/res
ources/countries-
Writing:
andcapitalcities.pdf
- Using a Grouping Technique, the protagonists get in To produce written Suggested
team works and analyze sentence structure where text using worksheet for
Countries, Language and Nationalities are used. Countries, writing
Language and https://en.islcollecti
- The protagonists work on a worksheet and write short Nationalities ve.com/english-esl-
sentences using Countries, Language and Nationalities. (Overall Written worksheets/vocabul
Production) ary/countries/count
- The facilitator provides feedback related to punctuation riesandnationalities
and grammar to the protagonists. /14683
Unit 2
Lesson 1

How Long Why Is It Going How Is It

What Am I What I Am
Is It Going How Is It Going To Be Done ? To Be Done For Going To Be
Going To Do? Going To Use ?
To Take? ? Assessed?
Technique/A
Didactic
Activity Time Didactic Strategies Competence ssessment
Recourses
Instruments
A1. Identification 2 Hour Listening: Audiovisual  Rubric
of present - The facilitator uses The Brainstorming Technique to ask To understand equipment  Checklist
continuous and questions about the present continuous and action verbs, present continuous Digital  Observation
action verbs presents some pictures to have the protagonists generate and action verbs presentation, Guide
ideas about the content of the upcoming audio and (Overall Listening Student’s books,
present the vocabulary and grammar from the lesson. comprehension) Permanent markers, (formative
Notebook assessment)
- The facilitator provides instructions about the Listening Suggested videos
Comprehension Technique, the protagonists listen to https://www.youtube.
com/watch?v=OLieQ
present continuous and action verbs and relate the
0U3TA4
content with the pictures.
https://www.youtube.
- The facilitator provides feedback, clarifies doubts and com/watch?v=Z6YO
makes conclusions from the activity. AYQvTPg

Suggested
Reading: worksheet for
- The protagonists, following the instructions provided, To understand listening
work on a Guided Reading Technique to identify familiar present continuous
words. and action verbs Suggested
(Overall Reading worksheet for
- The protagonists get in pairs and work on a worksheet Comprehension) reading
related to present continuous and action verbs.

- The protagonists read the text aloud and answer the

suggested exercises from the worksheet.

- The facilitator provides feedback, clarifies doubts and

makes conclusions from the activity.
A2. Production of 1 Hour Speaking: To produce oral Audiovisual  Rubric
present continuous - The facilitator uses a dynamic to reinforce the present statements using equipment  Checklist
and action verbs continuous and action verbs with a protagonist. present continuous Digital  Observation
(Modeling) and action verbs presentation, Guide
(Overall Spoken Student’s books,
- Using the Interview Technique, the protagonists ask Production) Permanent markers, (formative
questions from a worksheet related to the present Notebook assessment)
continuous and action verbs, they write the answers and
in plenary they share the information. Suggested
worksheet for
- The facilitator provides feedback related to speaking
pronunciation and grammar to the protagonists about
their progress.
Suggested
To produce written worksheet for
Writing:
writing
- The protagonists instructed by the facilitator organize in text using present
work teams, from a worksheet provided the protagonists continuous and
write short sentences using the present continuous and action verbs
action verbs. In plenary they share their sentences. (Overall Written
Production)
- The facilitator provides feedback and clarifies the
protagonist's doubts.
A3. Identification 1 Hour Listening: Audiovisual  Rubric
of cloth and - The facilitator using the Listening Comprehension To understand equipment  Checklist
accessories words Technique presents a video about “Cloth and cloth and Digital  Observation
accessories words” and presents the vocabulary and accessories words presentation, Guide
grammar from the lesson. (Overall Listening Student’s books,
comprehension) Permanent markers, (formative
- The protagonists listen, take notes of known words from Notebook assessment)
the video and respond to comprehension questions from Suggested
a worksheet. worksheet for
listening
- The facilitator provides feedback, clarifies doubts and Suggested videos
https://www.youtube.
makes conclusions from the activity.
com/watch?v=En6i5b
PEGco
Reading:
- The protagonists, following the instructions provided, To understand https://www.youtube.
work on a Reading Comprehension Technique identify cloth and com/watch?v=En6i5b
PEGco&t=235s
the phrases related to cloth and accessories words. accessories words
(Overall Reading https://www.youtube.
Comprehension) com/watch?v=RCiJl9
D0aTs
- Using the worksheet, the protagonists work on the Suggested
exercises and ask questions about cloth and accessories worksheet for
words to exchange ideas. reading

- The facilitator provides feedback and clarifies doubts.

A4. Production of 1 Hour Speaking: To produce oral Audiovisual  Rubric
cloth and - The facilitator performs a dynamic with a protagonist to statements using equipment  Checklist
accessories words review cloth and accessories words. cloth and Digital  Observation
accessories words presentation, Guide
- Using the Interview Technique, the protagonists ask (Overall Spoken Student’s books,
questions using cloth and accessories words and write Production) Permanent markers, (formative
their answers in a worksheet, and in a plenary, they share Notebook assessment)
their information.
Suggested
- The facilitator provides feedback to the protagonists worksheet for
about their progress. speaking

Writing:
- Using a Grouping Technique, the protagonists get in Suggested
teamwork and analyze a sentence structure where cloth To produce written worksheet for
and accessories words are used. writing
text using cloth
and accessories
- The protagonists work on a worksheet and write short words
sentences using cloth and accessories words. In a plenary (Overall Written
make a presentation. Production)

- The facilitator provides feedback related to punctuation

and grammar to the protagonists.
Lesson 2

How Long Why Is It Going How Is It

What Am I What I Am
Is It Going How Is It Going To Be Done ? To Be Done For Going To Be
Going To Do? Going To Use ?
To Take? ? Assessed?
Technique/A
Didactic
Activity Time Didactic Strategies Competence ssessment
Recourses
Instruments
A1. Identification 1 Hour Listening: Audiovisual  Rubric
of wh words - The facilitator using the Listening Comprehension To understand wh equipment  Checklist
Technique presents a video about “Wh words” and words Digital  Observation
presents the vocabulary and grammar from the lesson. (Overall Listening presentation, Guide
comprehension) Student’s books,
- The protagonists listen, take notes of known words from Permanent markers, (formative
the video and respond to comprehension questions from Notebook assessment)
a worksheet.
Suggested Audio
- The facilitator provides feedback, clarifies doubts and
makes conclusions from the activity. https://www.eslesc
hool.com/a1-wh-
questions/
Reading:
- The protagonists, following the instructions provided, To understand wh
Suggested
work on a Reading Comprehension Technique identify words worksheet for
the phrases related to wh words. (Overall Reading reading:
Comprehension) https://www.eslesc
- Using the worksheet, the protagonists work on the hool.com/a1-wh-
exercises and ask questions about wh words to exchange questions/
ideas.

The facilitator provides feedback and clarifies doubts.

A2. Production of 1 Hour Speaking: To produce oral Audiovisual  Rubric
wh words - The facilitator performs a dynamic with a protagonist to statements using equipment  Checklist
review wh words. wh words Digital  Observation
(Overall Spoken presentation, Guide
- Using the Interview Technique, the protagonists ask Production) Student’s books,
questions using wh words to others and write their Permanent markers, (formative
answers in a worksheet, and in a plenary, they share their Notebook assessment)
information.
Suggested
- The facilitator provides feedback to the protagonists worksheet for
about their progress. writing
https://www.eslesc
Writing: To produce written hool.com/a1-wh-
- Using a Grouping Technique, the protagonists get in text using wh questions/
team works and analyze sentence structure where wh words
words are used. (Overall Written
Production)
- The protagonists work on a worksheet and write short
sentences using wh words.

The facilitator provides feedback related to punctuation

and grammar to the protagonists.
A3. Identification 2 Hours Listening: Audiovisual  Rubric
of Wh - questions - The facilitator uses The Brainstorming Technique to ask To understand the equipment  Checklist
with simple present questions about Wh - questions with simple present and Wh - questions with Digital  Observation
and present present continuous, presents some pictures to have the simple present and presentation, Guide
continuous protagonists generate ideas about the content of the present continuous Student’s books,
upcoming audio and present the vocabulary and (Overall Listening Permanent markers, (formative
grammar from the lesson. comprehension) Notebook assessment)

- The facilitator provides instructions about the Listening Suggested video

Comprehension Technique, the protagonists listen to Wh https://www.yout
- questions with simple present and present continuous ube.com/watch?v
and relate the content with the pictures. =TOkMa_PqXcg
Suggested
- The facilitator provides feedback, clarifies doubts and worksheet for
makes conclusions from the activity. listening:
https://es.liveworkshe
ets.com/worksheets/e
Reading: n/English_as_a_Seco
- The protagonists, following the instructions provided, To understand Wh - nd_Language_(ESL)/
work on a Guided Reading Technique to identify familiar questions with Wh_questions/Listeni
words. simple present and ng_song_activity_qp
765938hc
present continuous
Suggested
- The protagonists get in pairs and work on a worksheet (Overall Reading
worksheet for
related to Wh - questions with simple present and present Comprehension)
reading:
continuous. https://es.liveworkshe
ets.com/worksheets/e
- The protagonists read the text aloud and answer the n/English_as_a_Seco
suggested exercises from the worksheet. nd_Language_(ESL)/
Wh_questions/Readin
g_Comprehension_cz
- The facilitator provides feedback, clarifies doubts and 8703is
makes conclusions from the activity.
A4. Production of 1 Hour Speaking: To produce oral Audiovisual  Rubric
Wh - questions - The facilitator uses a dynamic to reinforce Wh - statements using Wh equipment  Checklist
with simple present questions with simple present and present continuous - questions with Digital  Observation
and present with a protagonist. (Modeling) simple present and presentation, Guide
continuous present continuous Student’s books,
- Using the Interview Technique, the protagonists ask (Overall Spoken Permanent markers, (formative
questions from a worksheet related to Wh - questions Production) Notebook assessment)
with simple present and present continuous, they write
the answers and in plenary they share the information. Suggested
worksheet for
- The facilitator provides feedback related to speaking:
pronunciation and grammar to the protagonists about
their progress. Suggested
worksheet for
Writing: writing:
- The protagonists instructed by the facilitator organize in To produce written
work teams, from a worksheet provided the protagonists https://es.liveworkshe
text using Wh - ets.com/worksheets/e
write short sentences using Wh - questions with simple questions with n/English_as_a_Seco
present and present continuous. In plenary they share simple present and nd_Language_(ESL)/
their sentences. present continuous Wh_Questions/Wh_
(Overall Written Questions_Worksheet
- The facilitator provides feedback and clarifies the _qc794265us
Production)
protagonist's doubts.
Unit 3
Lesson 1

How Long Why Is It Going How Is It

What Am I What I Am
Is It Going How Is It Going To Be Done ? To Be Done For Going To Be
Going To Do? Going To Use ?
To Take? ? Assessed?
Technique/A
Didactic
Activity Time Didactic Strategies Competence ssessment
Recourses
Instruments
A1. Identification 2 Hours Listening: Audiovisual  Rubric
of possessive - The facilitator uses The Brainstorming Technique to ask To understand the equipment  Checklist
adjectives and questions about possessive adjectives and possessive possessive Digital  Observation
possessive pronouns, presents some pictures to have the adjectives and presentation, Guide
pronouns protagonists generate ideas about the content of the possessive pronouns Student’s books,
upcoming audio and present the vocabulary and (Overall Listening Permanent markers, (formative
grammar from the lesson. comprehension) Notebook assessment)
Suggested video
- The facilitator provides instructions about the Listening https://www.youtube.
com/watch?v=Q67V1
Comprehension Technique, the protagonists listen to the
ZbQQQM
possessive adjectives and possessive pronouns and relate
the content with the pictures. https://www.youtube.
com/watch?v=F2lsR
- The facilitator provides feedback, clarifies doubts and CFLHsA
makes conclusions from the activity. Suggested
worksheet for
Reading: listening:
https://es.liveworkshe
- The protagonists, following the instructions provided, To understand ets.com/worksheets/e
work on a Guided Reading Technique to identify familiar possessive n/English_as_a_Seco
words. adjectives and nd_Language_(ESL)/
possessive pronouns Grammar/Listening_
- The protagonists get in pairs and work on a worksheet (Overall Reading Activity*_Possessive
_Adjectives_rf12038
related to possessive adjectives and possessive pronouns. Comprehension) 61lu
Suggested
- The protagonists read the text aloud and answer the worksheet for
suggested exercises from the worksheet. reading:
https://en.islcollective
- The facilitator provides feedback, clarifies doubts and .com/englisheslworks
makes conclusions from the activity. heets/grammar/posses
sivepronouns/ourlife/
possessivesyounglear
ners/116338
A2. Production of 2 Hours Speaking: To produce oral Audiovisual  Rubric
possessive - The facilitator uses a dynamic to reinforce possessive statements using equipment  Checklist
adjectives and adjectives and possessive pronouns with a protagonist. possessive Digital  Observation
possessive (Modeling) adjectives and presentation, Guide
pronouns possessive pronouns Student’s books,
- Using the Interview Technique, the protagonists ask (Overall Spoken Permanent markers, (formative
questions from a worksheet related to possessive Production) Notebook assessment)
adjectives and possessive pronouns, they write the Suggested
answers and in plenary they share the information. worksheet for
speaking:
- The facilitator provides feedback related to https://www.teach-
pronunciation and grammar to the protagonists about this.com/parts-of-
speech-activities-
their progress.
worksheets/possess
ives
Writing: Suggested
- The protagonists instructed by the facilitator organize in To produce written worksheet for
work teams, from a worksheet provided the protagonists text using possessive writing
write short sentences using possessive adjectives and adjectives and https://busyteacher.
possessive pronouns. In plenary they share their possessive pronouns org/19576-revising-
sentences. (Overall Written possessive-
Production) adjectives-and-
- The facilitator provides feedback and clarifies the possessive.html
protagonist's doubts.
A3. Identification 2 Hours Listening: Audiovisual  Rubric
of possessive nouns - The facilitator using the Listening Comprehension To understand equipment  Checklist
and family Technique presents a video about “Possessive Nouns possessive nouns Digital  Observation
and Family” and presents the vocabulary and grammar and family presentation, Guide
from the lesson. (Overall Listening Student’s books,
comprehension) Permanent markers, (formative
- The protagonists listen, take notes of known words from Notebook assessment)
the video and respond to comprehension questions from
a worksheet. Suggested audios
https://es.liveworks
- The facilitator provides feedback, clarifies doubts and heets.com/nz55556
makes conclusions from the activity. mp

Reading: Suggested
- The protagonists, following the instructions provided, worksheet for
work on a Reading Comprehension Technique identify To understand reading
the phrases related to the verb to be and personal possessive nouns
pronouns. and family
- Using the worksheet, the protagonists work on the (Overall Reading https://busyteacher.or
exercises and ask questions about verb to be and personal Comprehension) g/24701-reading-
comprehension-
pronouns to exchange ideas. vocabulary-exercise-
family.html
- The facilitator provides feedback and clarifies doubts.
A4. Production of 2 Hours Speaking: To produce oral Audiovisual  Rubric
possessive nouns - The facilitator performs a dynamic with a protagonist to statements using equipment  Checklist
and family review the possessive nouns and family. possessive nouns Digital  Observation
and family presentation, Guide
- Using the Interview Technique, the protagonists ask (Overall Spoken Student’s books,
questions using the possessive nouns and family to others Production) Permanent markers, (formative
and write their answers in a worksheet, and in a plenary, Notebook assessment)
they share their information.
Suggested
- The facilitator provides feedback to the protagonists worksheet for
about their progress. writing
https://busyteache
Writing: r.org/13334-the-
- Using a Grouping Technique, the protagonists get in To produce written simpsons-family-
team works and analyze sentence structure where the text using members.html
possessive nouns and family are used. possessive nouns
and family
- The protagonists work on a worksheet and write short (Overall Written
sentences using the possessive nouns and family. Production)

- The facilitator provides feedback related to punctuation

and grammar to the protagonists.
Lesson 2

How Long Why Is It Going How Is It

What Am I What I Am
Is It Going How Is It Going To Be Done ? To Be Done For Going To Be
Going To Do? Going To Use ?
To Take? ? Assessed?
Technique/A
Didactic
Activity Time Didactic Strategies Competence ssessment
Recourses
Instruments
A1. Identification 1 Hour Listening: Audiovisual  Rubric
of a/an - The facilitator uses The Brainstorming Technique to ask To understand the equipment  Checklist
questions about the use of a/an, presents some pictures to a/an Digital  Observation
have the protagonists generate ideas about the content of (Overall Listening presentation, Guide
the upcoming audio and present the vocabulary and comprehension) Student’s books,
grammar from the lesson. Permanent markers, (formative
Notebook assessment)
- The facilitator provides instructions about the Listening
Comprehension Technique, the protagonists listen to Suggested audio
a/an and relate the content with the pictures. and video
https://www.eslescho
ol.com/indefinite-
- The facilitator provides feedback, clarifies doubts and article-a-and-an/
makes conclusions from the activity.
Suggested
Reading: worksheet for
- The protagonists, following the instructions provided, To understand a/an listening:
work on a Guided Reading Technique to identify familiar (Overall Reading https://www.eslescho
words. Comprehension) ol.com/a1-harrys-
world-listening/
- The protagonists get in pairs and work on a worksheet Suggested
related to a/an. worksheet for
reading
- The protagonists read the text aloud and answer the https://es.liveworkshe
suggested exercises from the worksheet. ets.com/worksheets/e
n/English_as_a_Seco
nd_Language_(ESL)/
- The facilitator provides feedback, clarifies doubts and Indefinite_articles/Ar
makes conclusions from the activity. ticles_sb1768260xm
A2. Production of 1 Hour Speaking: To produce oral Audiovisual  Rubric
a/an - The facilitator uses a dynamic to reinforce a/an with a statements using equipment  Checklist
protagonist. (Modeling) a/an Digital  Observation
(Overall Spoken presentation, Guide
- Using the Interview Technique, the protagonists ask Production) Student’s books,
questions from a worksheet related to a/an, they write the Permanent markers, (formative
answers and in plenary they share the information. Notebook assessment)

- The facilitator provides feedback related to Suggested

pronunciation and grammar to the protagonists about worksheets for
their progress. speaking
https://busyteacher.or
g/11922-domino-
Writing: indefinite-articles-
- The protagonists instructed by the facilitator organize in To produce written 8594-a-an.html
work teams, from a worksheet provided the protagonists text using a/an
write short sentences using a/an. In plenary they share (Overall Written https://busyteacher.or
their sentences. Production) g/25069-aan-articles-
boardgame.html
- The facilitator provides feedback and clarifies the Suggested
protagonist's doubts. worksheet for
writing
A3. Identification 1 Hour Listening: Audiovisual  Rubric
of vocabulary - The facilitator using the Listening Comprehension To understand equipment  Checklist
about animals Technique presents a video about “vocabulary about vocabulary about Digital  Observation
animals” and presents the vocabulary and grammar from animals presentation, Guide
the lesson. (Overall Listening Student’s books,
comprehension) Permanent markers, (formative
- The protagonists listen, take notes of known words from Notebook assessment)
the video and respond to comprehension questions from
a worksheet. Suggested audio
and video
https://freeanimalsou
- The facilitator provides feedback, clarifies doubts and
nds.org/downloads/
makes conclusions from the activity.
Suggested
Reading: To understand worksheet for
- -The protagonists, following the instructions provided, vocabulary about listening:
work on a Reading Comprehension Technique identify animals
the phrases related to vocabulary about animals. (Overall Reading
- Comprehension)
- -Using the worksheet, the protagonists work on the Suggested
exercises and ask questions about vocabulary about worksheet for
animals to exchange ideas. reading:
-
- -The facilitator provides feedback and clarifies doubts.
A4. Production of 1 Hour Speaking: To produce oral Audiovisual  Rubric
vocabulary about - The facilitator performs a dynamic with a protagonist to statements using equipment  Checklist
animals review vocabulary about animals. vocabulary about Digital  Observation
animals presentation, Guide
- Using the Interview Technique, the protagonists ask (Overall Spoken Student’s books,
questions using vocabulary about animals to others and Production) Permanent markers, (formative
write their answers in a worksheet, and in a plenary, they Notebook assessment)
share their information.

- The facilitator provides feedback to the protagonists Suggested

about their progress. worksheet for
speaking
Writing:
- Using a Grouping Technique, the protagonists get in
team works and analyze sentence structure where
vocabulary about animals is used. To produce written
text using
- The protagonists work on a worksheet and write short vocabulary about
sentences using vocabulary about animals. animals
(Overall Written
- The facilitator provides feedback related to punctuation Production)
and grammar to the protagonists.
Lesson 3

How Long Why Is It Going How Is It

What Am I What I Am
Is It Going How Is It Going To Be Done ? To Be Done For Going To Be
Going To Do? Going To Use ?
To Take? ? Assessed?
Technique/A
Didactic
Activity Time Didactic Strategies Competence ssessment
Recourses
Instruments
A1. Identification 2 Hours Listening: Audiovisual  Rubric
of singular and - The facilitator uses The Brainstorming Technique to ask To understand the equipment  Checklist
plural nouns questions about singular and plural nouns, presents some singular and plural Digital  Observation
pictures to have the protagonists generate ideas about the nouns presentation, Guide
content of the upcoming audio and present the (Overall Listening Student’s books,
vocabulary and grammar from the lesson. comprehension) Permanent markers, (formative
Notebook assessment)
- The facilitator provides instructions about the Listening Suggested video
https://www.youtube.
Comprehension Technique, the protagonists listen to
com/watch?v=JH4btu
singular and plural nouns and relate the content with the jN6OA
pictures.
Suggested
- The facilitator provides feedback, clarifies doubts and worksheet for
makes conclusions from the activity. listening:

Reading:
- The protagonists, following the instructions provided, To understand Suggested
work on a Guided Reading Technique to identify familiar singular and plural worksheet for
words. nouns reading
(Overall Reading
- The protagonists get in pairs and work on a worksheet Comprehension)
related to singular and plural nouns.

- -The protagonists read the text aloud and answer the

suggested exercises from the worksheet.

- The facilitator provides feedback, clarifies doubts and

makes conclusions from the activity.
A2. Production of 2 Hours Speaking: To produce oral Audiovisual  Rubric
singular and plural - The facilitator performs a dynamic with a protagonist to statements using equipment  Checklist
nouns review singular and plural nouns. singular and plural Digital  Observation
nouns presentation, Guide
- Using the Interview Technique, the protagonists ask (Overall Spoken Student’s books,
questions using singular and plural nouns to others and Production) Permanent markers, (formative
write their answers in a worksheet, and in a plenary, they Notebook assessment)
share their information.
Suggested
- The facilitator provides feedback to the protagonists worksheet for
about their progress. speaking:

Writing: Suggested
- Using a Grouping Technique, the protagonists get in worksheet for
writing
team works and analyze sentence structure where To produce written
singular and plural nouns are used. text using singular
and plural nouns
- The protagonists work on a worksheet and write short (Overall Written
sentences using the verb to be and personal pronouns. Production)

- The facilitator provides feedback related to punctuation

and grammar to the protagonists.
A3. Identification 1 Hour Listening: Audiovisual  Rubric
of office objects - The facilitator using the Listening Comprehension To understand equipment  Checklist
vocabulary Technique presents a video about “Office Objects office objects Digital  Observation
Vocabulary” and presents the vocabulary and grammar vocabulary presentation, Guide
from the lesson. (Overall Listening Student’s books,
comprehension) Permanent markers, (formative
- The protagonists listen, take notes of known words from Notebook assessment)
the video and respond to comprehension questions from Suggested
a worksheet. worksheet for
listening:
- The facilitator provides feedback, clarifies doubts and
makes conclusions from the activity. Suggested video
https://www.english-
learnonline.com/voca
Reading: To understand bulary/officeequipme
- The protagonists, following the instructions provided, office objects nt/learnofficeequipme
work on a Reading Comprehension Technique identify vocabulary ntsvocabularyinenglis
the phrases related to office objects vocabulary. (Overall Reading h/
Comprehension)
- Using the worksheet, the protagonists work on the Suggested
exercises and ask questions about office objects worksheet for
vocabulary to exchange ideas. reading

- The facilitator provides feedback and clarifies doubts.

A4. Production of 1 Hour Speaking: To produce oral Audiovisual  Rubric
office objects - The facilitator performs a dynamic with a protagonist to statements using equipment  Checklist
vocabulary review office objects vocabulary. office objects Digital  Observation
vocabulary presentation, Guide
- Using the Interview Technique, the protagonists ask (Overall Spoken Student’s books,
questions using office objects vocabulary to others and Production) Permanent markers, (formative
write their answers in a worksheet, and in a plenary, they Notebook assessment)
share their information.
Suggested
- The facilitator provides feedback to the protagonists worksheet for
about their progress. speaking

Writing:
- Using a Grouping Technique, the protagonists get in To produce written Suggested
team works and analyze sentence structure where office text using office worksheet for
objects vocabulary are used. objects vocabulary writing
(Overall Written
- The protagonists work on a worksheet and write short Production)
sentences using office objects vocabulary.

- The facilitator provides feedback related to punctuation

and grammar to the protagonists.
Unit 4
Lesson 1

How Long Why Is It Going How Is It

What Am I What I Am
Is It Going How Is It Going To Be Done ? To Be Done For Going To Be
Going To Do? Going To Use ?
To Take? ? Assessed?
Technique/A
Didactic
Activity Time Didactic Strategies Competence ssessment
Recourses
Instruments
A1. Identification 2 Hours Listening: Audiovisual  Rubric
of countable and - The facilitator uses The Brainstorming Technique to ask To understand the equipment  Checklist
uncountable nouns questions about countable and uncountable nouns, countable and Digital  Observation
presents some pictures to have the protagonists generate uncountable nouns presentation, Guide
ideas about the content of the upcoming audio and (Overall Listening Student’s books,
present the vocabulary and grammar from the lesson. comprehension) Permanent markers, (formative
Notebook assessment)
- The facilitator provides instructions about the Listening Suggested
Comprehension Technique, the protagonists listen to worksheet for
countable and uncountable nouns and relate the content listening
with the pictures. Suggested video
https://learnenglishtee
ns.britishcouncil.org/
- The facilitator provides feedback, clarifies doubts and grammar/beginner-
makes conclusions from the activity. grammar/countable-
uncountable-nouns
Reading: https://www.youtube.
- The protagonists, following the instructions provided, To understand com/watch?v=O-
work on a Guided Reading Technique to identify familiar countable and jJPd5ZYo4
words. uncountable nouns
(Overall Reading Suggested
- The protagonists get in pairs and work on a worksheet Comprehension) worksheet for
related to countable and uncountable nouns. reading

- The protagonists read the text aloud and answer the

suggested exercises from the worksheet.

- The facilitator provides feedback, clarifies doubts and

makes conclusions from the activity.
A2. Production of 1 Hour Speaking: To produce oral Audiovisual  Rubric
countable and - The facilitator uses a dynamic to reinforce the countable statements using equipment  Checklist
uncountable nouns and uncountable nouns with a protagonist. (Modeling) countable and Digital  Observation
uncountable nouns presentation, Guide
- Using the Interview Technique, the protagonists ask (Overall Spoken Student’s books,
questions from a worksheet related to countable and Production) Permanent markers, (formative
uncountable nouns, they write the answers and in plenary Notebook assessment)
they share the information. Suggested
worksheet for
- The facilitator provides feedback related to speaking:
pronunciation and grammar to the protagonists about
their progress.

Writing:
- The protagonists instructed by the facilitator organize in To produce written Suggested
work teams, from a worksheet provided the protagonists text using countable worksheet for
writing
write short sentences using countable and uncountable and uncountable
nouns. In plenary they share their sentences. nouns
(Overall Written
- The facilitator provides feedback and clarifies the Production)
protagonist's doubts.
A3. Identification 1 Hour Listening: Audiovisual  Rubric
of vocabulary - The facilitator using the Listening Comprehension To understand equipment  Checklist
about food and Technique presents a video about “Vocabulary About vocabulary about Digital  Observation
drinks Food and Drinks” and presents the vocabulary and food and drinks presentation, Guide
grammar from the lesson. (Overall Listening Student’s books,
comprehension) Permanent markers, (formative
- The protagonists listen, take notes of known words from Notebook assessment)
the video and respond to comprehension questions from Suggested
a worksheet. worksheet for
listening:
- The facilitator provides feedback, clarifies doubts and Suggested video
https://learnenglishtee
makes conclusions from the activity.
ns.britishcouncil.org/
skills/listening/eleme
Reading: ntarya2listening/eatin
- The protagonists, following the instructions provided, To understand g-out
work on a Reading Comprehension Technique identify vocabulary about
the phrases related to vocabulary about food and drinks food and drinks Suggested
(Overall Reading worksheet for
Comprehension) reading
https://learnenglishtee
ns.britishcouncil.org/
- Using the worksheet, the protagonists work on the skills/reading/beginne
exercises and ask questions about vocabulary about food r-a1reading/restaurant
and drinks to exchange ideas.

- The facilitator provides feedback and clarifies doubts.

A4. Production of 1 Hour Speaking: To produce oral Audiovisual  Rubric
vocabulary about - -The facilitator performs a dynamic with a protagonist to statements using equipment  Checklist
food and drinks review vocabulary about food and drinks. vocabulary about Digital  Observation
- food and drinks presentation, Guide
- -Using the Interview Technique, the protagonists ask (Overall Spoken Student’s books,
questions using vocabulary about food and drinks to Production) Permanent markers, (formative
others and write their answers in a worksheet, and in a Notebook assessment)
plenary, they share their information. Suggested
- worksheet for
- -The facilitator provides feedback to the protagonists speaking
about their progress.
Suggested
Writing: worksheet for
writing
- -Using a Grouping Technique, the protagonists get in To produce written
team works and analyze sentence structure where text using
vocabulary about food and drinks s are used. vocabulary about
- food and drinks
- -The protagonists work on a worksheet and write short (Overall Written
sentences using vocabulary about food and drinks. Production)
-
- -The facilitator provides feedback related to punctuation
and grammar to the protagonists.
Lesson 2

How Long Why Is It Going How Is It

What Am I What I Am
Is It Going How Is It Going To Be Done ? To Be Done For Going To Be
Going To Do? Going To Use ?
To Take? ? Assessed?
Technique/A
Didactic
Activity Time Didactic Strategies Competence ssessment
Recourses
Instruments
A1. Identification 1 Hour Listening: Audiovisual  Rubric
of demonstrative - The facilitator uses The Brainstorming Technique to ask To understand the equipment  Checklist
adjectives questions about the demonstrative adjectives, presents demonstrative Digital  Observation
some pictures to have the protagonists generate ideas adjectives presentation, Guide
about the content of the upcoming audio and present the (Overall Listening Student’s books,
vocabulary and grammar from the lesson. comprehension) Permanent markers, (formative
Notebook assessment)
- The facilitator provides instructions about the Listening Suggested Audio
Comprehension Technique, the protagonists listen to and video
https://www.youtube.
demonstrative adjectives and relate the content with the
com/watch?v=GIbD5
pictures. seHH-E

- The facilitator provides feedback, clarifies doubts and https://www.youtube.

makes conclusions from the activity. com/watch?v=9O8jhr
LmogU
Reading: Suggested
- The protagonists, following the instructions provided, To understand worksheet foe
work on a Guided Reading Technique to identify familiar demonstrative listening:
words. adjectives
(Overall Reading
Suggested
- The protagonists get in pairs and work on a worksheet Comprehension)
worksheet for
related to demonstrative adjectives.
reading:
- The protagonists read the text aloud and answer the
suggested exercises from the worksheet.

- The facilitator provides feedback, clarifies doubts and

makes conclusions from the activity.
A2. Production of 1 Hour Speaking: To produce oral  Rubric
demonstrative - The facilitator uses a dynamic to reinforce demonstrative statements using Audiovisual  Checklist
adjectives adjectives with a protagonist. (Modeling) demonstrative equipment  Observation
adjectives Digital Guide
- Using the Interview Technique, the protagonists ask (Overall Spoken presentation,
questions from a worksheet related to demonstrative Production) Student’s books, (formative
adjectives, they write the answers and in plenary they Permanent markers, assessment)
share the information. Notebook

- The facilitator provides feedback related to Suggested

pronunciation and grammar to the protagonists about worksheet for
speaking
their progress.

Writing:
Suggested
- The protagonists instructed by the facilitator organize in To produce written worksheet for
work teams, from a worksheet provided the protagonists text using writing
write short sentences using demonstrative adjectives. In demonstrative
plenary they share their sentences. adjectives
(Overall Written
- The facilitator provides feedback and clarifies the Production)
protagonist's doubts.
A3. Identification 1 Hour Listening: Audiovisual  Rubric
of Vocabulary - The facilitator using the Listening Comprehension To understand equipment  Checklist
about Classroom Technique presents a video about “Vocabulary about Classroom Objects Digital  Observation
Objects Classroom Objects” and presents the vocabulary and Vocabulary presentation, Guide
grammar from the lesson. (Overall Listening Student’s books,
comprehension) Permanent markers, (formative
- The protagonists listen, take notes of known words from Notebook assessment)
the video and respond to comprehension questions from
a worksheet. Suggested audios
and videos
- The facilitator provides feedback, clarifies doubts and https://www.yout
makes conclusions from the activity. ube.com/watch?v
=nVdteH89iQI
Reading:
- The protagonists, following the instructions provided, To understand Suggested
work on a Reading Comprehension Technique identify Classroom Objects worksheet for
the phrases related to Vocabulary about Classroom Vocabulary listening
Objects. (Overall Reading
Comprehension)
- Using the worksheet, the protagonists work on the Suggested
exercises and ask questions about Vocabulary about worksheet for
Classroom Objects to exchange ideas. reading

- The facilitator provides feedback and clarifies doubts.

A4. Production of 1 Hour Speaking: To produce oral Audiovisual Speaking test
Vocabulary about - The facilitator performs a dynamic with a protagonist to statements using equipment Writing test
Classroom Objects review Vocabulary about Classroom Objects. Classroom Objects Digital Listening test
Vocabulary presentation, Reading test
- Using the Interview Technique, the protagonists ask (Overall Spoken Student’s books, Grammar test
questions using Vocabulary about Classroom Objects Production) Permanent markers, UNITS 1-4
and write their answers in a worksheet, and in a plenary, Notebook (Summative
they share their information. assessment
20%)
- The facilitator provides feedback to the protagonists Suggested
worksheet for
about their progress.
speaking
Writing:
Suggested
- Using a Grouping Technique, the protagonists get in To produce written worksheet for
teamwork and analyze a sentence structure where text using writing
Vocabulary about Classroom Objects is used. Classroom Objects
Vocabulary
- The protagonists work on a worksheet and write short (Overall Written
sentences using Vocabulary about Classroom Objects. In Production)
a plenary make a presentation.

- The facilitator provides feedback related to punctuation

and grammar to the protagonists.
Unit 5
Lesson 1

How Long Why Is It Going How Is It

What Am I What I Am
Is It Going How Is It Going To Be Done ? To Be Done For Going To Be
Going To Do? Going To Use ?
To Take? ? Assessed?
Technique/A
Didactic
Activity Time Didactic Strategies Competence ssessment
Recourses
Instruments
A1. Identification 2 Hours Listening: To understand the Audiovisual  Rubric
of there is/are and - The facilitator uses The Brainstorming Technique to ask there is/are and equipment  Checklist
prepositions of questions about there is/are and prepositions of place, prepositions of Digital  Observation
place presents some pictures to have the protagonists generate place presentation, Guide
ideas about the content of the upcoming audio and (Overall Listening Student’s books,
present the vocabulary and grammar from the lesson. comprehension) Permanent markers, (formative
Notebook assessment)
- The facilitator provides instructions about the Listening Suggested video
Comprehension Technique, the protagonists listen to https://www.youtube.
com/watch?v=Aq8bI-
there is/are and prepositions of place and relate the
6zga4
content with the pictures.
Suggested
- The facilitator provides feedback, clarifies doubts and worksheet for
makes conclusions from the activity. listening:

Reading:
- The protagonists, following the instructions provided, To understand there Suggested
work on a Guided Reading Technique to identify familiar is/are and worksheet for
words. reading
prepositions of place
(Overall Reading
- The protagonists get in pairs and work on a worksheet Comprehension)
related to there is/are and prepositions of place.

- The protagonists read the text aloud and answer the

suggested exercises from the worksheet.

- The facilitator provides feedback, clarifies doubts and

makes conclusions from the activity.
A2. Production of 1 Hour Speaking: To produce oral  Rubric
there is/are and - The facilitator uses a dynamic to reinforce there is/are statements using Audiovisual  Checklist
prepositions of and prepositions of place with a protagonist. (Modeling) there is/are and equipment  Observation
place prepositions of place Digital Guide
- Using the Interview Technique, the protagonists ask (Overall Spoken presentation,
questions from a worksheet related to there is/are and Production) Student’s books, (formative
prepositions of place, they write the answers and in Permanent markers, assessment)
plenary they share the information. Notebook

- The facilitator provides feedback related to Suggested

pronunciation and grammar to the protagonists about worksheet for
speaking
their progress.
Suggested
Writing: worksheet for
- The protagonists instructed by the facilitator organize in To produce written writing
work teams, from a worksheet provided the protagonists text using there
write short sentences using there is/are and prepositions is/are and
of place. In plenary they share their sentences. prepositions of place
(Overall Written
- The facilitator provides feedback and clarifies the Production)
protagonist's doubts.
A3. Identification 1 Hour Listening: Audiovisual  Rubric
of vocabulary - The facilitator using the Listening Comprehension To understand equipment  Checklist
about house and Technique presents a video about “house and furniture” vocabulary about Digital  Observation
furniture and presents the vocabulary and grammar from the house and furniture presentation, Guide
lesson. (Overall Listening Student’s books,
comprehension) Permanent markers, (formative
- The protagonists listen, take notes of known words from Notebook assessment)
the video and respond to comprehension questions from
a worksheet. Suggested video
https://www.yout
- The facilitator provides feedback, clarifies doubts and ube.com/watch?v
makes conclusions from the activity. =m27Cck_LGHc

Reading:
Suggested
- The protagonists, following the instructions provided, To understand
worksheet for
work on a Reading Comprehension Technique identify vocabulary about listening
the phrases related to vocabulary about house and house and furniture
furniture. (Overall Reading Suggested
Comprehension) worksheet for
reading
- Using the worksheet, the protagonists work on the
exercises and ask questions about vocabulary about
house and furniture to exchange ideas.

- The facilitator provides feedback and clarifies doubts.

A4. Production of 1 Hour Speaking: To produce oral Audiovisual  Rubric
vocabulary about - The facilitator performs a dynamic with a protagonist to statements using equipment  Checklist
house and furniture review vocabulary about house and furniture. vocabulary about Digital  Observation
house and furniture presentation, Guide
- Using the Interview Technique, the protagonists ask (Overall Spoken Student’s books,
questions using vocabulary about house and furniture to Production) Permanent markers, (formative
others and write their answers in a worksheet, and in a Notebook assessment)
plenary, they share their information.
Suggested
- The facilitator provides feedback to the protagonists worksheet for
speaking
about their progress.

Writing:
Suggested
- Using a Grouping Technique, the protagonists get in To produce written worksheet for
team works and analyze sentence structure where text using writing
vocabulary about house and furniture are used. vocabulary about
house and furniture
- The protagonists work on a worksheet and write short (Overall Written
sentences using vocabulary about house and furniture. Production)

- The facilitator provides feedback related to punctuation

and grammar to the protagonists.
Lesson 2

How Long Why Is It Going How Is It

What Am I What I Am
Is It Going How Is It Going To Be Done ? To Be Done For Going To Be
Going To Do? Going To Use ?
To Take? ? Assessed?
Technique/A
Didactic
Activity Time Didactic Strategies Competence ssessment
Recourses
Instruments
A1. Identification 4 Hours Listening: Audiovisual  Rubric
of present simple - The facilitator uses The Brainstorming Technique to ask To understand the equipment  Checklist
questions about present simple, presents some pictures to present simple Digital  Observation
have the protagonists generate ideas about the content of (Overall Listening presentation, Guide
the upcoming audio and present the vocabulary and comprehension) Student’s books,
grammar from the lesson. Permanent markers, (formative
Notebook assessment)
- The facilitator provides instructions about the Listening Suggested video
Comprehension Technique, the protagonists listen to https://www.yout
present simple and relate the content with the pictures. ube.com/watch?v
=mEj7Y1cjALs
- The facilitator provides feedback, clarifies doubts and
Suggested
makes conclusions from the activity.
worksheet for
listening
Reading:
- The protagonists, following the instructions provided, Suggested
work on a Guided Reading Technique to identify familiar worksheet for
words. reading

- The protagonists get in pairs and work on a worksheet

related to present simple.
To understand
present simple
- The protagonists read the text aloud and answer the
(Overall Reading
suggested exercises from the worksheet.
Comprehension)
- The facilitator provides feedback, clarifies doubts and
makes conclusions from the activity.

A2. Production of 3 Hours Speaking: To produce oral  Rubric

present simple - The facilitator uses a dynamic to reinforce present simple statements using Audiovisual  Checklist
with a protagonist. (Modeling) present simple equipment  Observation
Digital Guide
presentation,
- Using the Interview Technique, the protagonists ask (Overall Spoken Student’s books, (formative
questions from a worksheet related to present simple, Production) Permanent markers, assessment)
they write the answers and in plenary they share the Notebook
information.
Suggested
- The facilitator provides feedback related to worksheet for
pronunciation and grammar to the protagonists about speaking
their progress.

Writing: Suggested
worksheet for
- The protagonists instructed by the facilitator organize in To produce written
writing
work teams, from a worksheet provided the protagonists text using present
write short sentences using present simple. In plenary simple
they share their sentences. (Overall Written
Production)
- The facilitator provides feedback and clarifies the
protagonist's doubts.
A3. Identification 1 Hour Listening: Audiovisual  Rubric
of Vocabulary - The facilitator using the Listening Comprehension To understand equipment  Checklist
about jobs/ work Technique presents a video about “Jobs/ Work Places” Vocabulary about Digital  Observation
places and presents the vocabulary and grammar from the jobs/ work places presentation, Guide
lesson. (Overall Listening Student’s books,
comprehension) Permanent markers, (formative
- The protagonists listen, take notes of known words from Notebook assessment)
the video and respond to comprehension questions from Suggested videos
a worksheet. https://www.youtube.
com/watch?v=OP7N
H4XUlko
- The facilitator provides feedback, clarifies doubts and
makes conclusions from the activity. https://www.youtube.
com/watch?v=x8tF2a
Reading: QoukY
- The protagonists, following the instructions provided, To understand https://www.youtube.
work on a Reading Comprehension Technique identify Vocabulary about com/watch?v=aTPqG
the phrases related to Vocabulary about jobs/ work jobs/ work places cab0VU
places. (Overall Reading
Suggested
Comprehension)
worksheet for
- Using the worksheet, the protagonists work on the
listening
exercises and ask questions about Vocabulary about
jobs/ work places to exchange ideas.
Suggested
- The facilitator provides feedback and clarifies doubts. worksheet for
reading
A4. Production of 1 Hour Speaking: To produce oral Audiovisual  Rubric
Vocabulary about - The facilitator performs a dynamic with a protagonist to statements using equipment  Checklist
jobs/ work places review Vocabulary about jobs/ work places. Vocabulary about Digital  Observation
jobs/ work places presentation, Guide
- Using the Interview Technique, the protagonists ask (Overall Spoken Student’s books,
questions using Vocabulary about jobs/ work places to Production) Permanent markers, (formative
others and write their answers in a worksheet, and in a Notebook assessment)
plenary, they share their information.
Suggested
worksheet for
- The facilitator provides feedback to the protagonists
speaking
about their progress.
Suggested
Writing: worksheet for
- Using a Grouping Technique, the protagonists get in To produce written writing
team works and analyze sentence structure where text using
Vocabulary about jobs/ work places are used. Vocabulary about
jobs/ work places
- The protagonists work on a worksheet and write short (Overall Written
sentences using Vocabulary about jobs/ work places. Production)

- The facilitator provides feedback related to punctuation

and grammar to the protagonists.
Lesson 3

How Long Why Is It Going How Is It

What Am I What I Am
Is It Going How Is It Going To Be Done ? To Be Done For Going To Be
Going To Do? Going To Use ?
To Take? ? Assessed?
Technique/A
Didactic
Activity Time Didactic Strategies Competence ssessment
Recourses
Instruments
A1. Identification 1 Hour Listening: Audiovisual  Rubric
of adverbs of - The facilitator uses The Brainstorming Technique to ask To understand equipment  Checklist
frequency questions about adverbs of frequency, presents some adverbs of Digital  Observation
pictures to have the protagonists generate ideas about the frequency presentation, Guide
content of the upcoming audio and present the (Overall Listening Student’s books,
vocabulary and grammar from the lesson. comprehension) Permanent markers, (formative
Notebook assessment)
- The facilitator provides instructions about the Listening Suggested videos
Comprehension Technique, the protagonists listen to
adverbs of frequency and relate the content with the https://www.yout
pictures. ube.com/watch?v
=Y-4OJMXxUrs
- The facilitator provides feedback, clarifies doubts and
makes conclusions from the activity.
https://www.yout
Reading: ube.com/watch?v
- The protagonists, following the instructions provided, =RHOZ4SCuSm0
work on a Guided Reading Technique to identify familiar
words. Suggested
worksheet for
- The protagonists get in pairs and work on a worksheet listening
related to adverbs of frequency.
To understand Suggested
adverbs of worksheet for
- The protagonists read the text aloud and answer the
frequency reading
suggested exercises from the worksheet.
(Overall Reading
Comprehension)
- The facilitator provides feedback, clarifies doubts and
makes conclusions from the activity.
A2. Production of 2 Hours Speaking: To produce oral Audiovisual  Rubric
adverbs of - The facilitator uses a dynamic to reinforce adverbs of statements using equipment  Checklist
frequency frequency with a protagonist. (Modeling) adverbs of Digital  Observation
frequency presentation, Guide
- Using the Interview Technique, the protagonists ask (Overall Spoken Student’s books,
questions from a worksheet related to adverbs of Production) Permanent markers, (formative
frequency, they write the answers and in plenary they Notebook assessment)
share the information.
Suggested
- The facilitator provides feedback related to worksheet for
speaking
pronunciation and grammar to the protagonists about
their progress. Suggested
worksheet for
Writing: writing
- The protagonists instructed by the facilitator organize in To produce written
work teams, from a worksheet provided the protagonists text using adverbs of
write short sentences using adverbs of frequency. In frequency
plenary they share their sentences. (Overall Written
Production)
- The facilitator provides feedback and clarifies the
protagonist's doubts.
A3. Identification 1 Hour Listening: Audiovisual  Rubric
of frequency - The facilitator using the Listening Comprehension To understand equipment  Checklist
expressions Technique presents a video about “Frequency frequency Digital  Observation
Expressions” and presents the vocabulary and grammar expressions presentation, Guide
from the lesson. (Overall Listening Student’s books,
comprehension) Permanent markers, (formative
- The protagonists listen, take notes of known words from Notebook assessment)
the video and respond to comprehension questions from Suggested
a worksheet. worksheet for
listening
- The facilitator provides feedback, clarifies doubts and
makes conclusions from the activity. Suggested audios
https://www.youtube.
com/watch?v=TqrM
Reading: Wx_aK4M
- The protagonists, following the instructions provided, To understand
work on a Reading Comprehension Technique identify frequency
frequency expressions. expressions https://www.youtube.
(Overall Reading com/watch?v=hBsq1
Comprehension) x_PRZg
- Using the worksheet, the protagonists work on the Suggested
exercises and ask questions about frequency expressions worksheet for
to exchange ideas. reading

- The facilitator provides feedback and clarifies doubts.

A4. Production of 1 Hour Speaking: To produce oral Audiovisual  Rubric
frequency - The facilitator performs a dynamic with a protagonist to statements using equipment  Checklist
expressions review frequency expressions. frequency Digital  Observation
expressions presentation, Guide
- Using the Interview Technique, the protagonists ask (Overall Spoken Student’s books,
questions using frequency expressions to others and Production) Permanent markers, (formative
write their answers in a worksheet, and in a plenary, they Notebook assessment)
share their information.
Suggested
- The facilitator provides feedback to the protagonists worksheet for
about their progress. speaking

Writing:
- Using a Grouping Technique, the protagonists get in To produce written Suggested
team works and analyze sentence structure where text using worksheet for
reading
frequency expressions are used. frequency
expressions
- The protagonists work on a worksheet and write short (Overall Written
sentences using frequency expressions. Production)

- The facilitator provides feedback related to punctuation

and grammar to the protagonists.
Unit 6
Lesson 1

How Long Why Is It Going How Is It

What Am I What I Am
Is It Going How Is It Going To Be Done ? To Be Done For Going To Be
Going To Do? Going To Use ?
To Take? ? Assessed?
Technique/A
Didactic
Activity Time Didactic Strategies Competence ssessment
Recourses
Instruments
A1. Identification 1 Hour Listening: Audiovisual  Rubric
of object pronouns - The facilitator uses The Brainstorming Technique to ask To understand equipment  Checklist
questions about object pronouns, presents some pictures object pronouns Digital  Observation
to have the protagonists generate ideas about the content (Overall Listening presentation, Guide
of the upcoming audio and present the vocabulary and comprehension) Student’s books,
grammar from the lesson. Permanent markers, (formative
Notebook assessment)
- The facilitator provides instructions about the Listening Suggested video
Comprehension Technique, the protagonists listen to https://www.youtube.
com/watch?v=16kzXi
object pronouns and relate the content with the pictures. wYeEo

- The facilitator provides feedback, clarifies doubts and https://www.youtube.

makes conclusions from the activity. com/watch?v=pCKOI
DfgO9I
Reading: Suggested
- The protagonists, following the instructions provided, worksheet for
work on a Guided Reading Technique to identify familiar To understand listening
words. object pronouns
(Overall Reading Suggested
- The protagonists get in pairs and work on a worksheet Comprehension) worksheet for
related to object pronouns. reading

- The protagonists read the text aloud and answer the

suggested exercises from the worksheet.

- The facilitator provides feedback, clarifies doubts and

makes conclusions from the activity.
A2. Production of 1 Hour Speaking: To produce oral Audiovisual  Rubric
object pronouns - The facilitator uses a dynamic to reinforce object statements using equipment  Checklist
pronouns with a protagonist. (Modeling) object pronouns Digital  Observation
(Overall Spoken presentation, Guide
- Using the Interview Technique, the protagonists ask Production) Student’s books,
questions from a worksheet related to object pronouns, Permanent markers, (formative
they write the answers and in plenary they share the Notebook assessment)
information. Suggested
worksheet for
- The facilitator provides feedback related to speaking
pronunciation and grammar to the protagonists about
their progress.
Suggested
To produce written worksheet for
Writing:
writing
- The protagonists instructed by the facilitator organize in text using object
work teams, from a worksheet provided the protagonists pronouns
write short sentences using object pronouns. In plenary (Overall Written
they share their sentences. Production)

- The facilitator provides feedback and clarifies the

protagonist's doubts.
A3. Identification 2 Hours Listening:  Rubric
of Other everyday - The facilitator using the Listening Comprehension To understand Audiovisual  Checklist
activities Technique presents a video about “Everyday everyday activities equipment  Observation
Activities” and presents the vocabulary and grammar (Overall Listening Digital Guide
from the lesson. comprehension) presentation,
Student’s books, (formative
- The protagonists listen, take notes of known words from Permanent markers, assessment)
the video and respond to comprehension questions from Notebook
a worksheet. Suggested video
https://www.yout
- The facilitator provides feedback, clarifies doubts and ube.com/watch?v
makes conclusions from the activity. =RP1AL2DU6vQ

Reading: To understand
- The protagonists, following the instructions provided, everyday activities
work on a Reading Comprehension Technique identify (Overall Reading
the phrases related to everyday activities. Comprehension) Suggested
worksheet for
listening
- Using the worksheet, the protagonists work on the Suggested
exercises and ask questions about everyday activities to worksheet for
exchange ideas. reading

- The facilitator provides feedback and clarifies doubts.

A4. Production of 1 Hour Speaking: To produce oral Audiovisual  Rubric
Other everyday - The facilitator performs a dynamic with a protagonist to statements using equipment  Checklist
activities review everyday activities. everyday activities Digital  Observation
(Overall Spoken presentation, Guide
- Using the Interview Technique, the protagonists ask Production) Student’s books,
questions using everyday activities to others and write Permanent markers, (formative
their answers in a worksheet, and in a plenary, they share Notebook assessment)
their information. Suggested
worksheet for
- The facilitator provides feedback to the protagonists speaking
about their progress.

Writing: Suggested
- Using a Grouping Technique, the protagonists get in To produce written worksheet for
writing
team works and analyze sentence structure where text using everyday
everyday activities are used. activities
(Overall Written
- The protagonists work on a worksheet and write short Production)
sentences using everyday activities.

- The facilitator provides feedback related to punctuation

and grammar to the protagonists.
Lesson 2

How Long Why Is It Going How Is It

What Am I What I Am
Is It Going How Is It Going To Be Done ? To Be Done For Going To Be
Going To Do? Going To Use ?
To Take? ? Assessed?
Technique/A
Didactic
Activity Time Didactic Strategies Competence ssessment
Recourses
Instruments
A1. Identification of 1 Hour Listening: Audiovisual  Rubric
indefinite pronouns - The facilitator uses The Brainstorming Technique to ask To understand equipment  Checklist
questions about indefinite pronouns, presents some indefinite pronouns Digital  Observation
pictures to have the protagonists generate ideas about the (Overall Listening presentation, Guide
content of the upcoming audio and present the comprehension) Student’s books,
vocabulary and grammar from the lesson. Permanent markers, (formative
Notebook assessment)
- The facilitator provides instructions about the Listening
Comprehension Technique, the protagonists listen to Suggested video
indefinite pronouns and relate the content with the
pictures. https://www.yout
ube.com/watch?v
- The facilitator provides feedback, clarifies doubts and =qgWLC1R--YM
makes conclusions from the activity.
Suggested
worksheet for
Reading:
listening
- The protagonists, following the instructions provided,
work on a Guided Reading Technique to identify familiar
words.
Suggested
worksheet for
- The protagonists get in pairs and work on a worksheet reading
To understand
related to indefinite pronouns.
indefinite pronouns
(Overall Reading
- The protagonists read the text aloud and answer the
Comprehension)
suggested exercises from the worksheet.

- The facilitator provides feedback, clarifies doubts and

makes conclusions from the activity.
A2. Production of 2 Hours Speaking: To produce oral Audiovisual  Rubric
indefinite pronouns - The facilitator uses a dynamic to reinforce indefinite statements using equipment  Checklist
pronouns with a protagonist. (Modeling) indefinite pronouns Digital  Observation
presentation, Guide
Student’s books,
- Using the Interview Technique, the protagonists ask (Overall Spoken Permanent markers, (formative
questions from a worksheet related to indefinite Production) Notebook assessment)
pronouns, they write the answers and in plenary they Suggested
share the information. worksheet for
speaking
- The facilitator provides feedback related to
pronunciation and grammar to the protagonists about
their progress. Suggested
worksheet for
Writing: writing
- The protagonists instructed by the facilitator organize in To produce written
work teams, from a worksheet provided the protagonists text using indefinite
write short sentences using indefinite pronouns. In pronouns
plenary they share their sentences. (Overall Written
Production)
- The facilitator provides feedback and clarifies the
protagonist's doubts.
A3. Identification 1 Hour Listening:  Rubric
of Everyday - The facilitator using the Listening Comprehension To understand Audiovisual  Checklist
activities 2 Technique presents a video about “Everyday Activities everyday activities equipment  Observation
2” and presents the vocabulary and grammar bank. 2 Digital Guide
(Overall Listening presentation,
- The protagonists listen, take notes of known words from comprehension) Student’s books, (formative
the video and respond to comprehension questions from Permanent markers, assessment)
the worksheet. Notebook

- The facilitator provides feedback, clarifies doubts and Suggested video

makes conclusions from the activity. https://www.yout
ube.com/watch?v
Reading: =LqrzEUCljJw
- The protagonists instructed by the facilitator about a
Reading Comprehension Technique, identify the phrases To understand Suggested
related to everyday activities 2. everyday activities worksheet for
2 listening
- Using the worksheet, the protagonists work on the (Overall Reading
exercises and ask questions with everyday activities 2 to Comprehension)
exchange ideas. Suggested
worksheet for
reading
- The facilitator provides feedback and clarifies doubts.
A4. Production of 1 Hour Speaking: To produce oral Audiovisual  Rubric
everyday activities - The facilitator performs a dynamic with a protagonist to statements using equipment  Checklist
2 review everyday activities 2. everyday activities Digital  Observation
2 presentation, Guide
- Using the Interview Technique, the protagonists ask (Overall Spoken Student’s books,
questions using everyday activities 2and write their Production) Permanent markers, (formative
answers in a worksheet, and in a plenary, they share their Notebook assessment)
information. Suggested
worksheet for
- The facilitator provides feedback to the protagonists speaking
about their progress.

Writing: Suggested
- Using a Grouping Technique, the protagonists get in worksheet for
teamwork and analyze a sentence structure where To produce written writing
everyday activities 2 are used. text using everyday
activities 2
- The protagonists work on a worksheet and write short (Overall Written
sentences using everyday activities 2. In a plenary make Production)
a presentation.

- The facilitator provides feedback related to punctuation

and grammar to the protagonists.
Unit 7
Lesson 1

How Long Why Is It Going How Is It

What Am I What I Am
Is It Going How Is It Going To Be Done ? To Be Done For Going To Be
Going To Do? Going To Use ?
To Take? ? Assessed?
Technique/A
Didactic
Activity Time Didactic Strategies Competence ssessment
Recourses
Instruments
A1. Identification 1 Hour Listening: Audiovisual  Rubric
of adverb phrases - The facilitator uses The Brainstorming Technique to ask To understand equipment  Checklist
questions about adverb phrases, presents some pictures adverb phrases Digital  Observation
to have the protagonists generate ideas about the content (Overall Listening presentation, Guide
of the upcoming audio and present the vocabulary and comprehension) Student’s books,
grammar from the lesson. Permanent markers, (formative
Notebook assessment)
- The facilitator provides instructions about the Listening Suggested video
Comprehension Technique, the protagonists listen to https://www.youtube.
com/watch?v=1an0Zj
adverb phrases and relate the content with the pictures. R0zek
Suggested
- The facilitator provides feedback, clarifies doubts and worksheet for
makes conclusions from the activity. listening
-
Reading:
- The protagonists, following the instructions provided, To understand Suggested
work on a Guided Reading Technique to identify familiar adverb phrases worksheet for
words. (Overall Reading reading
Comprehension)
- The protagonists get in pairs and work on a worksheet
related to adverb phrases.

- The protagonists read the text aloud and answer the

suggested exercises from the worksheet.

- The facilitator provides feedback, clarifies doubts and

makes conclusions from the activity.
A2. Production of 1 Hour Speaking: To produce oral Audiovisual  Rubric
adverb phrases - The facilitator uses a dynamic to adverb phrases with a statements using equipment  Checklist
protagonist. (Modeling) adverb phrases Digital  Observation
(Overall Spoken presentation, Guide
- Using the Interview Technique, the protagonists ask Production) Student’s books,
questions from a worksheet related to adverb phrases, Permanent markers, (formative
they write the answers and in plenary they share the Notebook assessment)
information. Suggested
worksheet for
- The facilitator provides feedback related to speaking
pronunciation and grammar to the protagonists about
their progress.
Suggested
To produce written worksheet for
Writing:
writing
- The protagonists instructed by the facilitator organize in text using adverb
work teams, from a worksheet provided the protagonists phrases
write short sentences using adverb phrases. In plenary (Overall Written
they share their sentences. Production)

- The facilitator provides feedback and clarifies the

protagonist's doubts.
A3. Identification of 1 Hour Listening:  Rubric
common phrases - The facilitator using the Listening Comprehension To understand Audiovisual  Checklist
Technique presents a video about “Common Phrases” common phrases equipment  Observation
and presents the vocabulary and grammar from the (Overall Listening Digital Guide
lesson. comprehension) presentation,
Student’s books, (formative
- The protagonists listen, take notes of known words from Permanent markers, assessment)
the video and respond to comprehension questions from Notebook
a worksheet.
Suggested video
- The facilitator provides feedback, clarifies doubts and https://www.yout
makes conclusions from the activity. ube.com/watch?v
=XS6oZyG4spQ
Reading: To understand
- The protagonists, following the instructions provided, common phrases Suggested
work on a Reading Comprehension Technique identify (Overall Reading worksheet for
the phrases related to common phrases. Comprehension) listening
- Using the worksheet, the protagonists work on the Suggested
exercises and ask questions about common phrases to worksheet for
exchange ideas. reading

- The facilitator provides feedback and clarifies doubts.

A4. Production of 1 Hour Speaking: To produce oral Audiovisual  Rubric

common phrases - The facilitator performs a dynamic with a protagonist to statements using equipment  Checklist
review common phrases. common phrases Digital  Observation
(Overall Spoken presentation, Guide
- Using the Interview Technique, the protagonists ask Production) Student’s books,
questions using common phrases to others and write their Permanent markers, (formative
answers in a worksheet, and in a plenary, they share their Notebook assessment)
information. Suggested
worksheet for
- The facilitator provides feedback to the protagonists speaking
about their progress.

Writing: Suggested
- Using a Grouping Technique, the protagonists get in To produce written worksheet for
writing
team works and analyze sentence structure where text using common
common phrases pronouns are used. phrases
(Overall Written
- The protagonists work on a worksheet and write short Production)
sentences using common phrases.

- The facilitator provides feedback related to punctuation

and grammar to the protagonists.
Lesson 2

How Long Why Is It Going How Is It

What Am I What I Am
Is It Going How Is It Going To Be Done ? To Be Done For Going To Be
Going To Do? Going To Use ?
To Take? ? Assessed?
Technique/A
Didactic
Activity Time Didactic Strategies Competence ssessment
Recourses
Instruments
A1. Identification 1 Hour Listening: Audiovisual  Rubric
of containers - The facilitator uses The Brainstorming Technique to ask To understand equipment  Checklist
questions about containers, presents some pictures to containers Digital  Observation
have the protagonists generate ideas about the content of (Overall Listening presentation, Guide
the upcoming audio and present the vocabulary and comprehension) Student’s books,
grammar from the lesson. Permanent markers, (formative
Notebook assessment)
- The facilitator provides instructions about the Listening Suggested video
https://www.youtube.
Comprehension Technique, the protagonists listen to
com/watch?v=D6eXc
containers and relate the content with the pictures. _Zi5DE

- The facilitator provides feedback, clarifies doubts and Suggested

makes conclusions from the activity. worksheet for
listening
Reading:
- The protagonists, following the instructions provided, To understand
work on a Guided Reading Technique to identify familiar containers Suggested
words. (Overall Reading worksheet for
Comprehension) reading
- The protagonists get in pairs and work on a worksheet
related to containers.

- The protagonists read the text aloud and answer the

suggested exercises from the worksheet.

- The facilitator provides feedback, clarifies doubts and

makes conclusions from the activity.
A2. Production of 2 Hours Speaking: To produce oral Audiovisual  Rubric
containers - The facilitator uses a dynamic to reinforce containers statements using equipment  Checklist
with a protagonist. (Modeling) containers Digital  Observation
(Overall Spoken presentation, Guide
- Using the Interview Technique, the protagonists ask Production) Student’s books,
questions from a worksheet related to containers, they Permanent markers,
write the answers and in plenary they share the Notebook (formative
information. Suggested assessment)
worksheet for
- The facilitator provides feedback related to speaking
pronunciation and grammar to the protagonists about
their progress.
Suggested
Writing: To produce written worksheet for
- The protagonists instructed by the facilitator organize in text using containers writing
work teams, from a worksheet provided the protagonists (Overall Written
write short sentences using containers. In plenary they Production)
share their sentences.

- The facilitator provides feedback and clarifies the

protagonist's doubts.
A3. Identification 1 Hour Listening: Audiovisual  Rubric
of vocabulary - The facilitator using the Listening Comprehension To understand equipment  Checklist
related to shopping Technique presents a video about “Shopping” and vocabulary related Digital  Observation
presents the vocabulary and grammar from the lesson. to shopping presentation, Guide
(Overall Listening Student’s books,
- The protagonists listen, take notes of known words from comprehension) Permanent markers, (formative
the video and respond to comprehension questions from Notebook assessment)
a worksheet. Suggested
worksheet for
- The facilitator provides feedback, clarifies doubts and listening
makes conclusions from the activity.
Suggested video
https://www.youtube.
Reading: com/watch?v=GlNbz
- The protagonists, following the instructions provided, AGZC2M
work on a Reading Comprehension Technique identify To understand
vocabulary related to shopping. vocabulary related https://www.youtube.
to shopping com/watch?v=SwaD
- Using the worksheet, the protagonists work on the (Overall Reading RdX2-nM
exercises and ask questions about shopping to exchange Comprehension)
ideas. Suggested
worksheet for
- The facilitator provides feedback and clarifies doubts. reading
A4. Production of 1 Hour Speaking: To produce oral Audiovisual  Rubric
vocabulary related - The facilitator performs a dynamic with a protagonist to statements using equipment  Checklist
to shopping review vocabulary related to shopping. vocabulary related Digital  Observation
to shopping presentation, Guide
- Using the Interview Technique, the protagonists ask (Overall Spoken Student’s books,
questions using shopping to others and write their Production) Permanent markers, (formative
answers in a worksheet, and in a plenary, they share their Notebook assessment)
information. Suggested
worksheet for
- The facilitator provides feedback to the protagonists speaking
about their progress.

Writing: Suggested
- Using a Grouping Technique, the protagonists get in worksheet for
writing
team works and analyze sentence structure where To produce written
shopping is used. text using
vocabulary related
- The protagonists work on a worksheet and write short to shopping
sentences using vocabulary related to shopping. (Overall Written
Production)
- The facilitator provides feedback related to punctuation
and grammar to the protagonists.
Lesson 3

How Long Why Is It Going How Is It

What Am I What I Am
Is It Going How Is It Going To Be Done ? To Be Done For Going To Be
Going To Do? Going To Use ?
To Take? ? Assessed?
Technique/A
Didactic
Activity Time Didactic Strategies Competence ssessment
Recourses
Instruments
A1. Identification 2 Hours Listening: Audiovisual  Rubric
of infinitive - The facilitator uses The Brainstorming Technique to ask To understand equipment  Checklist
questions about infinitive, presents some pictures to have infinitive Digital  Observation
the protagonists generate ideas about the content of the (Overall Listening presentation, Guide
upcoming audio and present the vocabulary and comprehension) Student’s books,
grammar from the lesson. Permanent markers, (formative
Notebook assessment)
- The facilitator provides instructions about the Listening Suggested video
https://www.youtube.
Comprehension Technique, the protagonists listen to
com/watch?v=1qMb
infinitive and relate the content with the pictures. CouTfO4
Suggested
- The facilitator provides feedback, clarifies doubts and worksheet for
makes conclusions from the activity. listening

Reading:
- The protagonists, following the instructions provided, Suggested
work on a Guided Reading Technique to identify familiar To understand worksheet for
words. infinitive reading
(Overall Reading
- The protagonists get in pairs and work on a worksheet Comprehension)
related to infinitive.

- The protagonists read the text aloud and answer the

suggested exercises from the worksheet.

- The facilitator provides feedback, clarifies doubts and

makes conclusions from the activity.
A2. Production of 2 Hours Speaking: To produce oral Audiovisual  Rubric
infinitive - The facilitator uses a dynamic to reinforce infinitive with statements using equipment  Checklist
a protagonist. (Modeling) infinitive Digital  Observation
(Overall Spoken presentation, Guide
- Using the Interview Technique, the protagonists ask Production) Student’s books,
questions from a worksheet related to infinitive, they Permanent markers,
write the answers and in plenary they share the Notebook (formative
information. Suggested assessment)
worksheet for
- The facilitator provides feedback related to speaking
pronunciation and grammar to the protagonists about
their progress.
Suggested
Writing: To produce written worksheet for
- The protagonists instructed by the facilitator organize in text using infinitive writing
work teams, from a worksheet provided the protagonists (Overall Written
write short sentences using infinitive. In plenary they Production)
share their sentences.

- The facilitator provides feedback and clarifies the

protagonist's doubts.
A3. Identification 1 Hour Listening:  Rubric
of adjectives - The facilitator using the Listening Comprehension To understand Audiovisual  Checklist
Technique presents a video about “Adjectives” and adjectives equipment  Observation
presents the vocabulary and grammar from the lesson. (Overall Listening Digital Guide
comprehension) presentation,
- The protagonists listen, take notes of known words from Student’s books, (formative
the video and respond to comprehension questions from Permanent markers, assessment)
a worksheet. Notebook

- The facilitator provides feedback, clarifies doubts and Suggested video

makes conclusions from the activity. https://www.yout
ube.com/watch?v
Reading: =qakXdVoPMT0
- The protagonists, following the instructions provided, To understand
work on a Reading Comprehension Technique identify adjectives
the phrases related to adjectives. (Overall Reading Suggested
Comprehension) worksheet for
- Using the worksheet, the protagonists work on the listening
exercises and ask questions about adjectives to exchange
ideas.
Suggested
worksheet for
- The facilitator provides feedback and clarifies doubts.
reading
A4. Production of 1 Hour Speaking: To produce oral Audiovisual  Rubric
adjectives - The facilitator performs a dynamic with a protagonist to statements using equipment  Checklist
review adjectives. adjectives Digital  Observation
presentation, Guide
- Using the Interview Technique, the protagonists ask (Overall Spoken Student’s books,
questions using adjectives to others and write their Production) Permanent markers, (formative
answers in a worksheet, and in a plenary, they share their Notebook assessment)
information. Suggested
worksheet for
- The facilitator provides feedback to the protagonists speaking
about their progress.

Writing: Suggested
- Using a Grouping Technique, the protagonists get in worksheet for
team works and analyze sentence structure where To produce written writing
adjectives are used. text using
adjectives
- The protagonists work on a worksheet and write short (Overall Written
sentences using adjectives. Production)

- The facilitator provides feedback related to punctuation

and grammar to the protagonists.
Unit 8
Lesson 1

How Long Why Is It Going How Is It

What Am I What I Am
Is It Going How Is It Going To Be Done ? To Be Done For Going To Be
Going To Do? Going To Use ?
To Take? ? Assessed?
Technique/A
Didactic
Activity Time Didactic Strategies Competence ssessment
Recourses
Instruments
A1. Identification 1 Hour Listening: Audiovisual  Rubric
of prepositions of - The facilitator uses The Brainstorming Technique to ask To understand equipment  Checklist
place questions about prepositions of place, presents some prepositions of place Digital  Observation
pictures to have the protagonists generate ideas about the (Overall Listening presentation, Guide
content of the upcoming audio and present the comprehension) Student’s books,
vocabulary and grammar from the lesson. Permanent markers, (formative
Notebook assessment)
- The facilitator provides instructions about the Listening
Comprehension Technique, the protagonists listen to Suggested video
https://www.youtube.
prepositions of place and relate the content with the
com/watch?v=wkmK
pictures. A2zGn6k

- The facilitator provides feedback, clarifies doubts and https://www.youtube.

makes conclusions from the activity. com/watch?v=qWO8
e54zgPA
Reading: https://www.youtube.
- The protagonists, following the instructions provided, To understand com/watch?v=DPYJ
work on a Guided Reading Technique to identify familiar prepositions of place QSA-x50
words. (Overall Reading
Comprehension) https://www.youtube.
com/watch?v=v0sM
- The protagonists get in pairs and work on a worksheet N-TAmDM
related to prepositions of place.
Suggested
- The protagonists read the text aloud and answer the worksheet for
suggested exercises from the worksheet. listening

- The facilitator provides feedback, clarifies doubts and

makes conclusions from the activity. Suggested
worksheet for
reading
A2. Production of 1 Hour Speaking: To produce oral Audiovisual  Rubric
prepositions of - The facilitator uses a dynamic to reinforce prepositions statements using equipment  Checklist
place of place with a protagonist. (Modeling) prepositions of place Digital  Observation
(Overall Spoken presentation, Guide
- Using the Interview Technique, the protagonists ask Production) Student’s books,
questions from a worksheet related to prepositions of Permanent markers, (formative
place, they write the answers and in plenary they share Notebook assessment)
the information. Suggested
worksheet for
- The facilitator provides feedback related to speaking
pronunciation and grammar to the protagonists about
their progress.
Suggested
To produce written worksheet for
Writing:
writing
- The protagonists instructed by the facilitator organize in text using
work teams, from a worksheet provided the protagonists prepositions of place
write short sentences using prepositions of place. In (Overall Written
plenary they share their sentences. Production)

- The facilitator provides feedback and clarifies the

protagonist's doubts.
A3. Identification 1 Hour Listening:  Rubric
of vocabulary - The facilitator using the Listening Comprehension To understand Audiovisual  Checklist
related to Technique presents a video about “Community Places” vocabulary related equipment  Observation
community and presents the vocabulary and grammar from the to community Digital Guide
places lesson. places presentation,
(Overall Listening Student’s books, (formative
- The protagonists listen, take notes of known words from comprehension) Permanent markers, assessment)
the video and respond to comprehension questions from Notebook
a worksheet.
Suggested video
- The facilitator provides feedback, clarifies doubts and https://www.yout
makes conclusions from the activity. ube.com/watch?v
=MB2iBFjKRQo
Reading:
- The protagonists, following the instructions provided, To understand
work on a Reading Comprehension Technique identify vocabulary related Suggested
vocabulary related to community places. to community worksheet for
places listening
(Overall Reading
Comprehension)
- Using the worksheet, the protagonists work on the Suggested
exercises and ask questions about community places to worksheet for
exchange ideas. reading

- The facilitator provides feedback and clarifies doubts.

A4. Production of 1 Hour Speaking: To produce oral Audiovisual  Rubric
vocabulary related - The facilitator performs a dynamic with a protagonist to statements using equipment  Checklist
to community review vocabulary related to community places. vocabulary Digital  Observation
places related to presentation, Guide
- Using the Interview Technique, the protagonists ask community Student’s books,
questions using vocabulary related to community places Permanent markers, (formative
placesto others and write their answers in a worksheet, (Overall Spoken Notebook assessment)
and in a plenary, they share their information. Production)
Suggested
- The facilitator provides feedback to the protagonists worksheet for
about their progress. speaking

Writing:
- Using a Grouping Technique, the protagonists get in To produce written Suggested
team works and analyze sentence structure where text using worksheet for
writing
vocabulary related to community places are used. vocabulary related
to community
- The protagonists work on a worksheet and write short places
sentences using vocabulary related to community places. (Overall Written
Production)
- The facilitator provides feedback related to punctuation
and grammar to the protagonists.
Lesson 2

How Long Why Is It Going How Is It

What Am I What I Am
Is It Going How Is It Going To Be Done ? To Be Done For Going To Be
Going To Do? Going To Use ?
To Take? ? Assessed?
Technique/A
Didactic
Activity Time Didactic Strategies Competence ssessment
Recourses
Instruments
A1. Identification 2 Hours Listening: Audiovisual  Rubric
of I would like to - The facilitator uses The Brainstorming Technique to ask To understand I equipment  Checklist
questions using I would like to, presents some pictures to would like to Digital  Observation
have the protagonists generate ideas about the content of (Overall Listening presentation, Guide
the upcoming audio and present the vocabulary and comprehension) Student’s books,
grammar from the lesson. Permanent markers, (formative
Notebook assessment)
- The facilitator provides instructions about the Listening Suggested videos
https://www.youtube.
Comprehension Technique, the protagonists listen an
com/watch?v=W2X2
audio using I would like to and relate the content with the adU-s5s
pictures.
https://www.youtube.
- The facilitator provides feedback, clarifies doubts and
com/watch?v=bdMgs
makes conclusions from the activity. OBIFfA

Reading: Suggested
- The protagonists, following the instructions provided, To understand I worksheet for
work on a Guided Reading Technique to identify familiar would like to listening
words. (Overall Reading
Comprehension)
- The protagonists get in pairs and work on a worksheet Suggested
related to I would like to. worksheet for
reading
- The protagonists read the text aloud and answer the
suggested exercises from the worksheet.

- The facilitator provides feedback, clarifies doubts and

makes conclusions from the activity.
A2. Production of I 2 Hours Speaking: To produce oral Audiovisual  Rubric
would like to - The facilitator uses a dynamic to reinforce I would like statements using I equipment  Checklist
to with a protagonist. (Modeling) would like to Digital  Observation
(Overall Spoken presentation, Guide
- Using the Interview Technique, the protagonists ask Production) Student’s books,
questions from a worksheet related to I would like to, Permanent markers, (formative
they write the answers and in plenary they share the Notebook assessment)
information.
Suggested
- The facilitator provides feedback related to worksheet for
pronunciation and grammar to the protagonists about speaking
their progress.

Writing: To produce written Suggested

- The protagonists instructed by the facilitator organize in text using I would worksheet for
writing
work teams, from a worksheet provided the protagonists like to
write short sentences using I would like to. In plenary (Overall Written
they share their sentences. Production)

- The facilitator provides feedback and clarifies the

protagonist's doubts.
A3. Identification 1 Hour Listening: Audiovisual  Rubric
of preferences - The facilitator using the Listening Comprehension To understand equipment  Checklist
Technique presents a video about “Preferences” and preferences Digital  Observation
presents the vocabulary and grammar from the lesson. (Overall Listening presentation, Guide
comprehension) Student’s books,
- The protagonists listen, take notes of known words from Permanent markers, (formative
the video and respond to comprehension questions from Notebook assessment)
a worksheet. Suggested videos
https://www.youtube.
com/watch?v=zFdH2
- The facilitator provides feedback, clarifies doubts and RQpY9A
makes conclusions from the activity.
https://www.youtube.
Reading: com/watch?v=yWRo
- The protagonists, following the instructions provided, To understand gEqTBIA
work on a Reading Comprehension Technique identify preferences Suggested
the phrases related to preferences. (Overall Reading worksheet for
Comprehension) listening
- Using the worksheet, the protagonists work on the
exercises and ask questions about preferences to
exchange ideas.
Suggested
- The facilitator provides feedback and clarifies doubts. worksheet for
reading
A4. Production of 1 Hour Speaking: To produce oral Audiovisual Speaking test
preferences - The facilitator performs a dynamic with a protagonist to statements using equipment Writing test
review preferences. preferences Digital Listening test
(Overall Spoken presentation, Reading test
- Using the Interview Technique, the protagonists ask Production) Student’s books, Grammar test
questions using preferences to others and write their Permanent markers, UNITS 5-8
answers in a worksheet, and in a plenary, they share their Notebook (Summative
information. assessment
Suggested 20%)
- The facilitator provides feedback to the protagonists worksheet for
about their progress. speaking

Writing:
- Using a Grouping Technique, the protagonists get in To produce written Suggested
team works and analyze sentence structure where text using worksheet for
writing
preferences are used. preferences
(Overall Written
- The protagonists work on a worksheet and write short Production)
sentences using preferences.

- The facilitator provides feedback related to punctuation

and grammar to the protagonists.
Unit 9
Lesson 1

How Long Why Is It Going How Is It

What Am I What I Am
Is It Going How Is It Going To Be Done ? To Be Done For Going To Be
Going To Do? Going To Use ?
To Take? ? Assessed?
Technique/A
Didactic
Activity Time Didactic Strategies Competence ssessment
Recourses
Instruments
A1. Identification 1 Hour Listening: Audiovisual  Rubric
of modals: - The facilitator uses The Brainstorming Technique to ask To understand equipment  Checklist
can/can’t questions about can/can’t, presents some pictures to have can/can’t Digital  Observation
(abilities) the protagonists generate ideas about the content of the (Overall Listening presentation, Guide
upcoming audio and present the vocabulary and comprehension) Student’s books,
grammar from the lesson. Permanent markers, (formative
Notebook assessment)
- The facilitator provides instructions about the Listening
Comprehension Technique, the protagonists listen to Suggested videos
can/can’t and relate the content with the pictures. https://www.yout
ube.com/watch?v
- The facilitator provides feedback, clarifies doubts and =qLxzCV3w2e4
makes conclusions from the activity.
Suggested
worksheet for
Reading:
listening
- The protagonists, following the instructions provided,
work on a Guided Reading Technique to identify familiar
Suggested
words. worksheet for
reading
- The protagonists get in pairs and work on a worksheet
related to can/can’t.

- The protagonists read the text aloud and answer the To understand
suggested exercises from the worksheet. can/can’t
(Overall Reading
- The facilitator provides feedback, clarifies doubts and Comprehension)
makes conclusions from the activity.
A2. Production of 2 Hours Speaking: To produce oral Audiovisual  Rubric
modals: can/can’t - The facilitator uses a dynamic to reinforce the alphabet statements using equipment  Checklist
(abilities) and numbers with a protagonist. (Modeling) can/can’t Digital  Observation
(Overall Spoken presentation, Guide
- Using the Interview Technique, the protagonists ask Production) Student’s books,
questions from a worksheet related to can/can’t, they Permanent markers, (formative
write the answers and in plenary they share the Notebook assessment)
information.
Suggested
- The facilitator provides feedback related to worksheet for
pronunciation and grammar to the protagonists about speaking
their progress.

Writing: To produce written Suggested

- The protagonists instructed by the facilitator organize in text using can/can’t worksheet for
writing
work teams, from a worksheet provided the protagonists (Overall Written
write short sentences using can/can’t. In plenary they Production)
share their sentences.

- The facilitator provides feedback and clarifies the

protagonist's doubts.
A3. Identification 1 Hour Listening:  Rubric
of Vocabulary - The facilitator using the Listening Comprehension To understand Audiovisual  Checklist
about music Technique presents a video about “Vocabulary about Vocabulary about equipment  Observation
music” and presents the vocabulary and grammar from music Digital Guide
the lesson. (Overall Listening presentation,
comprehension) Student’s books, (formative
- The protagonists listen, take notes of known words from Permanent markers, assessment)
the video and respond to comprehension questions from Notebook
a worksheet.
Suggested videos
- The facilitator provides feedback, clarifies doubts and https://www.yout
makes conclusions from the activity. ube.com/watch?v
=DTr5Nei8QEc
Reading:
- The protagonists, following the instructions provided, To understand Suggested
work on a Guided Reading Technique to identify familiar Vocabulary about worksheet for
words. music listening
(Overall Reading
- The protagonists get in pairs and work on a worksheet Comprehension) Suggested
related to vocabulary about music. worksheet for
reading
- The protagonists read the text aloud and answer the
suggested exercises from the worksheet.

- The facilitator provides feedback, clarifies doubts and

makes conclusions from the activity.

A4. Production of 1 Hour Speaking: To produce oral Audiovisual  Rubric

Vocabulary about - The facilitator performs a dynamic with a protagonist to statements using equipment  Checklist
music review vocabulary about music. Vocabulary about Digital  Observation
music presentation, Guide
- Using the Interview Technique, the protagonists ask (Overall Spoken Student’s books,
questions using vocabulary about music and write their Production) Permanent markers, (formative
answers in a worksheet, and in a plenary, they share their Notebook assessment)
information.
Suggested
- The facilitator provides feedback to the protagonists worksheet for
about their progress. speaking

Writing:
- Using a Grouping Technique, the protagonists get in Suggested
teamwork and analyze a sentence structure where To produce written worksheet for
vocabulary about music is used. writing
text using
Vocabulary about
- The protagonists work on a worksheet and write short music
sentences using vocabulary about music. In a plenary (Overall Written
make a presentation. Production)

- The facilitator provides feedback related to punctuation

and grammar to the protagonists.
Lesson 2

How Long Why Is It Going How Is It

What Am I What I Am
Is It Going How Is It Going To Be Done ? To Be Done For Going To Be
Going To Do? Going To Use ?
To Take? ? Assessed?
Technique/A
Didactic
Activity Time Didactic Strategies Competence ssessment
Recourses
Instruments
A1. Identification 2 Hours Listening: Audiovisual  Rubric
of conjunctions - The facilitator uses The Brainstorming Technique to ask To understand equipment  Checklist
(and, but, or) questions about conjunctions, presents some pictures to conjunctions (and, Digital  Observation
have the protagonists generate ideas about the content of but, or) presentation, Guide
the upcoming audio and present the vocabulary and (Overall Listening Student’s books,
grammar from the lesson. comprehension) Permanent markers, (formative
Notebook assessment)
- The facilitator provides instructions about the Listening
Comprehension Technique, the protagonists listen to Suggested videos
https://www.youtube.
conjunctions and relate the content with the pictures.
com/watch?v=gYav1
dnzSXY
- The facilitator provides feedback, clarifies doubts and
makes conclusions from the activity. https://www.youtube.
com/watch?v=gFUS
mdvei90
Reading:
- The protagonists, following the instructions provided, https://www.youtube.
work on a Guided Reading Technique to identify familiar com/watch?v=imwtc
words. mvk668

- The protagonists get in pairs and work on a worksheet Suggested

related to conjunctions. worksheet for
listening
- The protagonists read the text aloud and answer the
suggested exercises from the worksheet. Suggested
To understand worksheet for
conjunctions (and, reading
- The facilitator provides feedback, clarifies doubts and but, or)
makes conclusions from the activity. (Overall Reading
Comprehension)
A2. Production of 1 Hour Speaking: To produce oral Audiovisual  Rubric
conjunctions (and, - The facilitator uses a dynamic to reinforce conjunctions statements using equipment  Checklist
but, or) with a protagonist. (Modeling) conjunctions (and, Digital  Observation
but, or) presentation, Guide
- Using the Interview Technique, the protagonists ask (Overall Spoken Student’s books,
questions using conjunctions, in the worksheet they write Production) Permanent markers, (formative
the answers, and in plenary they share the information. Notebook assessment)

- The facilitator provides feedback related to Suggested

pronunciation and grammar to the protagonists about worksheet for
their progress. speaking

Writing:
- The protagonists instructed by the facilitator organize To produce written Suggested
themselves in work teams, from the worksheet provided text using worksheet for
the protagonists write short sentences using conjunctions (and, writing
conjunctions. In plenary they share their sentences. but, or)
(Overall Written
- The facilitator provides feedback and clarifies the Production)
protagonist's doubts.
A3. Identification 1 Hour Listening:  Rubric
of Vocabulary - The facilitator using the Listening Comprehension To understand Audiovisual  Checklist
related to sports Technique presents a video about “Sports” and presents Vocabulary equipment  Observation
the vocabulary and grammar from the lesson. related to sports Digital Guide
(Overall Listening presentation,
- The protagonists listen, take notes of known words from comprehension) Student’s books, (formative
the video and respond to comprehension questions from Permanent markers, assessment)
a worksheet. Notebook

- The facilitator provides feedback, clarifies doubts and Suggested videos

makes conclusions from the activity. https://www.yout
ube.com/watch?v
Reading: =M_kPHSc65R4
- The protagonists, following the instructions provided, To understand
work on a Reading Comprehension Technique identify Vocabulary related
the phrases related to the verb to be and personal to sports Suggested
pronouns. (Overall Reading worksheet for
Comprehension) listening
- Using the worksheet, the protagonists work on the
exercises and ask questions about verb to be and personal Suggested
pronouns to exchange ideas. worksheet for
reading
- The facilitator provides feedback and clarifies doubts.

A4. Production of 1 Hour Speaking: To produce oral Audiovisual  Rubric

Vocabulary related - The facilitator performs a dynamic with a protagonist to statements using equipment  Checklist
to sports review Vocabulary related to sports. Vocabulary related Digital  Observation
to sports presentation, Guide
- Using the Interview Technique, the protagonists ask (Overall Spoken Student’s books,
questions using Vocabulary related to sports to others Production) Permanent markers, (formative
and write their answers in a worksheet, and in a plenary, Notebook assessment)
they share their information.
Suggested
- The facilitator provides feedback to the protagonists worksheet for
about their progress. speaking

Writing:
- Using a Grouping Technique, the protagonists get in Suggested
team works and analyze sentence structure where To produce written worksheet for
writing
Vocabulary related to sports is used. text using
Vocabulary related
- The protagonists work on a worksheet and write short to sports
sentences using Vocabulary related to sports. (Overall Written
Production)
- The facilitator provides feedback related to punctuation
and grammar to the protagonists.
Unit 10
Lesson 1

How Long Why Is It Going How Is It

What Am I What I Am
Is It Going How Is It Going To Be Done ? To Be Done For Going To Be
Going To Do? Going To Use ?
To Take? ? Assessed?
Technique/A
Didactic
Activity Time Didactic Strategies Competence ssessment
Recourses
Instruments
A1. Identification 4 Hours Listening: Audiovisual  Rubric
of simple past - The facilitator uses The Brainstorming Technique to ask To understand equipment  Checklist
questions about simple past, presents some pictures to simple past Digital  Observation
have the protagonists generate ideas about the content of (Overall Listening presentation, Guide
the upcoming audio and present the vocabulary and comprehension) Student’s books,
grammar from the lesson. Permanent markers, (formative
Notebook assessment)
- The facilitator provides instructions about the Listening
Comprehension Technique, the protagonists listen Suggested videos
https://www.youtube.
simple past and relate the content with the pictures.
com/watch?v=u_mpg
8AVCpE
- The facilitator provides feedback, clarifies doubts and
makes conclusions from the activity. https://www.youtube.
com/watch?v=-
dRiZIP_kwc
Reading:
- The protagonists, following the instructions provided, To understand
work on a Guided Reading Technique to identify familiar simple past Suggested
words. (Overall Reading worksheet for
Comprehension) listening
- The protagonists get in pairs and work on a worksheet
related to simple past. Suggested
worksheet for
- The protagonists read the text aloud and answer the reading
suggested exercises from the worksheet.

- The facilitator provides feedback, clarifies doubts and

makes conclusions from the activity.
A2. Production of 4 Hours Speaking: To produce oral Audiovisual  Rubric
simple past - The facilitator uses a dynamic to reinforce simple past statements using equipment  Checklist
with a protagonist. (Modeling) simple past Digital  Observation
(Overall Spoken presentation, Guide
- Using the Interview Technique, the protagonists ask Production) Student’s books,
questions from a worksheet related to simple past, they Permanent markers, (formative
write the answers and in plenary they share the Notebook assessment)
information.
Suggested
- The facilitator provides feedback related to worksheet for
pronunciation and grammar to the protagonists about speaking
their progress.

Writing: To produce written Suggested

- The protagonists instructed by the facilitator organize in text using simple worksheet for
writing
work teams, from a worksheet provided the protagonists past
write short sentences using simple past. In plenary they (Overall Written
share their sentences. Production)

- The facilitator provides feedback and clarifies the

protagonist's doubts.
A3. Identification 5 Hours Listening:  Rubric
of regular/irregular - The facilitator using the Listening Comprehension To understand Audiovisual  Checklist
verbs Technique presents a video about “Regular/Irregular regular/irregular equipment  Observation
Verbs” and presents the vocabulary and grammar from verbs Digital Guide
the lesson. (Overall Listening presentation,
comprehension) Student’s books, (formative
- The protagonists listen, take notes of known words from Permanent markers, assessment)
the video and respond to comprehension questions from Notebook
a worksheet.
Suggested videos
https://www.youtube.
- The facilitator provides feedback, clarifies doubts and
com/watch?v=5xzjFa
makes conclusions from the activity. Hcoxk

Reading: https://www.youtube.
- The protagonists, following the instructions provided, To understand com/watch?v=r2cf1q
cltzY
work on a Reading Comprehension Technique identify regular/irregular
the phrases related to regular/irregular verbs. verbs https://www.youtube.
(Overall Reading com/watch?v=aPgtdZ
Comprehension) _urZk
- Using the worksheet, the protagonists work on the Suggested
exercises and ask questions about regular/irregular verbs worksheet for
to exchange ideas. listening

- The facilitator provides feedback and clarifies doubts. Suggested

worksheet for
reading
A4. Production of 5 Hours Speaking: To produce oral Audiovisual  Rubric
regular/irregular - The facilitator performs a dynamic with a protagonist to statements using equipment  Checklist
verbs review regular/irregular verbs. regular/irregular Digital  Observation
verbs presentation, Guide
- Using the Interview Technique, the protagonists ask (Overall Spoken Student’s books,
questions using regular/irregular verbs and write their Production) Permanent markers, (formative
answers in a worksheet, and in a plenary, they share their Notebook assessment)
information.
Suggested
- The facilitator provides feedback to the protagonists worksheet for
about their progress. speaking

Writing:
- Using a Grouping Technique, the protagonists get in Suggested
teamwork and analyze a sentence structure where To produce written worksheet for
regular/irregular verbs are used. writing
text using
regular/irregular
- The protagonists work on a worksheet and write short verbs
sentences using regular/irregular verbs. In a plenary (Overall Written
make a presentation. Production)

- The facilitator provides feedback related to punctuation

and grammar to the protagonists.
Lesson 2

How Long Why Is It Going How Is It

What Am I What I Am
Is It Going How Is It Going To Be Done ? To Be Done For Going To Be
Going To Do? Going To Use ?
To Take? ? Assessed?
Technique/A
Didactic
Activity Time Didactic Strategies Competence ssessment
Recourses
Instruments
A1. Identification 2 Hours Listening: Audiovisual  Rubric
of will and Be - The facilitator uses The Brainstorming Technique to ask To understand will equipment  Checklist
going to questions about will and Be going to, presents some and Be going to Digital  Observation
pictures to have the protagonists generate ideas about the (Overall Listening presentation, Guide
content of the upcoming audio and present the comprehension) Student’s books,
vocabulary and grammar from the lesson. Permanent markers, (formative
Notebook assessment)
- The facilitator provides instructions about the Listening
Comprehension Technique, the protagonists listen to will Suggested videos
https://www.youtube.
and Be going to and relate the content with the pictures.
com/watch?v=5Nzr3
0SYy3g
- The facilitator provides feedback, clarifies doubts and
makes conclusions from the activity. Suggested
worksheet for
Reading: listening
- The protagonists, following the instructions provided, To understand will
work on a Guided Reading Technique to identify familiar and Be going to Suggested
words. (Overall Reading worksheet for
Comprehension) reading
- The protagonists get in pairs and work on a worksheet
related to will and Be going to.

- The protagonists read the text aloud and answer the

suggested exercises from the worksheet.

- The facilitator provides feedback, clarifies doubts and

makes conclusions from the activity.
A2. Production of 2 Hours Speaking: To produce oral Audiovisual  Rubric
will and be going - The facilitator uses a dynamic to reinforce will and be statements using equipment  Checklist
to. going to with a protagonist. (Modeling) will and Be going to Digital  Observation
(Overall Spoken presentation, Guide
- Using the Interview Technique, the protagonists ask Production) Student’s books,
questions from a worksheet related to will and be going Permanent markers,
to, they write the answers and in plenary they share the Notebook (formative
information. assessment)
Suggested
- The facilitator provides feedback related to worksheet for
pronunciation and grammar to the protagonists about speaking
their progress.

Writing: To produce written Suggested

- The protagonists instructed by the facilitator organize in text using will and worksheet for
work teams, from a worksheet provided the protagonists Be going to writing
write short sentences using will and be going to. In (Overall Written
plenary they share their sentences. Production)

- The facilitator provides feedback and clarifies the

protagonist's doubts.
A3. Identification 1 Hours Listening: Audiovisual
of Vocabulary - The facilitator using the Listening Comprehension To understand equipment
related to education Technique presents a video about “Education” and Vocabulary related Digital
presents the vocabulary and grammar. to education presentation,
(Overall Listening Student’s books,
- The protagonists listen, take notes of known words from comprehension) Permanent markers,
the video and respond to comprehension questions from Notebook
the worksheet. Suggested
worksheet for
- The facilitator provides feedback, clarifies doubts and listening
makes conclusions from the activity.
Suggested videos
Reading: https://www.youtube.
com/watch?v=IwEs7
- The protagonists instructed by the facilitator about a
CabTWQ&t=7s
Reading Comprehension Technique, identify vocabulary To understand
related to education. Vocabulary related https://www.youtube.
to education com/watch?v=WVeg
- Using the worksheet, the protagonists work on the (Overall Reading MVtJsC4
exercises and ask questions about sports to exchange Comprehension) Suggested
ideas. worksheet for
reading
- The facilitator provides feedback and clarifies doubts.
A4. Production of 1 Hours Speaking: To produce oral Audiovisual
vocabulary related - The facilitator performs a dynamic with a protagonist to statements using equipment FINAL TEST
to education review vocabulary related to education. Vocabulary related Digital Speaking test
to education presentation, Writing test
Student’s books,
- Using the Interview Technique, the protagonists ask (Overall Spoken Permanent markers, Listening test
questions using vocabulary related to education to others Production) Notebook Reading test
and write their answers in a worksheet, and in a plenary, Suggested Grammar test
they share their information. worksheet for UNITS 1-10
speaking (Summative
- The facilitator provides feedback to the protagonists assessment
about their progress. 60%)
Suggested
Writing: worksheet for
- Using a Grouping Technique, the protagonists get in To produce written writing
team works and analyze sentence structure where text using
vocabulary related to education are used. Vocabulary related
to education
- The protagonists work on a worksheet and write short (Overall Written
sentences using vocabulary related to education. Production)

- The facilitator provides feedback related to punctuation

and grammar to the protagonists.