A1.

1 – Grade 1
Teacher’s Guide
New Sky Starter Units 1-30 & Workbook

Essential Information
1. Course profile ...... ......................................................... p 3
2. Student profile ...... ........................................................ p 3
3. Course objectives ........................................................ . p 3
4. Course duration ........................................................... p 3

Complementary Information
5. Course content ............................................................. p 4
6. Assessment . .............................................................. .. p 5
7. Pacing and syllabus ..................................................... p 6
8. Supplementary materials .............................................. p 7
9. Checklist of learning objectives .................................... p 8
10. Appendices ........................................................... p 11
Core vocabulary lists
Schools pacing
Classroom Language
Master mark sheet
2
1. Course profile
September – June (two hours a week)
Units Speaking Writing
(minimum) (minimum)

Test 1 1 - 10 Task 1 (TBD) 4 tasks

Test 2 11 – 20 Task 2 4 tasks

Test 3 21 - 30 Task 3 4 tasks

2. Student profile
Age: 9 – 12

Previous knowledge:

Students may know some isolated words (e.g. colours and numbers) but they
are probably unable to form a sentence with these words.

3. Course objectives
Language aims:
The main teaching aim at this level is to consistently develop the skills and
language resources (active use of both existing & target language) necessary to
understand and exchange ideas at the A1 level. For a detailed description of A1
learning objectives for this course, see Checklist of Learning Objectives p 8.
To create an English-speaking classroom environment by giving students the tools
to communicate effectively and ask for information and clarification.
To encourage students to communicate using complete sentences.

Affective and developmental aims:

To bolster student motivation and positive associations with English in the early
years of study by creating a positive and engaging learning environment.
To help students create good study and organizational habits by encouraging them
to bring class materials, do homework on a daily basis, and record notes and
homework assignments clearly in their notebooks.
To create a sense of success by providing adequate scaffolding for classroom
activities.
To foster social development by encouraging peer cooperation and communication.

By the end of A1.1 (Grade 1), students will be in a good position to take the Cambridge
YLE Starters exam.

4. Course duration
This is a basic course which runs from September to June. Basic courses are
two hours a week.

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5. Course content
Writing
Aim to set a minimum of 1 writing task every 2 weeks. Choose tasks from the
table below.
Give marks out of 10. See Writing and Speaking Assessment Booklet for mark
schemes.
Record marks on Master marks sheet (see Appendix).

Unit Task Type SB

1 2 Write a short email about you & your best friend. p. 7 ex. 6
2 3 Write about your family. p. 9 ex. 6
3 7 Draw 3 objects & 3 animals and name them. p. 17 ex. 7
4 8 Write & complete a form for you and a friend. p. 19 ex. 7
5 9 Write about your family & your best friend. p. 21
6 Test TBD
7 11 Write an email about your favourite colour. p. 25 ex. 7
8 12 Draw & label the rooms & furniture in your house.
9 13 Write a dialogue ordering food in a café (in class)
10 15 Write sentences based on game Ex. 6. p. 33 ex. 6
11 16 Write an email about you and your friend. p. 35 ex. 5
12 17 Write about animals & where they are from. p. 37 ex. 5
13 Test TBD
14 21 Write about what you have(n´t) got in your bedroom. p. 45 ex. 5
15 22 Write your school timetable. p. 47
16 23 Write about what you & your friend can/ can´t do.
17 26 Write an advertisement for a ¨pet for sale¨ p. 55 ex. 7
18 27 Write instructions for a friend to follow. p. 57 ex. 5
19 29 Write about yourself & your pet. p. 61
20 Test TBD

Notes
Setting it Up
Spend time in class on writing. I suggest you use a “study and change” approach:
1. Students study a model answer and the teacher highlights useful
expressions.
2. Brainstorm more vocab/ expressions.
3. Orally, students brainstorm their answer or Individually, students underline
the parts of the model text they want to change.
4. Students write a first draft which the teacher corrects.
5. Students write a final version for homework, perhaps on coloured card with
illustrations.

Portfolio Idea
Rationale: o enable students to see their progress throughout the course, it’s a
good idea to keep their writings together in a portfolio.
Procedure: At the beginning of the course, ask students to bring in a folder
which they label with their names. Teachers keep the folders on the premises.
After receiving a final, marked writing, students add these to the folder.
Teachers return the writing portfolios at the end of the year, and students have
a final product to show to their parents.

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Speaking
Carry out a minimum of 1 assessed speaking task per term. The speaking task
in the first term is optional. For tasks, see the separate Assessed Speaking
Tasks booklets. Tasks will also be posted on Lacunzanet.
Give marks out of 10. See Writing and Speaking Assessment Booklet for mark
schemes
Record marks on Master Marks Sheet (see Appendix).

Vocabulary
There are two types of vocabulary included in the vocabulary lists, core
vocabulary and reading vocabulary.
Core vocabulary is the vocabulary that students are expected to be able to
know and actively produce. It is listed under different topics in the vocabulary
list.
Reading vocabulary represents vocabulary that students should be able to
understand, but not necessarily produce. The reading vocabulary is included
in order to help teachers identify which words may need to be pre-taught when
doing a specific exercise, and should be used at the discretion of the teacher.
However, please note that reading vocabulary from at least one reading
will be included on the exam, in the complete the conversation section. It’s a
good idea to preview the exam beforehand to make sure you have covered this.
For unit by unit vocabulary lists, see Appendix. Please note that words marked
with an *asterisk are words that have been added to the book vocabulary.

Homework
Setting Homework
Set homework after every class. This could be an activity book exercise,
learning some vocabulary (and spelling) or writing example sentences, etc.
One reason why young children don’t do homework is because they haven’t
understood what they had to do or simply couldn’t do it without adult support.
Make sure you check everyone understands before they leave the class. Either
do the first two questions together or do the whole exercise orally so they only
have to write it up.

Checking Homework
Keep a record of who hasn’t done the homework. Make this overt and get in
contact with parents of those who are not doing their homework. Children do
often have good reasons for not doing it – be sensitive but persistent.
You could correct homework at the beginning or quickly at the end of class.
Write answers on the board as you elicit them and insist that students correct
their work. You should also take in their workbooks every 3 weeks and put
some of your own ticks through them.

6. Assessment

Overview
There is 1 assessment component per term, for a total of 3.
1 assessed speaking task
1 grammar, vocabulary & writing progress test

5
Mark schemes
All the tests are marked out of 100, divided as follows:
grammar and vocabulary /60
writing /20 2 short tasks on test (/10 + /10)
speaking: /20 1 task / 10 * 2 (e.g. 7/10 * 2 = 14/20)

The Answer Keys try to be comprehensive, but do accept reasonable alternatives.

Optional progress tests

The younger students in this grade may have little or no experience taking tests in their
main schools. This lack of experience may cause children to do badly on exams
because they do not understand what they have to do, or because they get nervous.

It’s therefore a good idea to get students accustomed to test taking before the main
checkpoints, but:
be sensitive as to how you present these tests to the class
make sure everyone knows what they have to do in each part
allow enough time for students to finish

To prevent students from feeling nervous, progress tests can be done as a

collaborative activity with a partner or a group.

The teacher’s book has a CD-Rom with photocopiable progress tests. There will be
one hard copy of these tests available in each staffroom.

7. Pacing and syllabus

See the Year Planner for what units to cover by when.
See page 8 for syllabus and learning objectives
Aim to spend around 2 lessons on each unit, although some units may require
longer. (see Year Planner)
If you have more time, feel free to use material from units 1-30 which are not
covered on the syllabus or units 31-40.
In the first few months, build up a repertoire of classroom language. Keep
classroom language posted in speech bubbles around the room, and refer to it
and drill when necessary.
Always insist that students use complete sentences in class.

Schools Pacing
Teaching at the schools may present a challenge in terms of getting through the
syllabus, as the school year starts later and they often have additional holidays and
school trips.
For suggested schools pacing, please see Appendix.
If possible, preview the exams to see which areas to focus on during class time.
Aim to spend as much class time as possible practicing the grammar.

If you are short on time

The review units (every 5th unit) do not have to be done as a separate class.
Activities may be chosen as warmers, or units can be done to review for an
exam. Workbook review units can be done as at-home quizzes.

6
 You may choose to cut the ¨World Around You¨ units (9 & 29) or just focus on
the writing in these units.

For tips and teaching ideas for working w/ young learners please refer to the
Guide for Teaching Young Learners, Grades 1 – 3.

8. Supplementary materials

In the books:
The Teacher’s Book has clear lesson plans for each unit with extra
photocopiable resources at the back of the book. There is also a CD-Rom at
the back of the teacher’s book with optional progress tests.
The Student’s Multi-Rom (attached to the back of the Activity Book) has video
clips, exercises, games, etc. This can be used in class or for homework.
There are four extra stories (Puzzle Story), two plays and songs at the back of
the Activity Book (all recorded on Activity Book Audio CD).

On Lacunzanet:
You will find printable flashcards for the New SKY series vocabulary

In the staffroom:

Flashcards There are excellent photo cards in red boxes (especially the animal and
food cards) as well as in white boxes (Box 1- furniture & everyday
objects, Box 2 – clothes, toys & school things, Box 3 – food, Box 4,
animals)
Songs LET’S SING LET’S CHANT BOOKS 1-3 are excellent with songs and
chants especially written to practise particular language points.

:Grammar
& Vocabulary Puzzle time for STARTERS, MOVERS & FLYERS
Play Games With English 1-3
Picture Grammar Books 1 & 2
Singing Grammar
100+ Ideas for Children (Topic-Based Activities)

Images &
Templates (New) Timesavers for Teachers
More Classroom Timesavers

Young Learners
Teaching Books Teaching Languages to Young Learners by Lynne Cameron

Websites:
http://www.pearsonlongman.com/young_learners/
http://learnenglishkids.britishcouncil.org/en/
http://www.onestopenglish.com/
http://its-teachers.com
http://www.bbc.co.uk/cbbc/
http://carolread.wordpress.com/ (Carol Read’s A-Z of teaching children

7
9. Checklist of Learning Objectives
Grade 1 CC: Global Learning Objectives
Can introduce himself / herself.
Can talk about his/ her friends and family.
Can ask and answer simple questions about everyday objects.
Can understand simple questions about people and everyday objects.
Can understand short, simple spoken conversations or stories on familiar
subjects.
Can understand short, simple written texts (stories, poems, etc.) on familiar
subjects.
Can answer simple comprehension questions about written texts.
Can write a short text about himself / herself and his / her friends.
Can write a short text about his / her pet.

Grade 1: New Sky Starter Learning Objectives

Units Main Language Input Checklist of Learning Objectives – A1 –
Sky 1
UNITS Core vocabulary & functions Units 1 – 5 Checklist of Learning
1–5 Classroom language commands (inside Objectives
cover) look, listen, etc.
Classroom Language: asking questions Can understand basic classroom
(appendix) i.e. Can I speak Spanish,
please? instructions.
U1: Introducing yourself I’m…/ My
name’s…/ What’s your name? Can ask for help and clarification
U2: Numbers 1 – 20 & their spelling
U2: Asking about age How old are you? in the classroom.
/ How old is he/ she? I’m 8 years old.
/He’s../ She’s.. Can introduce himself / herself
U3: Family vocab and describing your
family Who’s she?/ He’s my little and say how old he/she is
brother./ Her name’s Amaia.
Units 1 – 3: Subject pronouns (I, *you, Can ask people’s name and age
he, she) and Possessive adjectives (my,
your, his, her) Can say and spell the numbers 1 -
Units 1 – 3: Question words what/ how
old/ who 20
Core grammar
Verb be: I, he, she – Positive sentences, Can say who is in his/ her family
Contractions (I’m, he’s, she’s) & long
forms, * add asking yes/ no questions Can ask about other people’s
i.e. Is she your mother? Yes, she is./
No.., fixed questions (i.e. How old are families
you?)
Writing: Can write about himself/ herself,
U2: Write an email about you & your
best friend. his/ her best friend & family.
U3: Write about your family.

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Units Core vocabulary & functions Units 6 – 10 Checklist of Learning
6 – 10 U6: Greetings How are you? Fine , Objectives
thanks. Good morning/ afternoon/
evening Can ask how somebody is
U6: Introducing others This is..
U7: Common Vocabulary with a/ an Can introduce somebody
U8: The alphabet/ Can you spell (your
name), please? Can ask about and name objects
U8: Filling out basic forms (first name,
surname, age). Can spell his/ her name
U9: Saying where you are from/ writing
about your family. Can fill out a form with basic
Core grammar
U7: a/ an personal information (e.g. name,
Verb be Positive sentences, questions
and short answers w/ “it” . It is a dog. Is surname, age)
it a dog?/ Yes, it is…/No, it isn’t./
contractions (it’s) and long form Can write about his/ her family
Writing
U7: Draw 3 objects & name them.
U8: Write & complete a form for you and
a friend.
U9: Write about your family & your best
friend.

Units Core vocabulary & functions Units 11 - 15 Checklist of Learning

11 – 15 U11: Colours vocabulary, What colour is Objectives
(your bag)?/ It’s (green). My favourite
colour is (pink). Can describe clothes and class
U11: Clothes & class objects
U12: House vocabulary objects using colours
U12: Prepositions (in, on, under, behind,
*next to) & Question word: where Can say the rooms and furniture
U13: Food vocabulary & ordering food
(Can I have an ice cream, please? etc.) in his/her house.
Core grammar
U12: Verb be: he, she positive Can ask about & say where
sentences, questions & short answers
(Where’s Iker? Is he on the sofa? Yes, people are in the house.
he is. No, he isn’t.)
U13: plurals Can ask for food in a café or fruit
Writing:
U11: Write an email about your favourite shop
colour.
U12: Draw & label the rooms in your Can write a short email describing
house and furniture.
U13: Write a dialogue ordering food. his / her favourite colour.
U15: Write sentences describing the
colour of furniture & where items are Can write a description of his / her
located in a house.
house.

Units Core vocabulary & functions Units 16 – 20 Checklist of Learning

16 – 20 U16: Countries & where we are/ not from Objectives
(We’re Jack and Jill. We’re from the
U.S.A.) Can introduce himself/ herself and
U17: Animals & continents ((Lions) are
from Africa.) another person using “we”
U18: Common possessions , describing
them (new/ old/ not very old/ great), Can ask & say where he/she is
asking & saying what belongs to whom
Core grammar from
U16 – 18: Verb be: I/ we/ it/ they
positive/ negative/ question & short Can identify animals and say
answer forms

9
 U18: apostrophes to indicate possession where they are from
(It’s Matt’s bike. What’s your teacher’s
name?) Can identify common possessions
Writing
U16: Write an email about you, your & say who they belong to
friend & where you´re from.
U17: Write about animals & where they Can ask about other people’s
are from.
names

Can write about people and

animals, describing where they

are from.

Units Core vocabulary & functions Units 21 – 25 Checklist of Learning

21 – 25 U21: Possessions Objectives
U21 – 22: Describing what you like (I
like/ love/ hate Maths.) Can talk about the things he/she
U22: Days of the week, time words
(today/ tomorrow) & questions (What owns & ask about people’s
day is it today?/ When have we got Art?)
U22: School subjects possessions
U23: Activity verbs & asking about ability
Core grammar Can say & spell the days of the
U21-22: Verb: have got: I/ we/ they
positive, negative, question & short week
answer, questions with when (When
have we got Art? We’ve got Art on Can say what subjects he/she
Thursday.), contractions & long form
U23: can/ can’t studies and when
Writing:
U21: Write about what you have(n´t) got Can talk and write about his/ her
in your bedroom.
U22: Write your school timetable. abilities and other people’s
U23: Write sentences about what you &
your friend can/ can´t do. abilities.

Can write a simple description of

his / her bedroom.

Units Core vocabulary & functions Units 26 – 30 Checklist of Learning

26 – 30 U26: Body vocabulary Objectives
U26: Asking about & describing animals’
bodies (He’s got short/ long/ small/ big Can identify parts of the body
ears.)
U27 & U28: Verbs & positive/negative Can identify animals
commands
U29: Animals Can ask about & describe
Core grammar
U26: Verb: have got: he/ she/ it positive, animals’ bodies using simple
negative, question & short answer,
contractions & long form adjectives
U26 & 27: Positive & negative
commands (Open the window. Don’t Can give and follow simple
talk!)
Writing instructions and commands
U26: Write an advertisement for a ¨pet
for sale¨. Can write a description of an
U27: Write instructions for a friend to
follow. animal.
U28: Write about yourself & your pet.

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10. Appendices

11
Vocabulary Lists:
Words marked with an asterisk (*) do not appear in the coursebook
Grade 1: New Sky Starter Vocabulary (p. 1)
class language (inside cover of book) U3 family vocab p 9
• close your book • brother
• listen • father (dad)
• look • grandfather (grandpa)
• open your book • grandmother (grandma)
• read • mother (mum)
• repeat • sister
• speak
• write U3 question words p 9
• what
class language (see appendix)
• Can I speak in Spanish, please?
• who
• Can I go to the toilet, please? •
• Can I stand up, please? U3 introductions p9
• Can you repeat that, please? • famous people
• Can I have a pencil, please? • name
• How do you spell that?
• How do you say …….. in English? U6 reading p 14
• What does …….mean? • everyone
• I can’t see. • Here’s (our teacher).
• I don’t understand. • new
• school
U1 introducing yourself p 4 – 5
• Hello!/ Hi! U6 Introductions p. 14 - 15
• My name is../ My name’s… • Nice to meet you.
• What is your name?/ What’s…? • This is (Matt).
• I am (Toby)./ I’m (Toby). • Welcome to (Weston Jr. School).
• Goodbye.
U6 greetings p 15
• Good morning.
U2 numbers 1 – 20 p 6 • Good afternoon.
Do plenty of spelling practice with these. • Good evening.
• Good night.
U2 reading p 7 • How are you? (Ex. 1)
• Good dog! • Fine, thanks. (Ex. 1)
• Here’s (Shep).
• He’s old! U6 titles p15
• How old (are you/ is he)?
• Look! • Mr.
• Me too. • Mrs.
• Wow! • Miss

U2 writing p 7 U7 nouns with a / an p16

• best friend • apple
• Love, Sonia • book
• cat
U3 reading p8 • cow
• dog
Goodbye! / Bye! • elephant
• horse
little brother
• ice cream
lunch
• orange
O.K. • pen
Thank you.
Who’s (he)? U7 reading p 16
• (very) funny
U3 pronouns & possessive adjectives p 9
• he / his • I don’t know.
• I / my • It’s my turn (now).
• she / her • What’s that?

1
 Grade 1: New Sky Starter Vocabulary (p. 2)
U8 the alphabet p 19 U12 the house p 26
Do lots of practice with the alphabet and spelling • bath
words out loud.. • bathroom
• bed
U8 asking about people´s names p 18 – 19 • bedroom
• chair
• Can you spell it, please? • house
• Can you spell your name, please? • kitchen
• It’s short for (Matthew). • sitting room
• That’s right. • sofa
• What’s your (first name/ surname/ middle • table
name)? • television

U12 prepositions p 27
U8 reading p 18 • in
• age • *in front of
• free gift • on
• library card • under
• Thanks. / *Thank you • behind
• *next to
U9 reading & project p. 20 – 21
U12 reading p 26-27
• best friend • It’s all right.
• I´m from (San Sebastian). • Listen!
• little sister / big brother • Over there.
• This is a photo of (my family). • Poor (Dido)!
• thunder
U11 colours p24
U13 food plurals p 29
• black
• banana(s)
• blue • biscuit(s)
• brown • cake(s)
• green • chocolate(s)
• grey • grape(s)
• orange • hot dog(s)
• ice cream(s)
• pink
• lemon(s)
• purple • sandwich(es)
• red
• white U13 ordering food p. 28-29
• yellow • Can I have (two hot dogs), please?
• What colour (is it/ is your bag)? • Here you are.
• Anything else?
U11 clothes & class objects p 24 • Yes, please.
• (school) bag • No, thanks.
• *colours
• jacket U13 reading p 28
• *notebook • Brilliant!
• *pen • vanilla/ chocolate
• *pencil • With (ketchup)?
• pencil case
• rubber U16 introductions p 34
• ruler • friends
• *sharpener • now
• sweater • We’re from (Los Angeles) in (the U.S.A.).
• T-shirt • Where are you from?
• We aren´t from (New York).
U11 reading p25
• Here you are.
• Next, please!
• strap
• Thank you very much.
U11 writing p25
• favourite (colour/ T-shirt)

2
 Grade 1: New Sky Starter Vocabulary (p. 3)
U16 countries p 35 - 36 U18 describing things & bike rap p 39
• Argentina • (not) very old
• Australia • (really) cool
• Canada • (really) great
• China (U17) • lake
• *France • new
• Poland • pool
• *Portugal
• *Spain U21 possessions with a/an p 44
• *the Basque Country • a camera
• the U.K. • a CD player
• the U.S.A. • a computer
• a desk
U 17 reading p 36 • a mobile phone
• Africa • a radio
• dinner time • an address book
• Don’t be silly! • an animal poster
• Excuse me.
• lion cubs U21 reading p 44
• Look at the (puppies). • birthday present
• meat • Great!
• puppies • Let’s play a game.

U17 animals p 37 U21 writing an email p45

• *tiger • and
• *zebra • but
• animal • I really like (m y bedroom).
• crocodile • Love from, Lisa
• giraffe • Write soon.
• kangaroo
• lion U22 expressing likes & dislikes p. 46
• monkey • I hate (Maths).
• panda • I love (Art).
• favourite (day)
U17 continents p 37 • Good.
• *Antarctica
• *Asia U26 asking about days p. 46 - 47
• *Europe • tomorrow
• *North America • What day is it (today)?
• Africa • When have we got (Art)?
• Australia
• South America U22 days of the week p 47
Do plenty of spelling practice with these.
U18 possessions p 38
• baseball cap U22 school subjects p 47
• bike • Art
• car • *Basque
• comic • English
• roller skates • French
• skateboard • Maths
• trainers • Music
• watch • Science

U18 reading p 38
• (Black and gold are) really cool. U23 reading p 48
• (Is Lisa) at home? • Can you (swim/ dive)?
• colours • Don’t worry.
• Come in. • everything
• gold • It’s not fair!
• Hey… • metre(s)
• I like (the colours).
• new (bike)

3
 Grade 1: New Sky Starter Vocabulary (p. 4)
U23 free time verbs p 48 U28 reading p 58
• dance • Don’t come back!
• dive • Don’t kill it!
• draw • Go away!
• make a cake • Relax!
• ride a bike • sandwich
• sing (a song) • wasp
• speak Spanish
• swim U28 negative commands p 59
• *Don’t chew gum (in class)!
U 26 animal bodies p 54 • Don’t cry!
• *arm • Don’t eat (in class)!
• ear • Don’t laugh!
• eye • Don’t move!
• head • Don’t shout!
• leg • Don’t talk!
• nose • Don’t touch!
• tail
• tooth/ teeth U29 animals p 60 - 61
• budgy /budgies
U26 reading p 54 • cat
• He´s called (Domino). • dog
• Ouch! • goldfish
• for sale • lizard
• mouse/ mice
U26 adjectives p 55 • parrot
• big • rabbit
• long • snake
• sharp
• short U29 reading & project p 60-61
• small (My pet) is called (Mr. Polly).
beautiful
U27 reading p 56 catch mice
• branch chicken (meat)
• Don’t be silly. clever
• Help! food
• Here goes! He’s called (Spot).
• I can’t get down.
He’s very (clever).
• I’m scared.
pet(s)
• I’m up here.
• It’s easy.
U29 listening p 60
• Jump!
• Well done! catch flies/ a ball
• What’s the matter? chips

U27 verbs and commands p 57

• Close the door.
• Come here.
• Cross your arms.
• Go to the door.
• Open the window.
• Put your notebook on your desk.
• Shake your leg. (Ex. 7)
• Shout! (Ex. 7)
• Sit down/ on the floor.
• Stand up.
• Touch your toes.
• Turn (around). (Ex. 7)

4
 Suggested Pacing for Colegios

Two hour a week groups

Objective: By Week 7 (22nd October) all groups are in the same place as far as
possible. This may be more difficult with Grades 4 & 5.
Grade 1: English World 1: Leave out Welcome unit
New Sky Starter: Leave out unit 4 (and Unit 5 in SUMMA)
Grade 2: New Sky 1: Cover units 1-3 at a brisk pace. Begin with Unit 5 in SUMMA.
Grade 3: New Sky 2: Cover units 1-3 at a brisk pace.
Grades 4 & 5: Pace course accordingly so that students are ready to do the first test at end of
November. Consult your supervisor if you need help with pacing.

Three hours a week groups

Grades 4-8: These groups will need to do a test at the end of November, consult your
supervisor if you need help with pacing.
Grade FC Speak to Julie directly.

Colegio Jesuitinas & Mundaiz begin Monday 10th September

No adjustment needed

Colegio Jesuitas begins Monday 17th September

W1 W2 W3 W4 W5 W6 W7 W8 W9
JE
Grade 1 English World 1 1 1 1/2 2 2
New Sky Starter 1 1/2 2 3 3
Grade 2 New Sky 1 1 1/2 2 3 6
As main school
Grade 3 New Sky 2 1 1 2 2 3

Colegio LaSalle begins Monday 24th September

W1 W2 W3 W4 W5 W6 W7 W8 W9
LS
Grade 1 English World 1 1 1 1/ 2 2
New Sky Starter 1 2 2/3 3
Grade 2 New Sky 1 1 2 3 6
As main school
Grade 3 New Sky 2 1 2 3 5

Colegio SUMMA begins Tuesday 2nd Oct

W1 W2 W3 W4 W5 W6 W7 W8 W9
SUMMA
KIDS Kids Box 1 1 1 1 1 2 2
Grade 1 English World 1 1 1 1 2
New Sky Starter 1 2 3 6 As main
Grade 2 New Sky 1 5 5 6 7 school
Grade 3 New Sky 2 1 2 3 6

5
Classroom Language
1. I don’t know. A: ¿Me dejas tu goma, por favor?

2. Can you repeat that, please? B: ¿Cómo?

3. Pardon? C: Repite, por favor.

4. What does ....... mean? D: No sé.

5. Can I speak in Spanish, please? E: ¿Puedo hablar en castellano, p.f.?

6. How do you say ........ in English? F: No entiendo.

7. I can’t remember. G: ¿Cómo se dice ....... en inglés?

8. Can I borrow your rubber, please? H: No veo.

9. I don’t understand. I: ¿Qué quiere decir ........?

10. I can't see. J: No me acuerdo.

 MASTER MARKS SHEET
Tasks:

Teacher:
Class ref. no.:
Level:

Date 
Surname
Name
1

10

11

12

13