1 - Syllabus castilla

IED SAN JOSÉ DE CASTILLA 

PROYECTO DE EDUCACIÓN MEDIA FORTALECIDA 

SYLLABUS GROUP A1-A 

Created by Marcela F. Jiménez 

Area of knowledge: 

Number of sessions/hours per 

week: 

Classroom 

work: 10 HRS 

Independent 

work: NA 

Language and humanities 

COMMUNICATIVE ENGLISH SKILLS (8HRS) 

PROJECT (2 HRS) Schedule: Morning/Afternoon 

Academic space: 

MAIN AIMS ACCORDING TO THE CEFR (p. 24) 

- Students can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. 

- Students can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she 

knows and things he/she has. 

- Students can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. 

SECONDARY AIMS EXPRESSED 

THROUGH CAN DO 

DESCRIPTORS (CEF, p. 26) 

CONTENT 

DIDACTIC STRATEGIES 

STRATEGIES AND EVALUATION 

CRITERIA 

LISTENING 

I can recognize familiar words 

and very basic phrases 

concerning myself, my family and 

immediate 

concrete 

surroundings when people speak 

slowly and clearly. 

READING 

I can understand familiar names, 

words and very simple sentences, 

for example on notices and 

posters or in catalogues. 

SPEAKING 

WELCOME TO THE CLASS/ MEETING PEOPLE 

WEEK 1 where are you from?/In the coffee break 

LISTENING and SPEAKING 

Short conversations introducing people, giving 

and asking for phone numbers, nationalities and 

spelling names. 

READING and WRITING 

Name cards, people’s descriptions, short 

conversations introducing people and personal 

information exchange. 

GRAMMAR and VOCABULARY 

The class will be centered on the 

students’ language performance 

of communicative abilities. 

The activities to do include 

language skills exercises such as 

presentations, round tables, 

workshops, a reading project, 

writings, and discussions of the 

different topics of the course. 

In this line, the teacher’s role is 

that of a facilitator, guide, and 

promoter who will be conscious 

Self-assessment: 

Progress checklist, portfolio 

Performance and/or knowledge 

assessment: 

Participation, assignments, 

quizzes, worksheets, class 

exercises, 

dialogues, 

presentations, tests, descriptions 

etc. 

It is advisable to create rubrics 

for each (Self/Peer/Performance 

assessment)




I can interact in a simple way 

provided the other person is 

prepared to repeat or rephrase 

things at a slower rate of speech 

and help me formulate what I'm 

trying to say. I can ask and 

answer simple questions in areas 

of immediate need or on very 

familiar topics. 

I can use simple phrases and 

sentences to describe where I 

live and people I know. 

WRITING 

I can write a short, simple 

postcard, for example sending 

holiday greetings. I can fill in 

forms with personal details, for 

example entering my name, 

nationality and address on a 

hotel registration form. 

GRAMMAR AND VOCABULARY 

I can use new vocabulary in 

personalised contexts. I can use 

the verb To be positive and 

negative, ask Wh- and Y/N 

questions, use subject pronouns, 

and possessive adjectives 

appropriately. 

To be positive and negative, Wh and Y/N 

questions, subject pronouns, possessive 

adjectives 

Colours, the alphabet, spelling, classroom 

instructions, classroom objects, numbers, jobs, 

countries and nationalities, use of a and an. 

WEEK 2 Personal details/Lost property 


Short conversations asking for personal details: 

phone number, nationality, age, e-mail, and 

address. Talking about personal possessions and 

different objects in the classroom. 


Name cards, people’s descriptions, short 

conversations. Registration forms. 


Wh- and Y/N questions, demonstratives, singular 

and plural nouns. 

Classroom objects, numbers, addresses. 

PEOPLE AND POSSESSIONS 

WEEK 3 What’s important to you?/ Meet the 

Robinsons 

of the achievements of the 

students’ language performance. 

Other activities may include 

- Group and pair work 

- Use of videos and recordings 

- Cooperative work based on 

specific situations. 

- Worksheets and workshops 

- Progress checklist 

- Conversations and surveys 

- Text / practice book, folder, 

notebook activities 

- Group presentations 

- Short pair interviews 

- Oral presentations





Short conversations asking for possessions. Family 

descriptions. Talking about personal possessions 

and the members of my family. 


Descriptions of families and possessions people 

have and find important. 


Question forms. Possessive ‘s. Short and long 

answers. Adjectives and their opposites. Word 

order of adjectives and the adverb very. Personal 

possessions. Have/has got. 

WEEK 4Time and money/ Where is the baby? 


Telling the time. Talking about the time and prices. 

Saying where things are in the house. 


Simple descriptions about houses/flats. 


Time words, prices, house vocabulary, 

prepositions of place. 

DAILY LIFE




WEEK 5 A glamorous life? Evenings and 

weekends 


Daily routines 


Descriptions of daily routines. 


Present simple + and -. Possessive adjectives and 

pronouns. Wh questions (I/you/we/they). Time 

phrases (at, in, on, every). 

WEEK 6 Special days/Early bird or night owl? 


Descriptions about habits including the frequency, 

times, places, dates etc. 


People’s habits. Family life. Shor conversations 

about special dates. 


Months, dates, phrases for special dates, 

frequency adverbs, subject and object pronouns, 

easy ways to make suggestions (let’s.., what 

about…?) 

TIME OFF




WEEK 7 Away from home/ First date! 

LISTENING AND SPEAKING 

Talking about likes and dislikes. Free time 

activities and hobbies. 


Free time activities and hobbies. People’s likes 

and dislikes. 


Free time activities. Present simple spelling rules 

(he/she/it). Present simple negative and 

interrogative (he/she/it). 

WEEK 8Eating out/ Breakfast time 


Conversation in a restaurant. Food facts in 

different cultures. Descriptions of what people eat 

at breakfast time. 


Conversation in a restaurant. Short reports of food 

facts in different cultures. Descriptions of what 

people eat at breakfast time and/or other meals. 

GRAMMAR and VOCABULARY




Requests and offers, food, drinks, vegetables, 

fruits, dairy products etc. Countable and 

uncountable nouns. 

HOMES AND SHOPS 

WEEK 9My kind of place/Renting a flat 


Descriptions of towns, cities and the country. 

Descriptions of the different rooms in a flat or 

house. 


Descriptions of towns, cities and the country. 

Descriptions of the different rooms in a flat or 

house. 


There is/are. How much/many..? some, any, a. 

There/it/they. Places in a town. Rooms and things 

in a house. 

WEEK 10 At the shops/ In fashion 


Descriptions about things to shop, shopping 

centres, people’s likes when shopping. 

READING and WRITING




Descriptions about things to shop, shopping 

centres, people’s likes when shopping. 


Shops, things to buy, shop language, clothes, and 

plural nouns. 

GOOD TIMES, BAD TIMES 

WEEK 11 Three generations/ People who 

changed the world 


People’s holidays. Facts about the world. 

Biographies of famous people. 


People’s holidays. Facts about the world. 

Biographies of famous people. 


Adjectives and their opposites, life events. Past 

simple regular and irregular verbs. Past simple 

Wh- questions. 

WEEK 12 FOUR WEEKENDS/THE GOOD AND THE 

BAD 


People’s descriptions of their weekend activities. 

Descriptions of last holidays, weekends, special




dates. Conversations on the same topics. Showing 

interest in a conversation. 


People’s descriptions of their weekend activities. 

Descriptions of last holidays, weekends, special 

dates. 


Weekend activities, adjectives with very, quite, 

really and too. Wh- questions in the past. 

WEEK 13 REVISION 


Listening to different people talk about their life in 

the past and what they do now. Conversations 

about last holidays and daily activities. 


Descriptions of different people talking about 

their lives in the past and what they do now. 

Conversations about last holidays and daily 

activities, weekend activities etc. 


Present simple, past simple, frequency adverbs, 

time expressions. Word order, question forms. 

WEEK 14 ASSESSMENT




WEEK 15 ACADEMIC SUPPORT WEEK/ 

PROGRAMME 

WEEK 16 PLACEMENT TEST 

PROJECT: BEING A TOURIST 

AIMS CONTENT DIDACTIC STRATEGIES 

STRATEGIES AND EVALUATION 

CRITERIA 

During both the process and at 

the end of the project it is 

expected that learner will 

develop intellectual, physical, 

motor, social skills. Also the 

different activities will allow 

emotional and personal 

development. 

The project will help learners 

make choices, take responsibility 

and develop feelings of 

ownership and self-awareness. 

Learners will also improve the 

use of the language learnt in the 

component Communicative Skills 

PROJECT: 

BEING A TOURIST 

Through this project learners will have the 

opportunity to be tourists and local people in 

a tourist area. Some of them will have the 

chance to make reservations, buy travel 

tickets, order food, find their way around the 

airport or terminal, buy souvenirs, and ask for 

advice when travelling. Others will be the 

local people selling traditional objects, 

tickets, giving information, assisting people 

etc. Students are expected to present a skit, 

use props, decorate the setting accordingly, 

make good use of the language, vocabulary 

and expressions learnt depending on the 

context. 

ACTIVITY 1: PRESENTING THE PROJECT 

The activities to do include 

language-skill exercises as well as 

those related to the development 

of social and personal ones. 

Students face challenges that help 

them develop research skills, 

ability to argue, interpret and 

discuss about different real-life like 

situations. 

Students identify research 

problems; structure short texts of 

different types; and seek answers 

from specific findings. 

Besides, they are expected to carry 

out interviews, surveys, collect 

It is important to allocate time for 

the evaluation of both the process 

(the doing) and the product (the 

tangible results). 

Ongoing evaluation raises the 

students’ awareness of how they 

learn and is part of the process of 

helping them become more 

independent learners. 

If necessary encourage the use of a 

Project diary or log that way 

learners can keep track of what they 

have achieved. Another strategy 

may be to have a checklist of 

objectives to be ticked off as the 

Project progresses.




as well as develop research 

abilities. 

The teacher presents the project, gives 

general guidelines and informs the learners 

about the end-product, times, dates etc. If 

possible provides learners with a session-tosession 

schedule. 

ACTIVITY 2: On the phone 

Learners watch a video, listen to a recording 

or read a conversation about hotel and/or 

restaurant reservations. 

ACTIVITY 3: Types of restaurants 

Leaners get familiar with vocabulary related 

to food, restaurants etc and practice it 

through a conversation. 

ACTIVITY 4: At the airport or terminal 

Learners find their way around the airport or 

terminal, buy tickets, ask for and give 

information. 

ACTIVITY 5: ASSESSMENT WEEK 

ACTIVITY 6: Travelling 

Learners talk about different means of 

transport, cost, duration of journeys, 

advantages and disadvantages of each. 

ACTIVITY 7: How much does it cost? 

Learners practice numbers, ask for and give 

information about prices in different shops. 

ACTIVITY 10: Giving warning 

They also ask for and give advice to travellers. 

ACTIVITY 13: END-PRODUCT PRESENTATION 

data and organize it in such a way 

that can be used to achieve the 

overall aim of the project. 

Self-assessment: 

Progress checklist, portfolio 

Performance and/or knowledge 

assessment: 

Participation, assignments, 

presentations, class activities, Endproduct 

etc. 

Peer assessment 

Rubric




Learners present their skit in front of the class 

making sure the setting corresponds to the 

situation. 

ACTIVITY 14: ASSESSMENT WEEK 

References 

Evans, Virginia, et al. Career Paths Tourism. Express Publishing. 2011 

Phillips, Diane, Sarah Burwood, and Helen Dunford. Projects with young learners. Oxford University Press, 1999. 

Redston, Chris, and Gillie Cunningham. Face2face Elementary Student's Book. Cambridge University Press. 2005. 

Verhelst, N., et al. Common European Framework of Reference for Languages: learning, teaching, assessment. Cambridge University Press, 2009.

1 - Syllabus castilla

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