Instituto Cultural Peruano Norteamericano (ICPNA)

Basic Two (B02) Course Syllabus

Course description:
Basic Two provides students the opportunity to continue consolidating their ability to comprehend and use the language
learned in topics and situations regarding what people are doing and sharing information on peoples habits, eating likes and
dislikes, and sharing information about families. Basic Two extends the use of the simple present tense in questions and
answers for personal information and introduces the simple present continuous for the first time. Also the topic of possessions
is introduced by the use of possessive nouns and have got. The vocabulary used in Basic Two is related to every day
activities, school subjects, foods & health, and family members.

Basic Two covers the Units 4 6 of the ICPNA World Link Intro Second Edition plus a review unit at the end. After taking this
course, the student will have accumulated in the program a total of 54 hours of in-class instruction.

Course material:
World Link Basic 2 Student Book Second Edition, Workbook, Video Activity Workbook (Units 4 6 and the Review Unit)

Supplementary Learning Material / Resources:

World Link E-Workbook / E-Video: Basic 2
E-Exams: Basic 1 Units 4 6
World Link web site
CD-ROM (Teachers Resource book with unit activities, graphic organizers, audio scripts, and video worksheets)

Course Themes:

Get Started- Classroom Language, Classroom items, the alphabet, and Time Expressions (the Teachers Copy and Students
Copy include a Guide to Pronunciation Symbols at the beginning of each book.

Unit 4 Activities and Interests

Unit 5 Food
Unit 6 My Family

Learning Objectives:

Please refer to attached document.

Evaluation Criteria:

Speaking: Choose three of the eight learning objectives designated, with a preference for those with an asterisk. They should
all be of equal difficulty and require some form of response / elaboration beyond the single statement level.

Writing: Have the students write in response to tasks that are similar to those presented for this skill in Units 4, 5, and 6.
You may also wish to have your students respond to short 5 8 item assessment for sentences and questions based on what
is taught in the course.

In-class evaluation tasks:

The course book activities and tasks are reserved for language practice rather than direct evaluation. Therefore, this section
offers you alternatives on how to assess your students speaking and writing skills in-class between Days 1 14 of the cycle.
They have the purpose of allowing the teacher to elicit language samples for evaluation purposes without using activities in the
course book that could help consolidate learning.

Unit 4
1. Call your friend and tell him about two things you are doing. Your friend is at a club, restaurant, office, party, etc. and should
also tell you about what she or he is doing.

2. Work with a partner. Look at the pictures and sentences below. Tell whether the sentences are truths or lies
according to what you see in the picture. Then work in pairs and demonstrate different activities. One student

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 Instituto Cultural Peruano Norteamericano (ICPNA)

should say whether it is true or false. If it is false, then the student should describe the action correctly. For
example, Student A says I am walking, but is actually reading, Student B should say Thats false. You are
reading.

The man is eating lunch. The girl is watching TV. The girl is playing the piano.

Unit 5

1. Two friends meet on the street and one invites the other to lunch. At the restaurant, they should ask each other and the
waiter about the food. Finally, they should order something.

Unit 6

1. With a partner, look at the picture below and describe the family. Then ask your partner questions about his or her family.
Then, tell a different student about your partner. Interview four classmates and report to another four.

Suggested course schedule:

Please refer to attached document.

Autonomous Learning Project Suggestions

1. Students should find a real menu for a restaurant in the United States or one in Peru that is In English. They must
create a poster with samples of the dishes and answer questions from the audience about the different alternatives,
including ingredients, prices and how the dishes are prepared. Each student should answer 1 question and say three
or four things about the food if it is a group work activity.
2. Students can present on famous people from a particular country and tell their classmates about the families of these
celebrities. A poster with pictures could be used by the group. Each student talks about one celebritys family.
3. Students should pretend that they are studying at a U.S. university. With a poster about the university, they should
role play a short dialog about the courses they are taking, their professors, tuition, location of buildings, etc. As long
as each student says 4 5 things that contribute to the conversation, it is should be considered fine.
4. Students will collect pictures of several members of their families engaged in different actions. They will describe the
relationship that they have with those people, and also what they are doing in the pictures, providing information
about the occasion, place, etc.
5. Students will make a poster with pictures of several members of their families and will talk about what they and their
relatives usually have for breakfast, lunch, dinner etc.
6. Students will draw a family tree and talk about their families: what their relationship is, where they live, what they do,
etc.
7. Students will describe their favorite dishes and talk about the occasions when they enjoy them. If possible they will
bring pictures.

Copyright @ 2012 by ICPNA 2

 Instituto Cultural Peruano Norteamericano (ICPNA)

Useful Websites
http://www.ac-nancy-metz.fr/enseign/anglais/Henry/food.htm#gam
http://a4esl.org/
http://www.eslcafe.com/
http://www.esl-lab.com/

Copyright @ 2012 by ICPNA 3