Colegio Montano Grammar - First Grade 2022 INSTRUCTOR Pamela García pgarcia@colegiomontano.edu.gt Bachelor's Degree in TESOL from UMG. Teaching English since 2017. The grammar course is intended for beginners in elementary level. The course presents English grammar through lively activities. Students practice the new structures in a variety of contexts to help them internalize and master them in the use of the most common grammar structures which they can use in daily activities. As in all the courses at Colegio Montano, the institutional values and beliefs are promoted and lived: 1. Liberty of decision making and responsibility of the consequences. 2. Honesty and sincerity 3. Humbleness 4. Profound respect to people and the environment 5. Tolerance to different ways of thinking 6. Always work as a team 7. Work friendship among peers 8. Loyalty and Identity with the institution 9. Collaboration and cooperation with the school and peers 10. Generosity 11. Solidarity 12. Excellence and quality of everything done METHODS Constructivism classroom: Democracy in which young children and teachers work together to solve problems and conflicts, children are given autonomy and decisions, making responsibilities over classroom structure and rules. Children are encouraged to engage in cooperative play with each other, and also encouraged to solve conflicts on their own through negotiation and cooperation. Cooperative learning: Instructional use of small groups so that children work together to maximize their own and each other’s learning. The common idea that lies behind cooperative learning is that children work together to learn and that, when they do, they feel responsible for one another’s learning as well as their own. The teacher keeps the process under control, guiding them by means of providing materials, explaining, etc. when the students are in need of help. Total Physical Response TPR: The student is required to respond physically to the words of the teacher. The student’s participation is paramount in the success of learning a second language. The teacher may use simple teaching methods such as “Simon Says,” or story telling where the student acts out the story. • Deductive Reasoning, works from the "general" to the "specific". This is also called a "topdown" approach. The deductive reasoning works as follows: think of a theory about topic and then narrow it down to specific hypothesis (hypothesis that we test or can test). • Inductive Reasoning, works the other way, it works from observation (or observations) works toward generalizations and theories. This is also called a “bottom-up” approach. Inductive reason starts from specific observations (or measurement if you are mathematician or more precisely statistician), look for patterns (or no patterns), regularities (or irregularities), formulate hypothesis that we could work with and finally ended up developing general theories or drawing conclusion. COMPETENCES 1. Use tenses appropriately in real life situations 2. Skillfully deal with and use information (wh-) and yes/no questions. 3. Identify modal auxiliaries and use them 4. Recognize countries and nationalities 5. Use equal comparison 6. 8. Recognize prepositions of place and time. 7. 9. Identify count and non-count nouns 8. 10. Recognize articles SOFT SKILLS Soft skills are often referred to as “people skills” or “non-cognitive skills” – essentially, the skills that are difficult to directly measure and the ones you can’t necessarily teach out of a book. These social skills for kids are vital for growth, development, and future employment opportunities. • Problem solving and critical thinking, means being able to observe, analyses and produce solutions to problems. • Creativity, means thinking outside the box. Often, creativity involves lateral thinking, which is the ability to perceive patterns that are not obvious. • Leadership, is a combination of soft skills. It reflects the ability to manage multiple people and situations. • Teamwork skills, consist of interrelated abilities that let you work effectively in an organized group. • Emotional intelligence skills, involve the ability to understand and manage emotions. They are linked to everything from decision-making to academic achievement. • Decision making, the ability to make good judgements and anticipate consequences of actions is essential to moving forward in life. • Service orientation, is the ability and desire to anticipate, recognize and meet others’ needs, sometimes even before those needs are articulated. Service-oriented kids focus on providing satisfaction and making themselves available to others. • Negotiation and Conflict Resolution. Conflict resolution is the process of settling arguments or disputes in a calm, respectful manner. Being able to resolve conflicts with others is an important life skill that can help to improve emotional intelligence and interpersonal skills. Sometimes, kids need to negotiate or resolve conflict. Being persuasive and sensitive of others comes back to personal communication skills. They will know how to seek solutions that benefit all parties. • Cognitive flexibility, is the ability to adapt our behavior and thinking in response to the environment. When children are asked to think about multiple concepts simultaneously or change their approach to solving a problem, they need to demonstrate flexible thinking. Cognitive flexibility is considered a core aspect of executive functioning. Executive functioning includes the mental processes that enable us to plan, focus attention, remember instructions and juggle multiple tasks simultaneously. Required Materials • Grammar book: Richmond Publishing, S.A. de C.V. 2018 Compass Vocabulary and Grammar Log Level 1 • Reading Notebook UNIT 1 January 12th – March 16th from page 04 to page 26 Week 1 Talking about you and me: Verb to be - Pages 4 and 5 Week 2 Subject pronouns and possessive adjectives - Pages 6 to 8 Week 3 Talking about others: the verb be - Pages 10 and 11 Week 4 Subject pronouns and possessive adjectives - Pages 12 to 14 Week 5 Articles a/an - Pages 16 and 17 Week 6 Yes/No questions with verb be - Pages 18 to 20 Week 7 Question words with the verb be - Pages 22 and 23 Week 8 Plural nouns - Pages 24 to 26 Week 9 Review - Review U1 verb to be UNIT 2 March 24th – May 18th from page 28 to page 50 Week 1 Describing places There is / are - Pages 28 and 29 Week 2 Describing places There is / are - Pages 30 to 32 Week 3 Asking about home with is / are there? - Pages 34 and 35 Week 4 Asking about quantity - Pages 36 to 38 Week 5 Describing family: the verb have - Pages 40 and 41 Week 6 This, that, these, those - Pages 42 to 44 Week 7 Asking about family and appearance: the verb have - Pages 46 and 47 Week 8 Possessive’s - Pages 48 to 50 UNIT 3 May 26th – August 3rd from page 52 to page 74 Week 1 Describing abilities: can / can’t + verb - Pages 52 and 53 Week 2 Zero article for general statements - Pages 54 to 56 Week 3 Asking about abilities with can - Pages 58 and 59 Week 4 Asking about abilities with can - Pages 60 to 62 Week 5 Preference verbs - Pages 64 and 65 Week 6 Preference verbs - Pages 66 to 68 Week 7 Imperatives - Pages 70 and 71 Week 8 Object pronouns - Pages 72 to 74 UNIT 4 August 11th – October 11th from page 76 to page 111 Week 1 Present simple for routines - Pages 76 and 77 Week 2 Time and time expressions - Pages 78 to 80 Week 3 Asking about routines - Page 82 and 83 Week 4 Time expressions - Pages 84 to 86 Week 5 Describing jobs and responsibilities - Pages 89 to 91 Week 6 Asking about job responsibilities - Pages 95 and 96 Week 7 Present continuous - Pages 101 to 103 Week 8 Questions in Present continuous - Pages 107, 108 and 111 Student evaluation Individual Work (IW) 20% Achievement Indicator (Logro) 20% Team Work (TW) 18% Attitudinal (At) 02% Unit Test (UT) 40%
