LANGUAGE LEARNING ACADEMY

ESL CLASS PROGRAM

• GENERAL INFORMATION

Type of Formation INTERNATIONAL CERTIFICATION

Title of Formation ENGLISH AS A SECOND LANGUAGE (LEVEL 1)
Teacher/Expert ROSE DANIELLE PIERRE. CERTIFIED IN
CAMBRIDGE (TKT)
GRADUATED FROM (SIP) UNIVERSIDAD
IPEROAMERICANA DE PSICOLOGOS
MAJOR IN: HABILITACION DOCENTE
Date FROM JULY 1ST TO NOVEMBER 15TH
Amount of Hours 65
Schedule TWICE A WEEK
Modalidad de Estudio IN CLASS, AND ONLINE (GROUP AND INDIVIDUALLY)
Place ZOOM VIRTUAL TRAINING ROOM

GENERAL GOALS

This course is made for young and adult people who have the intention to maximize their
chances of succeeding personally, academically and professionally through the development
of the four skills of the language which are: Listening skills, writing accuracy, reading
comprehension, and phonology, which includes the correct sound and intonation for oral
development.
We will also focus on a new learning approachment: the use of English. Therefore the learner
will be able to give a practical usage of this language in real scenarios.

DESCRIPTION OF THE COURSE

Level A1 corresponds to basic users who will develop the skills to, communicate in everyday
situations with frequently used expressions and using elementary vocabulary.
It is able to understand and use everyday expressions of very frequent use as well as simple
phrases designed to meet immediate needs.
You can introduce yourself and others, ask and give basic personal information about your
address, your belongings and the people you know.
You can relate elementally as long as your interlocutor speaks slowly and clearly and is
willing to cooperate.
 AIMS

• To raise awareness of writing.

• To develop listening skills.
• To develop and practice effective study.
• To be able to understand and use everyday expressions of very frequent use.
• To identify simple phrases designed to meet immediate needs.
• The learner should develop listening skills in order to point out the linked sounds.
• The learner should be able to understand and identify the syllable stress in a word.
• .To recognize the difference between the rising and falling intonation.
• To be able to introduce himself or herself and others.
• To be able to ask and give personal information about his or her address, belongings and
the people he or she knows.
• Can relate elementally as long as his or her interlocutor speaks slowly and clearly and is
willing to coop

CONTENTS

Module 1: It is nice to meet you.

Subtitles:

1. The alphabet
2. Greetings
3. Farewells
4. Self-introduction
5. Numbers from 1 to 10
6. Affirmative statements
7. Verb to be and contractions
8. Phonology: Linked sounds

Module 2: What's this?

Subtitles:

1- Classroom Commands
2- Classroom Language
3- Prepositions
4- The articles: the, a and an
5- Phonology: The plural (s) endings
6- Possessive Adjectives, possessive pronouns and possessive names

Module 3: Where are you from?

Subtitles:
 1- Cities, countries, nationalities, languages.
2- Personality and appearance adjectives.
3- Numbers from 1 to 100
4- W-h questions
5- Phonology: Syllable stress

Module 4: Whose jeans are these?

Subtitles

1- Clothing
2- Colors.
3- Weather
4- Seasons.
5- Present Continuous.
6- Conjunctions.
7: Phonology: Words with the letter (s) and (s-h)

Module 5: What are you doing?

Subtitles:

1- Clock time
2- Everyday activities.
3- Time expressions. (Part 1)
4- Phonology: Rising and falling intonation.

Module 6: My sister works downtown

Subtitles:

1- Transportation
2- Family Relationship and members
3- Daily Routines
4- Days of the week
5: Time Expressions (Part 2)
6- Pronunciation: The third singular- S endings

Module 7: Does it have a view?

Subtitles:

1- Houses and apartments

2- Rooms and Furniture
3- Simple present tense
4- Simple present short answers
5- Pronunciation: Words with t-h

Module 8: What do you do?

Subtitles

1- Jobs and workplaces

2- Workday routines
3- Questions with do and does
4- Placement of adjectives
5- Pronunciation: The reduction of do

ACTIVITIES

WEEKLY TOPIC STRATEGIES PROCEDURES

Introducing the alphabet Write the alphabet.

The short vowel sounds The students pay attention to the
The CVC pronunciation of each alphabet letter and
repeat.
Watch and sing the alphabet song from:
https://www.youtube.com/watch?
v=36IBDpTRVNE
Write some words with the short vowel
sounds
Listen and read the words with the short
vowel sounds.
The long vowel sounds Teacher: Explains that 80 percent of words in
The silent e English end in (e)
Linked sounds Teacher: Explains when the (e) is
Spelling words with short and long vowels. unpronounced and how does it affect the long
vowel sound.
Students write names from the whiteboard.
Students spell the names and words written
form the white board.
Unit 1. Listening: Students listen to a conversation
Greetings where people greet to each other.
Farewells Write the greetings and farewells from the
Self-introduction whiteboard.
Numbers 0-10 Oral Activity: The learner greets a classmate.
The learner introduces himself or herself in
 English.
Project: Students make a class list with their
classmates’ phone numbers and email
addresses.
The verb to be The teacher explains the three main ways for
The titles the conjugation of the verb to be in present
tense.
Reading: the students listen and read the
statements with the verb to be.
The learners write and practice the
pronunciation for the verb to be in affirmative
and negative ways.
The learners learn how to place the verb to be
and the personal pronoun in order to make
yes-no questions with the verb be.
Oral activity:
The learner goes around the class and greets
his or her classmates formally and informally
using the titles.
Homework assignment: Vide activity: Students
must watch this video at home. After students
must complete the pages: 2,3,4,5 from Book:
Interchange intro 4th edition. Video Unit 1
https://www.youtube.com/watch?
v=Cy3JVkf_sxM
Unit 2. The teacher gives students introductory
Classroom items, teachers’ language, vocabulary about classrooms items.
Students’ language. Students write in their notebooks the new
vocabulary about classroom items.
Teacher explain the difference between the
articles (a–an) and their uses.
Students circle the correct articles in each
exercise in order to complete the sentences.
Oral activity: Students find and spell the
classroom items indicated by the teacher.

Plural (S) endings: S, Z, IZ The learners must write in their notebooks the
Demonstrative adjectives grammar rule for making the plural s endings.
The teacher introduces a new vocabulary.
Students read and practice the new words in
 singular and plural.
Students must hear the listening activity and
check their answers about the plural s endings:
Z, S and IZ.
Visual: https://www.youtube.com/watch?
v=6NHZ9lMzKnE
The students watch a visual about the use of
the demonstrative adjectives.
Listening: The learners must listen the
conversation which includes the
demonstrative adjectives.
The teacher models the conversation for the
correct pronunciation.
The students repeat and then practice with
each other.
Worksheets: The learner complete the
worksheets filling the exercise with the
Demonstrative adjectives.
Reading: Students complete the conversations
between two classmates with the
demonstrative adjectives.

Prepositions Students will listen a conversation where the

The article the speakers use the w-h question: where and the
The w-h: where question: prepositions of place.
The teacher points out the uses that the article
(the) has.
The teacher hands out some illustrations with
the prepositions
Students listen and practice the prepositions.
Listening activity: Students must listen
carefully to the audio and then match where
the items are. Unit 2 page 12.

Project: Students must compare two pictures

in a room, using prepositions.
Speaking activity: the teacher shows the class
a messy room with personal items.
Students must find the lost items by telling
statements with the prepositions.
 Homework assignment: Video activity:
https://www.youtube.com/watch?
v=KsEeEinJG9c
The learners must watch this video in order to
complete the pages: 6.7,8,9 form book:
Cambridge Interchange Intro 4th edition
Video: Unit 2.
Unit 3. Introductory activity:
Countries Visual: Students watch the video: Where are
Cities you from. https://www. HYPERLINK
Nationalities "https://www.youtube.com/watch?
Questions with verb be v=6chTjPWrdb0"youtube.com/watch?
W-h questions: What, Where, How, Who, HYPERLINK
What like.... "https://www.youtube.com/watch?
v=6chTjPWrdb0"v=6chTjPWrdb0
The learner must show on the map where his
or her city is and what his or her mother
tongue language is.
The teacher hands the students out a list with
countries, cities and languages.
Group activity: Students match the cities and
languages to the correct countries.
Listening:
http://www.cambridge.org/interchange/audio
program/
Writing: Students write the grammar rule for
the appropriate use of the w-h questions:
Writing: The learner must write 5 yes-no
questions with the verb be and.
Class Activity: The learners find the correct w-h
question in order to complete the
conversation: Who's that (page 20 ex. 8. part
A. Interchange Intro Book.)
Writing: the students must create 5 W-h
questions about their classmates.
Pair work: Students work in pair in order to ask
and answer the questions they have made.
Personality adjectives Introductory Vocabulary:
Appearance adjectives The teacher shows the students the new
Numbers from 11 to 100. words for describing people, places and nouns.
Students write, listen and practice the new
adjectives.
Pair work: Students Must sort the adjectives in
the 2 categories given by the teacher:
appearance and personality.
Visual: Students watch a video about
describing adjectives.
https://www.youtube.com/watch?
v=QDeZGtpSsMU
Pair work: Students play the game: Board
Game:
Game procedure: The learner must choose a
marker, and then should place it on the Start.
After that the student must toss a coin and
move one or two coins.
Homework assignment: Students must watch
this video activity
https://www.youtube.com/watch?
v=QdLdF1SOFcY
Homework: Students must complete the
pages: 10,11,12,13 from Book Interchange
Intro Unit 3. Video activity.
Unit 4. Introductory vocabulary: Clothing items and
Clothes colors.
Colors Students write, listen and practice the new
The letters with: s and sh words about clothing items and colors.
Students watch a video about the clothing
items and colors.
Visual: http HYPERLINK
"https://www.youtube.com/watch?
v=kSO1hHLD1Ls"s://www.youtube.com/watch
?v=kSO1hHLD1Ls
Reading: the Teacher hands out some
worksheets with a conversation about clothes.
The teacher models the conversation for the

The possessive adjectives, pronouns and
names.
The seasons of the year and types of
weather
correct conversation.
Pair work: Students practice aloud the
conversation in pairs.
Speaking: One by one the learners will say
what their favorite colors are.
Group work: Students must describe by colors
the clothing items shown on page 23 ( Book
interchange intro, unit 4, student’s book)
Listening: the teacher hands out a worksheet
with some people wearing different types of
clothes.
Students must hear the listening in order to
number the pictures in the correct order
according to the description of the color.
The students will hear a listening activity in
order to distinguish between the (S) and (Sh)
pronunciation.
Writing: The learners must create 4
statements using words with( S) and ( Sh)
Reading: The learner must read his or her 4
statements aloud.
Introductory Activity: Video about the
possessive adjectives.
https://www.youtube.com/watch?
v=ut7Cn9cHmz8
Grammar:
The teacher explains the difference between
possessive adjectives, pronouns and names on
the whiteboard by some illustrated cards and
giving some examples.
Students write, listen and practice the new
terms about possessives.
Writing: The learner must complete the short
three conversations by using possessive
pronoun or name.
The teacher introduces the topic of weather
and seasons by showing some pictures cards
to the students.
 The teacher plays a visual about the weather.
https://www.youtube.com/watch?v=yszaiqhK
HYPERLINK
"https://www.youtube.com/watch?
v=yszaiqhK1Aw"1Aw
Students watch the cards, listen to the teacher
and practice each word for the correct
pronunciation.
Writing: Students write the new vocabulary
about seasons and weather in their
notebooks.
Reading: The learner will pay special attention
to the conversation: It’s really cold for
introducing some weather terms.
Pair work: The students practice the
conversation in pairs after the teacher has
modelled the correct pronunciation.
The present continuous Introductory activity: Visual
Yes- no questions Video: present continuous
https://www.youtube.com/watch?
v=Ay2D8chFBKw
The teacher introduces the grammar rules for
making the present continuous with the verbs
according to their endings.
Students write the grammar rules for the
present continuous in their notebooks.
The students conjugate the verb to wear in
present continuous in the three main ways.

Homework assignment: The learners must

look at the pictures shown on page 26
Students must answer the questions given
after they have looked at the pictures.
( book interchange intro fourth edition)
Video activity:
https://www.youtube.com/watch?
v=mndoe9hUGBc
The learner must watch at the video in order
to complete the video activity shown on
pages: 14, 15, 16, and 17. ( Student's book
 interchange intro fourth edition)

Unit 5 Introductory activity:

Time zones The teacher plays a visual about the origin of
The time the time zones.
https://www.youtube.com/watch?
v=kTht_MxbUx4
The teacher explains how to determine the
time zone of a city.
The teacher gives the rules to express the time
correctly.
Listening: The teacher plays a conversation
about the time.
The students listen, and practice the
conversation in pairs.
Writing: The learner must write the time in
letters according to each picture. ( Student's
Book Interchange, Page 31 Ex 3 Part A)
Listening: The students must listen to the track
carefully.
The learners must complete the empty lines
with the correct information about the time.
( Page 32 EX 4 )
Reading: The teacher introduces a new
vocabulary with the conversation: I am really
hungry.
Present continuous with W-h question Writing: The learner must underline and point
the verb in present continuous.
The teacher gives the grammar rules for
making present continuous questions.
Writing: The learner must look at the pictures
on the student's book. (Page 33)
The learner will answer the questions shown
on page 33 in his/her notebook.
Reading: The students listen and repeat the
action verbs which are on page 34.
Reading: The learner must read the
conversation: Friends across a continent after
 the teacher has modelled the words for the
correct pronunciation.
Writing: The students must complete
answering the questions written on page 35.
Writing: the learners will make 5 yes-no
question in present continuous with the w-h
questions.
Unit 6 Introductory activity: The teacher uses some
Transportation flashcards to introduce the action verbs in
family relationships present tense.
Visual: The teacher plays a video about
different ways of getting around in the U.S
Listening: The students open their book on
page 36.
The learners must listen and practice each
verb
Speaking: The learners must share their
opinions about their favorite kinds of
transportation.
Reading: The students must practice in pairs
the conversation shown on page 36: Nice car
Visual: The teachers play a video about family
member’s vocabulary.
https://www.youtube.com/watch?
v=KkV9MBLOomI
The learners write in their notebooks the new
vocabulary about family.
Writing: The students must complete the ex. 3
on page 37 about Carter's family members.
Daily routines Introductory activity: Students watch two
Time expressions visuals about daily routines vocabulary.
Days of the week Visual 1: https://www.youtube.com/watch?
v=GVS275vVkzI
Visual 2: https://www.youtube.com/watch?
v=4gde1mhw-A0 (Mr. Bean's daily routine.)
The learners write in their notebooks the new
vocabulary about daily routines.
The students write the new vocabulary about
the days of the week.
The students watch a visual about the time

Regular and irregular verbs.
Third person singular S endings
The Auxiliar: do, don't doesn't (negative
statements and questions in present
tense)
expressions
visual: https://www.youtube.com/watch?
v=5Nzr30SYy3g
Reading: Pair work :
The students must listen and practice the
conversation shown on (page 38 Student's
book)
The students will read the conversation: I get
up at noon.
Pair work: The students will ask and answer
some questions using the time expressions.
Project: The learners will talk about their
personal daily routines to the class.
Introductory activity: The teacher gives the
grammar rules for making the regular and
irregular verbs.
Visual: The learners watch a video about the
regular and irregular verbs.
https://www.youtube.com/watch?
v=xyvNu254A-Y
The students write the grammar rules in their
notebooks.
The students write a list of verbs in present
and past tense in their notebooks.
Speaking: The teacher models the
pronunciation of each verb in present and past
tense.
The students listen and practice the
pronunciation for verbs in present and past
tense.
The teacher explains the students how to
make negative statements in present tense.
The teacher introduces the S endings for the
third singular person.
Writing: The learners must complete the
sentences about Carter's family using the
correct verb forms. ( Student's book page 37)
Project: The learners must talk about their
family to the class.
The learners must create a family tree about
 their family members.
Pronunciation: The learners must practice the
third person singular S endings after the
teacher has modelled the words.
Unit 7 Introductory activity: the learners write the
Houses and apartments new vocabulary about house, apartment and
Rooms and furniture furniture.
Speaking: The learners must share their
opinions about what rooms do they have in
their houses or apartments.
Writing: the learners must elaborate 5
questions in present tense for their
classmates.
Reading: the learners will read the
conversation: My new apartment.
Project: The learners must create a mock-up
about a model house.
The teacher will divide the class in several
groups.
Each group will talk about a different room
and its furniture.
Group work: The learners must say what
furniture they have at home.
Words with TH Pronunciation: The teacher points out the TH
Simple present. There is, there are....... sound.
The learners write the new words pointing out
the TH sound.
The learners must use the words with (TH) to
make funny statements.
The teacher gives the grammar rule for the
correct use of the expressions: there is, there
are, there isn't.
The students make some statements with
there is, there are.
Project: The students must share their ideas
about their dream home.

Unit 8 The teacher displays on the white board the

jobs new vocabulary about jobs.
workplaces The learners should write the new words in
Simple present w-h questions
Workday routines
Placement of adjectives ( before nouns
and after the verb be)
their notebooks.
Class work: the learners should formulate
questions about the jobs shown on the
flashcards displayed by the teacher.
Writing: the students should complete a chart
about the best description for some kinds of
jobs.( page 51 ex. 2 part b)
Reading: the learners will read the
conversation: He works in a hotel (Students
read in pairs.)
visual:
https://www.youtube.com/watch
?v=so2QHzbU_Eg
Project: The students talk about share their
ideas about their dream job.
The teachers explain the class how to
formulate questions in present tense.
The learners should write the w-h question
grammar rules in their notebooks.
Reading: The learners must listen and practice
an article about jobs routines.
Pair – work: Students will read the
conversation shown on page 53 in pairs.
Group work: The learners must choose three
partners.
The learners must ask and answer some
questions about workday routines to three
different classmates.
Writing: The learners must write a short
description of a job and read it to the class.
The teacher explain the placement of the
adjective:
the learners should complete the exercise 9
shown on page 54
Group work: The students will display a list of
adjectives.
The students must find a suitable job for each
adjective.