ACADEMIA DE INGLÉS “EDUS GUATEMALA”

ALDEA CERRO GORDO, JUTIAPA, GUATEMALA

PLAN ANUAL PARA CURSO DE NIÑOS NIVEL PRINCIPIANTE

Indicadores de Actividades de aprendizaje

Competencia Contenidos Recursos
logro De aprendizaje De evaluación
1. Escucha 1.1. Reconoce el 1.1.1. Greetings and introductions:” Hi, I am your
activamente cambio de teacher.” 1. Warm up Observation Human:
instruccione expresiones de 1.1.2. Greetings: “Hello. My name is___________.” 2. Identifying very basic  Checklist
s básicas de un idioma a “What is your name?” “Nice to meet you.” classroom objects  Student
su otro. 3. Introducing the topic  Teacher
interlocutor through TPR method Development  Principal
4. Listen and touch evaluation tool:
1.2. Sigue flashcards. Didactic material:
instrucciones 1.2.1. Basic commands: “Stand up.”, “Sit down.”, 5. Listen and match.  Assignments
con “Raise your hand.”, “Put your hand down.”, 6. Listen and do the  Oral  Board
un evento. “Raise two hands.”, “Put one hand down.”, “Put actions. assessment  Worksheets
the other hand down.” 7. Give instructions to their  Writing  Paper
1.2.2. Modeling the performance expected: “Stand classmates in group assessment  Manual
up.”, “Sit down.” (Give instruction to the entire activities.
class.)  Markers
 Posters
 Flashcards
1.3. Realiza la 1.3.1. “Stand up.”, “Sit down.” (Repeat, varying the
acción order of instructions.)
de acuerdo con 1.3.2. Act out the instructions: “Raise two hands.”,
la orden “Put one hand down.”, “Put the other hand
recibida. down.” (Call on individual volunteers.)
2. Identifica 2.1. Reconoce 2.1.1. The letters of the alphabet.
sonidos los diferentes 2.1.2. Repeat the letters by sound: a (ei), b (bi), c (ci), d 1. Warm up Observation Human:
diferentes al sonidos (di)… (Get the class to form groups and to 2. Identifying some letters  Checklist
de su idioma relacionados con imitate.) from the alphabet  Student
en su las órdenes 2.1.3. Point the letters in random order and get the 3. Introducing the topic  Teacher
relación recibidas. learners to repeat them. through TPR method Development  Principal
familiar. and using the white evaluation tool:
2.2. Infiere el 2.2.1. Review the first set of commands: “Stand up.” board Didactic material:
significado de las ,”Sit down.” , “Raise your hand.”, “Put your hand 4. Listen and touch  Assignments
órdenes down.” , “Raise two hands.” , “Put one hand flashcards.  Oral  Board
recibidas. down.”, “Put the other hand down.” (Allow the 5. Listen and match. assessment  Worksheets
most able students to model the actions.) 6. Listen and write down Writing assessment  Paper
2.2.2. Relationship between action and meaning: the letter.  Manual
“Open your book.”, “Close your book.” , “Open 7. Worksheet  Markers
your hands.”, “Close your hands.”, “Close your 8. Identify letters in their  Posters
eyes.”, “Open your eyes.” names.
 Flashcards
3. Pronuncia 3.1. Pronuncia 3.1.1. Commands: touch / put + ears/ pencil / chair / 1. Simon says using
correctamen adecuadamente table / boy / girl: ”Touch your ears.”, “Touch a classroom objects. Observation Human:
te órdenes la orden en desk.”, “Put your hands down.” 2. Identifying objects  Checklist
básicas de proceso de 3.1.2. “Touch your eyes.”, “Touch your nose.”, “Touch 3. Introducing the  Student
uso realización. your mouth.”, “Touch your ears.”, “Touch your vocabulary by using  Teacher
cotidiano al book.” (Get the class to repeat the commands.) realia. Development  Principal
dirigirse a 4. Listen and touch evaluation tool:
otras 3.2. Reconoce la 3.2.1. Commands to point vowels and consonants' flashcards. Didactic material:
personas. acentuación de strength including classroom objects. (Get the 5. Listen and match.  Assignments
las vocales y class to repeat them.) 6. Listen and draw.  Oral  Board
pronunciación 3.2.2. Pronunciation of pair of words: “Map - flag”, 7. Worksheet assessment  Worksheets
de las “eye - I”, “go - no”. 8. Name the objects in the Writing assessment  Paper
consonantes en classroom.
 las órdenes  Manual
recibidas.  Markers
 Posters
3.3. Asocia la 3.3.1. Practice the stress pattern in commands: “Go to  Flashcards
pronunciación the door.”, “Touch the door.”, “Open de door.”,
de las órdenes “Close the door.”, “Girls go to the door.”, “Boys
recibidas con la go to the window.
de otras 3.3.2. Name of objects in the class. (Point them out
similares and have students pronounce the name.)

4. Utiliza el 4.1. Sigue 4.1.1. Numbers one to ten. (Practice saying them with
lenguaje instrucciones the learners. 1. Simon says using Observation Human:
verbal y no orales básicas 4.1.2. Numbers in order. (Count objects in the class) classroom objects.  Checklist
verbal como 4.1.3. Common mimics used in class: “listen”, 2. Identifying objects  Student
auxiliar de la “repeat”, “speak”. 3. Introducing the  Teacher
comunicación 4.1.4. Greetings and leave takings: “Good morning.”, vocabulary by using Development  Principal
“Good bye.” realia. evaluation tool:
4.2. Infiere el 4.2.1. Model actions: “walk”, “stop”, “jump”. 4. Listen and touch Didactic material:
significado de 4.2.2. Facial expressions: “happy”, “sad”, “angry”, flashcards.  Assignments
los movimientos “worried”. 5. Listen and match.  Oral  Board
corporales en la 6. Listen and draw. assessment  Worksheets
realización de 7. Worksheet Writing assessment  Paper
una acción 8. Name the objects in the  Manual
classroom.  Markers
9. Mimic and guess  Posters
10. Role play
 Flashcards
5. Utiliza la 5.1. Identifica 5.1.1. Common signs in class and school: “exit”, 1. Memory game recycling
lectura para órdenes “quiet”, “restroom”. vocabulary Observation Human:
responder a expresadas de 5.1.2. Common signs outside the classroom: 2. Identifying the target
 órdenes manera gráfica “Danger”, “Bus stop”, “No parking.”, “Don't language  Checklist  Student
básicas smoke.” 3. Introducing the  Teacher
recibidas. 5.2. Reconoce la 5.3.1. Spelling of commands: “Touch the table.”, vocabulary by using  Principal
grafía de la “Raise your eyebrows.” pictures. Development
orden objeto de 5.3.2. Spelling pair of words: “Map - flag”, “eye - I”, 4. Listen and touch evaluation tool: Didactic material:
aprendizaje “go - no”. flashcards.
5. Listen and match.  Assignments  Board
6. Listen and draw.  Oral  Worksheets
7. Worksheet assessment  Paper
8. Role play Writing assessment  Manual
 Markers
 Posters
 Flashcards
6. Escucha 6.1. Sigue 6.3.1. Verb commands + negative commands with
activamente instrucciones “stop” 1. Bingo game. Observation Human:
instruccione orales sencillas. 6.3.2. Model this by walking in place: walk, stop 2. Identifying the target  Checklist
s sencillas de walking, run, stop running, jump, stop jumping, language  Student
su talk, stop talking. 3. Introducing the  Teacher
interlocutor 6.2. Asocia 6.2.1. Model speaking: “Hello. What's your name?”, vocabulary by using Development  Principal
identificand instrucciones “How are you?” pictures and using the evaluation tool:
o la acción orales con la 6.2.2. Model holding imaginary pencil: “write”, “stop TPR method. Didactic material:
requerida acción writing”. (Use a pencil or mime with fingers.) 4. Listen and touch  Assignments
requerida. flashcards.  Oral  Board
6.3. Realiza la 6.3.1. Verb commands + negative commands with 5. Listen and match. assessment  Worksheets
acción de “don't” 6. Listen and draw. Writing assessment  Paper
manera correcta 6.3.2. Model the following commands: “Don't' run to 7. Worksheet  Manual
de acuerdo con the door, walk to the door.”, “Don't walk to the 8. Using commands to  Markers
la instrucción flag, jump to the flag.”, “Don't push your chair, communicate in class.  Posters
dada. hit your chair.” (Get the class to repeat.)
 6.4. Reacciona 6.4.1. Verbs of motion + places: “Go to the door.”, Flashcards
inmediatamente “Don't run.”, “Walk slowly.”, “Open the door.”,
ante un “Close the door.”,” Jump to the window.”,
mandato. “Touch the window.”, “Walk tiptoe to the
teacher's desk.”, “Touch the teacher's desk.
6.4.2. Commands using colors: “Go to the brown
door.”, “Touch the yellow pencil.”
7. Identifica 7.1. Diferencia 7.1.1. Special sounds used in the language: “h”, “th”,
fonemas entre los “j”, “d”. 1. Simon says using Observation Human:
diferentes a fonemas básicos 7.1.2. Identifies key sounds to make inferences about classroom objects.  Checklist
los de su de su idioma similar words: the, that, this, these, hat, hot. 2. Identifying objects  Student
idioma en materno y los 3. Introducing the  Teacher
su relación del idioma en vocabulary by using Development  Principal
con otros. estudio. realia. evaluation tool:
7.2. Asocia 7.2.1. “Bring two books, please.”, “Bring three sheets 4. Listen and touch Didactic material:
órdenes con of paper, please.”, “Bring an eraser, please.” flashcards.  Assignments
palabras que 7.2.2. “Put de book con the chair, please.”, “Put the 5. Listen and match.  Oral  Board
contienen book in the box, please.” 6. Listen and draw. assessment  Worksheets
fonemas 7. Spelling bee Writing assessment  Paper
similares. 8. Worksheet  Manual
7.3. Formula y 4.2.1. Responds with short answers: “Is that a chair? 9. Name the objects in the  Markers
responde a Yes, it is. “, “Is this a pencil? Yes, it is.” classroom.  Posters
preguntas con 4.2.2. Questions: “Is this a book?”, “Is that a table?”, 10. Mimic and guess Flashcards
respuestas “Are there three pencils?” 11. Role play
cortas utilizando
palabras con
sonidos
similares.
8. Pronuncia 8.1. Pronuncia 8.1.1. “Wh” word questions: Where, what, who,
expresiones expresiones which: 1. Guessing game by Observation Human:
básicas al básicas 8.1.2. Expressions in class: “Where is your book?”, recycling vocabulary  Checklist
comunicarse adecuadamente. “Where is your pencil?”, “Where is your ruler?” 2. Introducing the  Student
con otras 8.2. Enuncia 8.2.1. Asks and answers short questions: “What is vocabulary by using  Teacher
personas. claramente las your name?”, “My name is_____.”, “How old are realia and pictures. Development  Principal
diferentes you?”, “I am ____years old.” 3. Listen and touch evaluation tool:
órdenes y 8.2.2. Every day expressions: Good morning, Good flashcards. Didactic material:
expresiones afternoon, Good evening. 4. Listen and match.  Assignments
cotidianas. 5. Worksheet  Oral  Board
8.3. Pronuncia 8.2.1. Pair words: “Take - cake”, “Look - cook”, “Of - 6. Name the objects in the assessment  Worksheets
palabras pares off”, “Milk - silk classroom. Writing assessment  Paper
con sonidos 7. Mimic and guess  Manual
similares. 8. Role play (meeting a  Markers
new friend).  Posters
 Flashcards
9. Utiliza el 9.1. Sigue 9.1.1. Personal information: “What is your address
lenguaje oral y instrucciones and how do you spell that?”, “What is that and 1. Counting game Observation Human:
escrito en verbales para how do you spell it's name.” 2. Introducing the  Checklist
expresiones realizar dos 9.1.2. Write with / draw with + crayons: “Write your vocabulary by using  Student
sencillas como acciones. first name with the blue crayon.”, “Write your realia and pictures.  Teacher
auxiliar de la last name with the red crayon.”, “Draw a flower 3. Listen and touch Development  Principal
comunicación. with the green and the yellow crayons.” flashcards. evaluation tool:
9.1.3. Color / draw + first, second, third, fourth: “Draw 4. Listen and match. Didactic material:
four circles. Color the first circle red, color the 5. Worksheet  Assignments
second circle blue, color the third circle orange, 6. Name the objects in the  Oral  Board
color the fourth circle yellow. classroom. assessment  Worksheets
9.2. Expresa sus 9.2.4. Telling the time: “What time is it?” 7. Using clocks to say the Writing assessment  Paper
preferencias de 9.2.5. Ask the time: “What time is it?”, “It's ______ o' time.
 entre una serie clock.” (Use of clock face with moveable hands.) 8. Role play (asking for the  Manual
de órdenes o 9.2.6. Numbers from 11 to 20 (eleven, twelve, time)  Markers
instrucciones. thirteen, fourteen, fifteen)  Posters
9.3. Infiere el 9.3.7. Command forms and prepositions of place: Flashcards
significado de “Take the doll, the green crayon, and the red
los movimientos ball.” “Put the doll on the table.”, “Put the
corporales crayon on the desk.”, “Put the red ball under
acompañados de the table.”
una expresión 9.3.8. Occupations and workplaces: “Student - book”,
oral. “Teacher - school”, “Nurse - Hospital”,
“Secretary - office.”
9.3.9. Expressions: “Where is the teacher?”, “He is at
school.”, “Where's the secretary?”, “She is at
the office.”
10. Utiliza la 10.1. Interpreta 8.1.1. Sports symbols: “soccer”, “baseball”,
lectura para símbolos “basketball”. 1. Hot potato Observation Human:
responder a específicos 8.1.2. Contractions: “It's”, “What's”, “Where's”: 2. Introducing the  Checklist
expresiones propios del “What's that?”, “It's a lamp.”, “Where is it?”, vocabulary by using  Student
sencillas idioma en “It's on the table.” realia and pictures.  Teacher
aprendizaje. 8.1.3. Name of fruits: “banana”, “orange”, “lemon”, 3. Listen and touch the Development  Principal
“peach”. body part. evaluation tool:
8.1.4. Expressions: “Bring the orange.”, “Eat the 4. Listen and match. Didactic material:
banana.” 5. Worksheet  Assignments
8.1.5. Write amounts of money using the symbol 6. Draw and identify body  Oral  Board
US$. parts. assessment  Worksheets
10.2. Asocia 10.2.1. Parts of the body: “head”, “trunk”, “arms”, 7. Using clocks to say the Writing assessment  Paper
imágenes con la “legs”, “hands”, “feet”. time.  Manual
grafía 10.2.2. Flash cards: parts of the body 8. Role play (going to the  Markers
correspondiente 10.2.3. Expression: “Show me your arms.”, “Show me doctor)
 your hands.”, “Show me your foot.”  Posters
10.2.4. Expressions: “This is my face.”, “This is my  Flashcards
forehead, “This is my nose.”, “These are my
eyes.”, “This is my mouth.”
10.3. Realiza 10.3.1. Drawing actions: “Be quite.”, “Smile.”,
acciones de “Scream.”, “Stop.”
acuerdo con la 10.3.2. Special symbols: “Handicapped”, “Public
imagen sugerida. services.”, “Danger”.
10.3.3. Spelling commands: numbers and basic
vocabulary studied in class.
 ACADEMIA DE INGLÉS “EDUS GUATEMALA”
ALDEA CERRO GORDO, JUTIAPA, GUATEMALA
PLAN ANUAL PARA CURSO DE NIÑOS NIVEL INTERMEDIO

Indicadores de Actividades de aprendizaje

Competencia Contenidos Recursos
logro De aprendizaje De evaluación
1. Escucha 1.1. Responde 1.1.1. Responds to request forms: After teaching 1. Be the king/queen
activamente con seguridad en the names of several items placed in front of (recycling vocabulary Observation Human:
instrucciones seguimiento de the students, hold out your hand and say, and language)  Checklist
de su instrucciones “May I have the book please?” Students 2. Introducing the  Student
interlocutor simples. repeat the words, “May I have the (object), “ vocabulary about  Teacher
demostrando 1.1.2. Verbally responds to common requests: “May different places Development  Principal
seguridad al I have the pencil, please?”, “Yes, you may 3. Listen and touch evaluation tool:
realizar una have the pencil. Here it is.” identify the place. Didactic material:
acción. 1.2. Interpreta 1.2.1. Expressions in class: “Where are the pens and 4. Listen and match.  Assignments
instrucciones en the pencils?” “May I have the pencil and the 5. Worksheet  Oral  Board
forma lúdica. pen, please?”, “Yes, you may.”, or “Yes, here 6. Identify and write. assessment  Worksheets
they are.” 7. Role play (getting to Writing assessment  Paper
1.2.2. Countries or places within the country: know each other)  Manual
“Where are you from?”, “I'm from Sololá.”,  Markers
“Where are you from?”, “I from Izabal.”,  Posters
“Where is she from?”, “She is from Antigua Flashcards
Guatemala.”
1.2.3. Greetings and introductions: “Hi. I'm José.”,
“This is Ixmukane.”, “She is from Guatemala.”
1.3. Reacciona al 1.3.1. Flash cards: Put up the flashcards, one by
escuchar nuevas one, telling the learners about each one as
órdenes. you do so; for example: “He's happy.”, “She's
hungry.”
 1.3.2. Feelings: “hungry”, “happy”, “sad”. “Are you
hungry?”, “Yes, I am.”, “Are you sad?”, “No, I
am not.”
1.3.3. “May I have the sharpener?”, “May I have
your pencil?, Pick up the student's hand and
fold his fingers around the object. A smile and
“Thank you.” will complete the meaning.
2. Diferencia los 2.1. Compara los 2.1.1. Special characters: “ñ” en “montaña” - “'” en 1. Touching an object
fonemas diferentes signos “I'm. . .”, “ü” en “bilingüe”, entre otros. with a specific color. Observation Human:
básicos de su fonológicos 2.1.2. Using contracted forms: “What color is your 2. Introducing the  Checklist
idioma de los básicos. pen?”, “It's red.”, “What color is the wall?”, vocabulary  Student
del otro. “It's yellow.”, “Where's your book?”, “It's on 3. Listen and circle.  Teacher
the desk.” 4. Listen and match. Development  Principal
2.2. Identifica 2.2.1. Means of transportation: “acción - action”, 5. Worksheet evaluation tool:
palabras con “lección - lesson” 6. Identify and write. Didactic material:
fonemas similares 2.2.2. Food and drinks: “breakfast”, “lunch”, 7. Talking about favorite  Assignments
a los de su idioma “dinner”. (Display pictures of food on the food.  Oral  Board
materno board.) 8. Show and tell. assessment  Worksheets
2.2.3. Basic expression: “What do you have for Writing assessment  Paper
breakfast?”, “I have tortilla con frijoles and  Manual
coffee.”  Markers
2.3. Identifica la 2.3.1. Using contractions on question words, plural  Posters
forma de and possessive nouns: “How is Maria´s desk.” Flashcards
colocación del 2.3.2. Command forms and prepositions of place:
apóstrofo en las “Take Maria´s book from my desk.” “Bring
palabras. Juan's book to my bag.
3. Pronuncia 3.1. Responde 3.1.1. Greetings and leave takings: Short dialogue:
frases pronunciando “Good morning class.”, “Good morning 1. BINGO Observation Human:
cotidianas adecuadamente teacher.”, “How are you today?”, “I'm fine, 2. Introducing the
 con expresiones thank you. How about you?”, “I'm fine vocabulary  Checklist  Student
seguridad al cotidianas. thanks.”, “Nice to meet you.”, “Nice to meet 3. Listen and complete.  Teacher
dirigirse a you, too.”, “Good bye, see you later.” 4. Listen and match.  Principal
otras 3.1.2. Leisure activities: “soccer”, “baseball”, 5. Worksheet Development
personas. “basket ball”, “sewing”. “Do you like soccer?”, 6. Identify and write. evaluation tool: Didactic material:
“Yes, I do.”, “Do you like sewing?”, “No, I 7. Show and tell about
don't.” their family.  Assignments  Board
3.2. Identifica 3.2.1. Word search with similar pronunciation:  Oral  Worksheets
familias de “small”, “wall”, “tall”, “Action”, “motion”, assessment  Paper
palabras con “function”. Writing assessment  Manual
similar 3.2.2. My favorite TV program: “Do you watch  Markers
pronunciación television?”, “What's your favorite program?”,  Posters
“Do you watch cartoons?” Flashcards
3.3. Reproduce 3.3.1. Family members: “father”, “mother”,
espontáneamente “daughter”, “son”, “brother”, “sister”.
la pronunciación 3.3.2. Words using “th”, “father”, “mother”,
de frases simples “brother”, “leather”, “together”. “What's
your father's name?”, “Where does he
work?”
4. Utiliza frases 4.1. Escribe 4.1.1. Daily routines; “What do you do every day?”, 5. Warm up
y expresiones expresiones “What does she do at school?” 6. Introducing the Observation Human:
cotidianas, cortas de uso 4.1.2. Everyday actions: “Get up.”, “Wash. . .”, “Have vocabulary  Checklist
en forma cotidiano. breakfast.”, “Brush my teeth.”, “Watch TV.”, 7. Listen and match the  Student
escrita, con “Go to bed”. pictures with the correct  Teacher
seguridad y 4.1.3. Sequencing words: “First”, “second”, “third”. word. Development  Principal
creatividad. 4.2. Utiliza 4.2.1. Jobs: “farmer”, “teacher”, “doctor”, 8. Use the vocabulary to evaluation tool:
correctamente, “mechanic”, “secretary”. complete the dialog. Didactic material:
en su escritura, 4.2.2. Short description of a family and their jobs: 9. Worksheet  Assignments
signos propios del “What's your job?”, “I'm a teacher.”, “What's
 idioma en her job?”, “She's a secretary.”  Oral  Board
aprendizaje 4.2.3. Job and actions: “What does a teacher do?”, assessment  Worksheets
“He teaches children.”, “What does a doctor Writing assessment  Paper
do?”, “He cures sick people.”, “What does a  Manual
secretary do?”, “She types letters.”, “What do  Markers
you do?”, “I study English.”  Posters
4.3. Reproduce, 4.3.1. Describing people: “tall”, “short”, “thin”, “fat”, Flashcards
correctamente, “small”, “young”, “old”.
órdenes escritas 4.3.2. Using gestures to make the meaning of “tall”
and “thin”, “fat” and “short”
4.3.3. Combining colors and parts of the body:
“What's her hair's color?”, “It's black.”,
“What's the color of his eyes?”, “They are
brown.”
5. Utiliza la 5.1. Deletrea 5.1.1. Spelling new words: Proper names, famous
lectura para palabras people in the community 1. Warm up Observation Human:
responder a correctamente 5.1.2. Numbers from 21 to 30: “twenty one”, 2. Spelling be.  Checklist
frases e “twenty two”, “twenty three”, “twenty nine”, 3. Completing the  Student
instrucciones “thirty”. worksheet  Teacher
sencillas. 5.1.3. Numbers from 21 to 30: “twenty one”, 4. Listen and write. Development  Principal
“twenty two”, “twenty three”, “twenty nine”, 5. Giving instructions to evaluation tool:
“thirty”. a friend -role play- Didactic material:
5.2. Sigue 5.2.1. Step by step activities: how to turn on a TV,  Assignments
instrucciones how to turn on the radio, how to play  Oral  Board
escritas marbles. assessment  Worksheets
5.2.2. 5.2.1. Step by step activities: how to turn on a Writing assessment  Paper
TV, how to turn on the radio, how to play  Manual
marbles.  Markers
5.3. Interpreta 5.3.1. Adds on the streets, banners, pamphlets.  Posters
 anuncios escritos,5.3.2. Market products: “apples”, “potatoes”, “rice”, Flashcards
panfletos, “sugar”, “bread”, “cereal”. “What's in my
folletos, entre basket?”, “There is an apple.”, “Is there a
otros. banana in the basket?”, “No, there isn't.”
5.3.3. Describing actions: “An old man is standing at
the bus top.”, “Three young men are drinking
coffee.”, “What are you doing?”, “I'm standing
on the corner.”, “What is she doing?”, “She is
selling flowers.”
5.3.4. Describe icons, signs and symbols: computer
icons, graphic symbols, and others.
6. Utiliza el 6.1. Sigue 6.3.1. Cumplimiento de instrucciones simples. 1. Warm up
lenguaje instrucciones 6.3.2. Respuesta a órdenes simples que recibe. 2. Simos says to Observation Human:
verbal y no orales. (“Draw a tree.”, “Draw a house.”, “Draw a introduce commands.  Checklist
verbal en la man next to de house.”, entre otras.) 3. Flashcards to  Student
comunicació 6.2. Ordena 6.2.1. Emisión de preguntas con una sola introduce and  Teacher
n de textos hechos para respuesta. ((What day is today? Today is practice days of the Development  Principal
orales formar secuencias Monday.) week. evaluation tool:
relativos a siguiendo 6.2.2. Identificación de los días de la semana. (Days 4. Worksheet about Didactic material:
situaciones parámetros of the week: Monday, Tuesday, Wednesday, numbers and dates.  Assignments
cercanas a su temporales. Thursday, Friday, Saturday, Sunday.) 5. Listen and match.  Oral  Board
realidad. 6.2.3. Identificación de los meses del año. (Months 6. Look at the picture assessment  Worksheets
of the year: January, February, March, April, and match. Writing assessment  Paper
May, June, July, August, September, October, 7. Listen and complete.  Manual
November and December.) 8. Asking about  Markers
6.2.4. Respuesta a preguntas con respecto a fechas relatives’ birthdays.  Posters
importantes. (“What's the date?”, “When is  Flashcards
your birthday?”, “When is your mother
coming to school?”, entre otras.)
6.2.5. Identificación de los números ordinales de 1
 a 50. (First, second, third, fourth, fifth, and so
on.)
6.3. Utiliza las 6.3.1. Demostración de respeto hacia los mensajes
expresiones de emitidos por otras personas.
acuerdo a la 6.3.2. Identificación de las palabras que significan
particularidad del numerales del 1 al 50.
momento. 6.3.3. Lectura de números de casas, teléfonos, de
placas de vehículos, entre otros.
6.3.4. Utilización de formas conjugadas del verbo
“ser” o “estar” (Using verb to be in the
singular form: “I am a student.”, “You are a
teacher.”, “She is a student.” , “He is my
friend.”)
6.4. Infiere 6.4.1. Comprensión de signos, etiquetas y rótulos.
significados de la 6.4.2. Inferencia de estados de ánimo al analizar
información no ilustraciones. (“She is sad.”, “He is happy.”, “I
verbal del am O.K.”, entre otras.
contexto 6.4.3. Asociación del significado de información no
verbal (por medio de ilustraciones) con su
experiencia personal. (“It is hot.”, “It is cold.”,
“It is windy.”, entre otros.”)
6.5. Clasifica 6.5.1. Comparación entre características de
diferentes tipos personas, animales y objetos. (adjectives:
de texto con los happy and sad, tall and short, old and young,
que trabaja de entre otros)
forma cotidiana. 6.5.2. Agrupación de palabras según diferentes
categorías (Farm animals: cow, horse, sheep,
chicken, duck, dog; occupations: carpenter,
painter, teacher, entre otros).
 6.5.3. Formas de decir el tiempo ( What time is it? It
is ten o'clock)
7. Produce 7.1. Se comunica 7.1.1. Participación en conversaciones sencillas 1. Warm up about Jobs
textos orales mediante (Basic expressions: “Hello teacher.”, “How are and occupations Observation Human:
con la mensajes you?”, “I am very well and you?”) 2. Introduction of the  Checklist
pronunciació sencillos 7.1.2. Utilización de tiempos verbales (presente) en new language.  Student
n, el ritmo y empleando los los mensajes que elabora. (“I am a student.”, 3. Identifying emotions  Teacher
la recursos a su “You are a teacher.”, “She is a student.”, “He and feelings in a Development  Principal
entonación alcance. is my friend.”) worksheet. evaluation tool:
propios del 7.1.3. Identificación de las palabras que indican 4. Mimicking the correct Didactic material:
tercer posesión. emotion.  Assignments
idioma. 7.2. Da 7.2.1. Elaboración de preguntas que requieren una 5. Sharing how they feel.  Oral  Board
respuestas breves respuesta de sí o no (“Are you happy?”, “Yes. I assessment  Worksheets
a las preguntas am.”, “Are you sad?”, “No. I am not.”) Writing assessment  Paper
que se le hacen. 7.2.2. Identificación de palabras interrogativas en  Manual
textos sencillos.  Markers
7.2.3. Entonación de oraciones y expresiones  Posters
exclamativas e interrogativas.  Flashcards
7.2.4. Formulación de respuestas breves con el fin
de proporcionar la información requerida.
7.3. Pronuncia, 7.3.1. Pronunciación de los fonemas propios del
correctamente, tercer idioma.
las palabras del 7.3.2. Demostración de entusiasmo por la
vocabulario reproducción espontánea de los sonidos
básico. propios del idioma.
7.3.3. Utilización del vocabulario básico que
corresponde a las diversas celebraciones:
cumpleaños, aniversarios, fiestas patronales,
entre otras.
8. Lee en forma 8.1. Reconoce 8.1.1. Comparación de las letras del alfabeto en la L 1. Letters competition
comprensiva palabras del 1 y en la L 3 con su grafía correspondiente: 2. Identifying letters Observation Human:
unidades vocabulario por consonantes y vocales. 3. Introducing the  Checklist
mínimas de su grafía. 8.2.2. Identificación de las grafías propias de la L-3. alphabet  Student
texto, (Word spelling: e-r-a-s-e-r). 4. Spelling the objects in  Teacher
estableciend 8.2.3. Pronunciación de las letras que conforman the pictures. Development  Principal
o relaciones palabras del vocabulario básico. (Spelling) 5. Spelling worksheet. evaluation tool:
elementales 8.2.4. Pronunciación de las letras que conforman los 6. Spelling objects in Didactic material:
entre texto y nombres y apellidos propios y de compañeros class.  Assignments
significado y compañeras. 7. Spelling be.  Oral  Board
8.2.5. Relación entre grafía y significado. assessment  Worksheets
8.2.6. Establecimiento de las diferencias entre Writing assessment  Paper
palabras del vocabulario básico según los  Manual
sonidos y las grafías que las constituyen.  Markers
(“three” - “tree”)  Posters
8.2.7. Clasificación de las palabras según indiquen
 Flashcards
singular o plural. (Count nouns)
8.2.8. Clasificación de palabras que no tienen plural.
(ass nouns).Identificación del artículo en
textos cortos.
8.2. Interpreta 8.4.1. Demostración de interés por interpretar el
frases de textos significado de textos cortos escritos en L 3.
cortos.
8.3. Infiere el 8.3.1. Identificación del significado de los adjetivos
significado de demostrativos según el contexto.
palabras 8.3.2. Diferenciación del singular y del plural de los
específicas en ajetivos demostrativos. (“This is a new book.”,
frases y These are old books.”)
oraciones. 8.3.3. Elaboración de diálogos cortos demostrando
la cercanía o lejanía en que se ubican objetos.
 (“This is my book.”, “That is your book.”)

9. Produce
textos 9.1. Utiliza 9.1.1. Redacción de palabras según el orden de las 1. Find and touch they Observation Human:
escritos correctamente las letras que las conforman. Word they listen to.  Checklist
breves y grafías. 9.1.2. Reproducción, voluntaria, oral y escrita de 2. BINGO  Student
sencillos acuerdo con la estructura de la L 3. 3. Reviewing vocabulary  Teacher
apegándose 9.1.3. Descripción de sus dibujos utilizando el by using a worksheet Development  Principal
a las normas vocabulario básico. (“This is my house. It is a 4. Role play – talking evaluation tool:
de la lengua big house. My family lives there.”) about their house- Didactic material:
extranjera. 9.2. Escribe 9.2.1. Respeto por el orden sintáctico al ubicar las  Assignments
palabras con el palabras que califican o describen en  Oral  Board
orden oraciones y textos cortos. (Word order: assessment  Worksheets
correspondiente. “White house.”, “Pretty girl.”, “Old man.”, Writing assessment  Paper
“She's a pretty girl.”)  Manual
9.2.1. Utilización de palabras que describen  Markers
posición en el espacio.  Posters
9.2.2. Identificación de las preposiciones. Flashcards
(Prepositions of place: on, at, over, below,
above, next to, near. “The book is on the
table.”)
9.3. Escribe datos 9.3.1. Información sobre datos personales: nombre,
personales en el sexo, edad, entre otros. (Proper names:
tercer idioma. “Sue”, “Charles”, “John”; Age: ”How old are
you?”, “I am eight years old.”)
9.3.2. Información sobre su origen. (“Where are you
from?”, “I am from Guatemala.”, “I am from
Quetzaltenango.”)
9.3.3. Información sobre su lugar de origen. (“I am
 from Panajachel. Panajachel is in Sololá.
Sololá is in Guatemala.”)
10. Reconoce 10.1. Identifica la 10.1.1. Identifica la influencia de la lengua
que un influencia de la extranjera en la lengua materna. 1. Classifying vocabulary Observation Human:
idioma lengua extranjera 10.1.2. Identificación de palabras de uso común en related to holidays.  Checklist
extranjero es en la lengua la comunidad que provienen de la L 3. 2. Matching the  Student
la expresión materna. 10.1.3. Identificación de palabras con sonidos vocabulary with the  Teacher
de una diferentes a los de los idiomas que conoce. correct holiday. Development  Principal
nueva 3. Reading activity. evaluation tool:
cultura. 10.2. Contrasta 10.2.1. Identificación de pares de palabras parecidas. 4. Reading Didactic material:
fonemas de la L 1 (L 1 - L 3: si - “see “, tu- “two”, teatro- comprehension.  Assignments
y L 3. “theater”, dado - “that”.) 5. Completing sentences  Oral  Board
10.2.2. Percepción de la diferencia de pronunciación about the reading. assessment  Worksheets
en palabras parecidas. (“Two - too”, “Sun - 6. Minimal pairs. Writing assessment  Paper
son”, “This - these”, entre otras.) 7. Talking about special  Manual
10.2.3. Identificación de sonidos, propios de la L 3, dates.  Markers
parecidos a sonidos de la L 1 pero que se 8. Show and tell.  Posters
pronuncian de forma diferente. (“th en think”  Flashcards
y “z - zorro”, “p en paper y en papel” entre
otros.)

10.3. Identifica 10.3.1. Ubicación, en un mapa o esfera, de los países

diferencias que hablan como primera lengua la L 3.
elementales en 10.3.2. Identificación de fechas y personajes
las costumbres importantes y festividades relevantes en los
culturales propias países en donde se habla como primera
y las de la lengua lengua la L 3.
extranjera. 10.3.3. Identificación de fechas y festividades
comunes a las culturas que hablan la L 1 y la L
3.
10.4. Muestra 10.1.4. Comparación de elementos culturales propios
respeto por las de la L 1 con los de la L 3: saludos, horarios,
expresiones festividades, productos, entre otros.
lingüísticas y (Contractions: “It's”, “He's”, “She's”, “You're.”,
culturales en la “She's a teacher.”)
lengua extranjera. 10.1.5. 5.1.4. Comparación de elementos culturales
propios de la L 1 con los de la L 3: saludos,
horarios, festividades, productos, entre otros.
(Contractions: “It's”, “He's”, “She's”, “You're.”,
“She's a teacher.”)
10.1.6. Utilización de la expresión por favor. (“Yes,
please.”, “I want more, please.”, “Please. I
don't want it.”)
 ACADEMIA DE INGLÉS “EDUS GUATEMALA”
ALDEA CERRO GORDO, JUTIAPA, GUATEMALA
PLAN ANUAL PARA CURSO DE NIÑOS NIVEL AVANZADO

Indicadores de Actividades de aprendizaje Recursos

Competencia Contenidos
logro De aprendizaje De evaluación
1. Utiliza, en su 1.1. Interpreta 1.1.1. Interpretación de canciones relacionadas con 1. Karaoke time
comunicación, canciones, rimas los temas bajo estudio. (Playing: “Tall and 2. Practicing numbers. Observation Human:
textos orales e historias cortas, Short”, Expressions with “Very”) 3. TPR to introduce the  Checklist
referentes a entre otras. 1.1.2. Respuesta a relatos orales con gestos y target language.  Student
situaciones, movimientos corporales. (Short stories: “My 4. Reading activity to  Teacher
acontecimient family”, Members of the family.) practice simple Development  Principal
os y objetos 1.1.3. Representación de rimas asociándolas con present, past and evaluation tool:
próximos. gestos y movimientos corporales. future. Didactic material:
1.1.4. Participación en dramatizaciones. (Tale: “The 5. Completing exercises.  Assignments
king and the queen”, Role playing with main 6. Listen and complete.  Oral  Board
characters, asking for age.) 7. Use the verbs given to assessment  Worksheets
1.1.5. Participación en diálogos sencillos. (Role complete the Writing assessment  Paper
playing: “My family”, gestures and body sentences.  Manual
movements, body language.) 8. Talking about own  Markers
1.1.6. Interpretación de mensajes emitidos experiences  Posters
oralmente o por escrito (Short dialogues in 9. One-one
 Flashcards
the classroom, commands, following conversations.
instructions).
1.2. Asocia 1.2.1. Relación de frases y oraciones con la imagen
imágenes y correspondiente: personas, animales,
grafías. plantas, frutas, objetos, entre otros. (Pictures
of the family, posters, advertisements,
banners.)
 1.2.2. Descripción de ilustraciones explicando lo
que cree que sucedió.
1.2.3. Predicción de una historia según el contenido
de la ilustración. (“They are working. Later,
they will go home.”)
1.3. Expresa sus 1.3.1. Formulación de preguntas y respuestas sobre
gustos y gustos y preferencias.
preferencias 1.3.2. Emisión de mensajes en los que se utilizan
utilizando la L 3. formas verbales en tiempo presente, pasado
y futuro.
1.3.3. Descripción de ilustraciones especificando
qué pasó antes de lo que aparece en ella,
qué pasa en ese momento y qué pasará
después.
1.3.4. Demostración de respeto y tolerancia hacia
las ideas y aportes de los y las demás.
1.4. Amplía el 1.4.1. Utilización de los pronombres personales en
vocabulario que la formulación de sus respuestas. (Pronouns:
maneja en las We, you, they)
situaciones 1.4.2. Ubicación de objetos y animales utilizando
comunicativas. preposiciones de lugar
1.4.3. Verbalización de instrucciones para indicar la
colocación de objetos en distintas posiciones.
1.4.4. Utilización del nuevo vocabulario al participar
en actividades lúdicas. (Using verb to be in
the plural form and to have in the singular
form.)
1.4.5. Identificación de palabras que significan los
numerales de 51 al 100 en contexto.
2. Establece la 2.1. Evidencia la 2.1.1. Pronunciación correcta de los fonemas que
relación entre importancia de conforman las palabras 1. Interview using basic Observation Human:
el significado, una correcta 2.1.2. Utilización del ritmo y entonación como simple questions.  Checklist
la pronunciación y apoyo al significado. 2. Discussing their  Student
pronunciació entonación para 2.1.3. Pronunciación correcta de preguntas que preferences.  Teacher
n, el ritmo y la comunicación. inician con palabras interrogativas.(Using 3. Worksheet about Development  Principal
la entonación question words: What?, How many?) irregular nouns. evaluation tool:
y la (Questions with Do, does “Do you have 4. Reading activities. Didactic material:
representació hair?”, Does she have two hands?)  Assignments
n gráfica de 2.2. Utiliza las 2.2.1. Identificación de palabras cuyos plurales se  Oral  Board
palabras y palabras nuevas forman de manera irregular assessment  Worksheets
frases para elaborar sus 2.2.2. Descripción de las ocupaciones más Writing assessment  Paper
sencillas. mensajes. frecuentes en el país.(Vocabulary in context:  Manual
professions and trades)  Markers
2.2.3. Descripción de las diferentes partes del  Posters
cuerpo utilizando los sustantivos y adjetivos  Flashcards
apropiados. (Short dialogues: Student A -“I
will buy shoes.”, Student B - “You have big
feet.”. Student A - “Yes, I need big shoes.”)
3. Lee en forma 3.1. Ordena 3.1.1. Establecimiento de la secuencia lógica de los 1. Matching the pictures
comprensiva convenientemen eventos en textos que lee. and the words. Observation Human:
sus te los diferentes 3.1.2. Identificación de las palabras del vocabulario 2. Introducing the topic  Checklist
producciones fragmentos de que indican secuencia temporal. (First, by using a short text.  Student
escritas así una historia dada. second, at the end, before, after, among 3. Sentences building  Teacher
como las others. “First, I get up. Then, I take a shower 4. Sentences completion Development  Principal
señalizacione and have breakfast. After that, I come to 5. Retention activity. evaluation tool:
s, anuncios y school.”) 6. Talking about their Didactic material:
mensajes 3.1.3. Identificación de las palabras del vocabulario routine with speaking  Assignments
básicos. que indican estaciones del año en cards.  Oral  Board
Guatemala, días de la semana y meses del 7. Sharing about their
 año. (Uso del calendario.) routine in small assessment  Worksheets
3.1.4. Elaboración de historias en las que se utilicen groups. Writing assessment  Paper
los vocablos que indican secuencia temporal  Manual
de los eventos  Markers
3.2. Identifica 3.2.1. Identificación de los personajes de una  Posters
personajes en historia.  Flashcards
historias, cuentos 3.2.2. Descripción de los otros detalles importantes
y canciones. de la historia (place, time, motives o
reasons).
3.2.3. Utilización de las palabras que permiten
identificar los detalles importantes en una
historia. (“Plot, setting, conflict).
4. Produce 4.1. Maneja 4.1.1. Identificación de las normas de la L 3 que se
textos correctamen refieren a la forma de escribir las palabras. 1. Identifying famous Observation Human:
escritos te la (Words with double consonants or vowels.) people  Checklist
breves de su ortografía de 4.1.2. Identificación de adjetivos. (Adjectives: ugly, 2. Introducing the topic  Student
entorno las palabras. beautiful, dear, shiny, smart, delicious, nice.) by using a short text.  Teacher
personal y 4.1.3. Descripción de personajes importantes en las 3. Sentences completion Development  Principal
familiar. culturas que hablan la L 3. 4. Unscrambling evaluation tool:
4.1.4. Identificación de sinónimos, homónimos y sentences. Didactic material:
parónimos. 5. Making up other’s  Assignments
4.1.5. Identificación de los adverbios de frecuencia. routines.  Oral  Board
(Often, seldom, usually, entre otros) 6. Talking about a assessment  Worksheets
person they admirer’s Writing assessment  Paper
4.2. Redacta 4.2.1. Utilización de la estructura gramatical básica routing.  Manual
textos sencillos (sujeto - predicado) al escribir oraciones.  Markers
utilizando el 4.2.2. Diferenciación entre el infinitivo, el presente  Posters
vocabulario simple, el presente progresivo y el pasado  Flashcards
aprendido. simple de los verbos. (Simple past tense verb
 to be: was, were. Infinitive verbs: to play, to
read, to sleep, to speak.)
4.2.3. Descripción de comportamientos habituales.
(Personales y de sus familiares)
4.2.4. Narración de los cambios que ha
experimentado como persona. (“Last year, I
studied daily for an hour. Now, I study two
hours each day.”)
5. Respeta las 5.1. Establece la 5.1.1. Comparación entre las fiestas y celebraciones 1. Unscrambling
costumbres y diferencia entre más comunes en su comunidad y las de los sentences. Observation Human:
tradiciones aspectos de la países en donde se habla la L 3 bajo estudio. 2. Matching sentences  Checklist
que implica el realidad cotidiana (Difference among native languages from with pictures.  Student
idioma en transmitidos por Guatemala and English Language.) (Short 3. Worksheet  Teacher
aprendizaje. la lengua writings: special places, places to visit.) 4. Using different Development  Principal
extranjera y las (Special festivities, Bithdays, Christmas, New pictures to write evaluation tool:
costumbres de su year's eve.) down descriptions Didactic material:
propia cultura. 5.1.2. Comparación entre las formas de celebrar de and routines.  Assignments
sus mayores y las formas de celebrar propias 5. Find similarities and  Oral  Board
y de sus compañeros y compañeras. (“My differences in their assessment  Worksheets
parents celebrate Christmas eating tamales. I routine. Writing assessment  Paper
like tamales too; but, sometimes, I prefer  Manual
chicken.”)  Markers
5.2. Utiliza 5.2.1. Utilización de formas de saludo y despedida  Posters
saludos y más comunes en las regiones en donde se  Flashcards
despedidas utiliza la L 3. (Gestures with hands and body:
adecuados a la nod, jump, wave hands.)
situación. 5.2.2. Utilización de expresiones apropiadas para
presentarse y despedirse. (”Hi, I'm Pedro.
What's your name?”)
5.2.3. Expresión de preferencias con respecto a
 ropa, comida, actividades y celebraciones. (“I
like to wear jeans when it is cold.”, “I'd rather
have an ice cream than eat cake.”)
5.2.4. Escucha de preferencias de sus compañeros y
compañeras y expresa su opinión. (“I think
you are right, but I prefer . . .”)
6. Comunica la 6.1. Utiliza el 6.2.1. Interpretación de significados a partir de
información vocabulario en informaciones verbales ya conocidas. 1. Warm up Observation Human:
global y situaciones (Prepositions of place: next to, behind, under; 2. Ask and answer  Checklist
específica de comunicativas vocabulary in context: We say: “The book is questions related to  Student
textos orales recreadas en el on the table, not in the table.”) feelings and  Teacher
y escritos, aula. 6.2.2. Participación en dramatizaciones para emotions. Development  Principal
sobre afianzar el vocabulario. 3. Completing the evaluation tool:
situaciones y 6.2.3. Descripción de ilustraciones. (“Stating the sentences. Didactic material:
acontecimien facts.”) 4. True or false.  Assignments
tos de su 6.2.4. Elaboración de párrafos interpretando lo que 5. Worksheet  Oral  Board
entorno. sucede en una ilustración 6. Creating posters – assessment  Worksheets
6.2. Interpreta 6.2.1. Identificación de conceptos a partir de una show and tell - Writing assessment  Paper
información oral y descripción oral y escrita. (Question using  Manual
escrita y la “can”: “Can you help me?”, “Can you give me  Markers
emplea con fines your pen?”)  Posters
prácticos. 6.2.2. Transferencia de datos a tablas, gráficos o  Flashcards
mapas.
6.2.3. Utilización de la información gráfica
proporcionada por: tablas, mapas y gráficos.
6.2.4. Formación de familias de palabras. (Shapes
and sizes: large, short, round, squared)
6.3. Emplea el 6.3.1. Identificación de datos verdaderos o falsos en
idioma para un texto dado. (“Mice catch cats.”, “No. Cats
 resolver dudas en catch mice.”)
los intercambios 6.3.2. Expresión de necesidades y estados de
comunicativos. ánimo. (Questions using “where”: “Where is
my book?”, “Where is my eraser?”;
expressions of feelings: “happy”, “sad”,
“worried”, “angry”, “scared”)
6.3.3. Narración, en tres oraciones, de sus
impresiones sobre algo “I got up early. I saw
the sun shining and, I thought, that it is a
beautiful morning! I am happy.”)
7. Establece 7.1. Reproduce 7.1.1. Imitación de aspectos de pronunciación,
relaciones espontáneament ritmo y entonación a partir de patrones 1. Tongue twister. Observation Human:
entre el e la lingüísticos. (Infinitive verbs using auxiliary 2. Coming up with a  Checklist
significado, la pronunciación verb “like”: (“I like to play.”, “You like to tongue twister.  Student
pronunciación y correcta de las dance.”; using ING endings: “I am studying.”, 3. Counting contest.  Teacher
la palabras. “She is working.”; using auxiliary “do”: “Do 4. Sentences building. Development  Principal
representación you like to play?”) 5. Sentences evaluation tool:
gráfica del 7.1.2. Utilización de palabras que implican tiempo completion. Didactic material:
vocabulario de futuro. 6. Participating in a  Assignments
los aspectos 7.1.3. Utilización espontánea de palabras que se debate.  Oral  Board
sonoros, del refieren a la vestimenta usual en los assessment  Worksheets
ritmo y de la habitantes de las culturas que hablan la L 3. Writing assessment  Paper
entonación (Vocabulary in context: things to wear)  Manual
7.1.4. Identificación de las palabras que significan  Markers
numerales de 100 a 1000.  Posters
7.2. Describe los 7.2.1. Describe los elementos básicos de la Flashcards
elementos estructura gramatical.
básicos de la 7.2.2. Redacción de textos sencillos utilizando los
estructura signos de puntuación. (Punctuation: using
gramatical. comma, period, question mark, big and small
 letters.)
7.2.3. Utilización de la estructura gramatical en
ejercicios: definir el orden de pronombres,
sustantivos, verbos, adjetivos y adverbios en
una oración (Using the gramatical structure
in sentences: Pronoun, verb, adjective,
adverb, and nouns.)
8. Lee en forma 8.1. Emplea la 10.2.4. Identificación de los elementos básicos en
compresiva información los mensajes escritos. 1. Matching the Observation Human:
textos cortos contenida en los 10.2.5. Identificación de hechos (“Facts”) en las concepts and the  Checklist
y sencillos, textos que se le historias que lee. words.  Student
previamente proporcionan 10.2.6. Reconocimiento de las opiniones 2. Discussion activity  Teacher
trabajados de para construir presentadas en el material que lee. 3. Reading and Development  Principal
forma oral, otra información. 10.2.7. Emisión de opiniones con respecto al answering the evaluation tool:
relacionados material que lee. questions. Didactic material:
con sus 8.2. Lee textos de 8.2.1. Lectura de noticias cortas de anuncios, 4. Reading and  Assignments
experiencias manera diarios y revistas. (Short news from completing the chart.  Oral  Board
e intereses. espontánea. newspapers and magazines) 5. Discuss the same assessment  Worksheets
8.2.2. Producción de sus propios informes con questions but giving Writing assessment  Paper
respecto al tiempo. (Weather) their own answers.  Manual
8.2.3. Producción de pequeños informes sobre  Markers
actividades especiales (cumpleaños, ferias,  Posters
celebraciones comunitarias, fiestas  Flashcards
cantonales, entre otras.)
8.3. Sigue 8.3.1. Seguimiento de instrucciones escritas.
instrucciones (Following of instructions: the lottery game,
expresadas por manuals, projects, entre otros.)
escrito. 8.3.2. Organización secuencial de hechos en una
historia.
 8.3.3. Reconocimiento de palabras que indican
orden cronológico. (Primero, luego, después,
al final, first, second, third, entre otras.)
9. Produce 9.1. Escribe textos 9.1.1. Redacción de frases y pequeñas
textos cortos y sencillos descripciones. (Writing exercises: “My 1. Matching food. Observation Human:
escritos de acuerdo con favorite cartoons”, “My favorite sports”, “My 2. Pictionary.  Checklist
sencillos los patrones family”, “My favorite friends”) 3. Cross Word about  Student
sobre temas gramaticales 9.1.2. Redacción de resúmenes sencillos, food.  Teacher
conocidos básicos del autobiografías, entre otros 4. Reading a short text Development  Principal
respetando idioma. 9.1.3. Descripción de objetos conocidos en el to introduce the topic. evaluation tool:
las normas entorno. 5. Unscrambling the Didactic material:
gramaticales 9.1.4. Comparación de objetos. (Semejanzas y sentences.  Assignments
del idioma en diferencias) 6. Look at the picture  Oral  Board
estudio. and complete the assessment  Worksheets
9.2. Aplica los 9.2.1. Clasificación de palabras según categorías. sentences. Writing assessment  Paper
diferentes (Vocabulary in context: vegetables, colors) 7. Sentences  Manual
elementos 9.2.2. Selección de palabras para completar un completion.  Markers
gramaticales en texto determinado. 8. Sentences building.  Posters
producciones 9.2.3. Utilización de las relaciones lógicas. 9. Completing the
 Flashcards
escritas cortas. (Sustitución de nombres por pronombres.) questions with their
9.2.4. Producción de párrafos cortos utilizando own ideas.
relaciones lógicas y coherentes. 10. Talking about own
experiences.
9.3. Describe los 9.3.1. Clasificación de palabras que indican la
elementos conjugación del verbo en tiempo presente,
básicos de la pasado y futuro. (Using auxiliary “do”: “Do
estructura you like to play?”; Simple past tense: using
gramatical. auxiliary verb “did”: “What did you do
yesterday?”; future tense using auxiliary verb
 “will” ; present continuous tense: “We are
singing.”, “They are drinking.”; Questions:
“Are they drinking?”, “Yes, they are.”)
9.3.2. Descripción de ilustraciones utilizando
tiempo presente.
9.3.3. Descripción de lo que ocurrió antes de lo que
aparece en la ilustración.
9.3.4. Predicción de lo que ocurrirá después de lo
que aparece en la ilustración

10. Predicción de 10.1. Participa 10.1.1. Símbolos y señales que destacan en otras
lo que activa y culturas. 1. Find someone who. Observation Human:
ocurrirá voluntariamente 10.1.2. Lectura de cuentos, rimas y canciones 2. Reading about  Checklist
después de lo en actividades de propios de culturas que hablan la L 3. different cultures and  Student
que aparece lectura. (Reading short stories about customs in the holidays.  Teacher
en la USA: St. Valentine's day, four of July - 3. Doing reading- Development  Principal
ilustración Independence Day”; Hollydays: “Christmas comprehension evaluation tool:
time.”, “New year's day”) activities. Didactic material:
10.1.3. Lectura de material informativo en el que se 4. Brainstorming  Assignments
caracteriza a las culturas que hablan la L 3. sentences to create a  Oral  Board
story. assessment  Worksheets
10.2. Se interesa 10.2.1. Identificación de personajes que destacan en 5. Drafting a story. Writing assessment  Paper
por conocer culturas que hablan la L 3. (Reading and 6. Write and share a  Manual
personajes writing short stories about special characters story.  Markers
importantes de from countries that speak English: presidents,  Posters
donde proviene el artists, athlets.)  Flashcards
idioma en 10.2.2. Lectura de biografías de personajes famosos
estudio. en culturas que hablan la L 3.
10.2.3. Discusión sobre diferentes aspectos de la
vida de personajes famosos en las culturas
 que hablan la L 3.
10.2.4. Dramatización de aspectos de la vida de los
personajes.

10.3. Emplea 10.2.5. Utilización espontáneamente (de saludos,

saludos y normas normas de cortesía comunes en culturas que
de cortesía hablan la L 3. (Special expressions: “What's
adecuados a la up.”, “All right.”, “Come on!”)
situación 10.2.6. Participación en diálogos que se centran en la
práctica del vocabulario básico y de las
expresiones propias de la L 3.
10.2.7. Utilización, espontánea, de expresiones que
se encuentran en materiales de lectura o que
se escuchan fuera del aula.
 ACADEMIA DE INGLÉS “EDUS GUATEMALA”
ALDEA CERRO GORDO, JUTIAPA, GUATEMALA
PLAN ANUAL PARA CURSO DE ADULTOS NIVEL PRINCIPIANTE

Indicadores de Actividades de aprendizaje

Competencia Contenidos Recursos
logro
De aprendizaje De evaluación
1. Responds to 1.1. Distinguishes 1.1.1. Phrases and gestures to greet, introduce and 1. Getting to know each
basic oral the meaning of say farewell. other through an Observation Human:
instructions words and 1.1.2. Classroom objects: whiteboard, markers, interview.  Checklist
given in phrases related to desks, chairs. 2. Classroom command  Student
English at daily school life. 1.1.3. Useful classroom commands followed follow and give  Teacher
school. through Total Physical Response. instructions to the Development  Principal
1.2. Understands 1.2.1. New sounds in English. Word and word class. evaluation tool:
specific phrases content recognition related to numbers, 3. Mimic and guess. Didactic material:
related to time, spelling. 4. Matching the useful  Assignments
everyday 1.2.2. Auxiliary verbs with simple present tense on phrases with the  Oral  Board
activities at everyday activities hobbies, habits. correct answer. assessment  Worksheets
school. 1.2.3. Useful phrases to describe friends and family 5. Role play Writing assessment  Paper
members. ¿What is bullying?  Manual
1.3. Follows 1.3.1. Commands through total physical response  Markers
responsibly (TPR).  Posters
common 1.3.2. Instructions, orders, commands and requests Flashcards
directions given. given in class using imperatives.
orally by the 1.3.3. Warnings in case of emergency.
teacher.
2. Answers orally 2.1. Begins to use 2.1.1. Family tree: personal pronouns, possessive
to simple appropriately adjectives. 1. Completing the Observation Human:
directions, polite social 2.1.2. Description of my friends’ feelings and my questions and work  Checklist
questions and language and own ones: verb to be in present tense. on a round discussion.  Student
gives basic basic vocabulary 2.1.3. Daily life routines: regular and irregular 2. Look and match the  Teacher
information by with his verbs, in simple present tense. feelings. Development  Principal
using specific classmates. 2.1.4. My friend’s parents likes and dislikes: simple 3. Worksheet. evaluation tool:
topics framed present tense. 4. Simple present to talk Didactic material:
at school and 2.1.5. A day in our life: simple present, interrogative about my preferences  Assignments
family. and negative forms. (sentences bu8ilding)  Oral  Board
5. Sentences matching assessment  Worksheets
2.2. Asks and 2.2.1. Traditions and Interests: Whquestions. the first and second Writing assessment  Paper
answers 2.2.2. My neighborhood: Adjectives. part.  Manual
respectfully basic 2.2.3. My family community celebrations: Months 6. Ss talk about their  Markers
questions about of the year and days of the week. family and  Posters
needed 2.2.4. Touristic destinations: adverbs preferences.
 Flashcards
information. 7. Fashion show. Ss
2.3. Provides 2.3.1. The alphabet, spelling and spelling bee describe their
information orally competitions. clothing.
about very 2.3.2. Feelings: Adjectives. 8. Cooking class. Sharing
specific phrases. 2.3.3. Clothing items: colors and adjectives. recipes.
2.3.4. Food and drink: There is some, any, how 9. Role plays
much, many, quantifiers. 10. debates
2.3.5. Prices and products: How much does it cost,
numbers, different national currencies.
2.3.6. Cooking and recipes: adverbs (time, place,
manner, frequency).
2.3.7. My future plans: future simple “will”.
2.3.8. Travel and accommodations: going to.
2.3.9. . Invitations: present simple tense.
3. Reads aloud 3.1. Pronounces 3.1.1. Execution of simple written instructions:
and silently: common words Imperative. 1. Warm up Observation Human:
syllables and phrases when 3.1.2. Reading comprehension of simple sentences 2. Reading activity  Checklist
common words reading. and personal information. 3. Introducing daily  Student
and phrases in 3.1.3. Description of a person and his likes and routines.  Teacher
English. dislikes be +Adjectives. 4. Complete a chart. Development  Principal
3.1.4. Readings and extraction of information from 5. Complete the evaluation tool:
a chat dialogue. sentences. Didactic material:
3.2. Recognizes 3.2.1. Reading of descriptions of a daily routine: 6. Worksheet.  Assignments
the meaning of verbs/daily routines. 7. Use the prompts to  Oral  Board
common words 3.2.2. Description of places, homes, write sentences. assessment  Worksheets
and phrases in his neighborhoods, towns that appear in his 8. Group speaking  Writing  Paper
readings. readings: nouns. activity to share about assessment  Manual
3.2.3. Simple information questions: Whquestions. routines.  Markers
3.2.4. Information on brochures and catalogs:  Posters
adverbs.  Flashcards
3.3. Analyzes 3.3.1. The essential information in short stories,
willfully the paragraphs, articles: nouns, verbs and
meaning of predicate.
common words 3.3.2. Reading comprehension Main ideas and
and phrases details.
3.3.3. Localization of information on a poster or
info graphic: meaning of symbols.
3.3.4. A restaurant menu: Questions and
vocabulary
3.3.5. Usage of a dictionary: New vocabulary.
4. Writes words, 4.1. Writes words 4.1.1. Short simple sentences: Subject and
simple phrases with accurate predicate. 1. Find someone who… Observation Human:
and sentences spelling. 4.1.2. Short email giving personal information, by asking different
 in the new describing family: phrases and sentences. questions to get to  Checklist  Student
language with 4.1.3. Connection of ideas: conjunctions, more know each other  Teacher
the right common linkers and connectors. better.  Principal
spelling and 4.2. Writes 9.2.2. Descriptions: Personal pronouns, possessive 2. Sentence building Development
grammar phrases with the adjectives, nouns as a complement, me, my 3. Unscrambling evaluation tool: Didactic material:
structure to be right grammar classroom and my community. sentences.
applied in daily structure. 9.2.3. Cultural practices of Englishspeaking 4. Completing sentences  Assignments  Board
life situations. countries: Usage of sequencing and time based on a reading  Oral  Worksheets
expressions. activity. assessment  Paper
9.2.4. Writing of an email giving directions to places 5. Filling in the blanks.  Writing  Manual
around your city: adverbs of place. 6. Using the flashcards assessment  Markers
4.3. Creates 4.3.1. Description and explanation of who people given to talk about  Posters
simple phrases are in a photo: possessive adjectives. vacations.
 Flashcards
valuing his own 4.3.2. A simple recipe or a process to do something:
culture and verbs+prepositions of movements.
context. 4.3.3. Diary entries related to feelings, and
occupations: Adverbs of frequency.
4.3.4. Recommendation about a hotel, restaurant
or form of transportation: review of simple
present tense
4.3.5. Note or email with suggestions for an event:
demonstrative adjectives.
5. Understands 5.1. Distinguishes 5.1.1. Places we visit: New vocabulary.
simple phrases the meaning of 5.1.2. Countries and nationalities: adjectives. 1. Matching the pictures Observation Human:
and specific basic vocabulary 5.1.3. Routines: Adverbs of frequency. and the words.  Checklist
range of concerning to 5.1.4. Technology, actions, people and popular 2. Writing the  Student
vocabulary familiar topics. sports: Vocabulary related. nationality next to the  Teacher
concerning to 5.1.5. Word formation: nouns. country. Development  Principal
known topics 5.1.6. Shopping: count and noncount nouns + 3. Matching pictures
 in short quantifiers (much-many). with the correct noun. evaluation tool:
dialogues and 4. Classifying nouns. Didactic material:
oral sentences. 5.2. Responds to
5.2.1. Expressions used at the school and with 5. Sentences building.  Assignments
greetings, family: statements, negatives, questions, 6. Filling in the blanks.  Oral  Board
farewells and short answers. 7. Role plays. assessment  Worksheets
apologies 5.2.2. Expressions to ask for permission: Can and Writing assessment  Paper
appropriately. could.  Manual
5.2.3. Suggestions: how about and why don’t …  Markers
5.2.4. Words or phrases to express obligation,  Posters
prohibition, permission: modal auxiliaries  Flashcards
(can, could, have to, should).
5.2.5. Expressions of disbelief: negatives.
5.2.6. Recalling an event: Past and past continuous.
5.3. Understands 5.3.1. Daily routines: verbs and collocations.
sentences about 5.3.2. Jobs and responsibilities at the work place:
known topics. zero and first conditional.
5.3.3. Numbers, fractions and math symbols.
5.3.4. Life experiences: present continuous tense.
5.3.5. Comparison and contrast of people and
places: comparative adjectives.
5.3.6. Proceses: gerunds and infinitives.
6. Communicates 6.1. Gives 6.1.1. Cities and places around the world: Phrases.
ideas using information about 6.1.2. Daily life: sentences. 1. Brainstorming places Observation Human:
familiar familiar topics 6.1.3. Fauna and flora: sentences. in the city.  Checklist
phrases, and personal 6.1.4. Vacations sentences. 2. Writing sentences for  Student
everyday experiences using 6.1.5. Future plans: future tense review. each picture.  Teacher
expressions basic connectors, 6.1.6. Experiences: admiration sentences. 3. Memory game saying Development  Principal
and structured phrases and 6.1.7. Preferences: likes and dislikes. sentences. evaluation tool:
ideas by means simple sentences. 6.1.8. Description of processes: gerund. 4. Matching the prompts
 of speeches. 6.2. Asks and 6.2.1. Favorite pastimes: Question words. with the correct Didactic material:
answers basic 6.2.2. Things you enjoy doing: affirmative and sentences.  Assignments
questions about negative sentences. 5. Filling in the blanks.  Oral  Board
familiar topics 6.2.3. Life experiences: past, present and future 6. Choosing the correct assessment  Worksheets
using simple tense. option to complete Writing assessment  Paper
tenses. the sentences.  Manual
6.3 Builds short 6.3.1. Life and own experiences: past tense review. 7. Talking about own  Markers
speeches about 6.3.2. Description of how to prepare a family dish: experiences.  Posters
his context or sentences. 8. Show and tell.  Flashcards
basic topics. 6.3.3. Volunteering around the community:
declarative sentences.
7. Reads simple 7.1. Pronounces 7.1.1. Spelling and Spelling Bee.
sentences in a properly simple 7.1.2. Intonation when expressing doubt, 1. Spelling bee Observation Human:
given text sentences in questioning. 2. Matching vocabulary  Checklist
about his daily readings related 7.1.3. Sentence stress: questions and declarative 3. Reading and  Student
life matters. to daily life sentence. answering questions  Teacher
matters. based on the text. Development  Principal
7.2. Makes 7.2.1. Daily facts: extract key information. 4. Completing a chart evaluation tool:
inferences about 7.2.2. Reading for gist and/or detailed information. based on a text. Didactic material:
the meaning of 7.2.3. Different topics: fiction and Information texts. 5. Matching the stories  Assignments
simple sentences. 7.2.4. Main ideas and details. to the title.  Oral  Board
7.2.5. Rules of a game: imperative. 6. Worksheet about assessment  Worksheets
7.2.6. Order of events within a text: prepositions. gerunds and Writing assessment  Paper
7.2.7. Main points of a story. infinitives.  Manual
7.2.8. Main points of a news article. 7. Creating a comic.  Markers
7.2.9. Recognition of anecdote elements. 8. Show and tell.  Posters
7.3. Explains by 7.3.1. Gestures and mimics.  Flashcards
different ways the 7.3.2. Board stories.
meaning of very 7.3.3. Comic strips.
 simple sentences.
8. Writes simple 8.1. Writes 8.1.1. Sentences comparing people, places and
sentences and sentences objects. 1. Unscrambling Observation Human:
descriptions of according to the 8.1.2. Changes in a place using chronological order. adjectives.  Checklist
his right grammar 8.1.3. Simple guide to a touristic place. 2. Brainstorming  Student
environment structure. 8.1.4. Facts and opinions about an animal. adjectives.  Teacher
by using basic 8.1.5. Topic sentence to develop a paragraph. 3. Using adjectives to Development  Principal
terms. 8.1.6. Written narration about a personal describe touristic evaluation tool:
experience. places. Didactic material:
8.1.7. Process to do something using sequencing 4. Completing a chart  Assignments
words. about routines based  Oral  Board
8.2. Interprets the 8.2.1. Extraction of key information from a text to on different areas. assessment  Worksheets
several meanings answer questions. 5. Using adjectives to Writing assessment  Paper
of a text. 8.2.2. Difference between facts from opinions. describe the town.  Manual
8.2.3. Literal, subliminal and symbolic meanings.  Markers
 Posters
 Flashcards
8.3. Creates 8.3.1. Description of a routine or a job description.
different kind of 8.3.2. Description of a sport or hobby including its
descriptions using rules.
basic terms. 8.3.3. Description of a product.
8.3.4. Description of how to give a hand within the
community.
 ACADEMIA DE INGLÉS “EDUS GUATEMALA”
ALDEA CERRO GORDO, JUTIAPA, GUATEMALA
PLAN ANUAL PARA CURSO DE ADULTOS NIVEL INTERMEDIO

Indicadores de Actividades de aprendizaje

Competencia Contenidos Recursos
logro
De aprendizaje De evaluación
1. Understands 1.1. Responds to 1.1.1. A folk tale: Surprise expressions.
basic sentences sequence main 1.1.2. Word formation for a sentence. 1. Getting to know Observation Human:
in simple and ideas or events 1.1.3. Latest TV or radio news: Usage of speak, questionnaire.  Checklist
compound given at classroom. talk and say. 2. Find someone who to  Student
tenses. 1.1.4. Explanation of an injury or pain helping get to know each  Teacher
himself: use of adverbs. other better. Development  Principal
1.1.5. Emergency situations: Suggestions and 3. Sharing personal and evaluation tool:
Recommendations. others’ information. Didactic material:
4. Sentence building.  Assignments
1.2. Deduces the 1.2.1. Good and bad news. 5. Sentences  Oral  Board
meaning of basic 1.2.2. Natural disasters: Adjectives to describe unscrambling. assessment  Worksheets
conversations of feelings related to memory. 6. Retention. Writing assessment  Paper
known topics. 1.2.3. Lifestyles: modal Auxiliaries. 7. Worksheet about
1.2.4. Bad habits: use of would.  Manual
past experiences.  Markers
1.3. Compares 1.3.1. Tense review: past, present or future. 8. Using prompts to talk
grammar structure 1.3.2. School regulations: have to, can, and can’t.  Posters
about abilities.
of simple and 1.3.3. Inventions and discoveries from the past:  Flashcards
9. Giving advice based
compound tenses. past tense for complete actions and on the situations
present perfect for incomplete actions. given.
1.3.4. Revisions of past participles of irregular
verbs.
1.3.5. Gives advice using imperatives and will
 and might to describe possibility.
1.3.6. Personal preferences: Recognizes verbs
which take infinitives and/or gerunds.
2. Expresses ideas 2.1. Makes oral 2.1.1. Study and work: obligation, connections,
and opinions presentations simple and compound sentences. 1. Warm up Observation Human:
orally, related to about familiar 2.1.2. Talks about collecting things. 2. Fill in the blanks to  Checklist
relevant topics topics and 2.1.3. Likes and dislikes: like, prefer, rather. practice vocabulary.  Student
through simple personal 2.1.4. Description about how people spends 3. Reading activity  Teacher
sentences. experiences. time: present perfect continuous. 4. Matching the Development  Principal
2.1.5. Exercises, fitness and ways on how to commands with each evaluation tool:
relax. description. Didactic material:
2.1.6. Hypothetical actions such. 5. Completing the  Assignments
2.1.7. Reports about what someone said. sentences  Oral  Board
2.2. Asks and 2.2.1. Prices: usage of how much and past 6. Worksheet assessment  Worksheets
answers basic perfect tense. 7. Giving a price to each Writing assessment  Paper
questions about 2.2.2. Dialogues: short answers to questions. item.  Manual
different topics 2.2.3. Offers and responds to them. 8. Role play  Markers
using compound  Posters
tenses.  Flashcards
2.3. Shares 2.3.1. Reports of situations considered lucky or
information about unlucky.
different topics in 2.3.2. Relevant experiences in the past: the
several contexts. speech.
2.3.3. How to give excuses.
3. Reads very basic 3.1. Finds specific 3.1.1. Sport descriptions for playing or for 1. Warm up
texts concerning information in practicing a hobby. 2. Bingo with different Observation Human:
to his immediate short and everyday 3.1.2. Order of events in a story: connectors. questions.  Checklist
environment and readings. 3.1.3. Word recognition within a text that 3. Cross word  Student
background. expresses reference in a text. 4. Word search about
3.2. Makes 3.2.1. Main idea in a technical text. sports and hobbies.  Teacher
inferences about 3.2.2. Extraction of facts from news or a story. 5. Completing the Development  Principal
the meaning of 3.2.3. Meaning of new words from the context. sentences. evaluation tool:
very basic texts. 3.2.4. Extraction facts from a short article. 6. Share about personal Didactic material:
3.2.5. Indicates the main idea of selected experiences based on  Assignments
paragraphs. the situations given.  Oral  Board
3.2.6. Selects the mains points of the description 7. Matching new assessment  Worksheets
of a problem. vocabulary with the Writing assessment  Paper
3.2.7. Understands the order of events in a descriptions.  Manual
narrative story. 8. Reading and  Markers
3.2.8. Predicts what is going to happen in a story. answering a general  Posters
3.2.9. Recognizes the moral or main message of a question.  Flashcards
story. 9. Reading and
3.3. Analyzes the 3.3.1. Recognition of main points in a report. answering the
primarily intention 3.3.2. Identifies the main points of a selected questions.
of very basic texts. news story.
3.3.3. Instructions and explanations: Verbs and
tenses
3.3.4. Exercises, fitness and ways on how to
relax.
3.3.5. Hypothetical actions such.
3.3.6. Reports about what someone said.

3.4. Asks and 3.4.1. Prices: usage of how much and past
answers basic perfect tense.
questions about 3.4.2. Dialogues: short answers to questions.
different topics 3.4.3. Offers and responds to them.
using compound
tenses.
4. Produces simple 4.1. Writes 4.1.1. Written narration: true sentences (Topic
narrations in a narrations about Family and relationship). 1. Creating stories with Observation Human:
written form with different topics of 4.1.2. Anecdote about his family and the flashcards given.  Checklist
an appropriate his context. relationships. 2. Writing a short essay.  Student
grammatical 4.1.3. Narration or description of his 3. Writing a short story.  Teacher
structure and accomplishments: present perfect tense. 4. Writing down an Development  Principal
accurate spelling 4.1.4. Writes about a process related to work or anecdote. evaluation tool:
on a variety of study. Didactic material:
topics. 4.1.5. Writes a short biography.  Assignments
4.2. Applies 4.2.1. Short article or essay about the clothes  Oral  Board
different grammar people wear: Clothes. assessment  Worksheets
rules in his 4.2.2. Description of current trends of different  Writing  Paper
writings. age groups. assessment  Manual
4.2.3. Advice for traveling to a region of  Markers
Guatemala.  Posters
4.2.4. Plans for the near future: review of tenses.  Flashcards
4.2.5. Narration/travel article about an imaginary
trip.
4.2.6. Usage of sequencers in a narrative story.
4.3. Creates his 4.3.1. Emails or notes advising on how to
own narrations reorganize his room (My home, my house).
taking in account 4.3.2. Emails or notes advising on how to
an accurate reorganize his room (My home, my house).
spelling. 4.3.3. Hobby: written description.
4.3.4. Description an enjoyable journey.
5. Engages in 5.1. Responds 5.1.1. Asking and answer questions about 1. Survey about feelings
conversations and appropriately to feelings using learned material orally and 2. Talking about other Observation Human:
exchanges common personal written situations and feeling  Checklist
information and information 5.1.2. Identifying possessions. related to them.  Student
 opinions orally questions 5.1.3. Asking for information with yes/no 3. Sentences building  Teacher
and written. questions. with the new Development  Principal
5.1.4. Asking and giving directions. vocabulary. evaluation tool:
5.1.5. Talking about ongoing activities. 4. Asking for Didactic material:
information related  Assignments
to a text given.  Oral  Board
5. Giving directions assessment  Worksheets
when going out.  Writing  Paper
assessment  Manual
 Markers
 Posters
 Flashcards
6. Understands and 6.1. 6.1.1. Comprehension of words, phrases, and
interprets the Compares/contrast sentences from simple oral and written 1. Survey about Observation Human:
written and languages and texts. preferences.  Checklist
spoken language customs 6.1.2. Describing physical characteristics or 2. Describing favorite  Student
on a variety of people, animals, and things. animals and people.  Teacher
topics in the target 6.1.3. Listening for details in short readings. 3. Matching Development  Principal
language. 6.1.4. Comparing cultures. descriptions and evaluation tool:
pictures. Didactic material:
6.2. Identifies and 6.2.1. Demonstrating understanding of oral and 4. Worksheet about  Assignments
use linguistic written questions. grammar related to  Oral  Board
elements of 6.2.2. Recognizing similarities and differences in the topic. assessment  Worksheets
English that do not the ways languages are written. 5. Identifying and  Writing  Paper
translate literally 6.2.3. Using the days and the months in context discussing similarities assessment  Manual
and compares 6.2.4. Using stem-changing verbs: past, present and differences.  Markers
them to their tense.  Posters
Spanish  Flashcards
equivalents.
6.3. Reads and 6.3.1. Following oral and written directions,
follows directions commands, and requests.
from printed 6.3.2. Describing places: buildings, services.
materials and 6.3.3. Expressing lack of knowledge of
maps. something.
6.3.4. Using prepositions of locations and means
of transportation.
6.4. Locates 6.4.1. Talking about recreational activities,
information for offering suggestions and advice.
leisure activities 6.4.2. Conversations about daily and leisure
(in oral or written activities and personal interests: favorite
form). sports, movies and music.
6.4.3. Telling where objects are
6.4.4. Asking for identifications of things and
expressing enthusiasm.
6.5. Interprets 6.5.1. Exchanging information about personal
phrases presented history and lifestyle.
with 6.5.2. Discussing the meaning of new terms.
accompanying 6.5.3. Putting tasks in logical order.
gestures, 6.5.4. Talking about oneself and one’s
intonation, and experience.
other visual or
auditory cues.
 ACADEMIA DE INGLÉS “EDUS GUATEMALA”
ALDEA CERRO GORDO, JUTIAPA, GUATEMALA
PLAN ANUAL PARA CURSO DE ADULTOS NIVEL AVANZADO

Indicadores de Actividades de aprendizaje

Competencia Contenidos Recursos
logro De aprendizaje De evaluación
1. Presents 1.1. Expresses 1.1.1. Generating ideas using brainstorming and 1. Warm up
information, actions in creative imagination. 2. Writing questions and Observation Human:
concepts, different tenses. 1.1.2. Reviewing parts of speech: reflexive verbs, asking them  Checklist
and ideas to reflexive commands, past, present and future 3. Mini role plays  Student
an audience progressive tense in context. 4. Role play to review  Teacher
of listeners 1.1.3. Describing experiences: one’s age and parts of speech Development  Principal
or readers. birthday. 5. Quiz to review parts evaluation tool:
1.1.4. Describing daily activities and routines. of speech. Didactic material:
1.2. Expresses 1.2.1. Interpreting oral expressions through role 6. Role plays  Assignments
humor through playing and body movements: body parts. 7. debates  Oral  Board
verbal and 1.2.2. Expressing likes and dislikes. assessment  Worksheets
nonverbal means 1.2.3. Describing an embarrassing situation.  Writing  Paper
1.2.4. Describing daily activities and routines. assessment  Manual
1.3. Dramatizes 1.3.1. Performing short speech and popular songs.  Markers
songs, simple 1.3.2. Participating in role-play simple skits.  Posters
skits or poetry 1.3.3. Expressing agreement or disagreement.  Flashcards
dealing with 1.3.4. Identifying main characters from short
familiar topics. stories.
2. Applies in his/ 2.1. Recognizes 2.1.1. Recognizing and use gestures, manners,
her and uses behaviors, greetings, and idiomatic 1. Survey to review Observation Human:
relationships gestures, expressions. topics.  Checklist
with others his manners, 2.1.2. Using pictures to predict the language of 2. Building new  Student
understanding behaviors, situation. vocabulary
of cultural greetings, and 2.1.3. Using body language to infer meaning past 3. Sentences building.  Teacher
practices idiomatic tense of irregular verbs including changes in 4. Talking about funny Development  Principal
others than expressions of spelling. anecdotes. evaluation tool:
his/ her own. the language. 5. Completing Didactic material:
2.2. Compares 2.2.1. Identifying symbols and signs on conversations about  Assignments
products and advertisement and written materials. merchandising.  Oral  Board
services 2.2.2. Asking and offering merchandise: market, 6. Matching the assessment  Worksheets
advertised in the and supermarket products. concepts and the  Writing  Paper
Spanish-English 2.2.3. Asking and giving information about price: descriptions. assessment  Manual
language. interrogative and imperative commands. 7. Reading an article  Markers
8. Answering questions  Posters
2.3. Uses digital 2.3.1. Identifies the fine print in ads, comparing based on the text.  Flashcards
resources to products and making polite requests. 9. Completing the chart
locate 2.3.2. Using dictionary and finding the meaning of based on the text.
information words. 10. Giving their own
including his/her 2.3.3. Using charts and graphics to record answers based on the
own. information. text.

2.4. Explores 2.1.1. Demonstrating an awareness of the different

practices and target countries and their capitals by locating
perspectives of them on a map or globe and identifying their
contemporary life major geographical features.
in the target 2.1.2. Skimming articles for general meaning.
cultures through 2.1.3. Skimming articles for general meaning.
print, non-print, 2.1.4. Applying technology to task.
electronic 2.1.5. Making comparison, including differentiation,
materials, and sorting and classifying items.
cultural artifacts.
2.5. Identifies 2.5.1. Participating in activities and celebrations
 cultural products, and discuss their impact on the culture.
practices, and 2.5.2. Giving information about one’s country.
perspectives that 2.5.3. Learning and discuss patterns of behavior or
lead to interaction among the target cultures.
generalizations
3. Participates in 3.1. Engages in 3.1.1. Engaging in oral and written conversation
conversations oral and written (e.g., face-to-face, e-mails, letters) to 1. Warm up Observation Human:
exchanging conversation to exchange essential and personal information 2. Correcting the emails  Checklist
information exchange about everyday topics. given.  Student
and opinions essential and 3.1.2. Presenting subjective forms: expressions and 3. Giving opinions about  Teacher
orally and personal verbs, which take the subjunctive. the topics given. Development  Principal
written. information 3.1.3. Naming parts of a computer and basic 4. Worksheet evaluation tool:
about everyday technology vocabulary 5. Matching (idiomatic Didactic material:
topics. expressions)  Assignments
6. Sentences building.  Oral  Board
3.2. Uses 3.2.1. Using culturally acceptable sign language. 7. Choosing the best assessment  Worksheets
culturally 3.2.2. Using idiomatic expressions. option to complete  Writing  Paper
acceptable 3.2.3. Sharing gestures to communicate ideas and the sentences. assessment  Manual
vocabulary, proposals: mimics. 8. Writing paragraphs  Markers
idiomatic about family and  Posters
expressions, and friends.
 Flashcards
gestures.
3.3. Expresses 3.3.1. Sharing likes and dislikes, Impersonal
wants, doubts, expressions.
uncertainty and 3.3.2. Stating needs and wants.
needs using 3.3.3. Expressing feelings and emotions with each
learned material other orally and written.
orally and
written.
 3.4. Makes daily 3.4.1. Applying writing strategies: main idea
journal entries in sentence, supporting details, conclusion
short writings. paragraphs.
3.4.2. Writing paragraphs describing family, school,
news, and sports.
4. Interprets 4.1. Pronounces 4.1.1. Reviewing different sounds and
written and accurately when pronunciation: intonation, stress, and 1. Warm up Observation Human:
spoken describing rhythm. 2. Tongue twisters  Checklist
language on a people, places, 4.1.2. Identifying different characters and sounds of 3. Riddles creation  Student
variety of and things. words. 4. Quiz to review  Teacher
topics. 4.1.3. Identifying key words or main idea(s) from different topics. Development  Principal
oral or written passages: Agreement of 5. Phonemes worksheet evaluation tool:
adjectives. 6. Matching the Didactic material:
4.1.4. Describing family members. descriptions with the  Assignments
4.1.5. Talking about one’s house. correct picture.  Oral  Board
4.1.6. Establishing relations when describing 7. Writing analysis about assessment  Worksheets
pictures, people, places and things. the texts.  Writing  Paper
4.2. Introduces 4.2.1. Interpreting phrases presented with 8. Classifying ideas. assessment  Manual
people to one accompanying gestures. 9. Show and tell  Markers
another 4.2.2. Using pictures to make predictions about a  Posters
(differences in situation.  Flashcards
greeting people 4.2.3. Giving and accepting apologies.
you know vs. 4.2.4. Making invitations and offering suggestions.
people you don’t 4.2.5. Interacting with people of other cultures
know) regarding customs and lifestyles.
4.2.6. Understanding words in context and other
visual or auditory cues: Modals, stress in
questions.
4.3. Answers 4.3.1. Giving instructions to follow up a specific
 questions, posed task.
both orally and 4.3.2. Listening for specific information: categorize
written. and classify words to remember.
4.4. Makes 4.4.1. . Making inferences from simple oral or
inferences from written passages: use pictures to predict the
simple oral content of a reading.
and/or written 4.4.2. Talking about familiar topics.
passages. 4.4.3. Understanding Advertisements and songs.
5. Promotes the 5.1. Describes 5.1.1. Giving short oral or written presentations
analysis of daily routines, about people, places, and things. 1. Class survey Observation Human:
information, and compares 5.1.2. Telling about past and present ongoing 2. Show and tell about  Checklist
concepts, and them to those of experiences. preferences.  Student
ideas . students of the 5.1.3. Using cardinal and ordinal numbers in 3. Analyzing legends and  Teacher
target language. context. customs. Development  Principal
5.1.4. Describing past customs and legends. 4. Storytelling. evaluation tool:
5.1.5. Identifying important persons from the past 5. Debate about Didactic material:
and present and their contributions to the customs.  Assignments
target culture. 6. Presentation about  Oral  Board
5.2. Explains 5.2.1. Using chronological order to explain different Guatemalan customs. assessment  Worksheets
personal care activities performed during a daytime.  Writing  Paper
rituals 5.2.2. Comparison of events that happened in the assessment  Manual
past, with those occurring in the present and  Markers
orient planning for the future.  Posters
5.3. Engages in 5.3.1. . Retelling a story orally or in writing:  Flashcards
conversations to stemchanging verbs.
get someone’s 5.3.2. Talking about clothing and colors, and fashion
attention
5.4. Creates 5.4.1. Discussing cross-cultural experiences.
Festivities 5.4.2. Organizing displays to show different kinds of
displays products and posters.
5.5. Compares 5.5.1. Dramatizing songs, simple skits, or poetry
and contrasts dealing with familiar topics.
festivities 5.5.2. Comparing holidays: Independence Day,
activities in Labor Day, easter day.
English-speaking
countries with
Guatemalan
holiday traditions