INGLÉS KIDS

El curso para niños corresponde a los primeros niveles el Marco Común Europeo de Referencia para las lenguas (Starters- Movers- Flyers) aplicado a la enseñanza de una idioma extranjero a niños, en el cual se propone formar a los estudiantes desde los 8 a 10 años en los niveles básicos de inglés para los niveles  A1 y A2 y que puedan alcanzar un desarrollo adecuado y eficiente de las  destrezas lingüísticas: comprensión oral (Listening), expresión oral (Speaking), comprensión escrita (Reading) y expresión escrita (Writing).

METODOLOGÍA

Se fundamenta en Presentar, practicar, producir y personalizar como metodología para aprender de forma natural: primero de forma receptiva y luego de forma productiva. Además considera las Habilidades del siglo XXI: estar al margen de los avances en comunicación y tecnología como parte de la vida cotidiana de los estudiantes, para desarrollar habilidades de pensamiento crítico, comunicación global, colaboración y creatividad.  El Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (CLIL), que utiliza un enfoque transversal permitiendo a los alumnos relacionar lo que aprenden en sus clases de inglés con otras asignaturas escolares como matemáticas, ciencias, arte, estudios sociales y salud, y por último El enfoque comunicativo hace hincapié en el valor de la comunicación en el aprendizaje del inglés.

Aplica para:

 Niños y Niñas de 8 a 10 años.

Modalidad:

Presencial.

De Lunes a Viernes

      • 15h00 a 16h00
      • 16h00 a 17h00

Sábado

      • De 8h00 a 12h00 más una hora de trabajo autónomo.

Título que otorga:

Certificado de Aprobación A2 de Acuerdo al Marco Común Europeo de referencia para lenguas.

CONTENIDOS

  • UNIT 1- Vocabulary: School Supplies and Shapes - Grammar: It’s a (pen). What is it? It isn’t a (notebook). Is it a (circle)? Yes, it is. No, it isn’t.
  • UNIT 2 - Vocabulary: Art Supplies and Colors - Grammar: This is (paint). What’s this? What color is it? It’s (red). Blue and yellow make green. - Phonics: /b/, /p/, /t/, /d/, /m/ and /n/
  • UNIT 3 - Vocabulary: Numbers and Toys - Grammar: How old are you? I’ve (seven). How many dolls? (One) (doll). (Two) (dolls). I have (one) (game). I have (two) (games).
  • UNIT 4 - Vocabulary: Family and Food - Grammar: Who’s this? This is my (mother). I like (juice). I don’t like (juice). What’s this? This is (pizza). - Phonics short /a/, short /e/, short /i/, short/o/ and short /u/
  • UNIT 5 - Vocabulary: Nature, Playtime and Animals - Grammar: What can you see? I can see a (flower). I can see (flowers). I can play (soccer). I can’t play (soccer). Can you see a turtle? Yes, I can. No, I can’t.
  • UNIT 6 - Vocabulary: Animals and Abilities - Grammar: Where is the (monkey)? The (monkey) is (in the tree). It’s (one the rock). Where are the (snakes)? They’re (on the rock). Can (zebras) (run)? Yes, they can. No, they can’t. - Phonics: /f/, /v/, /s/, /z/, /r/ and /l/
  • UNIT 7 - Vocabulary: My Body, My Face and Healthy Habits - Grammar: What’s this? This is my (arm). What are these ? These are my (arms). Is this my (eye)? Yes, it is. No, it isn’t. Are these my (eyes)? Yes, they are. No, they aren’t. I can (wash my face).
  • UNIT 8 - Vocabulary: Adjectives and Transportation - Grammar: What’s that? That’s an (old bike). What are those? Those are (new bikes). Is that a (fast car)? Yes, it is. No, it isn’t. Are those (fast cars)? Yes, they are. No, they aren’t. What’s this/that? It’s a(n) (old bus). What are those/these? They’re (new buses). - Phonics: long /a/, long /e/, long /i/, long /o/ and long /u/
  • UNIT 1 - Vocabulary: Feelings and The Senses - Grammar: I’m (happy). I’m not (sad). Are you (happy)? Yes, I am. No, I’m not. He’s/She’s (sick). Is he/she (sick)? Yes, he/she is. No, he/she isn’t. What can he/she (see)? He/She can (see a bird).
  • UNIT 2 - Vocabulary: Jobs and Places - Grammar: He’s/She’s a (doctor). He’s/She’s isn’t a (nurse). Is he/she a (doctor)? Yes, he/she is. No, he/she isn’t. They’re (police officers). They aren’t (firefighters). Are they (police officers)? Yes, they are. No, they aren’t. Where’s the (doctor)? He’s/She’s at the (hospital). - Phonics: /k/, /g/, /ʤ/, /h/ and /ks/
  • UNIT 3 - Vocabulary: Food, Fruit and Dairy Products - Grammar: What do you want? I want (soup). I don’t want (soup). What does he/she want? He/She wants (soup). He/She doesn’t want (soup). I have/don’t have (apples). He/She has (apples). He/She doesn’t have (apples). Do you have (apples)? Yes, I do. No, I don’t. Do you like (milk)? Yes, I do. No, I don’t
  • UNIT 4 - Vocabulary: Clothes - Grammar: What’s he/she wearing? He’s/She’s wearing a (white shirt and gray pants). We’re wearing (red caps and green shorts). Is he/she wearing (a hat)? Yes, he/she is. No, he/she isn’t. - Phonics: /b/, /kl/, /fl/, /br/, /kr/ and /fr/
  • UNIT 5 - Vocabulary: Actions and Activities - Grammar: What are you doing? What is he/she doing? I’m/He’s/She’s (reading). I’m not (writing). He/She isn’t (writing). What are you/they doing? We’re/They’re (eating). We/They aren’t (drinking). Is he/she (playing the guitar)? Yes, he/she is. No, he/she isn’t. Are they (playing the guitar)? Yes, they are. No, they aren’t.
  • UNIT 6 - Vocabulary: Things at Home, Rooms and Numbers - Grammar: There’s a (bed next to the bookshelf). Is there a (bed next to the bookself)? Yes, there is. No, there isn’t. There’s one bed in the bedroom. There are (two beds in the bedroom). Are there (two beds) in the (bedroom)? Yes, there are. No, there aren’t. How many (pencils) are there? There are (24) (pencils). - Phonics: /ʃ/, /tʃ/, /θ/, /w/, and /f/
  • UNIT 7 - Vocabulary: Time, Meals and Daily Routines - Grammar: What time is it? It’s (one) o’clock. It’s (one fifteen). Whend you do you (eat breakfast)? I/We eat breakfast at (seven) o’clock. When does he/she (eat breakfast)? He/She eats breakfast at (seven) o’clock. When does he/she (wake up)? He/She (wakes up) at (seven) o’clock (in the morning).
  • UNIT 8 - Vocabulary: Subjects, Classes and Countries - Grammar: His/Her favorite subject is (science). What’s his/her favorite subject? It’s (science). When does he/she go to (karate class)? He/She goes to (karate class) on (Tuesdays). Where’s he/she from? He’s/She’s from (Brazil). - Phonics: /ej/, /i:/, /aj/ and /u:/
  • UNIT 1 - Vocabulary: Snacks, Vegetables and Cooking - Grammar: I want some/Don’t want any (gum). He/She wants some/doesn’t want any (gum). What do you want? I want some (gum). Do you need any (carrots)? Yes, we do. No, we don’t. What do they need? They need (a carrot)/(some carrots). I want to make a(n) (omelet).
  • UNIT 2 - Vocabulary: Places to Go, Things to Do and Activities - Grammar Where’s the (park)? It’s (across the street from the movie theatre). What’s he/she doing at the (department store)? He’s/She’s (shopping). First, color the house.
  • UNIT 3 - Vocabulary: Occupations, What People Do and Illnesses - Grammar: Who works at the (supermarket)? Where does the (cashier) work? The (cashier) works at the (supermarket). What does the (cook) do? The (cook) (makes food). Does the cook make food/sell things? Yes, he/she does. No, he/she doesn’t. What’s the matter with him/her? He/She has (a cold).
  • UNIT 4 - Vocabulary: Family, Things on the Table, and Countries - Grammar: They’re (Danny)’s (parents). He’s/She’s (Danny)’s (cousin). Who are they? They’re his/her (parents). Who’s he/she? He’s his/her uncle. She’s his/her aunt. Whose (fork) is that? It’s mine. This is our/their (flag). It’s ours/theirs
  • UNIT 5 - Vocabulary: Adjectives - Grammar: The (girl) is (tall). The (boy) is (taller). Who’s (taller), (Danny) or (Julie)? (Danny) is (taller). Is the (red sweater) (thicker/thinner) than the (blue sweater)? Yes, it is. No, it isn’t. Which one is (harder), (the marble) or (the ball)? The (marble) is (harder).
  • UNIT 6 - Vocabulary: Chores and Farm Chores - Grammar: I (make my bed) (before school). When does he/she (make his/her bed)? He/she (makes his/her bed) (before school). I always (sweep the floor). He/She always (sweeps the floor). I always (milk the cows) (before school/in the morning).
  • UNIT 7 - Vocabulary: Glaces to Go and Weather - Grammar: Where was he/she yesterday? He/she was at the (beach). Was he/she at the (beach) yesterday? Yes, he/she was. No, he/she wasn’t. Where were they yesterday? They we at the (bookstore). Were they are the (bookstore) yesterday? Yes, they were. No, they weren’t. How’s the weather today? It’s (sunny). How was the weather (yesterday)? It was (sunny).
  • UNIT 8 - Vocabulary: School Supplies, Art Supplies and Technology - Grammar: Where was the (folder)? It was (one the table). What was (on the table)? (A folder) was (on the table). There were some/isn’t any (magazines) (on the table). Were there (any magazines) (on the table)? Yes, there were. No, there weren’t. There weren’t any cell phones in 1940. There were phones like this.
  • UNIT 1 - Vocabulary:Camping activities, e.g., climb, hike, canoe; Sports, e.g., ski, snowboard, ice skate, in-line skate; safety advice, e.g. wear helmet, put on sunscreen, wear a life jacket. - Grammar:Questions with “What”, e.g. What does he/she like doing? He/She likes climbing.; Simple present statements with is/ isn’t, e.g. He’s good at skiing. She isn’t good at skiing.; Yes/ No questions with “is”, e.g. Is she/he good at skiing? Yes/No, she/he isn’t very good at it.; trying something new: I’m not very good at (ice-skting). Don’t worry. I can help you.; time clauses with “When”, e.g. When you go snowboarding, always wear a helmet.
  • UNIT 2 - Vocabulary:Animals and insects, e.g. hippopotamus, gorilla, panda.; sea creatures, e.g. eel, seal, dolphin; animals, e.g. lizard, beetle, crab. - Grammar: Regular comparatives with “than”, e.g. The hippopotamus is bigger than the panda.; regular superlatives, .e.g The hippopotamus is the biggest.; questions with “which” and the superlative, e.g. Which one is the smallest? The bee is the smallest.; Comparisons with “as (adjective) as”, e.g. The eel isn’t as long as a the seal’s; Yes/ No questions with comparisons, e.g. Is the eel as long as the seal? No, it isn’t. it’s shorter.; Asking for a specific item using “which”, e.g. Which one would you like? I’d like the longest one, please.; Questions with “How much”, e..g How much does the lizard weigh? It weighs 150 kilograms.; Questions with “How long”, e.g. How long is the lizard? It’s three meters long.
  • UNIT 3 - Vocabulary:Hairstyles, e.g. short hair, shoulder-length hair, curly hair, wavy hair; accessories, e.g. watch, necklace, belt; camouflage, e.g. stock, leaf, sand, grass. - Grammar: Questions with “What” (3rd person), e.g. What does she look like? She has short, black hair and brown eyes.; Questions with “Which” (3rd person), e.g. Which one is your brother? He’s the one with short, straight, black hair and brown eyes.; Questions with “What”, e.g. What does the watch look like? It’s new and black.; wishing someone good luck, e.g. Good luck (with the play). Thanks, You, too! comparisons with “the same (color/ shape) as”, e.g. The caterpillar is the same color as the stick.
  • UNIT 4 - Vocabulary:Sports, e.g. baseball, basketball, volleyball; activities, e.g. practice the piano, use the computer, talk on the phone; Ancient Rome, e.g. stone, clay, glass, metal - Grammar:Simple past statements with known regular verbs and new nouns, questions with “what”, e.g. She played baseball yesterday., What did she do yesterday? She played baseball yesterday.; Simple past questions with “what” and time expressions (1st person), e.g. what did you do last weekend? I practiced the piano. Did you practice the piano on Monday? offering assistance, e.g. I can’t find my (gloves). Don’t worry. You can borrow mine.; Simple past questions with “what”; the verb “use” with the infinitive “to make”, e.g. what did they use to make homes in Rome? They used stones.
  • UNIT 5 - Vocabulary:Food, e.g. noodles, curry, sushi.; Things to do, e.g. go bowling, take a picture, see a parade; dinosaurs: feather, tail, claw, wing. - Grammar: Known irregular verbs with new foods, e.g. He ate noodles, She drank lemonade.; Verbs with prepositions “for” and “with”, e.g. What did she eat for lunch? She ate noodles. What did she drink with lunch? She drank lemonade.; questions with “what” and “when”+ irregular verbs, e.g. What did she do yesterday? She went bowling.; Helping someone find something, e.g. What happened? I lost my backpack. Let’s look for it together.; past tense statements, “Some” with plural nouns, e.g. Some dinosaurs had feathers.
  • UNIT 6 - Vocabulary:The arts, e.g. sing songs, make movies, write stories, design clothes.; making things, e.g. cook dinner, make cookies, make jewellery, make a card, knit a scarf; art, e.g. painting, photograph, mosaic, sculpture. - Grammar:Simple present questions with “like” and infinitive “to”, e.g. What does he like to do in their free time? He likes to sing songs. Does he like to sing songs in his free time? Yes, he does. No, he doesn’t.; preposition “for”+ object pronouns, e.g. He cooked dinner for him.; Questions with what + object pronouns, e.g. What did he cook for her?; being kind to someone in need of assistance, e.g. Could you carry these bags for me? Sure. No problem. ; Simple present statements, preposition “of” for subject matter, e.g. This is a painting of a bedroom
  • UNIT 7 - Vocabulary: Careers, e.g. actor, artist, musician; activities, e.g. go to space, fly a helicopter, work with animals.; in space, e.g. space shuttle, space station, space suit. - Grammar: Future time expression “when”+ questions with what/want + to be, e.g. What do you want to be when you grow up? I want to be an actor.; future time expression “when”+ questions with what/want+ to do, e.g. What do you want to do when you’re older? I want to go to space. ; reading and obeying signs, e.g. what does this sign mean? It mans you can’t run here.; Statements with “have to/ don’t have”, e.g. Astronauts have to take the space shuttle to get to the space station. Astronauts don’t have to wear a space suit in the space station.
  • UNIT 8 - Vocabulary: Activities, e.g. take a boat ride, see a show, go on a bus tour, ride a horse; Things for a trip, e.g. swimsuit, towel, money, tent.; transportation, e.g. taxi, ferry, subway, gondola. - Grammar: Future questions with “going to” + do/ take, e.g. What’s she going to do on vacation? She’s going to take a boat ride. When is she going to take a boat ride? She is going to take a boat ride tomorrow. ; Future questions with “what”; going to+ take, e.g. What’s he going to take with him? He’s going to take a swimsuit. Are they going to take swimsuits with them? Yes, the are.; talking about vacation plans; saying good-bye, e.g. Bye! Have a great time. Thank you. See you next month.; future questions with “how+ going to+ get”, e.g. How’s she going to get to the department store? She’s going to take taxi.
  • UNIT 1 - Vocabulary: Activities, e.g., act in a play, learn how to dive, ride a roller coaster, read a lot of books; feelings, e.g., relaxed, nervous, confident.; story: afraid, video games, screen, battery is dead; Travel and trade, e.g., silk, goods, difficult, ruler. - Grammar:Simple past statements with “when”, e.g. He acted in a play when he was on vacation.; Simple past statements with “but”, e.g. I felt relaxed, but he felt nervous.; Simple past questions with “how”, e.g. How did you feel when you rode a roller coaster? I felt relaxed, but she felt nervous.; Conversation: Come one! Let’s learn how to surf! No, thanks. I’d rather play video games. OK. / Sounds fun. I’m tired of playing video games. Great! Simple past tense questions with “what”, e.g. What did Marco Polo do when he was 17? He traveled on the Silk Road.
  • UNIT 2 - Vocabulary: In the woods, e.g., study insects, identify trees, pick wild strawberries, etc.; Making camp, e.g., set up the tent, build a campfire, roast fish, tell stories, etc.; story: follow, way out, shout, far; plants, e.g., oxygen, seed, size, root, underground, stem - Grammar: Questions in past continuous tense, with answers in simple past tense, e.g. What was she doing in the morning? She was studying insects.; Questions and answers in past continuous, e.g., Was he studying insect in the afternoon? No, he wasn’t. He was identifying trees.; past continuous statements with simple past statements, e.g. She was setting up the tent when I arrived at the campsite.; past continuous questions and answers, e.g. What were you doing when you saw the deer? I was setting up the tent.; Conversation: Which was is the campsite? Sorry, I don’t know. Thanks, anyway. / It’s that way. Thanks a lot! Questions with “these/ those”, e.g. Which parts of the plant are these? Those are the seeds.; “what” questions with “do”, e.g. What do they do? They grow and become new plants.
  • UNIT 3 - Vocabulary: Planning a party, e.g. order pizzas, bake cupcakes, bring fruit juice, choose the music; starting a party, e.g. pour the juice, serve the pizzas, set up the music, blow up the balloons.; Celebrations, e.g. celebrate, season, tradition, delicious, child, samba parade - Grammar: Simple future tense with “will” for intention, e.g. I’ll order pizzas for the party.; Simple future tense with “will” for predictions, e.g. What will he do? He’ll order pizzas? Simple future tense questions with “will”, e.g. Will she pour the juice? Yes, she will. No, she won’t.; Simple future tense questions with “who”, e.g. Who will pour the juice? They will. Conversation: We’re out of juice. Could you get some more? Sure, no problem. Thanks. / I can’t right now. I’m busy. That’s OK.; Simple future tense questions with “will”, e.g. What will people in Japan do in the spring? They’ll celebrate Children’s Day.
  • UNIT 4 - Vocabulary: Comparisons, e.g., colorful macaw, plain egret, dangerous jaguar, friendly river dolphin; Comparisons, e.g., easy puzzle, difficult puzzle, comfortable sandals, uncomfortable sandals; Biomes: natural community, freshwater, desert, forest, grassland, tundra - Grammar: Comparatives with long and short adjectives, e.g. The macaw is more colorful than the egret.; Questions with comparatives, e.g. Is the macaw more colorful than the egret? Yes, it is./ No, it isn’t.; Superlatives with long and short adjectives, e.g. this puzzle is the easiest one here.; Questions with superlatives and “which”, e.g. Which puzzle is the easiest? This puzzle.; conversation: I want that one. How about this one instead? It’s cheaper. / Good choice! Questions with superlatives and “which”, e.g. Which biome is the biggest? The ocean.
  • UNIT 5 - Vocabulary: Activities, e.g., wash my hair, take a shower, floss my teeth, check my calendar; Adverbs, e.g., slowly, quickly, carefully, carelessly; story: recital, almost, hour, proud.; Your health, e.g., successful, exercise, balanced meal. - Grammar: Adverbs of frequency: I always wash my hair before I go to bed.; Questions with “do” and adverbs of frequency, e.g. Do you wash your hair before you go to bed? Yes, I always I do. / No, I rarely do. ; Questions with “how” and adverbs of manner, e.g. How is she walking? She is walking slowly.; Questions with “is” and adverbs of manner, e.g. Is he walking slowly or quickly? He’s walking slowly. Conversation: Are you ready for your recital? No, I’m not. I still need to practice. / Yes, I think so. I practiced all week.; Questions with “how” and adverbs of frequency, e.g. How often do you go for a walk? I go for a walk twice a week.
  • UNIT 6 - Vocabulary: Quantities, e.g., a cup of flour, a half cup of water, a tablespoon of cooking oil, etc.; Supplies, e.g., aprons, toothpick, paper clips, etc.; Story: Parthenon, stops, roof. The pyramids, e.g., take, farmer, artisan, move, pull, site. - Grammar: Questions with “how” and count and noncount nouns, e.g. How much flour does he need? He needs a cup of flour.; questions with “do” and count and noncount nouns, e.g. Does she have enough flour? Yes, she does. / No, she doesn’t.; questions with “how much” and “how many” with count and noncount nouns, e.g. How aprons do have? We have three aprons. How much cardboard do we have? We have six sheets of carboard.; conversation: Did we bring the map? I don’t remember. / I remember. It’s under the seat/ I’m not sure. / Never mind, I found it.; Questions with “how many” and count and noncount nouns, e.g., Hoe many people did it take to build the Great Pyramid of Giza? It took around thirty thousand people.
  • UNIT 7 - Vocabulary: Countries, e.g., India, Italy, Kenya, etc.; Activities, e.g. go rafting, ride a camel, climb a mountain, hike in a rainforest, etc.; story, e.g. alone, invite, Taekwondo, each other; climbing Mount Everest: high, reach, British, leave, grateful, lead - Grammar: Present perfect statements with “been”, e.g. I’ve been to India.; Present perfect questions with “been”, e.g. have you ever been to India? Yes, I have./ No, I haven’t.; Present perfect with irregular verbs, e.g. He has gone rafting, but he hasn’t ridden a camel.; Present perfect questions, e.g., Has she gone rafting before? Yes, she has./ No, she hasn’t.; Conversation: Do you like skateboarding? I’m not very good at it. Could you show me how? Sure! Yes, I do. Cool! Let’s go skateboarding after school! past tense, e.g. What happened in 1924? George Mallory and Andrew Irvine tried to reach the top of Mount Everest.
  • UNIT 8 - Vocabulary: Using computers, e.g., Turn on the computer, turn off the computer, turn up the volume, turn off the volume, etc.; using computers cont., e.g., upload the photos, print the photos, download the music, play the music, write the email, send the email; story: report, research, reminds; energy: energy, source, wind turbine, electricity, dam, solar panel. - Grammar: Present perfect statements with “just” ad “yet”, e.g. I’ve just turned on the computer. I haven’t turned on the computer yet.; Present perfect questions with “yet”, e.g., Has he turned on the computer yet? Yes, he has. / No, ha hasn’t.; present perfect statements and questions, e.g. She’s already uploaded the photos, but she hasn’t printed them yet. / Has she uploaded the photos yet? Yes, she’s uploaded them. / No, she hasn’t uploaded them.; Conversation: are you almost done with the computer? Just a minute. I haven’t finished downloading these songs yet.’ Yes, I just finished. Go ahead and use it. Thanks! Present perfect questions and answers, e.g. What have scientists designed to use wind energy? Scientists have designed wind turbines that make electricity.
  • UNIT 1 - Vocabulary: Prepositions of direction, e.g., up the street, over the bridge, under the train tracks, etc.; transportation, e.g., catch a taxi, ride a ferry, take the subway, ride the bus; entrance, looking for, disappointment, learned, laughed; sightseeing, e.g., capitol, busy, similar, giant panda. - Grammar: Prepositions of direction: up, over, under, around, along, e.g. Walk up the street and turn right.; irregular past tense, e.g. What did they do this morning? They caught a taxi to the zoo.; Conversation: We’re looking for the art fair. The art fair? It’s that direction. OK. Thanks.; future with “be going to” for plans, e.g. “I’m going to Meiji Shrine on Friday afternoon”; asking and saying how you will get to a place, e.g. How will you get there? I’ll take the train to Harajuku Station and walk to the Shrine entrance
  • UNIT 2 - Vocabulary: Responsibilities, e.g., read textbooks, pay bills, go to bed early, repair the house privileges, e.g. call friends, stay up late, invite a friend over, watch a scary movie, sing karaoke; anniversary, babysitter, special day, grinning; basic math, e.g. addition, something, order, subtraction, multiplication - Grammar: Compound sentences with “but” and “and”, e.g. I have to read textbooks, but my parents have to pay bills.; modal verb “have to”, e.g. I don’t have to read textbooks, but my son does.; Modal verbs “can” and “could”, e.g. My dad could call friends when he was my age, but my mum couldn’t.; Conversation: Do I have to babysit? You don’t have to, but you should. OK. I will.; Asking what is the best way to do something, e.g. What kind of math should you use for the first problem?
  • UNIT 3 - Vocabulary: Experiences, e.g. own a laptop, like mystery novels, belong to the judo club; experiences, e.g. live in Paris, play the saxophone, build websites, volunteer at a soup kitchen; annual, walk-a-thon, starting line, catch up, cheerfully, finish line; art, e.g. century, papyrus, introduce, tool, samurai - Grammar: Present perfect sentence with “since” and “for”, e.g. He’s owned a laptop since September/ for two years.; Questions with present perfect, e.g. How long have you owned a laptop? Using present perfect progressive, e.g. They’ve been living in Paris since they were ten.; Questions using present perfect progressive, e.g. How long have you been living in Paris? Since I was ten.; Conversation: I’ve been walking all morning. You must be tired. I sure am! You should take a break. I think you’re right.; statements with present perfect, asking about sequence of events, e.g. I’ve finished step 3. What do I do next? imperative statements with instructions, e.g. In step 4, you should fold the corners up to the top again
  • UNIT 4 - Vocabulary: Healthy habits, e.g., soap, perfume, toothpaste, hair gel; healthy habits, e.g., conditioner, deodorant, mouthwash, sunscreen, lotion; talent show, sign up, costumes, make up, lines, delighted; water cycle: cycle, evaporate, water vapor, condensation, precipitation, collection - Grammar: Complex sentences with “because”, e.g. I went to a store because I needed a bar of soap.; Questions with “why”, e.g. Why is she going to the store? Because she needs a bar of soap; complex sentences with “before” and “after", e.g. You should use conditioner after you wash your hair.; Compound complex sentences with “while” and “so”, e.g. He ran out of conditioner while he was at camp, so he bought some more.; Conversation: Should I wait until you’re ready? No, just go without me. OK. See you there. / Yes, if you don’t mind. No, not at all. ; questions with “what happens” and “what”, e.g. What happens after evaporation? Condensation. What is condensation? It’s when the water vapor gets cold and becomes cold.
  • UNIT 5 - Vocabulary: Places to go, e.g., deli, pet shop, convenience store, jewellery store; places to go, e.g. mall, skate park, sports stadium, science museum; envelope, stamp, pocket, fell, sidewalk, missing; health, e.g. bone, muscles, ligament, support - Grammar: Relative clauses with “who”, e.g. The boy who is going to the deli is my younger brother.; Questions and answers with reported speech, e.g. What did he say? He said that he was going to the mall. Did she say that she was going to the mall? Yes, she did./ No, she didn’t. ; Conversation: I really like the card you gave me for my birthday. Good. I’m glad you liked it. / I’m happy to hear that.; questions in the simple present, e.g. What do bones do? They support and protect your body
  • UNIT 6 - Vocabulary: Conservation, e.g. reuse paper, turn off the lights, starts a compost pile, recycle bottles and cans; conservation, e.g. take public transportation, take reusable shopping bags, use energy-saving light bulbs; tires, flat, fixed, reduce, spend; ecology, e.g. plastic, chemical; harmful, pollution, power plant. - Grammar: Sentences with the zero conditional, e.g. If you want to help the environment, reuse paper.ñ questions with the zero conditional, e.g. If you want to help the environment, what can you do? I can reuse paper; first conditional, e.g. If we take public transportation, we’ll conserve energy.; Conversation: If I had a bicycle, I would use it all the time. You would? Yes, of course. Are you sure? Definitely.; complex sentences with “whenever”, e.g., Whenever we throw away chemicals, we pollute the land and the water.
  • UNIT 7 - Vocabulary: The Arts, e.g., Verdi’s operas, Picasso’s paintings, Shakespeare’s plays; engineering projects, e.g., Erie Canal, Trans-Siberian Railway, Hoover Dam; greet, guide, whispered, translation screen, button; engineering Projects, e.g., modern, body of water, daily, height, width. - Grammar: Statements in the present passive voice, e.g. Verdi’s operas are performed here.; questions in the present passive voice, e.g. Whose operas are performed here?; sentences in the past passive voice, e.g. The Erie Canal was completed in 1825.; Questions in the past passive voice, e.g. When was the Erie Canal constructed? It was started in 1817, and it was finished in 1825.; Conversation: Did you know that “Aida” was first performed in Egypt? I didn’t’ know that. / Yes, I knew that.; Asking questions with comparisons, e.g. Which is higher, the Golden Gate Bridge or the Channel Tunnel? The Golden Gate Bridge is higher.
  • UNIT 8 - Vocabulary: Adjectives, e.g., boring speech, bored audience, exciting award ceremony, excited award recipients; things to do: open presents, write thank-you cards, send text messages, hang out with friends; photographer, valedictorian, curtain, nobody, replied; discovery: physicist, discover, grapheme, flake, transparent, carbon. - Grammar: Sentences with adjectives with “-ed” and “-ing”; comparing present tense with past tense and future tense, e.g. This year the audience is bored, but last year they were even more bored. The speech is boring this year, and it will be just as boring next year; present progressive and present perfect progressive, e.g. I’m opening my presents now. / I’ve been opening my presents all afternoon.; Conversation; Where have you been? I was at my brother’s graduation ceremony. Sorry! It’s O.K. What are you doing now? verb tense review; asking about graphite, grapheme, and carbon, e.g. Where can you find graphite? You can find it in a pencil