Instituto Cultural Peruano Norteamericano (ICPNA)

Basic Nine (B09) Course Syllabus

Course description:
Basic Nine is the ninth course in a series of twelve in the First Phase Program. B09 covers the first three units of the ICPNA
World Link Book 2 Level plus a workbook and video material. The topics and communicative functions include giving and
asking information about people and school days; talking about food and food habits; talking about unsolved mysteries. In
terms of language, the students will learn the use of adjectives in their comparative and superlative forms; other language
forms to be learned include the use of stative verbs and modals of present possibility plus a review of the simple present
continuous, and simple past. In terms of pronunciation, the material covers topics such as sentence stress and rhythm,
pronunciation of past tense forms of irregular verbs and reduction of the present continuous ing ending. In terms of reading
and writing strategies, the book covers topics such as skimming, making predictions, identifying main ideas in paragraphs; and
writing restaurant reviews and ending a story. After taking this course, the student will have accumulated in the program a total
of 243 academic hours of in-class instruction.

Course material:
World Link Basic 9 Student Book, Workbook, Video Activity Workbook (Units 1 3 and the Review Unit)
Supplementary Learning Material / Resources:
World Link E-Workbook / E-Video: Basic 9 / Basic 8 / Basic 7
E-Exams: Basic 9 Units 1 3 / Basic 8 Units 1 3 / Basic 7 Units 1 3
World Link web site
Heinle Picture Dictionary CD-ROM Units 9 12
Audio CD (All course book audio samples, including listening, pronunciation and Language Summaries sections)

Course Themes:
Welcome Unit- Classroom Language, Conversational Strategies and follow-up questions
Unit 1 People in My Life
Unit 2 Food
Unit 3 Unsolved Mysteries

Learning Objectives:
Please refer to attached document.

Evaluation Criteria:
Speaking: Choose three of the learning objectives designated. They should all be of equal difficulty and require some form of
response / elaboration beyond the single statement level.

Writing: Have the students write in response to tasks that are similar to those presented for this skill in Units 1, 2, and 3.

In-class evaluation tasks:

As it is better to reserve the course books activities and tasks with the exception of the Consolidation Unit - for language
practice rather than direct evaluation, this section offers you alternatives on how to assess your students speaking skills in-
class between Days 1 16 of the cycle. They have the purpose of allowing the teacher to elicit language samples for
evaluation purposes without using the activities in the course book that are primarily meant to help consolidate learning.

Oral Evaluation

UNIT 1
1. Pretend you are a famous person. Introduce yourself to a classmate. Then have a third classmate introduce you to someone
else.

2. Using the pictures below, describe what the person or persons are doing and use adverbs to describe how they are doing
the actions.

Copyright @ 2007 by ICPNA

 Instituto Cultural Peruano Norteamericano (ICPNA)

3. Using the pictures above, tell what the person or persons do every day and how they do it.

UNIT 2
1. Using descriptive adjectives, talk about the foods below.

2. Using comparative adjectives, talk about the health advantages or disadvantages of the foods above.

3. With a partner, talk about your favorite restaurant and compare it to other restaurants in your area.

UNIT 3
1. With a partner, talk about a crime that happened recently and guess possible ways that the criminal carried out the crime.

2. Talk about a natural phenomena and provide some theories about how it occurs.

3.Compare and contrast the Seven Wonders of the World.

Autonomous Learning Projects

1. Make a fan club brochure for your favorite actor. Tell about his or her life and accomplishments. Use descriptive adjectives
and adverbs.
2. Make a poster of daily routines that people generally do. Illustrate the poster and write a story about the routine.
3. Pretend you are a dietician and make a healthy diet plan for someone else. Talk to that person and describe the foods,
telling her or him why they are good. The other person should compare the suggestions with other unhealthy alternatives. Use
adjectives and superlatives.
4. Discuss the New Seven Wonders of the World Campaign. As a group, each student tries to convince the class to choose a
particular wonder, giving reasons to support the choice.
5. Discuss an unsolved mystery and tell the class about it. Tell a related story about the mystery using adverbs of manner and
speaking strategies to talk about possibilities. Answer the classs questions about the mystery.

Copyright @ 2007 by ICPNA

 Instituto Cultural Peruano Norteamericano (ICPNA)

Helpful Web Sites

http://www.new7wonders.com/ http://www.eslflow.com/ http://iteslj.org/links/ESL/
http://www.csun.edu/~hcedu013/eslplans.html http://www.usingenglish.com/handouts/ http://www.unsolved.com/

Teaching Tips: 1) Please remind your students to practice their listening skills with the audio CD. The final exam will have them
listen to several short conversations. They will need to associate pictures with the correct answer alternatives. Also, have them
practice question formulation and responses for the open-ended section of the final written exam.

Copyright @ 2007 by ICPNA