WINNERS ‘CLASS 1

Student’s book - Annual Program

Contents Competence Capacity Achievement
s Indicators
•Greetings and • Communicate • Get information from the oral text in • Says greetings and farewells
Farewells orally in English. English. in English.
•The Verb: TO BE • Read diverse • Infer and interpret information from • Creates sentences using the
•Countries and kinds of texts in the oral text in English. Verb To Be in the Simple
Nationalities English. • Get information from the written text Present Tense
•Yes / No Questions • Write different in English. • Identifiess countries and
•Contractions of kinds of texts in • Infer and interpret information from nationalities.
Verb TO BE English in a the text in English. • Learn how to use the
•Wh- Question: reflexive way. • Adapt the text in English in a contractions of verb to be
What…? •Where..? communicative situation. • Creates sentences using the
How…? • Organize and associate the ideas in Verb To Be in the Simple
•Personal English in a coherent and united way. Present Tense
Information • Creates Wh - questions and
learn how to answer
• Expresses the personal
information.

UNIT 1st:
Introducing yourself
Learning strategies Resources
• Discrimination of sound, facts, situations and oral information. Student’s book,
• Discrimination of main ideas and specific information from different oral Workbook, Dictionary,
resources. Radio and CDs, Posters,
• Use of vocabulary in specific contexts, through a set of exercises. Flashcards, Didactic
• Use of grammar in different kinds of texts, following morph-syntactic rules. Videos and Worksheets.
• Production of a note giving instructions by writing a previous and final version.

Contents Competence Capacity Achievement Indicators

s
• Jobs and places • Communicate • Get information from the oral text in • Identifies jobs and places.
• Daily activities orally in English. English. • Talks about their daily
• The Simple • Read diverse • Infer and interpret information from activities.
PresentTense. kinds of texts in the oral text in English. • Produces sentences in Simple
• Rules: 3rd Person He English. • Get information from the written text present.
/ She • Write different in English. • Uses rules in third person in
• Auxiliares: Do / Does kinds of texts in • Infer and interpret information from sentences.
• Wh – Questions: English in a the text in English. • Creates questions with Do /
What? / Where? reflexive way. • Adapt the text in English in a does and learns how to answer
communicative situation. them.
• Organize and associate the ideas in • Writes questions with What
English in a coherent and united way. and Where

UNIT 2nd
What does she do?

Learning strategies Resources

• Model how to complete tasks. Student’s book,
• Provide graphic organizers & meaningful visuals to support Workbook, Dictionary,
students’ Radio and CDs, Posters,
recognition of essential information. Flashcards, Didactic
• Use graphic organizers to support understanding of specific Videos and Worksheets.
tasks, & specific
uses of academic language.
• Use advanced organizers to support metacognition, & overall
comprehension.

UNIT 3rd
Contents Competence Capacity Achievement Indicators
s
• Formal and • Communicate • Get information from the oral text in • Talks about formal and casual
casual Clothes. orally in English. English. clothes.
• The Weather • Read diverse • Infer and interpret information from the • Writes the name of the clothes
• Verbs + ING kinds of texts in oral text in English. in a text.
• The Present English. • Get information from the written text in • Uses the vocabulary of weather
Continuous • Write different English. in sentences.
• Yes / No kinds of texts in • Infer and interpret information from the • Creates sentences looking the
Questions English in a text in English. pictures.
• Wh – questions: reflexive way. • Adapt the text in English in a with verbs in (ing) form .
What…? communicative situation. • Repeats the verbs in (ing) form.
• Organize and associate the ideas in • Identifies questions and learns
English in a coherent and united way. how to answer
and gives example in front of the
class.
•Create questions with What.
Mmmm… grandma is cooking!
Learning strategies Resources
• Interpretation of oral and written messages, meaning from Student’s book,
context, verbal and Workbook, Dictionary,
non-verbal resources. Radio and CDs, Posters,
• Use of grammar to describe present continuous events. Flashcards, Didactic
• Production of short conversations about a specific topic. Videos and Worksheets.
• Production of oral and written texts creatively.
 UNIT 4th
Do you like basketball!
Contents Competence Capacity Achievement Indicators
s
• Sports • Communicate • Get information from the oral text in • Describes each category of
• Holidays orally in English. English. sports.
• Ordinal • Read diverse • Infer and interpret information from the • Talks about holidays around the
numbers kinds of texts in oral text in English. world.
• Simple Present: English. • Get information from the written text in • Uses ordinal numbers in a text.
• Wh - Questions: • Write different English. • Uses simple present to write a
What? / Where? kinds of texts in • Infer and interpret information from the text.
When? / Who? English in a text in English. • Uses the verbs learned in class
What time? reflexive way. • Adapt the text in English in a to make a conversation with their
communicative situation. friends.
• Organize and associate the ideas in • Creates new questions using
English in a coherent and united way. Wh-questions.
• Repeats the new vocabulary.

Learning strategies Resources

• Introduce new concepts via essential academic vocabulary Student’s book,
• Connect student-accessible synonyms or concepts to this essential Workbook, Dictionary,
vocabulary. Radio and CDs, Posters,
• Support students to distinguish word meanings, & their uses for Flashcards, Didactic
subject-specific Videos and Worksheets.
tasks & prerequisite language skills.
• Engage beginning-level students in using basic social & school
vocabulary,
phrases, & sentence structures.

UNIT 5th
Describing my family!
Contents Competence Capacity Achievement Indicators
s
• Family • Communicate • Get information from the oral text in • Recognizes the family members
members orally in English. English. in a text.
• Physical • Read diverse • Infer and interpret information from the • Writes sentences using physical
appearance kinds of texts in oral text in English. appearance adjectives.
adjectives English. • Get information from the written text in • Identifies personal adjectives.
• Personality • Write different English. • Creates sentences using
adjectives kinds of texts in • Infer and interpret information from the demostrative adjectives.
• Demonstrative English in a text in English. • Learns the use of possessive’s.
Adjectives. reflexive way. • Adapt the text in English in a • Uses the grammar learned to
This / These communicative situation. communicate events.
That / Those • Organize and associate the ideas in • Writes sentences describing
• Possessive:´s English in a coherent and united way. people around the school.
• Describing
people

Learning strategies Resources

 • Engage beginning-level students in using basic social & • Student’s book,
school vocabulary, Workbook, Dictionary,
phrases, & sentence structures. Radio and CDs, Posters,
• As students’ progress, continue to contextualize instruction Flashcards, Didactic
of more complex Videos and Worksheets.
language forms & uses: subject-specific academic
vocabulary, grammatical
forms, & sentence structures used in listening, saying,
reading & writing.
• Respectfully distinguish differences between primary
language use & standard
academic English.

UNIT 6th
There is a room for me
Contents Competence Capacity Achievement Indicators
s
• Parts of the • Communicate • Get information from the oral text in • Recognizes the house and its
house orally in English. English. parts.
• House objects • Read diverse • Infer and interpret information from the • Writes sentences using the
• Places in the kinds of texts in oral text in English. house objects.
house English. • Get information from the written text in • Practices the vocabulary
• Furniture • Write different English. learned in the unit.
• There is / There kinds of texts in • Infer and interpret information from the • Repeats aloud the furniture
are English in a text in English. vocabulary.
• Yes / No reflexive way. • Adapt the text in English in a • Identifies there is and there are
questions communicative situation. in sentences.
• Prepositions of • Organize and associate the ideas in • Uses short answers with Yes /
place: On, English in a coherent and united way. NO.
Between, In front • Knows the prepositions of place.
of, Behind, • Uses prepositions to write
Under, Next to, In conversations with the
classmates.

Learning strategies Resources

• Structure multiple opportunities for peer-to-peer interactions as they learn Student’s book,
content & develop their use of academic language in saying, listening, Workbook, Dictionary,
reading and writing. Radio and CDs, Posters,
• Clarify expectations, outcomes, & procedures related to tasks for flexible Flashcards, Didactic
group activities. Videos and Worksheets.
• Allow for secondary language interactions to clarify concepts.
 UNIT 7th
Contents Competence Capacity Achievement Indicators
s
• Sports • Communicate • Get information from the oral text in • Talks about sports
• Activities orally in English. English. • Writes sentences using activities
• Numbers • Read diverse • Infer and interpret information from named in the unit.
• Adverbs of kinds of texts in the oral text in English. • Writes the numbres from one to one
frequency English. • Get information from the written text thousand.
• Questions with: • Write different in English. • Identifies the adverbs of frequency.
How…? kinds of texts in • Infer and interpret information from • Writes some sentences using the
English in a the text in English. grammar learned.
reflexive way. • Adapt the text in English in a • Practices the numbers.
communicative situation. • Create questions with How..?
• Organize and associate the ideas in
English in a coherent and united way.
How often do you play sports?

Learning strategies Resources

• Teach students processes for metacognition: i.e., pre-reading & pre- Student’s book,
writing skills, word analysis, & methods to monitor their reading Workbook, Dictionary,
comprehension. Radio and CDs, Posters,
• Teach & model ways for students to describe their thinking processes Flashcards, Didactic
verbally & in writing. Videos and Worksheets.
• Use a variety of activities & tasks to check for understanding.
 UNIT 8th
He can play baseball
Contents Competence Capacity Achievement Indicators
s
• Abilities • Communicate • Get information from the oral text in • Talks about the abilities we have.
• Modal CAN for orally in English. English. • Writes sentences using modal can for
ability • Read diverse • Infer and interpret information from ability.
• Wh- Question: kinds of texts in the oral text in English. • Practices the verbs learned using with
What…? English. • Get information from the written text can / can’t
• Yes / No • Write different in English. • Identifies Wh-questions.
questions kinds of texts in • Infer and interpret information from • Explains the importance of
English in a the text in English. development our abilities.
reflexive way. • Adapt the text in English in a • Uses Short answers with Yes/ No.
communicative situation.
• Organize and associate the ideas in
English in a coherent and united way.

Learning strategies Resources

• Teach essential grade-level concepts & build students’ background Student’s book,
knowledge as needed. Workbook, Dictionary,
• Connect overarching ideas (whole), then examine components or Radio and CDs, Posters,
processes (part), culminating with students’ own applications or synthesis of Flashcards, Didactic
ideas (new whole). Videos and Worksheets.
• Explicitly teach academic language & cognitive reading skills needed to
complete subject-specific tasks, e.g., analyze, interpret, classify, compare,
synthesize, persuade, solve.