UNIVERSIDAD CENTROAMERICANA

UCA
SCHOOL OF HUMANITIES
DEPARTMENT OF EDUCATION

PORTFOLIO

Students: Wilfran Miguel Rodriguez.

Jordy Alexander Téllez.

Subject: Curriculum Design II

Professor: Ramon Bermudez

Major: Teaching English as a Foreign Language

 General Description
Name of the Project Designing a language program for first
graders in Centro Educativo Divino
Niño located in Camoapa, Boaco,
Nicaragua.
School Centro Educativo Divino Niño.
Location Casco urbano de la ciudad de
Camoapa, Boaco, Nicaragua.
Population Kids between 6 to 7 years old.
Stakeholder´s name Susana Marcia Calero.
Level First grade.
Subject English
Authors Jordy Téllez & Wilfran Rodriguez.

Graphic Description of the Whole Program

Courses Level # hours

Curso 1 y A1: Students will be able to 90 Hours
curso 2.
 Understand and use familiar everyday
expressions and very basic phrases aimed at the
satisfaction of needs of a concrete type.
 Introduce him/herself and others and can ask
and answer questions about personal details
such as where he/she lives, people he/she
knows and things he/she has.
 Interact in a simple way provided the other
person talks slowly and clearly and is prepared
to help.

This program is intended to be culminated in the A1 level because the population of

this course are first graders. It is quite paramount to mention that this program has
four units that make it possible to achieve the goals itself. However, this program
need to be developed into two units in this first grade because it is difficult to teach
the four units only in first grade. Therefore, only the first two units we are going to
teach, one in the first semester, and the other one the second one.

Objectives of the Project

General:
 Design a needs-based English program curriculum for first graders at Centro
Educativo Divino Niño.
Especifics:
 Elaborate a needs analysis process.
 Identify theories on teaching methodology, language learning and curriculum
design.
 Choose meaningful English teaching methodologies for first graders.
 Suggest suitable assessment techniques for the English program.

Language Program
Objectives:
 To understand and practice familiar everyday expressions and very basic
phrases aimed at the satisfaction of needs of a concrete type.
 To introduce themselves and others, and to ask and answer questions about
personal details such as where they live, people they know, and things they
have.
 To interact with other people in a simple method provided the other person
talks slowly and clearly and is prepared to help.
When these students finish the first two course throughout the first grade, students
can understand topics related to introducing themselves in English and talk about
topics linked with clothes.

The syllabus
 Unit Objectives Language Language Distribution of Assessment Time
Functions Form Content

1. Introduci Vocabulary: 1. Personal 1. Make a 6h in

Unit 1: At the end of ng 1. Formal way: information. drawing classr
Introd this unit themselv Hello, 2. Occupations representing oom
ucing students will es. goodbye, 3. Abilities. how they are and
in be able to 2. Greeting Nice to meet 4. Family and fill in the 30
Englis demonstrat formally you, good members. blank spaces min
h e their and morning, 5. Emotions. personal self-
ability to informall how are you, 6. Possessions information study
greet each y it is a . (summative). .
other in 3. Ask pleasure, 7. Countries &
English. polite good Nationalities. 2. Students
question evening, 8. Numbers will introduce
4. Answer good night, ordinal and themselves in
polite please. cardinals. front of the
answers. 2. Informal: Hi, 9. Hobbies. classroom
5. Share what’s up, and the
ideas how you teacher will
about doing? Are assess the
hobbies. you ok? performance
6. Expressi 3. Wh- of the
ng Questions: students
abilities. what, where, (formative).
7. Talk who, why,
about when, how. 3. Students
possessi will have a
ons Grammar: short greeting
8. Describe conversation
feelings 1. To be in in pairs, they
and present. will choose
emotions 2. Questions the partner
. with: how, they want to
what, work with
where. (summative).
3. Simple
present.
 4. Possessive
nouns and
adjectives.
5. Can/can’t
for ability.
6. Possessive
pronoun.
7. Articles
a/an.

Adjectives:
nice, good, bad,
happy, sad,
tired, hungry,
bored, angry,
upset, big, small,
great, awful.

Hobbies:
Playing soccer,
playing
basketball,
playing
volleyball,
playing
baseball, hang
out with friends,
watching
movies,
shopping,
walking in the
forest, going to
concerts, to help
my parents at
home, going to
church, selling.

Adverbs of
Frequency:
Always, Usually,
 normally, often,
sometimes,
occasionally,
seldom, hardly
ever, rarely,
never.

Pronunciation:
TH sounds /dz/,
/θ/ & [ð],
difference
between the /r/
sounds in their
mother tongue
(Spanish) from
the target
language
(English),
stressed words.
At the end of 1. Describe Vocabulary: 1. Clothes. 1. Students 6h
Unit 2: this unit clothes. 1. Sizes: 2. Colors will draw classr
Clothe students will 2. Describe Small, and different oom
s be able to appeara Medium, sizes. types of and
think about nce. Large, Extra- 3. Fashion clothes 35mi
and 3. Give and large. week. and paint n
describe accept 2. Cardinal 4. Buying with their self-
various complim numbers. clothes in favorite study
types of ents. 3. Colors: red, stores. colors .
clothes. orange, (summativ
yellow, e).
green, blue, 2. Students
violet, will draw
purple, pink, different
silver, gold, types of
beige, clothes
brown, and paint
grey/gray, with their
black, white. favorite
4. Wh- colors
Questions:
 what, where, (summativ
who, why, e).
when, how.
5. Types of
Clothes:
Shirt, t-shirt,
blouse, coat,
dress, suit,
jeans,
shorts,
boots,
sweater,
jacket, suit,
heels, belt,
cap, scarf,
gloves, flip-
flops.
Grammar:
1. Present
continuous.
2. The use of
the verb “Be”
3. Modal Verbs
of
Permission:
can, could,
may, might.
4. Simple
present
tense.
5. Affirmative
and negative
statements.
6. Adjective
placement.
7. Describing
people.
Adjectives:

Big, small, large,

medium,
 expensive,
cheap,
comfortable,
uncomfortable.

Pronunciation:
TH sounds /dz/,
/θ/ & [ð],
difference
between the /r/
sounds in their
mother tongue
(Spanish) from
the target
language
(English),
stressed words.

It is highly recommended to use the book Bounce Now: Starter because in it you
have some activities related to the topics contained in the syllabus. Furthermore, the
content of this book was analyzed and it delivers appropriate activities for students
in this level (A1).