Montevideo

Junior 1
(On the pulse 1)
Syllabus 2021

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 Course Description

Junior 1 is a topic-based course for children and teenagers who have no knowledge of
English. It is designed to promote confidence in understanding and using English at a
young age. It should create interest and enjoyment in learning a foreign language. Lessons
are held twice a week for 1 hour and 30 minutes per class.

Course aims

• To promote English language learning by using topic-based activities which are central to
the immediate interests and surroundings of students.

• To engage students in learning to use English to do things that are purposeful, relevant
and pleasurable to them such as the use of project work, singing songs, playing games,
reading stories and poems, interacting with others and finding out about the world they
live in.

• To make learning meaningful and memorable.

• By the end of the junior stage (J1, J2 & J3) students should become basic users of the
English language*, which encompasses:
- Input: dealing with simple, straightforward input.
- Spoken production: taking part in basic factual conversations, expressing opinion (using
straightforward expressions e.g. ‘I don´t agree’) and asking simple questions on familiar,
predictable matters.
- Written production: completing basic forms, writing simple requests and leaving
straightforward messages on notes and letters (e.g. a thank you note).

*A1 according to CEFR. See www.coe.int/lang-CEFR

Level description

Junior 1 level students:

- Can use a basic list of isolated words and phrases related to familiar situations.
- Can establish basic social contact and describe themselves.
- Can ask and answer simple questions and respond to simple statements on
familiar topics.
- Can make and respond to suggestions.
- Can link groups of words with very basic connectors like ‘and’ or ‘then’.
- Have limited control of few basic grammatical structures and sentence patterns.

Suggested Course Materials

• Phases 1 – Student’s Book (Macmillan)

• Phases 1- Workbook (Macmillan)
• Readers: Pedro’s Project (Primary Readers- Movers) (Richmond)

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 Course Assessment

Oral assesment criteria: Marking scales:

Reception 5 marks 18 - 20 Excellent

Range (grammar and vocabulary) 5 marks 16 - 17 Very good
Pronunciation 5 marks 14 - 15 Good
Global Achievement 5 marks 12 - 13 Pass
0 - 11 Fail
Total Marks 20 marks

0 Shows no command of the area being assessed

Shows some command of the area being assessed but needs a lot
1
of improvement.
2 Shows some command of the area being assessed but needs improvement.

3 Satisfactory – Good

4 Very Good

5 Excellent

• Writing
Writing is one of the skills our learners need to develop for both its communicative value
and the fact that it helps students put what they have learnt into practice. This is why
teachers must look at the skills section of the syllabus and pay special attention to the
different pieces of writing our learners should do. It is essential that teachers focus not only
on the product, but also on the process. This is why one composition per unit is not enough.
We strongly suggest students practise writing on a weekly basis. This does not mean that
they will be writing fully assessed compositions every week, but it actually means that
there will be writing every week. The writing tasks should be filed in the students’ portfolios
(both the first draft and the final copy).

• Homework, classwork and portfolio

These are a fundamental part of the course. Opportunities for all students to participate in
class should be created. It is recommended that students are given homework on a regular
basis to foster the learning process. Also, each student should have their portfolio where
they would keep samples of their classwork. This is a tool for continuous assessment and
should therefore reflect the student´s progress throughout the course. It could be assessed
by giving detailed feedback on student´s progress. Teachers should insist on having the
students adding work of their own interest, be it pieces of writing, project work and
selected information. The aim is that the students should feel that the portfolio is very much
their own creative collection of relevant information which will add a plus to their learning
process and they will thus value it further. Portfolios may include the following:
- Writing

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 - Library (book reports and activities done using books from the library).

- Projects: there should be one for every unit; there are suggested projects in the syllabus
but you can, of course, plan your own
- Extra activities (songs, poems, videos, stories more ...)

- Tests (tests done during the year)

• Certificates: all the students will be awarded a certificate on completion of the final exam
for the course. The corresponding global achievement scale is as follows:

One IH (logo) 0 - 25% Unsatisfactory

Two IH (logo) 26 - 50% In need of improvement
Three IH (logo) 51 - 70% Satisfactory
Four IH (logo) 71 - 85% Very good
Five IH (logo) 86 - 100% Excellent

• Report cards: Teachers will have to write three report cards on students’ performance,
each of them after testing periods. They will include the results of the written and oral tests
together with comments on students’ performance.
• Promotion: Promotion will depend on formal and informal assessment (tests, classroom
work, homework, portfolio and attendance record.)

• Attendance Policy: In order to fulfil attendance requirements, students should attend at

least 80% of the lessons throughout the year.

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 Calendar - 2021

ASSESSMENT
HOLIDAYS
PARENTS MEETING
SPECIAL EVENTS (KIDS TO CH3)

March 8th – 9th Start of classes

March 29th – April 3rd Easter
May 1st National Holiday
May 17th National Holiday
May 12th – 13th May Oral Assessment
May 19th – 20st May Written Assessment
May 24th / May 28th First parents’ meeting
May/June Theatre Play
May 31st – June 11th Book Day-Open Class
June 19th National Holiday
June 28th– July 2nd Winter Holidays
July 18th National Holiday
August 7th Cambridge Mock Exams: FCE, CAE, CPE
August 14th Cambridge Mock Exams: KET, PET
August 12th – 13th August Oral Assessment
August 18th – 19th August Written Assessment
August 25th National Holiday
August 26th / August 31th 2nd parents’ meeting / International Exams meeting
September 20st – Sept. 25th Spring Holidays
October 11th National Holiday
November 2nd National Holiday
October 25th - Nov. 12th Open Classes – Kids to CH3
December 1st – 2nd Final Oral Assessment
December 6th – 7th Final Written Assessment
December 13th – 14th 3rd Parents Meeting

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 Junior 1 – Writing List

MARCH Who is your favourite character from a film, book, or series? What are they like?
(Unit 1)
Interview three friends and write a description of their favourite food, favourite
musician, and favourite Netflix series. (Unit 1)
Find a family picture and write a description of it. Say who is in the picture, how
old they are, where you are from, and where are you in the picture. (Phases p. 13)
(Unit 1)

APRIL What is your favourite animal? Write a description. (Unit 2)

Do you have a pet? Describe your pet. If you don’t have a pet write a description
of your dream pet. (Unit 2)
Write a note about a person in class. Include information about their name,
where they are from, their age, height, eye colour, hair style, family, and pet.
(Phases p. 23) (Unit 2)

MAY Write two truths and a lie about yourself. Read the three sentences to your
classmates to see if they can guess which the lie is. (Unit 3)
Do you have a healthy or unhealthy diet? Describe the foods you like to eat. (Unit
3)
What kind of lifestyle do you have? Write about what you eat for each meal
(breakfast, lunch, and dinner), sports and activities you enjoy, and what you do
in your free time. (Phases p. 37) (Unit 3)

JUNE What is your city like? Describe your city. What do you like about your city? Is
there anything you don’t like about your city? (Unit 4)
Write about special place you like to visit. What is the place like? What do you like
to do there? (Unit 4)
Write about a city in an English-speaking country. Include information about the
location, population, landscape, and important landmarks. (Phases p. 47) (Unit 4)

JULY What is food like in Uruguay? What is American or British food like? Which type
of food do you like best? (Revision 2)
What is life like in the countryside? What is life like in the city? Is it better to live in
the countryside or in the city? (Revision 2)
What is your school like? What do you like about your school? Is there anything
you don’t like? (Unit 5)

AUGUST What are you and your friends good at? What are your parents good at? Is there
anything you, your friends, or your parents are not good at? (Unit 5)
Who do you admire? Why do you admire them? What do they do in a typical day?
(Phases p. 61) (Unit 5)
What genre of film do you like best (action, romantic, science-fiction, comedy,
etc.)? Why? (Unit 6)
Write a review about your favourite TV Programme. Include the title, when you

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 SEPTEMBER watch it, the characters, why you like it, and a recommendation. (Phases p. 61)
(Unit 6)
Have you ever won an award or a prize? Do you know anyone who has won
something? What kind of award? Why did they win it? (Unit 6)
Write an email to your English friend. Tell them about your daily routine, a new
programme you’re watching, and something you are learning about in school.
(Revision 3)

OCTOBER What do you imagine your parents and other family members are doing at this
moment? Write an imaginary description of what they are doing right now. (Unit
7)
Write about a sport or activity you enjoy. What equipment do you need to do this
sport or activity? How often do you do the sport or activity? Why do you like it?
(Phases p. 85) (Unit 7)
Describe your house. Where is it? What does it look like from the outside? How
many rooms does it have? What does it look like on the inside? (Unit 8)

NOVEMBER What was your day like yesterday? Write about five things you did and who you
did each thing with. (Unit 8)
Write about your favourite room. What is the room like? What furniture and
objects are in the room? What do you do there? (Phases p. 95) (Unit 8)
Choose a famous person. What do you imagine their house is like? Write a
description of their house. (Unit 8)

DECEMBER Write about the best day last week. What did you do? Why was the day the best?
Write about the worst day last week. What did you do? Why was it the worst?
(Extra)
What is your favourite holiday? How do you celebrate? Why is it your favourite?
(Extra)

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 SHOT TERM OBJECTIVES - FIRST ASSESSMENT - MAY

By the end of this term the learners will have been introduced to the content below:

Topic Can do Language Lexis Skills Further practice

statments

Welcome I can count to 100 Hello, what’s your name? Numbers 1-100 Learners can read and PROJECT:
(March) My name’s… listen for very simple and Learners get to know
I can introduce What’s your surname? Uruguayan, American, specific information e.g. each other with an
This unit is myself and greet How do you spell that? British, French, Japanese, numbers, names and information gap
not based on others. Spanish, Dutch, nationalities. activity in which they
the course -Can I go to the toilet, Portuguese & Argentinian find out names,
book I can say the please? family nationalities,
although alphabet and spell -Can I borrow a pen Bag, book, pencil, pen, number of siblings &
teachers can out my name. please? computer, desk & other personal
use materials -Yes, here you are. whiteboard details. As a follow
from the I can name What’s the meaning up they create a pie
Starter unit. different of…? chart with all these
nationalities -Can you speak louder, details.
please?
I can describe a -Can I go to the toilet,
classroom in a very please?
simple way.

I can ask my
teacher for
clarification of
meaning and other
requests.

Unit 1 I can ask and Verb to be Occupations: actor, Learners can identify a Learners write a
My idols and answer about (Teaching the contrac- athlete, football player, topic in a text personal profile.
me occupations tion first is strongly singer
advised as it will help Learners can read and Learners create a
(March / I can talk about learners acquire the Things we want to do: listen to a variety of simple Young Star Quiz (see
April) famous people and pronunciation of weak make new friends, start a texts for gist and for detail Student’s book, page
their jobs forms) new hobby, get good 18)
grades, read a good book, Learners can write a
I can ask and give Have got (all forms) be nice to my brother/sis- personal profile including
simple information ter, get to school on time, information regarding age,
about things I Want + full infinitive (all save money, help at home, nationality, likes and
want to do forms) vist my grandparents, join sports.
the gym

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 SHOT TERM OBJECTIVES - FIRST ASSESSMENT - MAY

By the end of this term the learners will have been introduced to the content below:

Topic Can do Language Lexis Skills Further practice

statments

Unit 2 I can talk about Present simple: School subjects: English, Learners can deduce Project:
School days routine affirmative and negative maths, science, ICT, meaning from context and In pairs or small
(April/May) history, PE, technology, visual cues groups, students do
I can ask and Present simple: Yes/no geography, citizenship, research about
answer questions questions Short answers art, drama, mucic, dance Learners can actively listen different schools
about my own and to the interlocutor to around the world
other people’s Everyday activities: have respond appropriately and choose their
routines lunch, go to bed, get up, favourite They create
do my homework, have a Learners can understand a schedule for a
shower, go to school, details and the gist of very student at thaeir
watch TV, have dinner, simple routine ideal school
tidy my room, have descriptions They make a digital
breakfast presentation and
Learners can create a show it to the class
questionnaire about (see Student’s book,
routine in preparation for pages 30-31)
awriting task

Learners can write a report

based on a questionnaire
about routine

END OF FIRST TERM: MAY ASSESSMENT

SHORT TERM OBJECTIVES: SECOND ASSESSMENT – AUGUST

By the end of this term the learners will have been introduced to the content below:

Topic Can do Language Lexis Skills Further practice

statments

Unit 3 I can talk about Adverbs of frequency: Free-time activities and Learners can understand Project: Interview
Active! free-time activities always, usually, adjectives: the gist and some details with a sorts star In
(June/July) sometimes, never play basketball / volley- of descriptions on very pairs, learners
I can talk and ask Present simple : Wh- ball / table-tennis familiar topics e.g. conduct some
about the questions do aerobics / gymnastics someone’s free- time research on a
frequency with / yoga / martial arts sportsperson they
which people do take dance classes Learners can read and admire
free-time activities fun, cool, easy, hard listen for specific
information. They then come up
Sports and time expres- with questions for an
sions: go cycling / Learners can create a interview and
swimming / fishing / survey on free-time in prepare questions
horse-riding / skateboar- preparation for a writing and answers
ding / diving / hiking / task They role-play the
surfing / skiing interview for the
Learners can write a report class
on a free-time survey’s
results

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 SHORT TERM OBJECTIVES: SECOND ASSESSMENT – AUGUST

By the end of this term the learners will have been introduced to the content below:

Topic Can do Language Lexis Skills Further practice

statments

Unit 4 I can describe Present continuous Clothes: dress, skirt, shoes, Learners can read Project: Traditional
Looking good clothes Affirmative and negative trousers, jacket, shirt, tie, and listen to costumes – A party in...
(July/August) Yes/No questions Short jeans, T-shirt, sweater, coat, conversations for In small groups, learners do
I can talk about answers boots, shorts, socks, sweats- gist. research on traditional
what people are hirt, cap, trainers costumes from around the
wearing and Present continuous vs Learners can world
doing at the Present simple Time Adjectives of character: understand the gist
moment expressions serious, smart, lazy, cheerful, and details of texts They choose a country and
kind, confident, friendly, on familiar topics. each member of the group
sporty, shy is assigned an outfit to
Learners can write design They create their
descriptions based outfits, with a labelled
on visual prompts, picture and an
focusing on what accompanying description
people, look like, They present their
what they are traditional outfits for a party
wearing and what in the country they chose to
they are doing the class

END OF SECOND TERM: AUGUST ASSESSMENT

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 SHORT TERM OBJECTIVES: FINAL ASSESSMENT – NOVEMBER / DECEMBER

By the end of this term the learners will have been introduced to the content below:

Topic Can do Language Lexis Skills Further practice

statments

Unit 5 I can talk about Countable and Adjectives to describe places: Learners can identify Project: A great place to live
Feeling great places uncountable nouns beautiful, quiet, old, modern, gist and detail in a Students do research about
(September/ expensive, cheap, busy, ugly, range of reading and a city where they think
October) I can describe Quantifiers: a/an, some, clean, dirty listening texts about people can live happily
food and eating any, a lot of places and food
habits Food and drink: chicken, fish, They get pictures and write
How much... is there) meat, rice, pasta, potatoes, Learners can write a a description that includes
I can make How many... are there? salad, cake, fruit, vegetables, recipe, including the city’s characteristic
recommendatio pizzas, burgers, chips, ice- details like features and things people
ns about eating Must/mustn’t cream ingredients and can do there
habits procedures
They create a
documentary/presentation
and prepare to share it with
the class

Unit 6 I can talk about Past simple: verb be Free time activities and the Learners can read Project: Design a tiny house
Experiences what I did at the Affirmative, negative weather: watch a 3D film, go and listen to a range Learners draw the outside
(October/ weekend and Yes/No questions to a festival, listen to live of texts about of the house, then they
November) music, buy a ticket, go to a familiar topics and draw the different floors,
I can ask and Past simple: regular stadium, cooka a special identify gist and labelling rooms and
answer verbs Affirmative, meal, go cycling, go details furniture They write the
questions about negative and Yes/No shopping, go fishing, go to story of their house (what
past events questions the zoo, feed the animals inspired them to design it,
using the Past who helped them, etc)
simple Rooms and furniture:
Bedroom, bathroom, dining They share their work with
I can describe a room, kitchen, living room the class, describe their tiny
house focusing Bed, desk, wardrobe, houses and how they came
on the rooms shelves, mirror, sink, bath, to be
and furniture in it chair, picture, lamp, table,
armachair, sofa, cupboard,
fridge

END OF YEAR ASSESSMENT: NOVEMBER / DECEMBER

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