ENGLISH.

NINTH GRADE.
UNIT ONE
SCHOOL: FABIO IGNACIO MAGAÑA SUBJECT: ENGLISH TIME:

UNIT´S NAME:
MAKING FRIENDS IN THE NEIGHBORHOOD
OBJECTIVES:
✓ Recognize combinations and recombinations of oral and written language related to professional and academic background, plans for the
weekend and invitations by listening and reading content-related texts within a past-present-future time framework in order to communicate in the
target language.
✓ Produce oral and written sentence-level texts, by combining and recombining acquired vocabulary, stating information on professional and
academic background, plans for the weekend and invitations to neighbors within a past-present-future time in order to fulfill intended
communication needs in the target language.
CONCEPTS PROCEDURES ATTITUDES
Contents: Listening ■ Keeping confidentiality on others’ professional
■ Professional and academic background of ■ Selecting key information on people’s and academic records.
relatives and neighbors professional and academic background. ■ Promoting sound activities for the weekend
■ Plans for the weekend ■ Recognizing plans for the weekend from among neighbors.
■ Expressions to make formal and informal different sources. ■ Valuing the role of socialization among
invitations ■ Recognizing acceptance or refusal of invitations. neighbors.
■ Expressions to accept/refuse formal and informal ■ Expressing acceptance or refusal properly when
invitations Speaking being invited.
■ Giving and eliciting information on professional ■ Appreciating the importance of intonation in
Grammar in context: and academic background. communication of meaning.
■ Will/be going to in all forms ■ Expressing plans for the weekend
- I’ll go to the museum. ■ Inviting someone, formally or informally, to join
- He’s going to do the dishes. you.
■ Yes-no questions. ■ Accepting or refusing an invitation.
- Are you going to see a movie?

Reading
■ Information questions, short and ■ Identifying information on people’s professional
long answers and academic background.
- Where are you going to have a picnic? ■ Recognizing plans for the weekend.
- We’re going to have a picnic at the lake. ■ Inferring ideas of acceptance and refusal.
■ Possessive pronouns
- A friend of mine is coming.
Writing
- This basket is ours.
■ Filling out professional and academic records.
 ■ Writing a résumé.
Vocabulary: ■ Stating plans for the weekend.
■ Buddy, cool, guys, a friend of mine/ours, picnic, ■ Writing invitations (notes, cards, flyers).
barbecue, soccer game, basketball game, house
chores (do the dishes, cook, mop and sweep, water
the plants/ garden), go to church.

Useful expressions:
■ I’d like you to meet…. Just call me…. What’s
up? Do you want to join us? Would you like to go
with us? Do you want to come along? I’d love to,
but… I’m sorry, but…
I’d be glad to. Where did you study….? Where did
you work….? Where are you studying? Where are
you working?
METHODOLOGY

ACHIEVMENT INDICATORS: EVALUATION ACTIVITIES:

1.1 Confidentially selects information on people’s professional and
academic background.
1.2 Effectively identifies plans for the weekend from audio sources.
CRITERIA´S EVALUATION:
1.3 Recognizes acceptance or refusal of invitations.
1.4 Politely gives and elicits information on people’s professional and
academic background.
1.5 Expresses plans for the weekend stressing on the relevance of
socialization among peers and neighbors and the practice of sound
activities.
1.6 Cordially invites someone formally or informally to share sound
activities for the weekend.
1.7 Respectfully accepts or refuses invitations using proper grammar,
vocabulary and suprasegmental features.
1.8 Identifies information on people’s professional and academic
background in job application forms, records and résumés.
1.9 Recognizes plans for the weekend in a simple text.
1.10 Infers ideas of acceptance and refusal of invitations.
1.11 Fills out professional and academic records.
1.12 Writes a simple résumé clearly and neatly.
1.13 Writes about plans for the weekend using proper grammar and
assertive language.
1.14 Elaborates invitations (notes, cards, flyers.) with appropriate word
choice and grammatical accuracy.
1.15 Properly expresses acceptance or refusal of invitations in writing.
UNIT TWO
SCHOOL: SUBJECT: ENGLISH TIME:
UNIT´S NAME:
THE NEIGHBORHOOD
OBJECTIVES:
✓ Identify language related to directions and locations in the context of the neighborhood by discriminating or picking out information from
recorded material, conversations or written texts to understand and follow directions.
✓ Demonstrate effective use of the learned language oral and written by successfully asking for and giving directions in order to fi nd places in
the neighborhood or in a building.

CONCEPTS PROCEDURES ATTITUDES

Contents: Listening ■ Acting in a helpful manner when giving
■ Locations in the neighborhood ■ Locating places in the neighborhood and in a directions to others.
■ Directions in the neighborhood building. ■ Being patient and understanding with people who
■ Locations in a building ■ Following oral directions. request detailed directions.
■ Showing friendliness and hospitality to people
Grammar in context: Speaking who request directions.
■ Prepositions of place ■ Asking for directions in the neighborhood and in ■ Show respect and support to people who are lost
- The store is across from the bank. a building. searching for locations in the neighborhood and in a
- The doctor’s office is on the second floor. ■ Giving directions in the neighborhood and in a building.
■ Review of ordinal numbers building. ■ Showing creativity when performing academic
- The offi ce is the second door on the right. tasks.
- She lives on Third Avenue. Reading
■ Possessive of names ■ Reading a map of the neighborhood.
- That is Lidia’s house. ■ Reading a building plan.
- Carlos’s sister lives around the corner. ■ Following written information (street signs,
labels) in the neighborhood and in a building.

■ Imperatives
Writing
- Walk two blocks and turn left.
■ Writing directions to get to or locate places in the
■ Adverbs of location
neighborhood and in a building.
- The bathroom is over there.
■ Writing street signs or labels.
- The post offi ce is near here.
■ Drawing neighborhood maps or building plans.
Vocabulary:
■ Across from, next to, on the corner of, in front of,
at the corner of, behind, first floor, second floor,
Luis’s, Adriana’s, turn right, turn left,
go/walk/drive straight ahead, near, far, here, there.
■ Post office, supermarket, basketball court, soccer,
gym, clinic, drugstore.
 Useful expressions:
■ Excuse me, where is the library?
It’s….Where can I find a store?
How do I get to the post office?
It’s not far from here. You can’t miss it.

METHODOLOGY

ACHIEVMENT INDICATORS: EVALUATION ACTIVITIES:

2.1 Locates places in the neighborhood and in a building plan.
2.2 Follows oral directions in the neighborhood and in a building.
2.3 Politely asks for directions to get to places in the neighborhood and in
CRITERIA´S EVALUATION:
a building.
2.4 Gives directions in the neighborhood and in a building showing
respect, support and friendliness.
2.5 Successfully reads neighborhood maps and building plans.
2.6 Successfully follows written directions to get to places in the
neighborhood and in a building.
2.7 Writes directions to get to places in the neighborhood and in a building
with vocabulary and grammatical accuracy.
2.8 Writes street signs and labels with correct spelling.
2.9 Draws original maps or plans with creativity.

UNIT THREE.

SCHOOL: SUBJECT: ENGLISH TIME:

UNIT´S NAME:
MY HOMETOWN
OBJECTIVES:
✓ Comprehend language related to tourist attractions, festivities, local/regional food and hometown, embedded in spoken and written discourse,
in order to communicate in the target language.
✓ Generate oral and written discourse by using the acquired vocabulary and structures in order to convey information on tourist attractions,
festivities, local/regional food and hometown’s history and concurrently promote cultural identity.

CONCEPTS PROCEDURES ATTITUDES

Contents: Listening ■ Caring for the promotion of hometown’s tourist
■ Tourist attractions ■ Identifying main and key information on attractions among fellow citizens and foreigners.
■ Festivities hometown’s tourist attractions and festivities. ■ Keeping and diffusing the historical and cultural
■ Local/regional food ■ Listing types of local/ regional foods and their value of hometown’s festivities, customs and
■ Hometown history characteristics. traditions.
■ Recognizing on a timeline basis a hometown’s ■ Promoting the consumption of tasty and healthy
Grammar in context: historical events by areas: religion, economy, local/regional foods.
■ Simple present in all forms industry, technology, education, customs and ■ Proudly diffusing hometown’s history as a
- Do you eat tamales on weekends? traditions. cultural treasure that strengthens identity.
- El Salvador has beautiful beaches. ■ Developing a sense of belonging and awareness
■ Past of be in all forms Speaking to preserve cultural identity.
- My grandfather was the mayor of the town. ■ Talking about childhood memories.
- They weren’t born here. ■ Asking for and giving information on
hometown’s tourist attractions.
■ Simple past: regular and irregular verbs in all
forms ■ Providing basic information on hometown’s main
- Did you eat at that restaurant? festivities.
- They founded the city in 1800. ■ Describing types of local/regional foods.
■ Used to ■ Describing major historical events and phases of
- My hometown used to be quiet. a hometown’s history.
- People used to make handcrafts.
Reading
Vocabulary: ■ Scanning names of places and hometown’s
■ Restaurant, names of lakes, hills, mountains, tourist attractions from texts.
rivers, historical sites, archeological sites, crops, ■ Recognizing concepts and defi nitions related to
handcrafts, food, town festivities, quesadillas, hometown’s festivities in texts.
pupusas, corn tamales, etc. ■ Identifying names and characteristics of
local/regional foods.
Useful expressions: ■ Singling out major historical events and phases of
■ What are your town’s main tourist attractions? a hometown’s history in a text.
You can visit…
People like to celebrate… People used to Writing
go/eat/make…What are quesadillas exactly? When ■ Writing of texts including general and specifi c
do people eat….?Who was the founder of…? information on a town’s tourist attractions,
festivities and local/regional foods.
■ Writing about a town’s historical events in
chronological order and by areas: religion,
economy, industry, technology, education, customs
and traditions.

METHODOLOGY

ACHIEVMENT INDICATORS: EVALUATION ACTIVITIES:

3.1 Identifies main ideas and key information on hometown’s tourist
attractions and festivities from radio or TV commercials.
3.2 Lists types of local/regional food and their characteristics when
CRITERIA´S EVALUATION:
listening to a text read by the teacher.
3.3 Recognizes hometown’s major historical events when listening to a
recapitulation made by the teacher.
3.4 Talks about good childhood memories in his/her hometown with
confidence.
3.5 Asks for and gives information on hometown’s tourist attractions to
classmates, fellow citizens and foreigners.
3.6 Provides basic information on hometown’s main festivities to
classmates, fellow citizens and foreigners.
3.7 Describes the types of local/regional foods to classmates, fellow
citizens and foreigners.
3.8 Expresses, in a simple way but with coherence, major historical events
and phases of hometown’s history.
3.9 Scans names and places of hometown’s tourist attractions from
brochures, booklets or newspaper ads.
3.10 Recognizes concepts and definitions related to hometown’s festivities
from brochures, booklets or newspaper ads.
3.11 Identifies names and characteristics of local/ regional foods from a
magazine, internet articles or stories written by the teacher.
3.12 Singles out major hometown’s historical events and phases from a
magazine, internet articles or stories written by the teacher.
3.13 Writes short paragraphs, brochures and fLyers containing general and
specific information on hometown’s tourist attractions, festivities and
local/regional foods.
3.14 Does research to write a two-page report on hometown’s history.
UNIT FOUR.

SCHOOL: SUBJECT: ENGLISH TIME:

UNIT´S NAME:
IT’S ON SALE
OBJECTIVES:
✓ Understand oral and written language related to foods, numbers, prices and shopping by listening to and reading different sources in order to
satisfy specific communication needs.
✓ Articulate oral and written discourse expressing data on foods, numbers, prices and shopping in order to communicate with others and
implicitly foster good spending habits.

CONCEPTS PROCEDURES ATTITUDES

Contents: Listening ■ Fostering the practice of shopping for the
■ Food ■ Identifying names of foods. healthiest food and quality goods.
■ Shopping ■ Discriminating numbers from 1000 up to ■ Promoting the habit of spending just the
■ Numbers from 1000 to 1,000,000 1,000,000. necessary on food and goods.
■ Prices up to $1,000,000.00 ■ Recognizing prices of foods and objects. ■ Cleverly choosing the best places to go shopping
■ Getting the notions of agreement and for food, appliances and other objects.
Grammar in context: disagreement. ■ Reasonably agreeing and disagreeing with others
■ Rejoinders ■ Picking out details and main ideas from shopping on the food to buy for daily consumption.
- She’s not going shopping. Me neither. transactions. ■ Being critical and analytical on the kind and
- This radio is expensive and so is that one. quality of food and items bought for personal use.
■ Connectors Speaking
- This is expensive, but it’s good quality. ■ Saying names and types of food.
- I’m coming to the party and so is he. ■ Comparing prices and quality of food, appliances
and other objects.
■ Expressing superlative degrees on prices and
■ Comparative degree of adjectives: equality,
quality of food, appliances and other objects.
inferiority, superiority
- This TV is as expensive as that computer.
- Candy is less healthy than fruits. ■ Agreeing and disagreeing on opinions and facts.
■ Superlative of adjectives: ■ Shopping for food and personal care items.
inferiority and superiority Reading
- This is the most expensive, but it’s the most ■ Pre-reading a text.
colorful one. ■ Scanning names and prices of food and objects
- Sugars are the least essential items in your diet. from texts.
■ Extracting the notions of agreement and
Vocabulary: disagreement from different sources.
■ Neither, either, so, too, and, but, as expensive as, ■ Skimming a text for main ideas.
less expensive than, more expensive than, the least Writing
expensive, the most ■ Listing food and objects by kind and category.
expensive, the worst, the best ■ Making numbers to pay for a shopping
■ Poultry, dairy products, meats, vegetables, transaction.
cereals, pasta, beverages, pastries, living room set, ■ Writing down shopping lists.
dining room set, plasma TV, ■ Stating likes and dislikes on food, appliances and
home theater, iPod, mp3 player, palm, laptop, car, other objects.
bicycle, motorcycle. ■ Comparing prices and quality of food, appliances
and other objects.
■ Writing paragraphs on purchasing goods.
Useful expressions:
■ Do you want to go shopping? Look at that! It’s
on sale! It’s a bargain! Can I see that/ those…?
What do you think?
It looks nice, but….How about this/these…?
Maybe next time.

METHODOLOGY

ACHIEVMENT INDICATORS: EVALUATION ACTIVITIES:

4.1 Identifies names of food from recordings and other oral input.
4.2 Discriminates numbers from 1000 up to 1,000,000 from recordings
and other oral input.
CRITERIA´S EVALUATION:
4.3 Recognizes prices of food and other objects from radio or TV
commercials.
4.4 Gets the notions of agreement and disagreement from radio or TV
commercials.
4.5 Successfully picks out details and main ideas on shopping transactions
from oral input.
4.6 Correctly says names, and types of food.
4.7 Compares prices and quality of food, appliances and other objects with
grammatical accuracy.
4.8 Correctly expresses superlative degrees on prices and quality of food,
appliances and other objects.
4.9 Correctly and politely agrees and disagrees on likes and opinions
about food, appliances and other objects.
4.10 Confi dently shops for food and personal care items at supermarket
or stores.
4.11 Uses pre-reading strategies before reading articles on food and
shopping.
4.12 Scans names and prices of food and objects from a written text.
4.13 Extracts, the notions of agreement and disagreement from written
conversations and texts on shopping.
4.14 Skims main ideas from articles on food and shopping.
4.15 Lists, by kinds and categories, food and objects with correct spelling.
4.16 Makes numbers to pay for a shopping transaction.
4.17 Writes down shopping lists with correct use of vocabulary.
4.18 States, at a sentence level, likes and dislikes on food, appliances and
other objects.
4.19 Compares, at a sentence level, prices and quality of food, appliances
and other objects.
4.20 Writes paragraph-level reports on purchasing goods with correct
syntax.
UNIT FIVE.

SCHOOL: SUBJECT: ENGLISH TIME:

UNIT´S NAME:
ENTETAINMENT
OBJECTIVES:
✓ Interpret oral and written language messages related to leisure time activities in spoken and written discourse in order to fulfi ll
communication needs.
✓ Produce, at sentence and paragraph levels, oral and written discourse about leisure time activities in order to exchange ideas in the target
language.
✓ Socialize decisively the practice of sound leisure time activities as a means to preserve physical and mental health as well as to boost cultural
growth.

CONCEPTS PROCEDURES ATTITUDES

Contents: Listening ■ Consciously valuing the practice of sound leisure
■ Leisure time activities (music, movies, books, ■ Identifying names of leisure time activities in time activities to preserve physical and mental
games, sports) different sources. health.
■ Screening out key information related to leisure ■ Participating diligently in the organization of
Grammar in context: time activities from different sources. valuable leisure time activities among classmates
■ Present perfect ■ Picking out details related to leisure time and friends.
- Have you ever read Harry Potter? activities from oral input. ■ Consciously planning and distributing time
- I’ve seen that movie three times. ■ Getting the notions of time, possibility and availability between studies and leisure time
■ Modal auxiliaries: may, might, can, could frequency from oral input related to leisure time activities.
- Could I borrow this book? activities. ■ Appreciating the infl uence of physical activities
- We might go to the theater. during leisure time on physical appearance.
Speaking
■ Asking for and giving information on personal
leisure time activities.

■ Review of frequency adverbs ■ Describing personal and others’ leisure time ■ Developing interest and fondness for leisure time
- I always listen to music in my bedroom. activities. activities that motivate growth of general culture.
- We never watch TV during meals. ■ Expressing degrees of possibility.
■ Manifesting degrees of frequency.
Vocabulary: ■ Expressing preferences.
■ Dancing, rap, electronic music, rock and roll,
classical music, new wave, singers, actors, writers, Reading
chess, movies, video games, soccer, novels, short ■ Using pre-reading strategies.
stories, plays, poetry. ■ Scanning vocabulary related to leisure time
 activities from texts.
Useful Expressions: ■ Skimming main ideas about leisure time
■ What do you do in your free time? What’s your activities from texts.
favorite sport/book/ music? What are your plans for ■ Recognizing in readings the notions of time,
the weekend? I’m staying home. I have things to possibility and frequency.
do. We’re going out. What’s that book/movie
about? That’s interesting. That sounds funny/ Writing
boring/ interesting. ■ Listing down leisure time activities by categories.
■ Writing sentences expressing possibility about
leisure time activities.
■ Writing sentences expressing frequency of leisure
time activities.
■ Writing short descriptive paragraphs.
■ Writing personal reports about leisure time
activities.
■ Writing dialogues about leisure time activities.

METHODOLOGY

ACHIEVMENT INDICATORS: EVALUATION ACTIVITIES:

5.1 Successfully identifi es names of leisure time activities in audio and
oral input.
5.2 Screens out key information on leisure time activities from audio and
CRITERIA´S EVALUATION:
oral sources.
5.3 Picks out details related to leisure time activities from teacher’s and
peers’ oral input.
5.4 Successfully gets the notions of time, possibility and frequency from
audio and oral input related to leisure time activities.
5.5 Correctly and courteously asks for and gives information about
personal leisure time activities.
5.6 Describes personal and others’ leisure time activities with acquired
vocabulary and expressions.
5.7 Expresses degrees of possibilities related to leisure time activities with
grammatical accuracy.
5.8 Manifests degrees of frequency about leisure time activities with
grammatical accuracy.
5.9 Respectfully expresses preferences on leisure time activities.
5.10 Uses pre-reading strategies before reading books, magazines and
booklets about leisure time activities.
5.11 Scans vocabulary related to leisure time activities from newspapers
and magazine articles.
5.12 Skims main ideas related to leisure time activities from paper and
online articles.
5.13 Successfully recognizes the notions of time, possibility and
frequency in authentic written texts.
5.14 Lists down leisure time activities by categories.
5.15 Writes sentences expressing possibility related to leisure time
activities with correct grammar and syntax.
5.16 Writes sentences expressing frequency of leisure time activities with
correct grammar and syntax.
5.17 Writes 6 to 7- line paragraphs describing leisure time activities with
coherence and correct syntax.
5.18 Writes original dialogues related to leisure time activities using the
learned vocabulary and grammar.
UNIT SIX.

SCHOOL: SUBJECT: ENGLISH TIME:

UNIT´S NAME:
YOU SHOULD VISIT THE DOCTOR.
OBJECTIVES:
✓ Recognize oral and written language associated with different parts of the body, health problems, medications, feelings and suggestions
through listening and reading in order to fulfIll intended communication needs.
✓ Generate messages concerning parts of the body, health problems, medications, feelings and suggestions by producing comprehensive oral and
written discourse in order to communicate successfully.
✓ Acquire healthy habits to maintain a healthy body and be more productive in studies and work.

CONCEPTS PROCEDURES ATTITUDES

Contents: Listening ■ Showing interest to know the human body.
■ Parts of the body ■ Identify the different parts of the body. ■ Openly and respectfully talking about emotional
■ Health problems ■ Recognizing health problems from different and physical states.
■ Medications sources. ■ Being aware of the importance of consulting a
■ Feelings ■ Listening for symptoms related to health professional for medical prescription.
■ Suggestions problems. ■ Being empathic and supportive with classmates
■ Associating recommendations to health and acquaintances who are undergoing health
Grammar in context: problems. problems.
■ Adjectives ■ Relating medications with health problems. ■ Consciously knowing the value of a prompt and
- I have a sore throat. ■ Getting the notions of good and bad emotional proper medical treatment.
- My eyes are itchy. and physical states from different sources.

■ Feel + adjective Speaking

- I feel sick. ■ Saying the parts of the body.
- He feels fantastic. ■ Talking about health problems.
■ Have + noun ■ Describing emotional and physical states.
- She has a stomachache. ■ Giving recommendations and instructions.
- Do you have the fl u?
■ Modal auxiliaries: should/ shouldn’t Reading
- You should visit the doctor. ■ Scanning specific information on health problems
- She shouldn’t move her leg. from readings.
■ Imperatives ■ Matching words with definitions.
- Don’t drink anything cold. ■ Skimming main ideas on health problems from
- Take some aspirin. readings.
■ Reading medical prescriptions.
Vocabulary: ■ Getting the notions of good and bad emotional
■ hand, head, heel, knee, leg, mouth, neck, nose, and physical states from readings.
shoulder, stomach, throat, thumb, backache, cough,
earache, fever, the fl u, Writing
headache, sore eyes/throat, antacid, aspirin, (cold) ■ Writing the different parts of the body.
pills, cough drops, cough syrup, eye drops, better, ■ Filling out prescriptions.
fantastic, fine, great, awful, exhausted, homesick, ■ Describing health problems.
miserable, sick, sore, terrible, symptoms: dizzy, ■ Writing reports on solutions to health problems.
nauseous, congested, bloated, itchy, etc.

Useful Expressions:
■ What’s wrong? What’s the matter? How do you
feel? I don’t feel well. I feel…
What should I do? What do you recommend? Take
care of yourself.

METHODOLOGY

ACHIEVMENT INDICATORS: EVALUATION ACTIVITIES:

6.1 Clearly identifies the different parts of the body from diverse oral
input.
6.2 Successfully recognizes health problems from audio and oral input.
CRITERIA´S EVALUATION:
6.3 Successfully listens to audio sources and identifies symptoms related
to health problems.
6.4 Associates recommendations with health problems from audio and
oral input with no mistakes.
6.5 Correctly relates medications with health problems from audio and
oral input.
6.6 Clearly gets the notions of good and bad emotional and physical states
from authentic oral sources.
6.7 Correctly says the parts of the body that have been taught.
6.8 Correctly and coherently asks and talks about health problems.
6.9 Accurately describes emotional and physical states.
6.10 Accurately and respectfully gives suggestions and instructions to
solve health problems.
6.11 Carefully scans specific information on health problems from
authentic readings.
6.12 Correctly matches words with definitions on health problems.
6.13 Quickly skims main ideas on health problems from paper and online
readings.
6.14 Successfully reads simple prescriptions.
6.15 Clearly gets the notions of good and bad emotional and physical
states from diverse readings.
6.16 Correctly writes the names of different parts of the body that have
been taught.
6.17 Fills out prescriptions accurately.
6.18 Describes health problems at sentence and paragraph levels with
grammatical accuracy.
6.19 Coherently and cohesively elaborates reports, at paragraph levels, on
how to properly deal with health problems.