UNIT 1

1.1.1. Responds to request forms: After teaching the names of several items placed in
front of the students, hold out your hand and say, “May I have the book please?” Students
repeat the words, “May I have the (object), “

1.1.2. Verbally responds to common requests: “May I have the pencil, please?”, “Yes,
you may have the pencil. Here it is.”

1.2.2. Countries or places within the country: “Where are you from?”, “I'm from Sololá.”,
“Where are you from?”, “I from Izabal.”, “Where is she from?”, “She is from Antigua
Guatemala.”

1.2.3. Greetings and introductions: “Hi. I'm José.”, “This is Ixmukane.”, “She is from
Guatemala.”

1.3.1. Flash cards: Put up the flashcards, one by one, telling the learners about each one as
you do so; for example: “He's happy.”, “She's hungry.”

1.3.2. Feelings: “hungry”, “happy”, “sad”. “Are you hungry?”, “Yes, I am.”, “Are you
sad?”, “No, I am not.”

2.1.2. Using contracted forms: “What color is your pen?”, “It's red.”, “What color is the
wall?”, “It's yellow.”, “Where's your book?”, “It's on the desk.”

2.2.1. Means of transportation: “acción - action”, “lección - lesson”

3.1.1. Greetings and leave takings: Short dialogue: “Good morning class.”,
“Good morning teacher.”, “How are you today?”, “I'm fine, thank you.
How about you?”, “I'm fine thanks.”, “Nice to meet you.”, “Nice to meet you, too.”, “Good
bye, see you later.”

3.1.2. Leisure activities: “soccer”, “baseball”, “basket ball”, “sewing”. “Do you like
soccer?”, “Yes, I do.”, “Do you like sewing?”, “No, I don't.”

4.1.3. Sequencing words: “First”, “second”, “third”.

4.2.1. Jobs: “farmer”, “teacher”, “doctor”, “mechanic”, “secretary”.

4.3.1. Describing people: “tall”, “short”, “thin”, “fat”, “small”, “young”, “old”.
UNIT 2

1.1.1. Responds to request forms: After teaching the names of several items placed in
front of the students, hold out your hand and say, “May I have the book please?” Students
repeat the words, “May I have the (object), “

1.1.2. Verbally responds to common requests: “May I have the pencil, please?”, “Yes,
you may have the pencil. Here it is.”

1.2.2. Countries or places within the country: “Where are you from?”, “I'm from Sololá.”,
“Where are you from?”, “I from Izabal.”, “Where is she from?”, “She is from Antigua
Guatemala.”

1.2.3. Greetings and introductions: “Hi. I'm José.”, “This is Ixmukane.”, “She is from
Guatemala.”

1.3.1. Flash cards: Put up the flashcards, one by one, telling the learners about each one as
you do so; for example: “He's happy.”, “She's hungry.”

1.3.2. Feelings: “hungry”, “happy”, “sad”. “Are you hungry?”, “Yes, I am.”, “Are you
sad?”, “No, I am not.”

2.1.2. Using contracted forms: “What color is your pen?”, “It's red.”, “What color is the
wall?”, “It's yellow.”, “Where's your book?”, “It's on the desk.”

2.2.1. Means of transportation: “acción - action”, “lección - lesson”

3.1.1. Greetings and leave takings: Short dialogue: “Good morning class.”,
“Good morning teacher.”, “How are you today?”, “I'm fine, thank you.
How about you?”, “I'm fine thanks.”, “Nice to meet you.”, “Nice to meet you, too.”, “Good
bye, see you later.”

3.1.2. Leisure activities: “soccer”, “baseball”, “basket ball”, “sewing”. “Do you like
soccer?”, “Yes, I do.”, “Do you like sewing?”, “No, I don't.”

4.1.3. Sequencing words: “First”, “second”, “third”.

4.2.1. Jobs: “farmer”, “teacher”, “doctor”, “mechanic”, “secretary”.

4.2.2. Short description of a family and their jobs: “What's your job?”, “I'm a teacher.”,
“What's her job?”, “She's a secretary.”

4.2.3. Job and actions: “What does a teacher do?”, “He teaches children.”, “What does a
doctor do?”, “He cures sick people.”, “What does a secretary do?”, “She types letters.”,
“What do you do?”, “I study English.”
4.3.1. Describing people: “tall”, “short”, “thin”, “fat”, “small”, “young”, “old”.

5.2.2. Clothes: “Shirt”, “T shirt”, “dress”, “blouse”, “jeans”, “socks”. “What's Adela
wearing?”, “She is wearing a black blouse.”, “What's Antonio wearing?”, “He is wearing a
yellow T-shirt and blue jeans.”

UNIT 3

1.2.1. Expressions in class: “Where are the pens and the pencils?” “May I have the pencil
and the pen, please?”, “Yes, you may.”, or “Yes, here they are.”

1.3.3. “May I have the sharpener?”, “May I have your pencil?, Pick up the student's hand
and fold his fingers around the object. A smile and “Thank you.” Will complete the
meaning.

2.1.1. Special characters: “ñ” en “montaña” - “'” en “I'm. . .”, “ü” en “bilingüe”, entre
otros.

2.2.2. Food and drinks: “breakfast”, “lunch”, “dinner”. (Display pictures of food on the
board.)

2.2.3. Basic expression: “What do you have for breakfast?”, “I have tortilla con frijoles
and coffee.”

2.3.1. Using contractions on question words, plural and possessive nouns: “How is
Maria´s desk.”

2.3.2. Command forms and prepositions of place: “Take Maria´s book from my desk.”
“Bring Juan's book to my bag.

3.2.1. Word search with similar pronunciation: “small”, “wall”, “tall”, “Action”,
“motion”, “function”.

3.3.2. Words using “th”, “father”, “mother”, “brother”, “leather”, “together”. “What's
your father's name?”, “Where does he work?”

4.2.2. Short description of a family and their jobs: “What's your job?”, “I'm a teacher.”,
“What's her job?”, “She's a secretary.”

4.2.3. Job and actions: “What does a teacher do?”, “He teaches children.”, “What does a
doctor do?”, “He cures sick people.”, “What does a secretary do?”, “She types letters.”,
“What do you do?”, “I study English.”

4.3.2. Using gestures to make the meaning of “tall” and “thin”, “fat” and “short”
4.3.3. Combining colors and parts of the body: “What's her hair's color?”, “It's black.”,
“What's the color of his eyes?”, “They are brown.”

5.1.1. Spelling new words: Proper names, famous people in the community.

5.1.2. Numbers from 21 to 30: “twenty one”, “twenty two”, “twenty three”, “twenty
nine”, “thirty”.

5.2.2. Clothes: “Shirt”, “T shirt”, “dress”, “blouse”, “jeans”, “socks”. “What's Adela
wearing?”, “She is wearing a black blouse.”, “What's Antonio wearing?”, “He is wearing a
yellow T-shirt and blue jeans.”

UNIT 4

1.3.3. “May I have the sharpener?”, “May I have your pencil?, Pick up the student's hand
and fold his fingers around the object. A smile and “Thank you.” Will complete the
meaning.

2.1.1. Special characters: “ñ” en “montaña” - “'” en “I'm. . .”, “ü” en “bilingüe”, entre
otros.
2.2.3. Basic expression: “What do you have for breakfast?”, “I have tortilla con frijoles
and coffee.”

2.3.1. Using contractions on question words, plural and possessive nouns: “How is
Maria´s desk?”

2.3.2. Command forms and prepositions of place: “Take Maria´s book from my desk.”
“Bring Juan's book to my bag.

3.2.1. Word search with similar pronunciation: “small”, “wall”, “tall”, “Action”,
“motion”, “function”.

3.2.2. My favorite TV program: “Do you watch television?”, “What's your favorite
program?”, “Do you watch cartoons?”

3.3.1. Family members: “father”, “mother”, “daughter”, “son”, “brother”, “sister”.

3.3.2. Words using “th”, “father”, “mother”, “brother”, “leather”, “together”. “What's
your father's name?”, “Where does he work?”

4.3.3. Combining colors and parts of the body: “What's her hair's color?”, “It's black.”,
“What's the color of his eyes?”, “They are brown.”
5.1.1. Spelling new words: Proper names, famous people in the community

5.1.2. Numbers from 21 to 30: “twenty one”, “twenty two”, “twenty three”, “twenty
nine”, “thirty”.

5.1.3. Description of pictures indicating theme understanding: family pictures, animal

pictures, landscape spots, among others.

5.2.1. Step by step activities: how to turn on a TV, how to turn on the radio, how to play
marbles.