Instituto Cultural Peruano Norteamericano (ICPNA)

Basic Seven (B07) Course Syllabus

Course description:
Basic Seven is a course that seeks to introduce a variety of new language forms, such as prepositions of place, how much to
ask about non-count nouns, sentence connectors, possessive pronouns, frequency expressions, and verb + noun / verb +
infinitive. The level of complexity increases as students attempt to consolidate their grasp of the present simple tense. It also
introduces the future with be going to. New vocabulary includes more single-worded nouns and adjectives as well as lexical
chunks. Paragraph development continues to be the main focus of the writing tasks, but there are attempts to have students
write a composition. Overall, Basic Seven represents a shift in favor of introducing a significant amount of new language forms
for the first time. Basic Seven covers Units 7 9 of the ICPNA World Link Book 1 level plus a review unit at the end. After
taking this course, the student will have accumulated in the program a total of 189 academic hours of in-class instruction.

Course material:
World Link Basic 7 Student Book, Workbook, Video Activity Workbook (Units 7 9 and the Review Unit)
Supplementary Learning Material / Resources:

World Link E-Workbook / E-Video: Basic 7 / Basic 6 / Basic 5

E-Exams: Basic 7 Units 1 3 / Basic 6 Units 1 3 / Basic 5 Units 1 3

World Link web site

Heinle Picture Dictionary CD-ROM Units 7 9

Audio CD (All course book audio samples, including listening, pronunciation and Language Summaries sections)
Course Themes:
Welcome Unit- English in the Classroom, Vocabulary and Spelling, Numbers, Everyday English

Unit 7 In the City: Places in my neighborhood & Cities around the World
Unit 8 All About You: Fun activities & What are you Like?
Unit 9 Change: I need a change & Plans and Dreams
Learning Objectives:
Please refer to attached document.
Evaluation Criteria:
Speaking: Choose three of the ten 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 7, 8, and 9.
In-class evaluation tasks:
As it is better to reserve the course books activities and tasks for language practice rather than direct evaluation, this section
offers you alternatives on how to assess your students speaking skills in-class between Days 1 15 of the cycle. They have
the purpose of allowing the teacher to elicit language samples for evaluation purposes without using the activities in the course
book that are primarily meant to help consolidate learning.

Oral Evaluations
Unit 7

1. Write an email to a friend giving them directions to your house from his or her house. Be specific in your
description.
2. Describe the cities in the pictures below. Give statistics and tell whether it is a good or bad place to live.

Copyright @ 2007 by ICPNA

Instituto Cultural Peruano Norteamericano (ICPNA)

3. Look at the map below. Ask your partner how to get from one location on the map to another. Have your
partner give directions. Then switch roles and repeat.

Unit 8

1. List and describe the activities teenagers do on their free time.

2. Look at the pictures below. Talk about the persons pastimes and then tell about your own pastimes.

Copyright @ 2007 by ICPNA

Instituto Cultural Peruano Norteamericano (ICPNA)

3. Choose a famous person and describe his/her personality.

Unit 9

1. List what you want to do on the weekend. Explain these activities in detail to a partner.
2. In pairs ask and answer question about plans for the summer.
3. Describe how your best friend was some time ago and how he/she is nowadays.

Autonomous Learning Projects

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2.
3.

4.

5.
6.

Give a presentation describing the most popular sports in your country, when they are practiced, how and where.
Make a list of the most interesting places in the neighborhood. Your friend from out of town wants to visit them. Give
him/her directions to get to it from where you are.
You are a team of Public Relations Representatives that is promoting tourism in a particular country. Using visual
aides, convince the audience that your country is worth going to. Talk about the different types of weather and the
activities for tourists.
One person is a tourist and the others are a group of friends from Lima. Role play a situation where the tourists asks
for all kinds of directions. Students should use names of places, prepositions of place, and descriptions of different
neighborhoods.
A group of strangers meets at a bar/club/university/ etc. , introducing themselves and asking each other about their
favorites pastimes as well as their personalities.
Pretend you are a fortuneteller. Have your client describe their dream and give them an interpretation of the dream.

http://www.rong-chang.com/
http://a4esl.org/
http://esl.about.com/
http://www.eslcafe.com/
http://www.esl-lab.com/
http://www.freedieting.com/
http://www.thedietchannel.com/
http://www.tribuneindia.com/2000/20000611/spectrum/main9.htm
http://www.jobscareers.com/articles/simpleandquickresumes.html

Copyright @ 2007 by ICPNA