ENGLISH PROGRAM EMPHASISING PHONETICS AND PRONUNCIATION FOR CHILDREN AND YOUNG PEOPLE

Learning Objectives / Activity, dynamics Evaluation

Topics: Units and
Duration Skills to be and/or exercises to be percentage
conceptual cores
Developed performed.
1. Learning to spell my 2 Hour.
name.

THE ALPHABET.
Learn the correct Students will have a
pronunciation of the piece of paper taped to
English alphabet and their forehead, which
learn new phonemes. contains a word in
Differentiate between English. Students will
similar or confusing form small groups where
pronunciations such as the group will spell the
the letters G/J, B/V, word that is on the
C/Z/S, K/Q, etc. student's forehead while
he writes it by listening
and the correct
Emphasis will be pronunciation of his
placed on the letters classmates.
G/J, B/V, C/Z/S, K/Q,
since these have
certain similarities in This practice activity will
Spanish but not in serve to train students'
English. hearing through listening
to different voices and
Examples of words pronunciations.
that contain these
letters will be shown so
that they can be
differentiated.
2. Conversation with a 4 Hours. 10%
person by the Street.
“First 15% exam”

Students will Students will perform an

significantly expand act of two people who
GREETINGS AND their vocabulary meet for the first time
FAREWELLS through the knowledge and cross paths on the
and acquisition of new street. Some groups will
vocabulary for greeting carry out the dialogue in
and saying goodbye in a formal way and others
English, recognizing in an informal way, taking
and differentiating into account the
between formal and difference between these
informal greetings and two ways of speaking,
developing the ability which will have been
to use both. previously explained by
the teacher.
They will learn to
recognize contractions Students will use
such as:What's ( different ways of
What is)How're ( greetings such as:
How are)
What's going on?
*How are you doing? What's the matter?
*What's up! What's up!
Among others. As well as
You can recognize different ways of saying
basic expressions and goodbye such as:
greetings from
everyday life. So longSee
You can participate in you laterTake
simple conversations care
with simple structures.
3. GUESS WHAT THE 2 Hours. 10%
TEACHER IS DOING!
“First 15% exam”

In an easy and With a balloon, the

dynamic way, students students will have to
learn some verbs, throw it one another
nouns and adjectives saying verb, noun or
and in the same way adjective. The person
know how to who catches the balloon
DIFFERENCE AND
MEANING OF VERBS, differentiate the will have to say the verb,
NOUNS AND functionality of each of noun or adj. assigned
ADJECTIVES. them. immediately and if not,
the person leaves the
circle and the other
students continue with
the activity until end up
The teacher, through with only two students.
movement, gestures,
images and
expressions, will
introduce certain
common nouns to his
students and teach
their correct
pronunciation through
repetition by the
students.

4. I WANNA KNOW A 3 Hours. 20%

LITTLE BIT MORE
ABOUT “First 15% exam”

Students will have the There was a crime, then,

ability to identify the police catches the
questions of personal thief and the group starts
 YOUBASIC information as well as asking him/her questions
PERSONAL the ability to answer like: what's your name?,
INFORMATION. them with good where do you live?, etc.
pronunciation and
fluency.
Students will act out a
crime scene where police
Develop the ability to officers and detectives
disclose your personal will investigate the crime
information. (Name, by asking suspects
residence, age, tastes, questions about their
preferences, place of personal information.
birth, among others).
What is your name?

Where do you live?

Where are you from?

Who do you live with?

Where do you study?

What do you do?

Where do you work?

What are your hobbies?

5. LET ME INTRODUCE 2 Hours. 15%

YOU MY LOVELY
FAMILY “First 15% exam”

The students will make a

presentation about their
relatives. They could use
6. “THE FAMILY PowerPoint or bring
He is able to
MEMBERS”
understand relevant pictures to the class.
and basic expressions
about himself, his
family, his home and Students will make a
his environment. presentation with photos
or Power Point
presentations about their
Students will recognize family and taking into
different ways to name account what they saw
their mother, father, before in the
brother and other “PERSONAL
family members such INFORMATION” class.
as: They will talk about what
their family does or give
a brief introduction about
each one.

Example:

Hi everyone, this is my
granny, she is 60 years
old and she lives with
MotherMomMommyDa me, she works in a
dFatherDaddyGrandm school and I love her.
aGrandpaGrandmothe
rGrandfatherBroSisBro
therSisterParentsGran
(This activity will develop
nyAmong
students' pronunciation
and fluency when
expressing themselves
and making a
presentation. In the same
way, it will help develop
 listening skills on the part
others. of the people who hear
the speech given about
the family.

7. AUDIO, FIRST 1 Hour

LISTENING
EXERCISE.
Hi, Pablo. _____ _____
Students will train their
you?
ears through this Hi, Sumi. I'm
listening exercise fine,_________.
which contains voices Pablo, this is Greta.
“INTRODUCING A FRIEND” from native speakers _______, Greta, I'm
of the language. Pablo.
Hi. How are you?
I'm _______, thanks.
Students will have to Where are you
fill in the gaps ________, Greta?
presented in the text I'm from Germany.
by listening to the ______ are you from?
audio carefully. I'm from Argentina.
_____ _____
The audio contains
______you.
basic information
Nice to meet you ______
previously taught .
about personal
information and
greetings and farewells
in English, which
makes it easier for
students to understand
the audio.
8. AUDIO, SECOND 1 Hour. 25%
LISTENING
EXERCISE. “First 15% exam”

Students will train their

A: What's your name?
“SPELLING NAMES” ears through this
listening exercise
which contains voices B: Anika
from native speakers
of the language. A: Can you spell that?

B: ANIKA
Students will have to
fill in the gaps A: What's your
presented in the text surname?
by listening to the
audio carefully.
B: Reeves
The audio contains
basic information A: Can you spell that?
previously taught
about the alphabet and
B: REEVES
the correct
pronunciation of each
of its letters, which A: R-double EVES
makes it easier for
students to understand B: That's right.
the audio. .

9. WHAT DO YOU 2 Hours. 10%

NORMALLY DO IN A
DAY? “First 15% exam”
 Students will have the Students will watch a fun
ability to express and educational video in
themselves clearly and English about Mr. Bean
“DAILY ROUTINE” with good where they will recognize
pronunciation when certain common phrases
talking about their when talking about our
routine actions and/or routine and develop their
daily habits. listening skills while
enjoying the video.

The teacher will talk

about his/her daily Students will hear some
routine so that the phrases said in the
students will listen to it video, which they will
and take it as an have to write in their
example for their own notebook, and then
routine. In the same confirm if the written
way, the students will phrases were the same
learn new phrases ones said in the video.
related to the topic
such as:
LINK:
I usually get up at: https://www.youtube.com
Take a shower /
watch?
Brush my teeth v=YwmIDHm3kOk

Go to:
The bathroomWorkThe

schoolThe
universityThe
parkTo
sleep
 Among others.

10. DAYS OF THE WEEK 2 Hour. 10%

AND MONTHS OF
THE YEAR. “First 15% exam” (This

Pronounce the days of Song. is where the topics

the week and months to be evaluated in
of the year correctly in Eg: Waiting for love- the first exam come
English, and Avici.
in)
differentiate between
each of these days.
Where there's a will,
SONG “WAITING FOR LOVE” there's a way, kind of
beautiful And
Students will train their every night has its day,
ears through this so magical And
listening exercise if there's love in this life,
which contains voices there's no obstacle
from native speakers That can't be defeated
of the language. For every tyrant a tear for
the vulnerable In
every lost soul the
Students will have to bones of a miracle For
every dreamer a dream
fill in the gaps
we're unstoppable With
presented in the text something to believe in
by listening to the
audio carefully. Monday left me
brokenTuesday I was
The audio contains through with
basic information hopingWednesday
previously taught my empty arms were
about personal openThursday
information and waiting for love, waiting
greetings and farewells for
in English, which loveThank the stars it's
FridayI'm
 makes it easier for burning like a fire gone
students to understand wild on
the audio. SaturdayGuess
I won't be coming to
church on SundayI'll
be waiting for love,
waiting for loveTo
come around
We are one of a kind
irreplaceableHow
did I get so blind and so
cynicalIf
there's love in this life
we're unstoppableNo
…

SONG “FLY ME TO THE 1 Hour. 15%

MOON”
“Second exam of
15%”
Students will train their Fly ___ to the ______
ears through songs andLet me ______
that have simple among the _______
vocabulary and Let ___ see _____ spring
pronunciation that is is
easy to identify for _________ Jupiter and
beginner English marsIn
learners (basic level other ______, hold ____
students). ______
In other words, darling,
______ ___
Students will have to
fill in the blanks of the Fill ___ heart ___ song
song lyrics as it plays andLet me sing ___
and they listen to it. _____ more
____ ____all I long
 forAll I worship and
_______
The teacher will repeat In other words, _______,
the song no more than be trueIn
6 times and at the end _____ words. __ ______
will evaluate what the ____
students did and they
will correct the activity
together.

11. WH QUESTIONS 2 Hours. 20%

“Second exam of
15%”
Students will be able to The students will perform
use WH QUESTIONS a drama establishing a
by developing simple scene where a thief
questions and shoots and injures a dog.
pronouncing them From this situation, the
correctly. students will begin to ask
questions about the
event using WH.
Students will recognize
the difference between
these two similar- EXAMPLE:
sounding questions, Who shot the gun?
and know how to
answer each: Where was the dog?

What is the man of the

thief?
*How are you?
*How old are you? What happened?

When did it happen?

A: I am ok, fine thanks,
I am very good, thank Etc…
 you.

(Drama of a crime,
people start asking
A: I am 16 years old. questions. There was a
rainy day, and someone
Has the ability to ask shot a gun and hurt a
informative questions dog, students began to
such as place of ask question one another
residence, age, what, in order to find the killer).
how, when and where
of the situations that
arise.

12. WHAT IS SHE/HE 4 Hours. 25%

DOING?
We will play “WHAT AM I “Second exam of
DOIN?” a game where 15%”
Students will the teacher or a student
pronounce the verb TO will be in front performing
PRESENT BE clearly and fluently certain movements such
PROGGRESSIVE. in its contracted form. as “Jumping” “Singing”
“Dancing” or any other
action, so that the
I'M students guess the
action they perform and
YOU'RE
with good pronunciation
HE'S and using the present
progressive they will
SHE'S respond to that action
saying:
IT'S

WE'RE
HE IS JUMPING
YOU'RE
 THEY'RE SHE IS SINGING

HE IS DANCING.

Use the present We play “What I am

progressive to talk doing”. The teacher will
about events or write several verbs in
situations that are pieces of papers and a
currently happening student will interpret the
and that do not yet verb without talking, the
have a purpose. students will have to
guess saying what he's
doing using present
progressive:

Eg: Verb to sing. The

student does like if he
were singing and the
students will have to say:
HE IS SINGING.

13. ORDINAL AND 2 Hours. 15%

CARDINAL
NUMBERS. “Second exam of
15%”
The student will A running competition
differentiate similar will be held where
pronunciations and will students will run from
know what they are one established side to a
talking about from the finish line, then each
context. student will occupy a
position, where students
The teacher will must say each position
emphasize the occupied by them in
pronunciation of
 certain numbers such ordinal numbers.
as:

THREE- EXAMPLE:
THREESTREE- I am the First

I am the Second
TREE-FOUR-
He is the Third
FOURFOR-FOR
/ She is the FourthI

FORFIVE-FIVEFINE- am the Fifth

GOOD

Inter alia. Inter alia.

Running race,
Differentiate the competition, saying
functions of ordinal who's the first, second,
and cardinal numbers last one.
and their applications
in the language.

14. AUDIO LISTENING 1 Hour. Students will train their 0208 10%
ears through this
listening exercise “Second exam of
which contains voices 15%”
“UNDERSTANDING 542
NUMBERS” from native speakers
of the language.
8976

Students will have to

 fill in the gaps 14
presented in the text
by listening to the
audio carefully. 1985

The audio contains

basic information
25th June
previously taught
about ordinal and
cardinal numbers in
1 meter 27
English, which makes
it easier for students to 68
understand the audio.
103

671

5,325

8,000,000

15. COLORS AND FORMS 1 Hour. Learn the different (Egg basket, we paint it 15%
colors in English and and with a ball, we throw
have the ability to write it and it is gonna fall in a “Second 15% exam” (
and use them in simple certain color, they gotta
and complex say what the color is.) This is where the
sentences. topics to be
evaluated for the
Know and distinguish Second exam go)
different geometric
shapes in English
(Square, circle,
triangle, rectangle,
etc.).
16. AUDIO LISTENING 1 Hour.

“DESCRIBING
PEOPLE” Students will train Aurelia: Who's that boy
their ears through this over there, Hannah?
listening exercise Hannah: That? Er, that's
which contains voices my brother, Jem.
from native speakers Aurelia: Your brother?
of the language. Hannah: Yes, and that's
his girlfriend Lucy. The
pretty girl with the long,
Students will have to brown hair.
fill in the gaps Aurelia: Oh right. So,
presented in the text you've got a brother?
by listening to the Hannah: No, I've got two
audio carefully. brothers. Jem and Alex.
Aurelia: Really? ...
The audio contains and ... how old is Alex?
basic information Hannah: Alex and Jem
previously taught are twins, they're both
about some adjectives 15.
and family members in Aurelia: 15, mmm... and
English, which makes does Alex look like Jem?
it easier for students to Hannah: They're exactly
understand the audio. the same! They're both
tall and thin. They've
both got short brown
hair, green eyes and big
ears!
Aurelia: They're not big,
I think they're cute.
And...has Alex got a
girlfriend?
17. SOME REGULAR 1 Hour. 10%
VERBS
Students learn some of There will be a box with “Third exam of 15%”
the most common several papers inside it
regular verbs in which have a verb written
English and the on it, each student must
teacher teaches the take out a paper and
correct pronunciation perform the action that is
of these. captured in that verb, so
that the other classmates
EXAMPLES describe what the verb
is.
To live
The student who takes
To die the role cannot speak, he
can only make mimes,
To remember gestures, actions or
drawings so that his
To Talk
classmates can discover
To love what the verb is.

To hate

To rest The students will do the

action; they're going to
To listen to be divided into two
groups. Each group has
Inter alia.
to say the verb that
corresponds to the action
that the student is
Learn to use different performing
types of regular verbs
and have the ability to
conjugate them with
the different persons of
 the singular and plural.

18. THE TIME. 2 Hours. 20%

The teacher will print “Third exam of 15%”

different pages with
“WHAT TIME IS IT?” Has the ability to tell drawn clocks marking
time formally and different times, which he
informally. will show to his students
Differentiate and by asking what time it is
recognize the different on each clock and
ways of saying the randomly calling each of
same time. them to the board to
write the time in different
ways.

Example:

What time is it?

It's seven hours thirty

minutes.

19. SCHOOL THINGS. 2 Hours. 10%

“Third exam of 15%”

Identify the different Through a fun game

objects that exist in the called “Hangman,”
classroom and learn students must form small
the pronunciation and groups where, together,
writing of each of they will have to guess
these. what the word is that the
 teacher writes on the
board, pronouncing
letters of the alphabet in
English until they
complete the word or the
doll that the teacher
draws as the students
make mistakes is
completely drawn and
finally hanged.

20. SOME COMMON 2 Hours. 30%

EXPRESSIONS AND
WORDS IN ENGLISH. “Third exam of 15%”

Students will learn The teacher will show the

some very popular students a PowerPoint
English phrases and presentation containing
will learn to pronounce some popular phrases
them clearly and and expressions from the
fluently, emphasizing English language.
some contractions of
the verb To be for both
subjects and Wh
questions.

Learn different words,

commands and/or
phrases in English that
are used daily.
21. SOME IRREGULAR 1 Hour. 10%
VERBS
“Third exam of 15%”

Recognize the
structure of irregular
verbs in the present,
past and past participle
in English.

Differentiate between
regular and irregular
verbs.

22. PREPOSITIONS. 2 Hours. 20%

Learn some The teacher will hide “Third exam of 15%”

prepositions in English some objects and then
that differ in whether give a list to the students (This is where the
they are of place or with the positions where topics to be
time. the objects are located, evaluated for the
so that they can use the third exam go)
prepositions in real-life
Use prepositions and cases.
identify them in
different sentences in
the simple and EXAMPLE:
continuous tenses of
the language. The ball is on the table

The notebook is behind

the chair

The ruler is in front of the

board.
 Inter alia.

The teacher is going to

hide some objects and
he will write the position
of those objects/he will
write instructions using
prepositions of place so
that they find the object.

23. SIMPLE PAST. 4 Hours. 30%

With a bottle in the “Fourth exam of 15%”

middle of the class, we
Students will select a person and
emphasize the make them say a
pronunciation of past sentence in past
tense verbs that end in simple using a verb we
ED. give to him/her and if
they don't say the
sentence, the rest of
They will know when to the group make him/
pronounce the verb in her dance or do
the past tense ending something funny or buy
with the sound T/D/ED candies.
depending on the
ending of the verb.
 Learn the simple past
and use it to talk about
short actions that
occurred in the past
and have been
completed.

24. PHYSICAL AND 2 Hours. 20%

PSYCHOLOGICAL
CHARACTERISTICS Students will be able to “Fourth exam of 15%”
(ADJECTIVES). make both physical
and psychological The teacher will show
descriptions of a images or photos of
person, animal or different people,
thing. animals and/or things,
which will have to be
described by the
students who will use
They will learn to the adjectives seen in
correctly pronounce class.
some adjectives such
as:

AWESOME The teacher will be

aware of their
AMAZING pronunciation, so that
BEAUTIFUL together, their
pronunciation can be
TALL corrected.

SHORT

UGLY EXAMPLE:

FAT
A picture of a red, big,
INTELLIGENT
beautiful dog.
 FOOL

SMALL

BIG The dog is red

FANTASTIC The dog is big

EXCELLENT It is beautiful.

Inter alia. Etc.

He knows how to
describe a character by
their physical
characteristics as well
as their personality.

25. SONG “IMAGINE” 1 Hour.

Students will train their ________ there's no

ears through songs heavenIt's
that have simple easy if you try
vocabulary and ____ hell below
pronunciation that is usAbove us only
easy to identify for ______
beginner English Imagine all the
learners (basic level ________
students). Living for ______...
Aha-ah...

Students will have to fill ________there's ____

in the blanks of the countriesIt
song lyrics as it plays isn't hard to
and they listen to it. ______________ to
kill or die _____
 And no ________,
tooImagine all ____
The teacher will repeat people
the song no more than ________life in
6 times and at the end peace... You...
will evaluate what the
students did and they _____ may say I'm a
will correct the activity dreamer
together. ____ I'm ____ the only
____
I hope someday you'll
join us
____ the ______ will
be as

oneImagine no
__________________
wonder if _____ canNo
______ for greed or
hunger
_____ brotherhood of
______________all
the ________
Sharing all the
______... You...

This curriculum contains the topics to be covered during the English course focused on phonetics for children and young people.
This curriculum does not include the duration of the exams to be carried out or the evaluations carried out by the teacher, nor the in-
depth and reinforcement activities that the teacher must carry out.

This curriculum is strategically organized by level of difficulty of each topic it contains, however, the order in which the topics
contained therein will be taught is left to the teacher's discretion.

It is important to clarify that this is not Education for Work and Human Development, as indicated in the certification given by the
education secretary of said municipality.

Certification that clearly indicates that this is informal education in accordance with compilation decree 1075 of 2015 in its article
2.6.6.8

“The aim of informal education is to provide opportunities to complement, update, perfect, renew or deepen knowledge, skills,
techniques and practices.

Those courses that have a duration of less than one hundred and sixty (160) hours are part of this educational offer. Their
organization, offering and development do not require registration by the education department of the certified territorial entity and
will only give rise to the issuance of a certificate of attendance.

In order to be offered, they must comply with the provisions of Article

47http://www.alcaldiabogota.gov.co/sisjur/normas/Norma1.jsp?i=1208 - 47 of Decree-Law 2150 of 1995.

Any promotion carried out in this modality must clearly indicate that it is informal education and does not lead to any degree or
certificate of occupational aptitude."

CURRICULAR MESH SUPPORT MATERIAL

INTRODUCING A FRIEND
 Sumi: Hi, Pablo. How are you?
Pablo: Hi, Sumi. I'm fine, thanks.
Sumi: Pablo, this is Greta.
Pablo: Hi, Greta, I'm Pablo.
Greta: Hi. How are you?
Pablo: I'm fine, thanks. Where are you from, Greta?
Greta: I'm from Germany. Where are you from?
Pablo: I'm from Argentina. Nice to meet you.
Greta: Nice to meet you too.

SPELLING NAMES
 A: What's your name?
B: AnikaA
: Can you spell that?
B: ANIK-AA
: What's your surname?
B: ReevesA
: Can you spell that?
B: REEVE-SA
: R-double EVE-SB
: That's right.

PRACTICE:
A: What's your ______? B: xxxxxxxA
: Can you spell that? B: __ __ __ __ __
A: What's _____ surname? B: xxxxxxxA
: Can you _____ that? B: __ __ __ __ __ __
A: R-double EVES B: That's right.

“WAITING FOR LOVE” (PREPOSITIONS AND DAYS OF THE WEEK)

Where there's a will, there's ______ way, kind _____ beautiful
____ every _______ has its ________, so magical
_____if there's love in this life, there's no obstacle that can't be defeated

_______ every tyrant ____ tear _____ the vulnerableIn

every lost soul the bones ____ ____ miracle
______ every dreamer ____ dream we're unstoppable _____ something to believe in

__________ left me broken

___________ I was through with hoping
________________ my empty arms were open
_______________ waiting for love, waiting for
loveThank the stars it's FridayI'm
burning like _______ fire gone wild _____ - ____________ Guess I won't be coming to church _____ ___________
I'll be waiting for love, waiting _____ loveTo
come around

We are one _____ a kind irreplaceableHow

did I get so blind and so cynicalIf
there's love _____ this life we're unstoppable
_____ we can't be defeated.

“SONG” FLY ME TO THE MOON

 Fly ___ to the ______
andLet me ______ among the _______
Let ___ see _____ spring is
_________ Jupiter and marsIn
other ______, hold ____ ______
In other words, darling, ______ ___

Fill ___ heart ___ song

andLet me sing ___ _____ more
____ ____all I long
forAll I worship and _______
In other words, _______, be trueIn
_____ words. __ ______ ____

Fly me to the moonAnd

let me play among the starsLet
me see what spring is likeOn
Jupiter and Mars
In other words, hold my handIn
other words, darling, kiss me
Fill my heart with songAnd
let me sing forevermoreYou
are all I long
forAll I worship and adore
In other words, please be trueIn
other words, I love you

DESCRIBE PEOPLE
Aurelia: Who's that boy over there, Hannah?
Hannah: That? Er, that's my brother, Jem.
 Aurelia: Your brother?
Hannah: Yes, and that's his girlfriend Lucy. The pretty girl with the long, brown hair.
Aurelia: Oh right. So, you've got a brother?
Hannah: No, I've got two brothers. Jem and Alex.
Aurelia: Really? ... and ... how old is Alex?
Hannah: Alex and Jem are twins, they're both 15.
Aurelia: 15, mmm... and does Alex look like Jem?
Hannah: They're exactly the same! They're both tall and thin. They've both got short brown hair, green eyes and big ears!
Aurelia: They're not big, I think they're cute. And...has Alex got a girlfriend?

“SONG” IMAGINE BY JOHN LENNON.

 ________ there's no heavenIt's
easy if you try
____ hell below
usAbove us only ______
Imagine all the ________
Living for ______... Aha-ah...

________there's ____ countriesIt

isn't hard to
______________ to kill or die _____
And no ________,
tooImagine all ____ people
________life in peace... You...

_____ may say I'm a dreamer

____ I'm ____ the only ____
I hope someday you'll join us
____ the ______ will be as

oneImagine no
__________________ wonder if _____ canNo
______ for greed or hunger
_____ brotherhood of
______________all the ________
Sharing all the ______... You...