Page 5 - LESSON ELEMENT 1

(2) More periods of exposure to the target language will also allow teenagers to

catch up quickly to those students who began learning English at an earlier age
in programs offering only a few hours a week of instruction.

2. CURRICULUM OVERALL OBJECTIVES
1. To ensure high-school graduates reach a minimum B1 level
2. To build communicative competence in its linguistic, sociolinguistic and
pragmatic through the activation of the four skills.

2.1. STUDENT’S EXIT PROFILE (A1)

By the end of the 9th year EGB, students will be able to:
• understand and use familiar everyday expressions and very basic phrases aimed at the
satisfaction of needs of a concrete type
• introduce themselves and others;
• ask and answer questions about personal details such as where they live, people they
know, and things they have;
• interact in a simple way provided the other person/people talk(s) slowly and clearly
and is/are prepared to help;
• understand, identify, and produce very simple informational, transactional, and

expository texts
• be aware of the society and culture of the community or communities in which English
is spoken.

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2.1.1. Specific objectives per school year (8 and 9 )
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COMMUNICATIVE A1.1: At the end of 8 A1.2.: At the end of 9
COMPETENCE grade grade
○Vocabulary based on their ○Vocabulary based on their

Linguistic component personal and educational social background.
background. ○Control of simple
○Simple grammatical grammatical structures
structures
Basic expressions for Establish basic social

Sociolinguistic component socializing (greetings, contact by using the
goodbye) simplest everyday
polite forms to make
requests, express gratitude,
apologize, etc.
Link words or groups of Link words or groups of

Pragmatic component words with very basic linear words with a wider variety
connectors like and or or. of basic linear connectors
like but , then, etc.

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