Beruflich Dokumente
Kultur Dokumente
AO LECTIVO: 2017-
2018
ANNUAL PLAN CURRICULUM
1. INFORMATIONAL DATA.
Area: Lengua Extranjera Subject : English
Teachers Name Lic. Teresa Palacios
Target Group: 5thEGB Level: PRE A1.2
2. TIME
Weekly working hours Number of weeks Numbers of periods for assessments and incidentals Total class weeks Total periods
3 hours 40 weeks 4 weeks 36 weeks 108 hours
3. GENERAL OBJECTIVE
Objectives of the area: Objectives of the level/course:
OG.EFL1. Encounter socio-cultural aspects of their own and other countries in a O.EFL 3.1 Identify the main ideas and some details of written and oral texts, in order to interact with
thoughtful and inquisitive manner, maturely and openly experiencing other cultures and and to develop an approach of critical inquiry to a variety of texts.
languages from the secure standpoint of their own national and cultural identity.
O.EFL 3.2 Assess and appreciate English as an international language, as well as the skills and
OG.EFL2. Draw on this established propensity for curiosity and tolerance towards subskills that contribute to communicative and pragmatic competence.
different cultures to comprehend the role of diversity in building an intercultural and
multinational society. O.EFL 3.3 Independently read level-appropriate texts in English for pure enjoyment/entertainment
and to access information.
OG.EFL3. Access greater flexibility of mind, creativity, enhanced linguistic O.EFL 3.4 Develop creative and critical thinking skills to foster problem-solving and independent
intelligence and critical thinking skills through an appreciation of linguistic differences. learning using both spoken and written English.
Enjoy an enriched perspective of their own L1 and of language use for communication
and learning. O.EFL 3.5 Use print and digital tools and resources to investigate real-world issues, answer questions
or solve problems.
OG.EFL4. Deploy a range of learning strategies, thereby increasing disposition and
ability to independently access further (language) learning and practice opportunities. O.EFL 3.6 Read and write short descriptive and informative texts related to personal information or
Respect themselves and others within the communication process, cultivating habits of familiar topics and use them as a means of communication and written expression of thought.
honesty and integrity into responsible academic behavior.
O.EFL 3.7 Appreciate the use of English language through spoken and written literary texts such as
OG.EFL5. Directly access the main points and important details of up-to-date English poems, rhymes, chants, songs, games and graphic short stories in order to foster imagination,
language texts, such as those published on the web, for professional or general curiosity and memory, while developing a taste for oral and written literary texts.
investigation, through the efficient use of ICT and reference tools where required. O.EFL 3.8 Demonstrate an ability to interact with written and spoken texts, in order to explore
creative writing as an outlet to personal expression and intercultural competence.
OG.EFL6. Through selected media, participate in reasonably extended spoken or
written dialogue with peers from different L1 backgrounds on work, study or general O.EFL 3.9 Be able to interact in English using basic, frequently used expressions and short phrases in
topics of common interest, expressing ideas and opinions effectively and appropriately. familiar and personalized contexts, demonstrating a limited but effective command of the spoken
language in simple and routine tasks which require a direct exchange of information.
OG.EFL7. Interact quite clearly, confidently and appropriately in a range of formal and O.EFL 3.10 Demonstrate an ability to use English as a means to interact socially and work
informal social situations with a limited but effective command of the spoken language cooperatively in pairs and groups.
(CEFR B1 level).
CE.EFL.3.13. Show an
ability to identify the
meaning of specific content-
based words and phrases,
with the aid of visual
support, and use charts/mind
maps to distinguish between
fact/opinion and
relevant/irrelevant
information in informational
texts.
CE.EFL.3.16. Create a
simple learning resource in
order to record and practice
new words and demonstrate
knowledge of their
meanings.
CE.EFL.3.21. Elaborate
personal responses to both
oral and written literary texts
through pictures, audio/video
or ICT in order to evaluate
literary texts using pre-
established criteria,
individually or in groups.
CE.EFL.3.13. Show an
ability to identify the
meaning of specific content-
based words and phrases,
with the aid of visual
support, and use charts/mind
maps to distinguish between
fact/opinion and
relevant/irrelevant
information in informational
texts.
CE.EFL.3.17. Produce a
short simple paragraph to
describe people, places,
things and feelings in order
to influence an audience and
use linking words to write
other narratives on familiar
subjects.
3. Students learn how to: offer EFL 3.1.3 CE.EFL.3.3. Interact with
food and drink; politely accept Exchange basic Completing a short survey about favorites or others using a variety of both
I want juice, and decline offers of food and personal preferences likes/dislikes and then sharing ideas with a verbal and nonverbal
please. drink; politely express with peers in order to partner communication features and
preferences using want. express likes and Practicing the use of expressions of politeness express likes and dislikes
Global Benchmarks: Students dislikes. during collaborative pair and small group work. while giving recommen-
can: respond to spoken word Adding expressions of politeness to dialogues. dations in basic yet effective 6 weeks
non-verbally; differentiate EFL 3.1.7 Brainstorming ways to help others, at school terms.
one object/picture/letter/ Demonstrate and in the community.
word from another; greet, say appropriate I.EFL.3.3.1. Learners can
please and thank you with classroom behaviors employ a range of verbal and
prompting; repeat modeled by participating in nonverbal communication
sentences; convey meaning small group or whole features to express likes and
through personal drawings. class discussions. Listening to a short dialogue and then writing dislikes and can give
(Example: being and acting out a similar dialogue, using some of recommendations in basic
Students learn how to: label courteous, respecting the same phrases and expressions. (Example: a yet effective terms. (I.3, S.4)
rooms and describe their the person and dialogue between two friends asking about a
location within the home; ask property of others, homework assignment, etc.) CE.EFL.3.2. Recognize and
and answer questions about etc.) Asking classmates to repeat an answer or exhibit responsible behaviors
where rooms are located. EFL 3.2.7 statement if needed to clarify something. at home, at school and
Global Benchmarks: Identify the main idea (Example: Can you say that again? Do you towards the environment.
Students can: respond to of short, clear, simple mean ?, etc.)
simple questions or directions messages and an- Asking for help in class when necessary.
supported by visual cues/ nouncements and (Example: Whats the answer? How do you I.EFL.3.2.1. Learners can
gestures/ objects; understand understand sentences say? Do you have an eraser? Can you help me say ways to take care of the
basic concepts of print e.g. and frequently used with ?, etc.) environment and ones
front and back; left to right; expressions related to surroundings. Learners can
turns pages; make a request areas of immediate Establishing a clear expectation of English use identify and exhibit socially
through visual cues/gestures/ relevance. (Example: for classroom functions. (Example: greeting, responsible behaviors at
objects; begin to join in with a follow verbal requesting, thanking, asking for repetition / home, at school and towards
familiar rhyme or story; hold instructions for a clarification, giving instructions, offering help, the environment. (J.3, S.1)
writing tools effectively. game, ask for prices comparing answers, taking leave, etc.) Informal
at a store, follow assessment could involve personal notes from CE.EFL.3.7. Listening for
Students learn to: recognize simple classroom the teacher to learners who use L2 regularly. Information: Follow and
and pronounce words with the instructions, describe identify key information in
short /i/ and long /i/ sounds. places nearby, etc.) short straightforward audio
Global Benchmarks: Students EFL 3.2.8 texts related to areas of
can: distinguish between, Spell out key immediate need or interest,
identify, or repeat sounds. vocabulary items provided vocabulary is
using the English familiar and visual support is
alphabet. (Example: Answering pre-reading questions by inferring present, and use these spoken
names, colors, information from pictures within a text. contributions as models for
animals, possessions, their own.
etc.)
EFL 3.2.9 I.EFL.3.7.1. Learners can
React appropriately record and identify key
to what others say information from a spoken
using verbal/non- Posting a comment to a classmates writing on a message of immediate need
verbal back- class blog. or interest when the message
channeling, or by contains frequently used
asking further simple expressions and visual
questions to extend support. (Example: rules for
the interaction. a game, classroom
(Example: express Doing extended writing, in which learners get to instructions, a dialogue in a
interest using facial choose what they write and are not evaluated or scene from a cartoon or
expression or simple tested on it. movie, etc.) Learners can use
words with other classmates
appropriate contributions in class as
intonation: Oh!, Yes! models for their own. (I.2,
Thanks. And you? I.3)
etc.)
EFL 3.3.8 CE.EFL.3.8. Production
Make and support Accuracy and Intelligibility:
inferences from Communicate needs clearly
evidence in a text in class by asking questions
with reference to or requesting clarification.
features of written Demonstrate acquisition of
English. (Example: skills taught in class, such as
vocabulary, facts, being able to spell out words
format, sequence, or use some grammatical
relevance of ideas, structures (albeit with
etc.) frequent errors)
EFL 3.4.3
Write a variety of
short simple text- I.EFL.3.8.1. Learners can
types, commonly ask others to repeat
used in print and themselves or to say
online, with something in a different way
appropriate language and ask for common
and layout. classroom needs. Learners
(Example: write a can spell out words in
greeting on a birthday English and can describe
card, name and matters of immediate need or
address on an interest using some
envelope, a URL for grammatical structures
a website, an email practiced in class (although
address, etc.) there may be errors with
EFL 3.5.3 tenses, personal pronouns,
Produce short, prepositions, etc.). (I.3, J.4)
creative texts using
ICT and/or other CE.EFL.3.10. Interaction
resources at home or Interpersonal: Participate
at school in order to effectively in familiar and
recreate familiar predictable conversational
scenes and themes exchanges by sharing
information and reacting ap-
propriately in basic
interpersonal interactions.
CE.EFL.3.18. Write a
variety of short simple
familiar text-types online
or in print using
appropriate language, layout
and linking words
CE.EFL.3.19. Create a
questionnaire or survey using
WH- question words in order
to identify things in common
and preferences while
displaying an ability to
convey and organize
information using facts and
details.
CE.EFL.3.21. Elaborate
personal responses to both
oral and written literary texts
through pictures, audio/video
or ICT in order to evaluate
literary texts using pre-
established criteria,
individually or in groups.
5. Students learn how to: ask EFL 3.1.5 CE.EFL.3.3. Interact with
for and tell the time; name Describe, read about, others using a variety of both
What time is it, daily activities associated with participate in or Participating in short role plays using a range verbal and nonverbal
please? certain times of the day. recommend a favorite of verbal and nonverbal communication. communication features and
Global Benchmarks: Students activity, book, song express likes and dislikes 6 weeks
can: show awareness of or other interest to while giving recommen-
objects of reference e.g. music various audiences. dations in basic yet effective
signifies tidy up time; recognize (Example: peers, terms.
a sequence; convey immediate other classes, Conducting a role play between two students
needs using visual cues, teachers, other adults, on a given topic. (Example: talking about I.EFL.3.3.1. Learners can
gestures, and objects; repeat etc.) routines, finding common free time activities, employ a range of verbal and
modeled sentences; convey EFL 3.2.12 playing a guessing game, etc.) nonverbal communication
meaning through personal Ask and answer Playing a game where learners choose a picture features to express likes and
drawings. questions and and a partner asks and answers questions in dislikes and can give
exchange information order to guess which picture was chosen. recommendations in basic
Students learn how to: ask and on familiar topics in Giving learners language prompts to use during yet effective terms. (I.3, S.4)
answer questions about predictable everyday pair/group work. (Example: What do you think?
birthdays and age; express situations. (Example: I agree/disagree. I think we need to, Its your CE.EFL.3.10. Interaction
birthday greetings; give and ask for directions, turn to say the answer, etc.) Interpersonal: Participate
receive a gift; name birthday give directions, effectively in familiar and
party items. express a personal predictable conversational
Global Benchmarks: Students opinion, etc.) exchanges by sharing
can: keep a steady beat; EFL 3.2.14 Reading a text and answering information information and reacting ap-
differentiate one object/picture/ Make and respond to questions. propriately in basic
letter/word from another; invitations, Completing gaps from a reading using words interpersonal interactions.
greet, say please and thank suggestions, from a box.
you with prompting; make a apologies and re-
request through visual cues/ quests. I.EFL.3.10.1. Learners can
gestures/objects; begin to join in EFL 3.3.10 use back-channeling to react
with a familiar rhyme or story; Follow short Completing the gaps in a sentence. (Example: appropriately to what others
hold writing tools effectively. instructions My best friend is Carol. ----- is ten years old. --- say about familiar topics in
illustrated through birthday is in May, etc.) predictable, everyday
Students learn to: recognize step-by-step visuals situations and when carrying
and pronounce words with the in simple experiments out pair work for a specific
short /u/ and long /u/ sounds. and projects. task in class. Learners can
Global Benchmarks: Students (Example: simple ask questions to extend an
can: distinguish between, science experiments, interpersonal interaction.
identify, or repeat sounds. instructions for an art Role playing scenes from a story. (I.3, J.3)
project, etc.)
EFL 3.4.6 CE.EFL.3.9. Production -
Write a simple Fluency: Respond to simple
narrative with linking questions and familiar
words on familiar everyday social situations,
subjects in order to such as an invitation or
express everyday request, relatively quickly.
activities. (Example: Spontaneously initiate
free time, descrip- interactions in order to
tions, what happened express opinions or give ac-
last weekend, etc.) counts of personal
EFL 3.5.6 experiences.
Work in groups to
create a brainstorm I.EFL.3.9.1. Learners can
and/or draw a mind answer simple questions
map to describe and quickly and initiate basic in-
organize ideas or teraction spontaneously
organize useful when given opportunities.
information from (Example: make an
literary texts. invitation, give a suggestion,
etc.) Learners can describe
simple, familiar situations
and talk about past
experiences. (I.3, J.3)
CE.EFL.3.11. Demonstrate
comprehension of most of
the details of a short simple
online or print text and
follow short instructions in
simple experiments and
projects if illustrated through
step-by-step visuals.
CE.EFL.3.18. Write a
variety of short simple
familiar text-types online
or in print using
appropriate language, layout
and linking words.
CE.EFL.3.24. Organize
ideas and relevant
information from literary
texts using group or class
brainstorms and/or mind
maps in order to enhance
collaborative responses to
literature.